Recognizing Students’ Strengths
Visible evidence of highly able learners’ strengths appear in their behaviour, some more obvious or pleasant than others. Some of those behaviours, those called the Brilliant Behaviours here (see list below), can play an important role in plans to differentiate their curriculum. Ways to stimulate, observe and assess Brilliant Behaviours are provided after describing how the list of Brilliant Behaviours was developed and why. They are ready for you to use in a variety of formats to suit different purposes and involve different observers (students observing themselves, being observed by their teacher, referred by classmates, etc.).
Students’ greatest academic strengths and passions are the areas in which their need for curriculum differentiation is also greatest. As a result, students should be observed for signs of the Brilliant Behaviours while they are engaged in the subjects they care about most, their passions and strongest subject(s).
The Brilliant Behaviours
Humour: Exceptionally keen sense of the comical, the bizarre, or absurd.
Imagination and Creativity: Extraordinary ability to use ideas, processes, materials or anything else in ingenious, flexible or surprising ways.
Inquiry: Probes deeply while exploring ideas & topics; asks deep questions; experiments with events, ideas, feelings, sounds, symbols, movement, etc.
Memory and Processing: Tremendous capacity for dealing with large amounts of information and skills.
Sensitivity: Unusually aware of or responsive to her/his own experiences and feelings and/or those of others.
Expressiveness: Extraordinary ability to communicate meaning or emotion through words, actions, symbols, sounds, or media.
Reasoning: Loves to think; thinks things through, considers implications or alternatives; rich, flexible, highly conscious, analytical or logical thought. Thinking is not necessarily directed toward a goal or solution.
Problem-solving: Outstanding ability to find systematic solutions to problems; is able to invent and monitor many paths to a goal; seeks out challenging problems.
Intuition: Suddenly discovers connections or deeper meanings without conscious awareness of reasoning or thought.
Learning: Extremely able to grasp and use sophisticated new understandings quickly and easily.
Interests: Advanced, intensely focused curiousity; passionate; may focus on unusual topics; interest is sometimes fleeting but always intense.
Moral and ethical concerns: Extreme need for fairness and justice; will take action to resolve injustices; deeply concerned with the consequences of her or his actions.
Motivation: Persistent, intense need to know, do, feel, create, or understand.
The purpose of this collection of Brilliant Behaviours is to assess behaviours that have implications for optimizing their learning. They are based on a list developed by Kanevsky, Maker, Nielson and Rogers (1994) which first appeared in Maker & Nielson’s Curriculum Development and Teaching Strategies for Gifted Learners[1]. That list was based on the traits, aptitudes and behaviours Frasier and Passow[113] felt contributed to giftedness. All wanted to be able to find students with high potential in many cultures, in girls as well as boys of all ages, in students with strengths in any subject area or type of intelligence, and in “meek or macho” students. In other words, the list is intended to be sensitive to brilliance in students of different cultural backgrounds, genders, ages, disciplines and temperaments.
The Brilliant Behaviours may contribute to efforts to identify gifted students (see below) but that isn’t their primary role. Many other, longer lists characteristics have been developed for use in identification procedures (example include, Clark[115], Martinson[116], Renzulli, Smith, White, Callahan, & Hartman[117]). This succinct list of Brilliant Behaviours includes only those behaviour characteristics which will be the keys to determining the curriculum differentiation strategies most appropriate for each student. See the section Aligning Strategies to Strengths for the forms to do this (the Guides).
Alternate Formats
The Brilliant Behaviours are provided in eight different formats. Some are available in French and Spanish as well as English. Each collects similar information but in different contexts and by different observers (teachers, or parents, or student self-observations). Offering different observers the same lenses (the behaviours) to view students in different settings and activities provides consistency in the observations and makes them easier to summarize later. It also simplifies subsequent conversations among observers and decision-makers when everyone is looking for the same things.
Three individual forms can be used in observation activities. They include the basic Brilliant Behaviours form, a set of descriptors to supplement any of the other forms, and a version with a frequency rating scale. The self-assessment checklist asks students to rate themselves on the behaviours. The group observation form is for whole class or group observations and looks like a class list. Each of the two referral forms are to be completed either by either peers or teachers when determining who should be offered opportunities to participate in special programs. The portfolio conferencing checklist is completed by teachers following a discussion with a student regarding the contents of her or his portfolio. Each version of the Brilliant Behaviours is provided with directions for its use and interpretation.
Using the Brilliant Behaviours to Identify Gifted Students
The data from these Tools can complement tests scores or avoid the need for them depending upon the decision to be made. If no official “gifted” designation is needed, just transfer information collected from the Brilliant Behaviours to the Guide for Selecting Differentiation Strategies to continue with the curriculum differentiation process without labeling. There is no cutoff score or minimum number of behaviours that must be found; one is sufficient to move on with the process of differentiating curriculum.
Although the Brilliant Behaviours can be used for referral, nomination or assessment, they are not intended to be the sole means of identifying or labeling gifted students. If official designation is necessary for access to alternative services and placements, one or more versions of the Brilliant Behaviours can be used to collect data to use in the identification process. For that task, other information must be collected and considered (student products and portfolios, test scores, etc.). The individuals involved in making this determination should meet prior to collecting data to make some crucial decisions:
- What services and placements are available?
- What sorts of students will benefit most from these opportunities?
- How many students can be accommodated?
The answers to these questions will shape the answer to efforts to find students with high ability. Their answer simplifies the big challenge: How can these students be found? Finding them will involve Brilliant Behaviours forms, the data they collect, and a process to apply criteria for selection to these data so decisions and placements can be made.
Before undertaking data collection, the individuals involved should understand the role each kind of information will play in the final decision. Individuals involved in the process also need a clear understanding of their roles in data collection, decision-making and program planning. Timelines for data collection, meetings and decision-making should also be clear to all participants in the process including students, parents and teachers.
The forms, data and decisions must locate the students best suited to the types of programming to be offered. Possibilities include self-paced individual projects, creative problem solving groups, or differentiated curricular experiences in the regular classroom, mentoring–the options are infinite. One or more of these options would be appropriate for some students and inappropriate for others.
General Directions for Using the Brilliant Behaviours
Brilliant Behaviours forms available (with directions)
( returns to text)
- Maker, C. J., & Nielson, A. (1996). Curriculum development and teaching strategies for gifted learners (2nd ed.). Austin, TX: Pro-Ed.
