| Edition |
2nd ed. |
| Description |
xiii, 275 pages : illustrations ; 28 cm |
| Bibliography |
Includes bibliographical references and index. |
| Summary |
This book helps bring clarity to this topic, applying the latest neuroscientific findings to separate fact from fiction and provide teachers with practical strategies for engaging artistically and intellectually advance learners.--[book cover] |
| Contents |
Introduction -- What do we mean by gifted and talented? -- Myths and realities about giftedness -- Gifted and talented programs in today's schools -- A word about elitism -- About this book -- Questions this book will answer -- Chapter contents -- Other helpful tools -- Chapter 1: What is a gifted brain? -- Understanding intelligence -- Have we found the genes for intelligence? -- Is brain structure related to intelligence? -- Where in the brain is intelligence located? -- Theories of intelligence and giftedness -- Limited value of IQ tests -- Renzulli's definition of giftedness -- Gardner's multiple intelligences -- Sternberg's theories -- Gané's view of giftedness and talent -- Other theoretical models -- Characteristics of giftedness -- Are the gifted more excitable? -- Thinking about thinking -- The Cerebral hemispheres -- The Prefrontal cortex -- Decision making -- Social and emotional characteristics of giftedness -- Social characteristics -- Emotional characteristics -- Impact of praise on gifted students -- |
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Chapter 2: Challenging the gifted brain -- Differentiated curriculum -- Differentiated instruction -- A supportive learning environment -- Classroom organization and management -- Social and emotional climate -- Curriculum content initiatives for gifted learners -- Acceleration -- Curriculum compacting -- Grouping -- Instructional processes for gifted learners -- Higher-level thinking and bloom's revised taxonomy -- Creative thinking -- Problem-based learning -- The Triarchick approach -- Independent study -- Tiered assignments -- Cautions about discovery-based teaching -- The products of gifted learners -- Gifted visual-spatial learners -- Avoiding the pitfall of academics versus the arts -- Chapter 3: Underachieving gifted students -- What is underachievement? -- Some causes of underachievement? -- Adjusting to giftedness -- Identifying gifted underachievers -- General characteristics -- Dependence and dominance -- Spatially gifted students -- Underachievement among gifted minority students -- Why minority students underachieve -- Reversing patterns of underachievement -- Reversing underachievement in minority students -- Chapter 4: The twice-exceptional brain -- Identifying twice-exceptional students -- The difficulties of identification -- The potential for misdiagnosis -- Guidance and counseling interventions -- Giftedness and attention-deficit hyperactivity disorder -- What is ADHD? -- What causes ADHD? -- Characteristics of gifted children with ADHD -- |
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Giftedness and autism -- What is autism spectrum disorder? -- Impact of giftedness on individuals with classic (Kanner-type) autism -- Asperger syndrome -- Hyperlexia -- Identification of hyperlexia -- Types of hyperlexia -- Dealing with hyperlexia -- Chapter 5: Language talent -- Sources of language ability -- Structure of language -- Syntax and semantics -- Genes, language, and the environment -- Learning to read -- Identifying students gifted in language arts -- Developing language ability -- Some instructional approaches and strategies -- Chapter 6: Mathematical talent -- Number sense is an innate capability -- Mathematical thinking and the brain -- Arithmetic processing and retrieval -- Number processing, language, and visual-spatial dependence -- Conceptual and procedural knowledge -- Identifying the mathematically gifted -- Some attributes of mathematical giftedness -- Teaching the mathematically gifted -- Classroom challenges -- Gender differences in mathematics: do they really exist? -- Chapter 7: Artistic talent -- The arts for all students -- Are we incorporating the arts in the regular classroom? -- Musical talent -- Why are humans musical? -- What is musical talent? -- Reading and memorizing music -- Reading music -- Memorizing music -- Music as another way of knowing -- Developing musically talented students -- The identification process -- The nature of practice -- Looking for new approaches to teaching music -- |
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Academic achievement versus musical study -- Implications for teaching music in secondary schools -- Differentiated music curriculum -- Conclusion about music -- Dance talent -- Dance as an academic discipline -- Dance in the k-12 curriculum -- Theatrical talent -- Theater programs in schools -- Visual art talent -- Imagery and visual processing -- Using technology with visual arts teaching -- Chapter 8: Putting it all together -- Identifying gifted students -- Preliminary assessment for giftedness -- Identifying minority students -- Developing the learning environment -- Strategies for the gifted in the inclusive classroom -- Where do we go from here? -- Why are we not doing more for gifted students? -- Some considerations for helping gifted students -- What are we doing for the profoundly gifted? -- Teacher training -- Conclusion. |
| Subject |
Gifted children -- Education -- United States.
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Gifted children -- United States -- Identification.
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Brain -- Localization of functions.
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Hoogbegaafdheid.
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Leren.
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Begabung.
|
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Erziehung.
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Kind.
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United States.
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Brain -- Localization of functions.
(OCoLC)fst00837636
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Gifted children -- Education.
(OCoLC)fst00942566
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Gifted children -- Identification.
(OCoLC)fst00942599
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United States. (OCoLC)fst01204155
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| Other Form: |
Online version: Sousa, David A. How the gifted brain learns. 2nd ed. Thousand Oaks, Calif. : Corwin, c2009 (OCoLC)735327890 |
| ISBN |
9781412971720 cloth |
|
1412971721 cloth |
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9781412971737 paperback |
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141297173X paperback |
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