Describes an instructional unit for gifted students (ages 9 to 13) intended to help students understand and better balance efforts to meet the five basic human needs (physiological, belonging, power, freedom, and fun) postulated by William Glasser's control theory. Activities for each of the five units are outlined. (DB)

Provides general suggestions for introducing philosophy to middle school gifted students. Offers reasons for teaching philosophy, identifies the major elements of philosophy, and urges the reading and discussion of primary sources. Gives ideas for classroom procedure, and an example using six brief excerpts on friendship from Aristotle. (DB)

Describes a three-week summer course on humor for gifted high school students. Outlines 10 reasons for studying humor and describes the development of the course and activities during each of the three weeks. (DB)

Seven suggestions for meeting the social/emotional needs of gifted students include encourage controlled risk taking; provide myriad social experiences; inventory family similarities and differences; encourage biography reading; provide mentorship opportunities; love and respect students as individuals; and encourage a self-concept that extends…

Reviews the research on competition in classrooms for gifted students. It finds that competitive classroom structures involving extrinsic rewards may undermine the task commitment and involvement characteristic of intrinsic motivation and that this relationship is stronger for gifted students than for other students. Some short-term benefits of…

Explores the use of simulations as a teaching method for gifted students. Identifies positive effects of simulations and distinguishes different types. Notes disadvantages related to time, money, and experience as are unique features of the teacher's role in this approach to instruction. Lists guidelines for choosing a model and deciding on a…

Presents a lesson plan for teaching abstract science concepts to gifted middle school students. The lesson integrates a physical education component into science instruction to reinforce the abstract notion that electrons emit energy in the form of visible light. (CR)

Discusses how cooperative learning can teach gifted elementary students about being part of a cohesive team that works toward a common goal. Describes how to set up cooperative learning groups and sample cooperative learning activities, such as "crossing the river," cooperative maps, and body systems posters. (CR)

Teaching the geography of the United States to gifted elementary-level children in a way that challenges preconceived ideas about people and places is the focus of this article. Detailed student instruction is described, including thinking and writing activities that enable students to compare preconceived notions and reality. (CR)

This article offers suggestions to help gifted students develop quality products that demonstrate their research and learning experiences. It stresses the importance of a timeline, selection of media, demonstration of higher level thinking skills, communication to an audience, product evaluation, product celebration, reflection, and skill…

A teacher of gifted minority children explains how to conduct a hands-on science experiment investigating how many drops of water can fit on a penny. Four different student activities that teach concepts such as the necessity of controlling variables in scientific experiments are described. (CR)

Suggestions are offered for a classroom project of planning and conducting an archaeological dig on or near school property. Principles of archaeological practice such as making drawings of the site and using a grid frame to record locations are explained. Also suggested is a simulation activity in which students pick imbedded "findings" out of…

Five problem-based learning activities tested by fourth-grade gifted students are suggested. Each open-ended problem is intended to be worked on by a small group for 30 minutes. Student reactions are quoted and analyzed, noting that students became more willing to take risks, test the properties and limits of their materials, and learn from their…

A teacher describes his experiences with gifted-accelerated ninth grade English students who designed games instead of writing term papers, thereby enhancing analysis, synthesis, and evaluation skills. A list of questions and suggestions to guide young game designers is included and covers overall design procedures, mechanics, and self-evaluation…

Factors for assessing classroom material for creative thinking are presented as a series of questions. Does it: (1) make associations or analogies? (2) blend thought with feeling?; (3) promote flexible thinking? (4) have visual or semantic imagery? (5) provide structure? (6) provide opportunities to extend, embellish, transfer, or transform?. (VW)