- Frasier, M. M., & Passow, A. H. (1994). Toward a new paradigm for identifying talent potential. Research Monograph No. 94112, Storrs, CT: National Research Center on Gifted and Talented.
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[[92]]Author unknown[[92]]
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[[107]]Solution to the fifth Water Jug problem found at: http://orion.math.iastate.edu/burkardt/puzzles/jugs_solution.html[[107]]
[[108]]Product options for each category are based on those recommended by Roberts, J. L., & Inman, T. F. (2009). Assessing Differentiated Student Products. Waco, TX: Prufrock Press, and Samara, Pedraza, & Curry (1992).[[108]]
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[[113]]Frasier, M. M., & Passow, A. H. (1994). Toward a new paradigm for identifying talent potential. Research Monograph No. 94112, Storrs, CT: National Research Center on Gifted and Talented.[[113]]
[[114]]Frasier, M. M., & Passow, A. H. (1994). Toward a new paradigm for identifying talent potential. Research Monograph No 94112, Storrs, CT: National Research Center on Gifted and Talented.[[114]]
Clark, B. (1997). Growing up gifted (5th ed.). Upper Saddle River, NJ: Merril.
Martinson, R. A. (1974). The identification of the gifted and talented. Ventura, CA: Office of the Ventura County Superintendent of Schools.
Renzulli, J. S., Smith, L. H., White, A. J., Callahan, C. M., & Hartman, R. K. (1976). Scales for rating the behavioral characteristics of superior students. Mansfield Center, CT: Creative Learning Press. [UPDATE]
Wills, H. (1971, October). Diffy. Arithmetic Teacher, 18(6), 402-405 (included in the Appendices).
Kanevsky, L. S. (1992). The learning game. In P. Klein & A. J. Tannenbaum (Eds.), To be young and gifted (pp. 204-241). Norwood, NJ: Ablex.
Neitzke, C., & Rohr-Sendlmeier, U. M. (1992). Achievement motivation of intellectually gifted students when confronted with challenging and unchallenging tasks. European Journal for High Ability, 3, 197-205.
American Psychological Association (1994). Diagnostic and statistical manual of mental disorders: DSM IV. Washington, DC: American Psychological Assn.
Greenes, C. (1981). Identifying the gifted student in mathematics. Arithmetic Teacher, February, 14-17.
Blank, M. (1975). Eliciting verbalization from young children in experimental tasks: A methodological note. Child Development, 46(1), 254-257.
Sheppard, S., & Kanevsky, L. S. (1999). Nurturing gifted students’ metacognitive awareness: Effects of training in homogeneous and heterogeneous classes. Roeper Review, 21(4), 276-272.
Galbraith, J. (1985). The eight great gripes of gifted kids: Responding to special needs. Roeper Review, 8(1), 15-18.
Barber, J., Barrett, K., Beals, K., Bergman, L., & Diamond, M. C. (1996). Learning about learning: GEMS Teacher’s Guide (Grades 6-8). Berkeley, CA: Lawrence Hall of Science. (ISBN 0-921511-95-8; http://www.lhs.berkeley.edu/GEMS/gensguides.html)
Bell, T., Witten, I., & Fellows, M. (1996). Computer science unplugged . . . Off-line activities and games for all ages. (Contact web page for latest developments of this material: http://www.cosc.canterbury.ac.nz/~tim.)
Black, H., & Black, S. (1990). Book II: Organizing Thinking – Graphic organizers. Pacific Grove: Critical Thinking Press and Software. (Grades 4-8; ISBN 0-89455-355-0; http://www. criticalthinking.com)Blizzard, G. S. (1992). Come look with me: Exploring landscape art with children. Charlottesville: Thomasson-Grant. (ISBN 0-934738-95-5)
Bower, B., Lobdell, J., & Swenson, L. (1994). History alive! Menlo Park, CA: Addison-Wesley. (ISBN 0-201-81837-X)
Boyd, H. (1987). Experiments with patterns in mathematics. Palo Alto, CA: Dale Seymour Publications. (ISBN 0-86651-346-9; http://www.cuisenaire-dsp.com)
Draze, D., & Palouda, A. (1992). Design studio. [Artistic design activities] San Luis Obispo, CA: Dandy Lion Publications. (ISBN 931724-87-2)
Easterday, K. E., Henry, L. L., & Simpson, F. M. (Eds.) (1981). Activities for junior high school and middle school mathematics: Readings from the Arithmetic Teacher and the Mathematics Teacher. Reston: National Council of Teachers of Mathematics. (ISBN 0-87353-188-4; http://www.nctm.org/catalog/)
Meyers, D. M., & Casteel, J. D. (1999). Dealing with dilemmas: Coaching students in decision making (grades 4-8). Glenview, IL: Good Year Books. (ISBN 0-673-36369-4)
Parks, S., & Black, H. (1992). Book I: Organizing Thinking – Graphic organizers. Pacific Grove: Critical Thinking Press and Software. (Grades 2-5; ISBN 0-89455-354-2; http://www. criticalthinking.com)
Ruef, K. (1992). The Private Eye. Seattle, WA: The Private Eye Project. (ISBN 0-9605434-1-4; website: http://www.the-private-eye.com/ruef/)
Smith, S. E., & Backman, C. A. (Eds.). (1975). Games and puzzles for elementary and middle school mathematics: Readings from the Arithmetic Teacher. Reston: National Council of Teachers of Mathematics. (ISBN 0-87353-054-3)
Sternberg, R. J. (1986). Intelligence applied: Understanding and increasing your intellectual skills. Toronto: Harcourt Brace Jovanovich Publishers. (ISBN 0-15-541470-4)
Van Allsburg, C. (1984). The mysteries of Harris Burdick. Boston, MA: Houghton-Mifflin. (ISBN 0-395-35393-9)
Wills, H. (1971, October). Diffy. Arithmetic Teacher, 18(6), 402-405 (included in the Appendices).
