Understanding and Working with Gifted Learners: 'They're Not Bringing My Brain Out'
Autor Rosemary Cathcarten Limba Engleză Paperback – 19 mar 2020
- how to cope with a very bright child when you’ve got 30 other children in the class?
- what to do now you’re in charge of the gifted programme?
- what giftedness really is, and what it means?
Based on this far-reaching approach, this book:
- sets out five key concepts to help you recognise and meet the needs of gifted learners at every level of schooling (the REACH model)
- includes a wealth of thoroughly practical teaching strategies to implement the model, with loads of high-interest examples drawn from work by teachers just like you and from gifted learners just like those you know
- introduces a special three-question conceptual lesson-planning tool to bring all these strategies into highly effective and exciting units of work
- covers a wide range of supporting topics such as identification, parent perspectives, cultural differences, acceleration, grouping, giftedness with other special needs, and more.
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| Taylor & Francis – 19 mar 2020 | 233.36 lei 6-8 săpt. | +70.14 lei 4-10 zile |
| Hardback (1) | 764.03 lei 6-8 săpt. | |
| Taylor & Francis – 24 mar 2020 | 764.03 lei 6-8 săpt. |
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Specificații
ISBN-13: 9780367443658
ISBN-10: 0367443651
Pagini: 286
Ilustrații: 80
Dimensiuni: 156 x 234 x 17 mm
Greutate: 0.44 kg
Ediția:1
Editura: Taylor & Francis
Colecția Routledge
Locul publicării:Oxford, United Kingdom
ISBN-10: 0367443651
Pagini: 286
Ilustrații: 80
Dimensiuni: 156 x 234 x 17 mm
Greutate: 0.44 kg
Ediția:1
Editura: Taylor & Francis
Colecția Routledge
Locul publicării:Oxford, United Kingdom
Public țintă
Professional and Professional Practice & DevelopmentCuprins
Dedication – in gratitude
Acknowledgements
Foreword by Dr Linda Silverman
Preface: Why are we here?
SECTION I: THE ISSUES
Chapter 1. Why bother? They’ll succeed anyway, won’t they? A reality check!
Chapter 2. So who are they?
Chapter 3. What makes them tick? What makes the gifted gifted?
Chapter 4. Introducing the Holistic Descriptor
Chapter 5. How will I know one when I meet one?
Chapter 6. How do I teach them when I find them? Setting the scene…
SECTION II: RESOLVING THE ISSUES: TEACHING STRATEGIES
Chapter 7. Thinking about attitudes
Chapter 8. Thinking about skills
Chapter 9. Thinking about extension
Chapter 10. Thinking about balance
Chapter 11. Thinking about evaluating one’s own work
SECTION III: RESOLVING THE ISSUES: TEACHING STRATEGIES
Chapter 12. Generating a high level of interest in learning
Chapter 13. Developing the tools of thought: observation skills
Chapter 14. Developing the tools of thought: study and research skills
Chapter 15. Developing the tools of thought: communication skills
Chapter 16. Developing the tools of thought: thinking skills
Chapter 17. Developing the tools of thought: organisational skills
Chapter 18. Developing the child’s intellectual and creative potential as far as possible
Chapter 19. Using concepts which challenge the child’s current knowledge and level of thinking
Chapter 20. Drawing on the arts: for those who are not interested as well as those who are!
Chapter 21. Drawing on the arts: the language of painting
Chapter 22. Drawing on the arts: the language of poetry
Chapter 23. Encouraging original work
Chapter 24. Guiding the gifted reader
Chapter 25. Fostering emotional, social and ethical growth – beginning with the self
