Curriculum Design & Instruction To Teach Educating The Gifted & Talented

Curriculum Design and Instruction to Teach

Educating The Gifted and Talented:







Author: Charles Hayes:



Special Features Include:

Phases For Conducting a Needs Assessment:
Curriculum Design Supplement:
Curriculum Design Plan:
Curriculum Design Goals:
Curriculum Design Objectives:
Instructional Goals:
Instructional Objectives:
Instructional Activities:
Instructional Evaluation Techniques:
Difficult Terminology To Be Utilized:
Curriculum Design Supplement:
Lesson Plans:
Standard Vocabulary:
A Limited Glimpse:


Topics Include:


* Introduction:

I. Characteristics Of Gifted

Students:

A. The Terman Studies:

B. Traits Of Intellectually Gifted

Children:

C. Affective Characteristics:

D. Characteristics Of The Creatively

Gifted:

E. The Origins Of High Talent and Extreme

Precocity:

* Introduction:

I. Program Planning:

A. Main Components Of Program Planning:

B. Why, Who, What, Where, When, How

Questions:

C. Program Planning: Fifteen Areas:

D. The View From The School Board:

E. Perspectives Of Other Teachers:

* Introduction:

I. Identifying Gifted and Talented

Students:

A. Thoughts and Issues In Identification:

B. National Report On Identification:

C. Identification Methods:

* Introduction:

I. Acceleration:

A. Acceleration Versus Enrichment:

B. Early Admission To Kindergarten Or

First Grade:

C. Grade-Skipping:

D. Subject-Skipping:

E. Early Admission To Junior Or Senior

High School:

F. Credit By Examination:

G. College Courses In High School:

H. Correspondence Courses:

I. Telescoped Programs:

J. Early Admission To College:

K. Talent Search and The Study Of

Mathematically Precocious Youth:

I. Grouping and Counseling:

A. Full-Time Homogeneous Grouping:

B. Full-Time Heterogeneous Grouping:

C. Part-Time and Temporary Grouping:

D. Counseling:

* Introduction:

I. Enrichment:

A. Selecting Worthwhile Enrichment

Activities:

B. Independent Study and Research

Projects:

C. Learning Centers:

D. Field Trips:

E. Saturday Programs:

F. Summer Programs:

G. Mentors and Mentorships:

H. Future Problem Solving:

I. Odyssey (Olympics) Of The

Mind:

J. Junior Great Books:

K. Academic Decathlon:

L. Mock Court:

M. Other Academic Competitions:

* Introduction:

I. Curriculum Models:

A. Enrichment Triad Model:

B. Revolving Door Identification

Model:

C. Multiple Menu Model:

D. Pyramid Project:

E. Feldhusen's Three-stage Enrichment

Model:

F. Guilford/Meeker Structure Of Intellect

Model:

G. Treffinger's Model For Increasing Self-

Directedness:

H. Autonomous Learner Model: Betts:

I. The Williams Model For Developing

Thinking and Feeling Processes:

J. The Taylor Multiple-talent Totem Pole

Model:

K. The U.S.O.E. Definition As A Curriculum

Guide:

* Introduction:

I. Effective Learning and Leadership:

A. Affective Learning:

B. The Self-Concept:

C. Moral Development: The Kohlberg Model:

D. An Affective, Humanistic Curriculum:

E. Materials And Strategies For Encouraging

Effective Growth:

F. Leadership:

G. Leadership Definitions: Traits,

Characteristics, and Skills:

H. Leadership Training:

* Introduction:

I. Creativity I: The Creative Person,

Creative Process, and Creative

Dramatics:

A. Characteristics Of Creative

Students:

B. Creative Abilities:

C. The Creative Process:

D. Creative Dramatics:

* Introduction:

I. Creativity I: The Creative Person,

Creative Process, and Creative

Dramatics:

A. Characteristics Of Creative Students:

B. Creative Abilities:

C. The Creative Process:

D. Creative Dramatics:

* Introduction:

I. Creativity II: Teaching For Creative

Growth:

