From the pages of Teaching for High Potential, a quarterly publication of the National Association for Gifted Children, this collection of articles is sure to be of use to any educator of high-ability students. Topics included range from instructional methods across all content areas, including tips and tools for reading and vocabulary instruction, integrating STEM content, and engaging students in math, to identification, differentiation, and addressing gifted students' social-emotional needs. Articles also delve into current issues pertinent to the field of gifted education and this unique group of students, including underachievement and underrepresented minority populations, as well as new classroom strategies such as Makerspaces and teaching growth mindset. This resource can be used to enhance a classroom lesson, guide curriculum development, or supplement professional development. The featured articles are unique, well written for the audience, and selected by reviewers who understand what teachers need.
Table of Contents
Acknowledgements Foreword Editors’ Note Part I: Classroom Practices Section I: General Gifted Education Chapter 1:A Guide to Teaching the Gifted: What We Need to Know and Why We Need to Know It Chapter 2: Bridging the Divide: Building on the Best of Gifted Education With Programming for Talent Development Section II: Changing Classroom Spaces Chapter 3: Three Reasons to Plan an Advocacy Field Trip Chapter 4: Making a Makerspace Chapter 5: The Enrichment Seminar: A Middle/Secondary Course for Gifted Learners Chapter 6: Extreme ESP: Meaningful Thematic Activities for High-Ability Middle School Students Chapter 7: Principles and Practices of Socratic Circles in Middle Level Classrooms Chapter 8: Socratic Circles: Round and Round the Wheels of Thought Section III: Creativity Chapter 9: Creative Process Assessment as a Means to Creative Productivity: How to Help Students Make the Most of Their Capabilities Chapter 10: A Pathway for Classroom Creativity Chapter 11: Creative Problem Solving Embedded Into Curriculum Chapter 12: Inspiring Student Creativity From SCRATCH Chapter 13: Creativity and the Common Core: Shining Light Into a Dark Space Chapter 14: Standard Deviations: Creative Writers Take Standardized Writing Tests Section IV: Curriculum Planning and Thinking Skills Chapter 15: Looking at Information Differently: The Importance of Understanding Epistemology Chapter 16: Becoming a Genuine Bloomarian Chapter 17: Teaching What Is Essential: Asking the Essential Questions Chapter 18: Differentiating Content Using a Conceptual Lens Chapter 19: Teaching Current Events as a Feature of a Differentiated Curriculum Chapter 20: Knowing Is a Process, Not a Product Chapter 21: Curriculum Compacting: How and Why to Differentiate Beyond Proficiency Chapter 22: Self-Assessment: Are You Including the Best Practices for Teaching Gifted and Advanced Learners Part II: Curriculum Content Section I: Language Arts Chapter 23: Readers for a Lifetime Chapter 24: Promoting Citizenship Development Through Biographies Chapter 25: Vocabulary Instruction in the Common Core State Standards Era Chapter 26: Exploring Between the Pages Chapter 27: Differentiation in the English Literature Classroom Through Highly Moral Literature Chapter 28: Seney’s Top 10 Section II: Mathematics Chapter 29: Thinking Like a Mathematician Chapter 30: Nurturing Mathematical Minds: Differentiation Strategies and Curriculum That Promote Growth Chapter 31: How to Lie With Statistics Chapter 32: Mathematics Olympiads for Elementary Students: Nurturing Young Talent Section III: Visual/Performing Arts Chapter 33: Teaching Visual Art History and Appreciation to Young Children Chapter 34: Infusing Thinking Skills Into Visual Arts Instruction Chapter 35: Opening a Digital Art Gallery Chapter 36: Building Class Kindness and Concern Through Chant and Storytelling Chapter 37: Moving Beyond Traditional Investigations and Role-Playing Chapter 38: The Silent “A”: Why Art Has Always Been Part of STEM Expertise Section IV: History/Social Studies Chapter 39: Uncovering History in the Elementary Grades Chapter 40: Inquiry-Based Learning for Gifted Students in the Social Studies Classroom Chapter 41: Deliberations: Giving Voice to High-Ability Social Studies Students Chapter 42: Dramatic Social Studies Monologues That Stir the Gifted Soul Chapter 43: Applying Differentiation Strategies to AP Psychology Curriculum Section V: Science Chapter 44: The Next Generation Science Standards and High-Ability Learners Chapter 45: Curiosity for All Chapter 46: Using the Digital Ecosystem to Improve Nature’s Ecosystem Chapter 47: Rocks Rock!: Teaching Geology to Elementary School Students Chapter 48: Global Climate Change: Motivated High School Students Gain Their Voice Chapter 49: From Consumer to Producer: DIY and the Maker Movement Part III: Meeting Student Needs Section I: Supporting Social-Emotional Development Chapter 50: When Bright Kids Become Disillusioned Chapter 51: Resilience and Gifted Children Chapter 52: Helping Gifted Students Move Beyond Perfectionism Chapter 53: The Buddy Bench: Supporting the Emotional Well-Being of Others Chapter 54: Helping Gifted Students