This handbook will assist teachers, departments or faculty groups and school management to focus upon their planning and provisions for gifted learners. It provides opportunities to measure current practice against best practice for gifted, and for teachers to ask: “What are we doing right?” “What’s missing?” and “What can we do better?” Each section includes teacher reflection activities and checklists, so that reflective practice can be planned, trialled and evaluated.

The contents include:

  • Developing your vision by creating a Gifted Graduate Profile
  • The characteristics of gifted learners
  • Curriculum delivery and classroom practice: gifted learners’ voices and the most effective options for gifted learners from the research
  • The DPI Model for gifted learners: Differentiating, personalising and individualising learning, with practical examples and ways of implementing them
  • Other gifted education models which differentiate learning
  • Curriculum development for gifted learners in the classroom – essential elements in unit overviews and unit content
  • A rich range of classroom tools and strategies for teachers with practical examples for teachers to trial, including an adapted Blooms taxonomy model, Tony Ryan’s Thinker’s Keys, Eberle’s SCAMPER, Socratic Questioning, Lipman’s Caring Thinking, and Williams Taxonomy.
  • Classroom management techniques and a wealth of ideas of how to use the tools and strategies provided in assessment, teaching practice and raising student thinking to a sophisticated level… and much, much more.

Best practice for gifted brings added value to all classrooms and is valuable for all teachers. Not only will understanding best practice for gifted learners raise the bar for this group of learners, it will influence the way teachers facilitate learning for all students.

Catering for gifted is not about provisions for an elite few. There are a far greater number of gifted students than many teachers realise. These often sit within the comfort zone of the main cohort and underachieve for a variety of reasons. A focus upon identifying potential as well as high achievers, and upon providing an appropriate level of challenge can result in a real increase in student achievement.

De auteurs:

Sonia White (M. Gifted Ed) is a New Zealand Gifted Education specialist with a long term passion and involvement in gifted education at both primary and secondary school level. She has worked for 8 years as an advisor to schools providing in-service professional development in gifted education through the University of Auckland. Prior to that she was gifted education coordinator for 15 years.
Sonia is now a gifted education consultant who works with school management, gifted education coordinators and teachers, providing professional development and mentoring in Primary, Secondary, Intermediate and Middle Schools. Sonia works locally, nationally and internationally in this field. More details about her are available on her website www.giftedconsultant.ac.nz.

Recensie:

I love this book! Sonia White’s ideas and approaches are wise, compassionate, and supportive of a variety of gifts and talents. It’s a pleasant and engaging journey for the reader to explore the book with its myriad of ideas and strategies.

Prof. Dr Dorothy Sisk, Ph.D
CW Conn Chair in Gifted Education, Lamar University, Texas.

This book is going to be used in an accreditation process for teachers of gifted children who are accredited by the Slovakian Ministry of Education.

Dr. Jolana Laznibatova, Ph.D.,
Director of  Školy Pre Mimoriadne Nadané Deti a Gymnázia, Bratislava, Slovakia.

This book has particular value for policy makers, educators, scholars and researchers, teachers, and parents. It is a must-have for those who want a guide that makes a connection between research and practical action in gifted education.

Dr. Taisir Subhi Yamin, Ph.D.
President, World Council for Gifted and Talented Children
General Director, ICIE.

In teacher training courses this book will help teachers to translate the theory into daily teaching. [It] is mostly culture and educational independent, and can therefore also be used outside New Zealand to help teachers making education more appropriate for gifted learners in secondary schools.

Greet C. de Boer, M.Sc.,
University of Groningen

Titel:
Designing defensible classroom programs for gifted secondary school learners
A handbook for teachers

Auteur:
Sonia White

Uitgeverij:
Sonia White, Gifted Education Consultant, North Shore City, New Zealand, ©2011

ISBN:
978-0-473-17517-7

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