Zuckerman, S. (1989). My mind works in different ways. Unpublished teaching materials (included in the Appe - ker, C. J., & Nielson, A. (1996). Curriculum development and teaching strategies for gifted learners (2nd ed.). Austin, TX: Pro-Ed.[[1]]
[[2]]Kanevsky, L. (1999). Tool Kit for Curriculum Differentiation. Burnaby, BC: Author.[[2]]
[[3]]p. 188, Tomlinson, C. A. (2004). Sharing responsibility for differentiating instruction. Roeper Review, 26(4), 188-189.[[3]]
[[4]]Based on Hockett, J. A. (2009). Curriculum for highly able learners that conforms to general education and gifted education quality indicators. Journal for the Education of the Gifted, 32(3), 394-440.[[4]]
[[5]]VanTassel-Baska, J., & Little, C. (Eds.). (2011). Content-based curriculum for high ability learners (2nd ed.). Waco, TX: Prufrock Press.[[5]]
[[6]]Passow, A. H., & Frasier, M. M. (1996). Toward improving identification of talent potential among minority and disadvantaged students. Roeper Review, 18(3), 198-202.[[6]]
[[7]]Carlson, 2002; cited on p. 1, Groeber, J. F. (2006). Designing and using rubrics for reading and language arts, K-6. Thousand Oaks, CA: Corwin Press.[[7]]
[[8]]Arter & McTighe, 2000, cited on p. 1, Groeber, J. F. (2006). Designing and using rubrics for reading and language arts, K-6. Thousand Oaks, CA: Corwin Press[[8]]
[[9]]Maker, C. J. (1982). Curriculum development for the gifted. Rockville, MD: Aspen Systems Corporation; Maker, C. J., & Nielson, A. (Eds.) (1995). Curriculum development and learning strategies for the gifted (2nd ed.). Austin, TX: Pro-Ed; Maker, C. J., & Schiever, S. W. (2010). Curriculum development and teaching strategies for gifted learners (3rd ed.). Austin, TX: Pro-Ed.[[9]]
[[10]]p. 67, Maker, C. J., & Schiever, S. W. (2010). Curriculum development and teaching strategies for gifted learners (3rd ed.). Austin, TX: Pro-Ed.[[10]]
[[11]]p. 97, Maker, C. J., & Schiever, S. W. (2010). Curriculum development and teaching strategies for gifted learners (3rd ed.). Austin, TX: Pro-Ed.[[11]]
[[12]]p. 143, Maker, C. J., & Schiever, S. W. (2010). Curriculum development and teaching strategies for gifted learners (3rd ed.). Austin, TX: Pro-Ed.[[12]]
[[13]] Maker, C. J. (1982). Curriculum development for the gifted. Rockville, MD: Aspen Systems Corporation; Maker, C. J., & Nielson, A. (Eds.) (1995). Curriculum development and learning strategies for the gifted (2nd ed.). Austin, TX: Pro-Ed; Maker, C. J., & Schiever, S. W. (2010). Curriculum development and teaching strategies for gifted learners (3rd ed.). Austin, TX: Pro-Ed.[[13]]
[[14]]Kanevsky, L. (1999). Tool Kit for Curriculum Differentiation. Burnaby, BC: Author.[[14]]
[[15]]Kanevsky, L., & Keighley, T. (2003). To produce or not to produce: Understanding boredom and the honor in underachievement. Roeper Review, 26(1), 20-28.[[15]]
[[16]]Curry & Samara (1991), cited in VanTassel-Baska, J., & Stambaugh, T. (2006). Challenges and possibilities for serving gifted learners in the regular classroom. Theory Into Practice, 44(3), 211-217.[[16]]
[[17]]Curry & Samara (1991), cited in VanTassel-Baska, J., & Stambaugh, T. (2006). Challenges and possibilities for serving gifted learners in the regular classroom. Theory Into Practice, 44(3), 211-217.[[17]]
[[18]]p. 85, Maker, C. J., & Schiever, S. W. (2010). Curriculum development and teaching strategies for gifted learners (3rd ed.). Austin, TX: Pro-Ed.[[18]]
[[19]]p. 391, Rogers, K. B. (2007), Lessons learned about educating the gifted and talented: A synthesis of the research on educational practice. Gifted Child Quarterly, 51(4), 382-396.[[19]]
[[20]]http://cfge.wm.edu/Curr_listing.html[[20]]
[[21]]p. 145, Maker, C. J., & Schiever, S. W. (2010). Curriculum development and teaching strategies for gifted learners (3rd ed.). Austin, TX: Pro-Ed.[[21]]
[[22]]p. 352, VanTassel-Baska, J., & Brown, E. F. (2007). Toward best practice: An analysis of the efficacy of curriculum models in gifted education. Gifted Child Quarterly, 51, 342-358.[[22]]
[[23]]p. 352, VanTassel-Baska, J., & Brown, E. F. (2007). Toward best practice: An analysis of the efficacy of curriculum models in gifted education. Gifted Child Quarterly, 51, 342-358.[[23]]
[[24]]Allison, L. (1976). Blood & Guts. Boston: Little, Brown & Co.[[24]]
[[25]]Anderson, L. W., & Krathwohl, D. R. (Eds.) (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. New York: Longman.[[25]]
[[26]]Bloom B. S. (1956). Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York: David McKay Co Inc.[[26]]
[[27]]Anderson, L. W., & Krathwohl, D. R. (Eds.) (2001). A Taxonomy for Learning, Teaching, Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. New York: Longman.[[27]]
[[28]]Parnes, S. J. (1967). Creative Behavior Guidebook. New York: Scribner.[[28]]
[[29]]Treffinger, D. J. (2007). Creative Problem Solving (CPS): Powerful Tools for Managing Change and Developing Talent. Gifted and Talented International, 22(2), 8-18. Online resources: http://www.creativelearning.com/creative-problem-solving/free-resources.html[[29]]
[[30]]Paul, R., & Elder, L. (2006). Critical Thinking: Learn the Tools the Best Thinkers Use. Upper Saddle River, NJ: Pearson Prentice Hall. Online resources: http://www.criticalthinking.org/page.cfm?categoryID=63&endnav=1 Instructional materials (models): http://cfge.wm.edu/curriculum.htm#models[[30]]
[[31]]Black, H. and Black, S. (1990). Organizing Thinking: Graphic Organizers (Book II). Pacific Grove, CA: Critical Thinking Press & Software; Black, S. and Black, H. (1992). Organizing Thinking: Graphic Organizers (Book I). Pacific Grove, CA: Critical Thinking Press & Software.[[31]]
[[32]]p. 93, Maker, C. J., & Schiever, S. W. (2010). Curriculum development and teaching strategies for gifted learners (3rd ed.). Austin, TX: Pro-Ed.[[32]]
[[33]]Tomlinson, C. A., Kaplan, S. N., Renzulli, J. S. Purcell, J. H., Leppien, J. H., Burns, D., Strickland, C. A., Imbeau, M. (2009). The parallel curriculum: a design to develop learner potential and challenge advanced learners (2nd ed.). Thousand Oaks, CA: Corwin Press.[[33]]
[[34]]p. 23, Tomlinson, C. A., Kaplan, S. N., Renzulli, J. S. Purcell, J. H., Leppien, J. H., Burns, D., Strickland, C. A., Imbeau, M. (2009). The parallel curriculum: a design to develop learner potential and challenge advanced learners (2nd ed.). Thousand Oaks, CA: Corwin Press.[[34]]
[[35]]p. 23, Tomlinson, C. A., Kaplan, S. N., Renzulli, J. S. Purcell, J. H., Leppien, J. H., Burns, D., Strickland, C. A., Imbeau, M. (2009). The parallel curriculum: a design to develop learner potential and challenge advanced learners (2nd ed.). Thousand Oaks, CA: Corwin Press.[[35]]
[[36]]Kanevsky, L. (2011). Deferential differentiation: What types of differentiation do students want? Gifted Child Quarterly, 55(4), 279-299.[[36]]
[[37]]Article on the Parallel Curriculum Model: www.nagc.org/uploadedFiles/Articles/THP%20new%20header.pdf[[37]]
[[38]]p. 351, VanTassel-Baska, J., & Brown, E. F. (2007). Toward best practice: An analysis of the efficacy of curriculum models in gifted education. Gifted Child Quarterly, 51, 342-358.[[38]]
[[39]]Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.[[39]]
[[40]]p. 352, VanTassel-Baska, J., & Brown, E. F. (2007). Toward best practice: An analysis of the efficacy of curriculum models in gifted education. Gifted Child Quarterly, 51, 342-358; Rogers, K. B. (2007), Lessons learned about educating the gifted and talented: A synthesis of the research on educational practice. Gifted Child Quarterly, 51(4), 382-396.[[40]]
[[41]]p. 389, Rogers, K. B. (2007), Lessons learned about educating the gifted and talented: A synthesis of the research on educational practice. Gifted Child Quarterly, 51(4), 382-396.[[41]]
[[42]]Diezmann, C. M., & Watters, J., J. (2001). The collaboration of mathematically gifted students on challenging tasks. Journal for the Education of the Gifted, 25(1), 7-31.[[42]]
[[43]]Six Ways to Structure Tiered Assignments, by D. Heacox, http://www.pbs.org/teacherline/courses/inst180/docs/inst180_s4_r2.doc[[43]]
[[44]]Gordon, J. (2003). Pfeiffer’s Classic Activities for Building Better Teams. John Wiley & Sons, Inc.[[44]]
[[45]]p. 63, Johnson, D. W. and Johnson, R. T. (1988). Critical Thinking through Structured Controversy. Educational Leadership, 45(8), 58-64.[[45]]
[[46]]Rogers, K. B. (2007), Lessons learned about educating the gifted and talented: A synthesis of the research on educational practice. Gifted Child Quarterly, 51(4), 382-396.[[46]]
[[47]]Kanevsky, L. S., & Rapagna, S. O. (1990). Dynamic analysis of problem-solving by average and high ability children. Canadian Journal of Special Education, 6(1), 15-30.[[47]]
[[48]]p. 385, Rogers, K. B. (2007), Lessons learned about educating the gifted and talented: A synthesis of the research on educational practice. Gifted Child Quarterly, 51(4), 382-396.[[48]]
[[49]]Kingore, B. (2003). Just What I Need! Austin: Professional Associates.[[49]]
[[50]]Gibbons, M. (1990). The walkabout papers: Challenging students to challenge themselves. Vancouver, EduServe, Inc.[[50]]
[[51]]Prince, M. J., and Felder, R. M. (2006). Inductive teaching and learning methods: Definitions, comparisons, and research bases. Journal of Engineering Education, 95(2), 123-138.[[51]]
[[52]]p. 122, Maker, C. J., & Schiever, S. W. (2010). Curriculum development and teaching strategies for gifted learners (3rd ed.). Austin, TX: Pro-Ed.[[52]]
[[53]]Maker, C. J., & Schiever, S. W. (2010). Curriculum development and teaching strategies for gifted learners (3rd ed.). Austin, TX: Pro-Ed.[[53]]
[[54]]Gallagher, S., Stepien, W. J., and Rosenthal, H. (1992). The effects of problem-based learning on problem solving. Gifted Child Quarterly, 36(4), 195-200.[[54]]
[[55]]p. 352, VanTassel-Baska, J., & Brown, E. F. (2007). Toward best practice: An analysis of the efficacy of curriculum models in gifted education. Gifted Child Quarterly, 51, 342-358.[[55]]
[[56]]p. 123, Prince, M. J., & Felder, R. M. (2006). Inductive teaching and learning methods: Definitions, comparisons, and research bases. Journal of Engineering Education, 95(2), 123-138.[[56]]
[[57]]http://pbln.imsa.edu/model/scenarios/[[57]]
[[58]]Webquest.org[[58]]
[[59]]Maker, C. J., & Schiever, S. W. (2010). Curriculum development and teaching strategies for gifted learners (3rd ed.). Austin, TX: Pro-Ed.[[59]]
[[60]]Dillon, J. T. (1979). Alternatives to questioning. The High School Journal, 62(5), 217-222.[[60]]
[[61]]Ball, W. H. And Brewer, P. (2000). Socratic Seminars in the Block. Larchmont, NY: Eye on Education. See also: Ball, W. H., & Brewer, P. (1996). Socratic seminars. In R. L. Canady & M. D. Rettig (Eds.). Teaching in the Block (pp. 29-54). Larchmont, NY: Eye on Education.[[61]]
[[62]]http://www.studyguide.org/socratic_seminar.htm[[62]]
[[63]]Ball, W. H. And Brewer, P. (2000). Socratic Seminars in the Block. Larchmont, NY: Eye on Education. See also: Ball, W. H., & Brewer, P. (1996). Socratic seminars. In R. L. Canady & M. D. Rettig (Eds.). Teaching in the Block (pp. 29-54). Larchmont, NY: Eye on Education.[[63]]
[[64]]Shore, B. M., Kanevsky, L. S., Palmer, B. J., & Rejskind, F. G. (1990). Explorations 1990 Montreal. Gifted Child Today, 13(2), 49.[[64]]
[[65]]Kanevsky, L. (2011). Deferential differentiation: What types of differentiation do students want? Gifted Child Quarterly, 55(4), 279-299.[[65]]
[[66]]p. 52, Kanevsky, L. (2011). Deferential differentiation: What types of differentiation do students want? Gifted Child Quarterly, 55(4), 279-299.[[66]]
[[67]]Work Group on Acceleration (2009). Guidelines for developing an academic acceleration policy. Iowa City, IA: Institute for Research and Policy on Acceleration, University of Iowa.[[67]]
[[68]]Colangelo, N., Assouline, S., and Gross, M. U. M. (2004). A Nation Deceived: How Schools Hold Back America’s Brightest Students (Vols. 1 & Ii). Iowa City, Iowa: University of Iowa. Free download at nationdeceived.org.[[68]]
[[69]]Starko, A. J. (1986). Meeting the needs of the gifted throughout the school day: Techniques for curriculum compacting. Roeper Review, 9(1), 27-33.[[69]]
[[70]]Assouline, S., Colangelo, N., Lupkowski-Shoplik, A., Lipscomb, J., & Forstadt, L. (2009). Iowa acceleration scale (3rd ed)., Manual: A guide for whole-grade acceleration, K-8. Scottsdale, AZ: Great Potential Press.[[70]]
[[71]]NSW Guidelines for Accelerated Progression. Download @ http://www.boardofstudies.nsw.edu.au/manuals/pdf_doc/accelerated_guide.pdf [[71]]
[[72]]Zuckerman, S. (1999). My Mind Works in Different Ways. In L. Kanevsky (1999), Tool Kit for Curriculum Differentiation. Burnaby, BC: Author.[[72]]
[[73]]Sternberg, R. J. (1986). Intelligence applied: Understanding and increasing your intellectual skills. Toronto: Harcourt Brace Jovanovich Publishers, pages 58-60.[[73]]
[[74]]Kanevsky, L. (1999). Tool Kit for Curriculum Differentiation. Burnaby, BC: Author.[[74]]
[[75]]Bloom resources: http://www.education.sa.gov.au/assessment/pages/assessmentstrategies/question/?reFlag=1 http://www.nwlink.com/~donclark/hrd/bloom.html http://www.education.sa.gov.au/assessment/pages/assessmentstrategies/question/?reFlag=1[[75]]
[[76]]Parnes, S. J. (1967). Creative behavior guidebook. New York: Scribner.[[76]]
[[77]]Treffinger, D. J. (2007). Creative Problem Solving (CPS): Powerful Tools for Managing Change and Developing Talent. Gifted and Talented International, 22(2), 8-18. Resources: http://www.creativelearning.com/creative-problem-solving/free-resources.html[[77]]
[[78]]Paul, R., & Elder, L. (2006). Critical thinking: Learn the tools the best thinkers use. Upper Saddle River, NJ: Pearson Prentice Hall. Resources: http://www.criticalthinking.org/page.cfm?categoryID=63&endnav=1[[78]]
[[79]]Instructional materials (models) using this approach to nurturing critical thinking at http://cfge.wm.edu/curriculum.htm#models[[79]]
[[80]]Maker, C. J., & Schiever, S. W. (2010). Curriculum development and teaching strategies for gifted learners (3rd ed.). Austin, TX: Pro-Ed.[[80]]
[[81]]p. 3, Kingore, B. (2007). Assessment: Timesaving procedures for busy teachers. Austin, TX: Professional Associates Publishing.[[81]]
[[82]]p. xviii, Burke, K. (1999). How to Assess Authentic Learning. Arlington Heights, IL: Skylight Professional Development.[[82]]
[[83]]p. xxiv, Burke, K. (1999). How to Assess Authentic Learning. Arlington Heights, IL: Skylight Professional Development.[[83]]
[[84]]p. 58, Burke, K. (2009). How to Assess Authentic Learning (5th edition). Thousand Oaks, CA: Corwin Press.[[84]]
[[85]]p. xxii, Burke, K. (1999). How to Assess Authentic Learning. Arlington Heights, IL: Skylight Professional Development.[[85]]
[[86]]p. 31, Roberts, J. L., & Inman, T. F. (2009). Assessing Differentiated Student Products. Waco, TX: Prufrock Press.[[86]]
[[87]]Kettle, Renzulli and Rizza (1998). “My Way…An Expression Style Instrument” Guilford, 1967; cited in Maker, C. J., & Schiever, S. W. (2010). Curriculum development and teaching strategies for gifted learners (3rd ed., p. 171). Austin, TX: Pro-Ed.[[87]]
[[88]]p. 171, Maker, C. J., & Schiever, S. W. (2010). Curriculum development and teaching strategies for gifted learners (3rd ed.). Austin, TX: Pro-Ed.[[88]]
[[89]]Roberts, J. L. And Inman, T. F. (2009). Assessing Differentiated Student Products: A Protocol for Development and Evaluation. Waco, TX: Prufrock Press.[[89]]
[[90]]Roberts, J. L., & Inman, T. F. (2009). Assessing Differentiated Student Products. Waco, TX: Prufrock Press.[[90]]
[[91]]p. 45, Maker, C. J., & Schiever, S. W. (2010). Curriculum development and teaching strategies for gifted learners (3rd ed.). Austin, TX: Pro-Ed.[[91]]
[[92]]Author unknown[[92]]
[[93]]p. 53, Maker, C. J., & Schiever, S. W. (2010). Curriculum development and teaching strategies for gifted learners (3rd ed.). Austin, TX: Pro-Ed.[[93]]
[[94]]p. 63, Maker, C. J., & Schiever, S. W. (2010). Curriculum development and teaching strategies for gifted learners (3rd ed.). Austin, TX: Pro-Ed.[[94]]
[[95]]Maker, C. J., & Schiever, S. W. (2010). Curriculum development and teaching strategies for gifted learners (3rd ed.). Austin, TX: Pro-Ed.[[95]]
[[96]]p. 40, Maker, C. J., & Schiever (2010). Curriculum development and teaching strategies for gifted learners (3rd ed.). Austin, TX: Pro-Ed.[[96]]
[[97]]http://www.studyguide.org/socratic_seminar.htm[[97]]
[[98]]Ball, W. H., & Brewer, P. (2000). Socratic seminars in the block. Larchmont, NY: Eye on Education. See also: Ball, W. H., & Brewer, P. (1996). Socratic seminars. In R. L. Canady & M. D. Rettig (Eds.). Teaching in the Block (pp. 29-54). Larchmont, NY: Eye on Education.[[98]]
[[99]]Dillon, J. T. (1979). Alternatives to questioning. The High School Journal, 62(5), 217-222.[[99]]
[[100]]Kanevsky, L. (1999). Tool Kit for Curriculum Differentiation. Burnaby, BC: Author.[[100]]
[[101]]Diezmann, C. M., & Watters, J., J. (2001). The collaboration of mathematically gifted students on challenging tasks. Journal for the Education of the Gifted, 25(1), 7-31.[[101]]
[[102]]Six Ways to Structure Tiered Assignments, by Diane Heacox: http://www.pbs.org/teacherline/courses/inst180/docs/inst180_s4_r2.doc; tiered Lessons for elementary, middle & high school in math & science: http://www.bsu.edu/gate/Instruction/instruction.htm[[102]]
[[103]]Anderson, L. W., & Krathwohl, D. R. (Eds.) (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. New York: Longman.[[103]]
[[104]]Dillon, J. T. (1979). Alternatives to questioning. The High School Journal, 62(5), 217-222. See also: Dillon, J. T. (1981). To Question and Not to Question During Discussion: II. Non-Questioning Techniques. Journal of Teacher Education, 32 (15), 15-20.[[104]]
[[105]]Colangelo, N., Assouline, S., Marron, M., Castellano, J. A., Clinkenbeard, P. R., Rogers, K. B., et al. (2010). Guidelines for developing an academic acceleration policy. Journal of Advanced Academics, 21(2), 180-203.[[105]]
[[106]]Sheppard, S., & Kanevsky, L. (1999). Nurturing gifted students’ metacognitive awareness: Effects of training in homogeneous and heterogeneous classes. Roeper Review, 21(4), 272-276.[[106]]
[[107]]Solution to the fifth Water Jug problem found at: http://orion.math.iastate.edu/burkardt/puzzles/jugs_solution.html[[107]]
[[108]]Product options for each category are based on those recommended by Roberts, J. L., & Inman, T. F. (2009). Assessing Differentiated Student Products. Waco, TX: Prufrock Press, and Samara, Pedraza, & Curry (1992).[[108]]
[[109]]Kanevsky, L. (2011). Deferential differentiation: What types of differentiation do students want? Gifted Child Quarterly, 55(4), 279-299.[[109]]
[[110]]Kohn, A. (1993). Choices for children: Why and how to let students decide. Phi Delta Kappan, 75(1), 8-20.[[110]]
[[111]]Maker, C. J., & Nielson, A. (1996). Curriculum development and teaching strategies for gifted learners (2nd ed.). Austin, TX: Pro-Ed.[[111]]
[[112]]Frasier, M. M., & Passow, A. H. (1994). Toward a new paradigm for identifying talent potential. Research Monograph No. 94112, Storrs, CT: National Research Center on Gifted and Talented. Sternberg, R. J. (1986). The future of intelligence testing. Educational Measurement: Issues and Practice, Fall issue, 19-22. Zorman, R. (1997). Eureka: The cross-cultural model for identifying hidden talent through enrichment. Roeper Review, 20(1), 54-61.
[[113]]Frasier, M. M., & Passow, A. H. (1994). Toward a new paradigm for identifying talent potential. Research Monograph No. 94112, Storrs, CT: National Research Center on Gifted and Talented.[[113]]
[[114]]Frasier, M. M., & Passow, A. H. (1994). Toward a new paradigm for identifying talent potential. Research Monograph No 94112, Storrs, CT: National Research Center on Gifted and Talented.[[114]]
Clark, B. (1997). Growing up gifted (5th ed.). Upper Saddle River, NJ: Merril.
Martinson, R. A. (1974). The identification of the gifted and talented. Ventura, CA: Office of the Ventura County Superintendent of Schools.
Renzulli, J. S., Smith, L. H., White, A. J., Callahan, C. M., & Hartman, R. K. (1976). Scales for rating the behavioral characteristics of superior students. Mansfield Center, CT: Creative Learning Press. [UPDATE]
Wills, H. (1971, October). Diffy. Arithmetic Teacher, 18(6), 402-405 (included in the Appendices).
Kanevsky, L. S. (1992). The learning game. In P. Klein & A. J. Tannenbaum (Eds.), To be young and gifted (pp. 204-241). Norwood, NJ: Ablex.
Neitzke, C., & Rohr-Sendlmeier, U. M. (1992). Achievement motivation of intellectually gifted students when confronted with challenging and unchallenging tasks. European Journal for High Ability, 3, 197-205.
American Psychological Association (1994). Diagnostic and statistical manual of mental disorders: DSM IV. Washington, DC: American Psychological Assn.
Greenes, C. (1981). Identifying the gifted student in mathematics. Arithmetic Teacher, February, 14-17.
Blank, M. (1975). Eliciting verbalization from young children in experimental tasks: A methodological note. Child Development, 46(1), 254-257.
Sheppard, S., & Kanevsky, L. S. (1999). Nurturing gifted students’ metacognitive awareness: Effects of training in homogeneous and heterogeneous classes. Roeper Review, 21(4), 276-272.
Galbraith, J. (1985). The eight great gripes of gifted kids: Responding to special needs. Roeper Review, 8(1), 15-18.
Barber, J., Barrett, K., Beals, K., Bergman, L., & Diamond, M. C. (1996). Learning about learning: GEMS Teacher’s Guide (Grades 6-8). Berkeley, CA: Lawrence Hall of Science. (ISBN 0-921511-95-8; http://www.lhs.berkeley.edu/GEMS/gensguides.html)
Bell, T., Witten, I., & Fellows, M. (1996). Computer science unplugged . . . Off-line activities and games for all ages. (Contact web page for latest developments of this material: http://www.cosc.canterbury.ac.nz/~tim.)
Black, H., & Black, S. (1990). Book II: Organizing Thinking – Graphic organizers. Pacific Grove: Critical Thinking Press and Software. (Grades 4-8; ISBN 0-89455-355-0; http://www. criticalthinking.com)Blizzard, G. S. (1992). Come look with me: Exploring landscape art with children. Charlottesville: Thomasson-Grant. (ISBN 0-934738-95-5)
Bower, B., Lobdell, J., & Swenson, L. (1994). History alive! Menlo Park, CA: Addison-Wesley. (ISBN 0-201-81837-X)
Boyd, H. (1987). Experiments with patterns in mathematics. Palo Alto, CA: Dale Seymour Publications. (ISBN 0-86651-346-9; http://www.cuisenaire-dsp.com)
Draze, D., & Palouda, A. (1992). Design studio. [Artistic design activities] San Luis Obispo, CA: Dandy Lion Publications. (ISBN 931724-87-2)
Easterday, K. E., Henry, L. L., & Simpson, F. M. (Eds.) (1981). Activities for junior high school and middle school mathematics: Readings from the Arithmetic Teacher and the Mathematics Teacher. Reston: National Council of Teachers of Mathematics. (ISBN 0-87353-188-4; http://www.nctm.org/catalog/)
Meyers, D. M., & Casteel, J. D. (1999). Dealing with dilemmas: Coaching students in decision making (grades 4-8). Glenview, IL: Good Year Books. (ISBN 0-673-36369-4)
Parks, S., & Black, H. (1992). Book I: Organizing Thinking – Graphic organizers. Pacific Grove: Critical Thinking Press and Software. (Grades 2-5; ISBN 0-89455-354-2; http://www. criticalthinking.com)
Ruef, K. (1992). The Private Eye. Seattle, WA: The Private Eye Project. (ISBN 0-9605434-1-4; website: http://www.the-private-eye.com/ruef/)
Smith, S. E., & Backman, C. A. (Eds.). (1975). Games and puzzles for elementary and middle school mathematics: Readings from the Arithmetic Teacher. Reston: National Council of Teachers of Mathematics. (ISBN 0-87353-054-3)
Sternberg, R. J. (1986). Intelligence applied: Understanding and increasing your intellectual skills. Toronto: Harcourt Brace Jovanovich Publishers. (ISBN 0-15-541470-4)
Van Allsburg, C. (1984). The mysteries of Harris Burdick. Boston, MA: Houghton-Mifflin. (ISBN 0-395-35393-9)
Wills, H. (1971, October). Diffy. Arithmetic Teacher, 18(6), 402-405 (included in the Appendices).
Zuckerman, S. (1989). My mind works in different ways. Unpublished teaching materials (included in the Appe - ker, C. J., & Nielson, A. (1996). Curriculum development and teaching strategies for gifted learners (2nd ed.). Austin, TX: Pro-Ed.[[1]]
[[2]]Kanevsky, L. (1999). Tool Kit for Curriculum Differentiation. Burnaby, BC: Author.[[2]]
[[3]]p. 188, Tomlinson, C. A. (2004). Sharing responsibility for differentiating instruction. Roeper Review, 26(4), 188-189.[[3]]
[[4]]Based on Hockett, J. A. (2009). Curriculum for highly able learners that conforms to general education and gifted education quality indicators. Journal for the Education of the Gifted, 32(3), 394-440.[[4]]
[[5]]VanTassel-Baska, J., & Little, C. (Eds.). (2011). Content-based curriculum for high ability learners (2nd ed.). Waco, TX: Prufrock Press.[[5]]
[[6]]Passow, A. H., & Frasier, M. M. (1996). Toward improving identification of talent potential among minority and disadvantaged students. Roeper Review, 18(3), 198-202.[[6]]
[[7]]Carlson, 2002; cited on p. 1, Groeber, J. F. (2006). Designing and using rubrics for reading and language arts, K-6. Thousand Oaks, CA: Corwin Press.[[7]]
[[8]]Arter & McTighe, 2000, cited on p. 1, Groeber, J. F. (2006). Designing and using rubrics for reading and language arts, K-6. Thousand Oaks, CA: Corwin Press[[8]]
[[9]]Maker, C. J. (1982). Curriculum development for the gifted. Rockville, MD: Aspen Systems Corporation; Maker, C. J., & Nielson, A. (Eds.) (1995). Curriculum development and learning strategies for the gifted (2nd ed.). Austin, TX: Pro-Ed; Maker, C. J., & Schiever, S. W. (2010). Curriculum development and teaching strategies for gifted learners (3rd ed.). Austin, TX: Pro-Ed.[[9]]
[[10]]p. 67, Maker, C. J., & Schiever, S. W. (2010). Curriculum development and teaching strategies for gifted learners (3rd ed.). Austin, TX: Pro-Ed.[[10]]
[[11]]p. 97, Maker, C. J., & Schiever, S. W. (2010). Curriculum development and teaching strategies for gifted learners (3rd ed.). Austin, TX: Pro-Ed.[[11]]
[[12]]p. 143, Maker, C. J., & Schiever, S. W. (2010). Curriculum development and teaching strategies for gifted learners (3rd ed.). Austin, TX: Pro-Ed.[[12]]
[[13]] Maker, C. J. (1982). Curriculum development for the gifted. Rockville, MD: Aspen Systems Corporation; Maker, C. J., & Nielson, A. (Eds.) (1995). Curriculum development and learning strategies for the gifted (2nd ed.). Austin, TX: Pro-Ed; Maker, C. J., & Schiever, S. W. (2010). Curriculum development and teaching strategies for gifted learners (3rd ed.). Austin, TX: Pro-Ed.[[13]]
[[14]]Kanevsky, L. (1999). Tool Kit for Curriculum Differentiation. Burnaby, BC: Author.[[14]]
[[15]]Kanevsky, L., & Keighley, T. (2003). To produce or not to produce: Understanding boredom and the honor in underachievement. Roeper Review, 26(1), 20-28.[[15]]
[[16]]Curry & Samara (1991), cited in VanTassel-Baska, J., & Stambaugh, T. (2006). Challenges and possibilities for serving gifted learners in the regular classroom. Theory Into Practice, 44(3), 211-217.[[16]]
[[17]]Curry & Samara (1991), cited in VanTassel-Baska, J., & Stambaugh, T. (2006). Challenges and possibilities for serving gifted learners in the regular classroom. Theory Into Practice, 44(3), 211-217.[[17]]
[[18]]p. 85, Maker, C. J., & Schiever, S. W. (2010). Curriculum development and teaching strategies for gifted learners (3rd ed.). Austin, TX: Pro-Ed.[[18]]
[[19]]p. 391, Rogers, K. B. (2007), Lessons learned about educating the gifted and talented: A synthesis of the research on educational practice. Gifted Child Quarterly, 51(4), 382-396.[[19]]
[[20]]http://cfge.wm.edu/Curr_listing.html[[20]]
[[21]]p. 145, Maker, C. J., & Schiever, S. W. (2010). Curriculum development and teaching strategies for gifted learners (3rd ed.). Austin, TX: Pro-Ed.[[21]]
[[22]]p. 352, VanTassel-Baska, J., & Brown, E. F. (2007). Toward best practice: An analysis of the efficacy of curriculum models in gifted education. Gifted Child Quarterly, 51, 342-358.[[22]]
[[23]]p. 352, VanTassel-Baska, J., & Brown, E. F. (2007). Toward best practice: An analysis of the efficacy of curriculum models in gifted education. Gifted Child Quarterly, 51, 342-358.[[23]]
[[24]]Allison, L. (1976). Blood & Guts. Boston: Little, Brown & Co.[[24]]
[[25]]Anderson, L. W., & Krathwohl, D. R. (Eds.) (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. New York: Longman.[[25]]
[[26]]Bloom B. S. (1956). Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York: David McKay Co Inc.[[26]]
[[27]]Anderson, L. W., & Krathwohl, D. R. (Eds.) (2001). A Taxonomy for Learning, Teaching, Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. New York: Longman.[[27]]
[[28]]Parnes, S. J. (1967). Creative Behavior Guidebook. New York: Scribner.[[28]]
[[29]]Treffinger, D. J. (2007). Creative Problem Solving (CPS): Powerful Tools for Managing Change and Developing Talent. Gifted and Talented International, 22(2), 8-18. Online resources: http://www.creativelearning.com/creative-problem-solving/free-resources.html[[29]]
[[30]]Paul, R., & Elder, L. (2006). Critical Thinking: Learn the Tools the Best Thinkers Use. Upper Saddle River, NJ: Pearson Prentice Hall. Online resources: http://www.criticalthinking.org/page.cfm?categoryID=63&endnav=1 Instructional materials (models): http://cfge.wm.edu/curriculum.htm#models[[30]]
[[31]]Black, H. and Black, S. (1990). Organizing Thinking: Graphic Organizers (Book II). Pacific Grove, CA: Critical Thinking Press & Software; Black, S. and Black, H. (1992). Organizing Thinking: Graphic Organizers (Book I). Pacific Grove, CA: Critical Thinking Press & Software.[[31]]
[[32]]p. 93, Maker, C. J., & Schiever, S. W. (2010). Curriculum development and teaching strategies for gifted learners (3rd ed.). Austin, TX: Pro-Ed.[[32]]
[[33]]Tomlinson, C. A., Kaplan, S. N., Renzulli, J. S. Purcell, J. H., Leppien, J. H., Burns, D., Strickland, C. A., Imbeau, M. (2009). The parallel curriculum: a design to develop learner potential and challenge advanced learners (2nd ed.). Thousand Oaks, CA: Corwin Press.[[33]]
[[34]]p. 23, Tomlinson, C. A., Kaplan, S. N., Renzulli, J. S. Purcell, J. H., Leppien, J. H., Burns, D., Strickland, C. A., Imbeau, M. (2009). The parallel curriculum: a design to develop learner potential and challenge advanced learners (2nd ed.). Thousand Oaks, CA: Corwin Press.[[34]]
[[35]]p. 23, Tomlinson, C. A., Kaplan, S. N., Renzulli, J. S. Purcell, J. H., Leppien, J. H., Burns, D., Strickland, C. A., Imbeau, M. (2009). The parallel curriculum: a design to develop learner potential and challenge advanced learners (2nd ed.). Thousand Oaks, CA: Corwin Press.[[35]]
[[36]]Kanevsky, L. (2011). Deferential differentiation: What types of differentiation do students want? Gifted Child Quarterly, 55(4), 279-299.[[36]]
[[37]]Article on the Parallel Curriculum Model: www.nagc.org/uploadedFiles/Articles/THP%20new%20header.pdf[[37]]
[[38]]p. 351, VanTassel-Baska, J., & Brown, E. F. (2007). Toward best practice: An analysis of the efficacy of curriculum models in gifted education. Gifted Child Quarterly, 51, 342-358.[[38]]
[[39]]Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.[[39]]
[[40]]p. 352, VanTassel-Baska, J., & Brown, E. F. (2007). Toward best practice: An analysis of the efficacy of curriculum models in gifted education. Gifted Child Quarterly, 51, 342-358; Rogers, K. B. (2007), Lessons learned about educating the gifted and talented: A synthesis of the research on educational practice. Gifted Child Quarterly, 51(4), 382-396.[[40]]
[[41]]p. 389, Rogers, K. B. (2007), Lessons learned about educating the gifted and talented: A synthesis of the research on educational practice. Gifted Child Quarterly, 51(4), 382-396.[[41]]
[[42]]Diezmann, C. M., & Watters, J., J. (2001). The collaboration of mathematically gifted students on challenging tasks. Journal for the Education of the Gifted, 25(1), 7-31.[[42]]
[[43]]Six Ways to Structure Tiered Assignments, by D. Heacox, http://www.pbs.org/teacherline/courses/inst180/docs/inst180_s4_r2.doc[[43]]
[[44]]Gordon, J. (2003). Pfeiffer’s Classic Activities for Building Better Teams. John Wiley & Sons, Inc.[[44]]
[[45]]p. 63, Johnson, D. W. and Johnson, R. T. (1988). Critical Thinking through Structured Controversy. Educational Leadership, 45(8), 58-64.[[45]]
[[46]]Rogers, K. B. (2007), Lessons learned about educating the gifted and talented: A synthesis of the research on educational practice. Gifted Child Quarterly, 51(4), 382-396.[[46]]
[[47]]Kanevsky, L. S., & Rapagna, S. O. (1990). Dynamic analysis of problem-solving by average and high ability children. Canadian Journal of Special Education, 6(1), 15-30.[[47]]
[[48]]p. 385, Rogers, K. B. (2007), Lessons learned about educating the gifted and talented: A synthesis of the research on educational practice. Gifted Child Quarterly, 51(4), 382-396.[[48]]
[[49]]Kingore, B. (2003). Just What I Need! Austin: Professional Associates.[[49]]
[[50]]Gibbons, M. (1990). The walkabout papers: Challenging students to challenge themselves. Vancouver, EduServe, Inc.[[50]]
[[51]]Prince, M. J., and Felder, R. M. (2006). Inductive teaching and learning methods: Definitions, comparisons, and research bases. Journal of Engineering Education, 95(2), 123-138.[[51]]
[[52]]p. 122, