ERIC Number: ED441301
Record Type: Non-Journal
Publication Date: 1992
Reference Count: N/A
Teaching Gifted Kids in the Regular Classroom: Strategies and Techniques Every Teacher Can Use To Meet the Academic Needs of the Gifted and Talented.
Winebrenner, Susan; Espeland, Pamela, Ed.
This book is designed to assist teachers in meeting the needs of gifted elementary students in general education classrooms. Each chapter presents a particular teaching/management strategy. The strategies in chapters 1-3 are designed to be used with subject areas that lend themselves to pretesting because it is likely that some gifted students will have retained prior learning. Strategies include compacting the curriculum and learning contracts. The strategies in chapters 4-6 are designed to be used with subject areas that appear to represent new learning for students, such as science, social studies, and interdisciplinary and/or thematic units. Chapter 7 covers appropriate reading instruction for gifted students, and chapter 8 discusses how to evaluate their work. Chapter 9 helps teachers to understand the special needs of gifted students in cooperative learning experiences, and chapter 10 describes a method that allows a school to group gifted students together without necessarily grouping students of other ability levels. Chapter 11 discusses miscellaneous issues such as acceleration, how to locate appropriate teaching materials, and how to deal with parents, administrators, and colleagues. An activities appendix presents games, puzzles, and other challenges for gifted students. (Contains 55 references.) (CR)
Descriptors: Class Activities, Classroom Techniques, Cluster Grouping, Cooperative Learning, Elementary Education, Geography, Gifted, Homogeneous Grouping, Inclusive Schools, Language Arts, Reading Instruction, Regular and Special Education Relationship, Science Instruction, Social Studies, Spelling, Student Needs, Teaching Methods
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Publication Type: Books; Guides - Classroom - Teacher
Education Level: N/A
Audience: Practitioners; Teachers
Authoring Institution: N/A