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- 2006031199 contributor B10443132.
- 2006031199 created "2007.".
- 2006031199 date "2007".
- 2006031199 date "2007.".
- 2006031199 dateCopyrighted "2007.".
- 2006031199 description "Includes bibliographical references.".
- 2006031199 description "What brain research tells us. Are intelligence and brain development genetically determined? Changing our view of intelligence. Brain strategies to chunk and connect information. How does the brain change when we learn something? Relevance for the curriculum -- Why you need a model. A model will help you. Five simple steps. Definitions of gifted determine legal responsibility. Determine teacher competencies. Develop a plan. Create ownership by building partnerships. Evaluate your model for a reality check -- Gifted : more than one definition. Definition of giftedness. Gardner's Multiple Intelligences Model (MI). Tannenbaum's psychosocial approach-gifted reasoning : an inclusive approach. Renzulli's three-ring concept, and two types of giftedness. Characteristics of gifted children -- Who are your gifted students? True or false? Comparing the high achiever, gifted learner, and creative thinker. Gifted in special populations. Identifying gifted minority students. Identifying gifted students with multiple exceptionalities. Gifted children at risk. Effects of high intelligence on learning. Five levels of giftedness -- Identifying gifted students. The screening process. The screening committee. Begin a talent pool search through nominations. Develop a talent pool through achievement tests. Using ability tests. Multiple criteria : putting the pieces together -- Building a gifted program. Basic issues. Match the program with the gifted child : instructional management. Services for high potential children. Compact the curriculum. Motivate with independent study. Good practices reflect gifted standards. Accelerating students. Involving parents -- Reaching gifted with differentiation. The stretch. Be mindful of the whole child. How to begin differentiation. Proceed with caution. The changing role of the teacher. Managing a differentiated classroom. making learning personal and relevant -- Implementing the model. Define your vision and examine your dream. Nurture the model : academic programs and services for gifted students. Make the transition and prioritize change. Involve your professional learning community. Take time to reflect and evaluate. Lead in a time of change -- Resources for advocates of gifted children. Organizational resources. Enrichment opportunities. Catalogs/publishers of materials for gifted -- Custom powerpoint presentations. Overview of gifted learners (for parents, school board members, and community representatives). Characteristics and needs of the gifted (for parents and school personnel). Identification (for parents, school personnel, or identification committee). Program design (for school personnel and parent advocates). Program evaluation (for school personnel and community representatives).".
- 2006031199 extent "xii, 133 p. :".
- 2006031199 identifier "0910707766".
- 2006031199 identifier 2006031199.html.
- 2006031199 issued "2007".
- 2006031199 issued "2007.".
- 2006031199 language "eng".
- 2006031199 publisher "Scottsdale, AZ : Great Potential Press,".
- 2006031199 spatial "United States".
- 2006031199 spatial "United States.".
- 2006031199 subject "371.95 22".
- 2006031199 subject "Gifted children Education United States.".
- 2006031199 subject "Gifted children Psychology.".
- 2006031199 subject "Gifted children United States Identification.".
- 2006031199 subject "LC3993.9 .L43 2007".
- 2006031199 tableOfContents "What brain research tells us. Are intelligence and brain development genetically determined? Changing our view of intelligence. Brain strategies to chunk and connect information. How does the brain change when we learn something? Relevance for the curriculum -- Why you need a model. A model will help you. Five simple steps. Definitions of gifted determine legal responsibility. Determine teacher competencies. Develop a plan. Create ownership by building partnerships. Evaluate your model for a reality check -- Gifted : more than one definition. Definition of giftedness. Gardner's Multiple Intelligences Model (MI). Tannenbaum's psychosocial approach-gifted reasoning : an inclusive approach. Renzulli's three-ring concept, and two types of giftedness. Characteristics of gifted children -- Who are your gifted students? True or false? Comparing the high achiever, gifted learner, and creative thinker. Gifted in special populations. Identifying gifted minority students. Identifying gifted students with multiple exceptionalities. Gifted children at risk. Effects of high intelligence on learning. Five levels of giftedness -- Identifying gifted students. The screening process. The screening committee. Begin a talent pool search through nominations. Develop a talent pool through achievement tests. Using ability tests. Multiple criteria : putting the pieces together -- Building a gifted program. Basic issues. Match the program with the gifted child : instructional management. Services for high potential children. Compact the curriculum. Motivate with independent study. Good practices reflect gifted standards. Accelerating students. Involving parents -- Reaching gifted with differentiation. The stretch. Be mindful of the whole child. How to begin differentiation. Proceed with caution. The changing role of the teacher. Managing a differentiated classroom. making learning personal and relevant -- Implementing the model. Define your vision and examine your dream. Nurture the model : academic programs and services for gifted students. Make the transition and prioritize change. Involve your professional learning community. Take time to reflect and evaluate. Lead in a time of change -- Resources for advocates of gifted children. Organizational resources. Enrichment opportunities. Catalogs/publishers of materials for gifted -- Custom powerpoint presentations. Overview of gifted learners (for parents, school board members, and community representatives). Characteristics and needs of the gifted (for parents and school personnel). Identification (for parents, school personnel, or identification committee). Program design (for school personnel and parent advocates). Program evaluation (for school personnel and community representatives).".
- 2006031199 title "Building a gifted program : identifying and educating gifted students in your school / Monita R. Leavitt.".
- 2006031199 type "text".