Discover Daily Pockets of Joy Chapter 55: Motivating Adolescent Gifted Learners Chapter 56: Critical Intelligence: Teaching Social and Emotional Awareness Section II: Meeting Students’ Academic Needs Chapter 57: Ungifting the Gifted Underachiever Chapter 58: We Teach Great Minds Chapter 59: Mindsets Over Subject Matter: How Our Beliefs About Intelligence Impact STEM Talent Development Chapter 60: The Social and Emotional Benefits of Nature Chapter 61: The Case for Affect in Mathematics Section III: Support for Educators Chapter 62: Professional School Counselors and Gifted Educators: Working Towards Solutions Chapter 63: Social and Emotional Needs: Is There a Curriculum Connection? Chapter 64: The Role of Teachers When Gifted Students Experience Negative Life Events Chapter 65: The Evolving Benefits of Teacher Collaboration Chapter 66: Helping Your Students Take the Challenge Chapter 67: Getting Excited About Learning: Promoting Passion Among Gifted Youth Section IV: Support for Parents Chapter 68: Note to Teachers: A Few Pointers for Parents Chapter 69: We’re Going Where?: Providing Rich Learning Experiences Through Family Enrichment Activities Part IV: Special Populations by Joy Lawson Davis Section I: Cultural Diversity Chapter 70: Helping Gifted Culturally Diverse Students Cope With Socio-Emotional Concerns Chapter 71: Our Powers Combined: Meeting the Needs of Multicultural Gifted Students Through Collaborative Teaching and Counseling Chapter 72: Desegregating Gifted Education for Underrepresented Students: Equity Promotes Equality Chapter 73: It Begins With Identification: A Focus on Hispanic Immigrant Students Chapter 74: Native American Students: Understanding Cultural and Language Diversity Chapter 75: Celebrating and Exploring Diversity Through Children’s Literature Chapter 76: Talking About Race in Middle and High School Classrooms Chapter 77: The Power of the Personal Narrative Section II: Students From Low-Income Families Chapter 78: Curriculum Planning for Low-Income Learners: An Interview Chapter 79: Benefits of Providing Enrichment to High-Potential Students From Low-Income Families Section III: Twice-Exceptionality Chapter 80: Screening and Identifying 2e Students: Best Practices for a Unique Population Chapter 81: Uncovering Buried Treasure: Effective Learning Strategies for Twice-Exceptional Students Chapter 82: Four Teaching Recommendations That Work for Gifted Youth With ADD: A Student’s Perspective Chapter 83: Minimizing the Impact of Asperger’s Syndrome in the Classroom: Practical Tips for Educators Chapter 84: Requiem to an Oft Misused Reading Program Chapter 85: Teaching Billy: Motivating a High-Potential Student With Emotional and Behavioral Difficulties Section IV: GLBTQ Chapter 86: GLBTQ Curricula Benefit All Students Chapter 87: Gifted LGBTQ Social-Emotional Issues About the Editors About the Authors List of Article Publication Dates
The National Association for Gifted Children’s mission is to support those who enhance the growth and development of gifted and talented children through education, advocacy, community building, and research. NAGC aims to help parents and families, K–12 education professionals including support service personnel, and members of the research and higher education community who work to help gifted and talented children as they strive to achieve their personal best and contribute to their communities.
Jeff Danielian is a middle school teacher of natural science in Providence, RI. He received his bachelor's degree in natural science from Lyndon State College in the Northeast Kingdom of Vermont and his master's degree in educational psychology from the University of Connecticut. Jeff currently is the Gifted Resource Specialist for the National Association for Gifted Children, working from his Rhode Island home on many exciting projects, including being editor-in-chief of Teaching for High Potential.
Exceptionally well organized and presented, “Teaching Gifted Children” is [a] practical and wide-ranging resource that can be used to enhance a classroom lesson, guide curriculum development, or supplement professional development. While unreservedly and highly recommended for school district, college, and university library Educational Issues collections in general, and Gifted Education supplemental studies reading lists in particular, it should be noted for the personal reading lists of teachers, school district administrators, school board members, and non-specialist general readers with an interest in the subject that “Teaching Gifted Children” is also available in a digital book format.,Midwest Book Review, 10/1/17
This magnificent, comprehensive anthology of gifted research, resources, and teaching strategies was written by experts in the field: teachers. Teachers who shared their insights, successes, roadblocks, and passion for teaching. . . . As you read the articles, you will gain a better understanding of gifted students and how to help them explore their potential and pursue their passions. It's a fantastic book to have whether you teach in a gifted education classroom or have gifted students in your regular education classroom. Linda Biondi,MiddleWeb, 1/18/18