ERIC Number: ED337980
Record Type: RIE
Publication Date: 1989
Gifted Learners K-12. A Practical Guide to Effective Curriculum & Teaching.
Chuska, Kenneth R.
This guide identifies ways of improving the program offerings by regular classroom teachers for students identified as gifted learners, through planned enrichment strategies. An introductory section outlines conditions prevalent in public schools that suggest the need for alternative strategies for the instruction of gifted learners, lists the major characteristics of gifted learners, distinguishes between the gifted student and the gifted learner, and outlines basic beliefs about the education of gifted learners. Part A then presents 33 strategies for education of gifted learners that are of an administrative and broad curricular nature. The strategies include such approaches as allowing gifted learners to test out of a skill or content area, organizing academic fairs, developing interdisciplinary courses, utilizing independent study or contracting, and others. For each strategy, the guide notes the characteristics of gifted learners that are served by that strategy, how to implement the strategy, what the strategy accomplishes, and variations to be considered. Part B contains teaching strategies for specific subject areas, including art, business education, drama, driver education, English, foreign language, health/safety, home economics, industrial arts, mathematics, music, physical education, reading, science, and social studies. An appendix outlines characteristics of gifted learners and lists experts who have had a significant impact on the education of the gifted. (JDD)
Descriptors: Curriculum Development, Educational Philosophy, Educational Practices, Elementary Secondary Education, Enrichment Activities, Gifted, Program Development, Program Improvement, Student Characteristics, Teaching Methods
National Educational Service, 1821 West Third St., P.O. Box 8, Bloomington, IN 47402 ($18.95 each, quantity discount).
Publication Type: Guides - Non-Classroom
Education Level: N/A
Authoring Institution: N/A