Chapter 26. Fostering growth towards emotional and social maturity
Chapter 27. Fostering ethical growth
Chapter 28. Evaluating our own learning, thinking and creating
SECTION IV: RESOLVING THE ISSUES: LESSON PLANNING
Chapter 29. Conceptual planning: a tool for the teacher
Chapter 30. Conceptual planning: a structure for lessons
Chapter 31. Bringing it all together
SECTION V: GIFTEDNESS AND RELATED DIFFERENT NEEDS
Chapter 32. Gifted children from minority cultures
Chapter 33. The Twice-exceptional child
Chapter 34. The needs of parents with gifted children
SECTION VI: NUTS AND BOLTS
Chapter 35. Nuts and bolts: some basics
Chapter 36. On being A REACH teacher
Endpiece
Appendices
1. Screening checklist for teacher use
2. How do I know if my child/my student is gifted?
3. Student survey – How could I get more out of school?
4. Interest inventory – The Famous YOU!
5. Visual-Spatial Learners: Characteristics comparison – Dr Linda Silverman
Acknowledgements
Foreword by Dr Linda Silverman
Preface: Why are we here?
SECTION I: THE ISSUES
Chapter 1. Why bother? They’ll succeed anyway, won’t they? A reality check!
Chapter 2. So who are they?
Chapter 3. What makes them tick? What makes the gifted gifted?
Chapter 4. Introducing the Holistic Descriptor
Chapter 5. How will I know one when I meet one?
Chapter 6. How do I teach them when I find them? Setting the scene…
SECTION II: RESOLVING THE ISSUES: TEACHING STRATEGIES
Chapter 7. Thinking about attitudes
Chapter 8. Thinking about skills
Chapter 9. Thinking about extension
Chapter 10. Thinking about balance
Chapter 11. Thinking about evaluating one’s own work
SECTION III: RESOLVING THE ISSUES: TEACHING STRATEGIES
Chapter 12. Generating a high level of interest in learning
Chapter 13. Developing the tools of thought: observation skills
Chapter 14. Developing the tools of thought: study and research skills
Chapter 15. Developing the tools of thought: communication skills
Chapter 16. Developing the tools of thought: thinking skills
Chapter 17. Developing the tools of thought: organisational skills
Chapter 18. Developing the child’s intellectual and creative potential as far as possible
Chapter 19. Using concepts which challenge the child’s current knowledge and level of thinking
Chapter 20. Drawing on the arts: for those who are not interested as well as those who are!
Chapter 21. Drawing on the arts: the language of painting
Chapter 22. Drawing on the arts: the language of poetry
Chapter 23. Encouraging original work
Chapter 24. Guiding the gifted reader
Chapter 25. Fostering emotional, social and ethical growth – beginning with the self
Chapter 26. Fostering growth towards emotional and social maturity
Chapter 27. Fostering ethical growth
Chapter 28. Evaluating our own learning, thinking and creating
SECTION IV: RESOLVING THE ISSUES: LESSON PLANNING
Chapter 29. Conceptual planning: a tool for the teacher
Chapter 30. Conceptual planning: a structure for lessons
Chapter 31. Bringing it all together
SECTION V: GIFTEDNESS AND RELATED DIFFERENT NEEDS
Chapter 32. Gifted children from minority cultures
Chapter 33. The Twice-exceptional child
Chapter 34. The needs of parents with gifted children
SECTION VI: NUTS AND BOLTS
Chapter 35. Nuts and bolts: some basics
Chapter 36. On being A REACH teacher
Endpiece
Appendices
1. Screening checklist for teacher use
2. How do I know if my child/my student is gifted?
3. Student survey – How could I get more out of school?
4. Interest inventory – The Famous YOU!
5. Visual-Spatial Learners: Characteristics comparison – Dr Linda Silverman
Notă biografică
Rosemary Cathcart has been involved in almost every role within gifted education from parent to college of education tutor since the mid-1980s. Founder of New Zealand’s first national gifted education centre and One Day School, she now heads an international award-winning consultancy specialising in professional development in this field.
Descriere
This book provides teachers with effective strategies for understanding and teaching gifted learners. It answers the questions teachers most commonly ask about who gifted learners are, why they need support and where parents fit into the picture.