A. Can Creativity Be Taught?

B. Creativity Consciousness and Creative

Attitudes:

C. Understanding The Topic Of Creativity:

D. Involvement In Creative Activities:

E. Strengthening The Creative Problem-solving

Process:

F. Strengthening Creative Personality Traits:

G. Standard Creative Thinking Techniques:

H. Strengthening Creative Abilities:

I. Other Creativity Exercises:

J. Creative Teaching and Learning:

* Introduction:

I. Teaching Thinking Skills:

A. Indirect Teaching, Direct Teaching,

and Metacognition:

B. Thinking Skills:

C. Bloom's Taxonomy Of Educational

Objectives:

D. Critical Thinking:

E. Models and Exercises For Teaching

Thinking Skills:

F. The De Bono Cort Strategies:

G. Philosophy For Children: Lipman:

H. Project Impact:

I. Instrumental Enrichment: Reuven

Feuerstein:

J. Midwest Publications Thinking Skills:

Harnadek and Others:

K. Selecting Thinking Skills Exercises and

Materials:

* Introduction:

I. Culturally Different and Economically

Disadvantaged Children: The Invisible

Gifted:

A. Special Needs:

B. Identification:

C. Programming For Culturally Different

Gifted Students:

* Introduction:

I. Underachievement: Diagnosis and

Treatment:

A. Definition and Identification Of

Underachievement:

B. Characteristics Of Underachieving

Gifted Children:

C. Etiologies Of Underachievement:

D. Family Etiology:

E. School Etiology:

F. The Treatment Of Underachievement:

* Introduction:

I. Underachievement Of Females:

A. Present Status Of Women: Women In

The Work Force:

B. Life Satisfactions Of Women:

C. Gender Differences:

D. Differences In Expectations, Achievement

Orientation, and Aspirations:

E. Educating Gifted Females:

* Introduction:

I. The Handicapped Gifted Child:

A. Needs Of The Handicapped Gifted:

B. Identification:

C. Critical Ingredients Of Programs

For The Gifted Handicapped:

D. Reducing Communication Limitations:

E. Self-concept Development:

F. High-level, Abstract Thinking Skills:

G. Parenting:

* Introduction:

I. Parenting The Gifted Child:

A. The "Who's In Charge?" Problem:

B. Parenting by Positive Expectations:

C. Double Messages and Half-truths:

D. Competition and Pressure:

E. Peer Pressure:

F. Parent Support Groups:

G. Some Special Family Concerns:

* Introduction:

I. Parenting The Gifted Child:

A. The "Who's In Charge?" Problem:

B. Parenting by Positive Expectations:

C. Double Messages and Half-truths:

D. Competition and Pressure:

E. Peer Pressure:

F. Parent Support Groups:

G. Some Special Family Concerns:

* Introduction:

I. Program Evaluation:

A. Why Must Programs Be Evaluated?

B. Evaluation Design: Begin At The Beginning:

C. Evaluation Models:

D. The Rimm Model:

E. Evaluating The Written Plan Versus Actual

Activities:

F. Complexity Of Evaluation and Audience: A

Hierarchy:

G. Instrument Selection:

H. Test Construction:

I. Daily Logs:

J. Student Self-evaluations:

K. Performance Contracting:

L. Commitment To Evaluation:

* STATE OF THE ART CURRICULUM:

* NEW:

* BIBLIOGRAPHY:

* REFERENCES:

* COLOR PHOTOS:

* PAPERBACK:

* TRANSPARENT FRONT PAGE:

* BLACK OR WHITE BACK PAGE COVER:

* BINDED: BLACK OR WHITE COIL:

* 500 PAGES: 8x11"

* ALLOW 4 TO 6 WEEKS TO RECEIVE ITEM:

* ALSO RECEIVE AN ADVANCE CERTIFICATE IN

EDUCATING THE GIFTED AND TALENTED AFTER

PASSING THE EXAMINATIONS IN THE

CURRICULUM DESIGN AND INSTRUCTION: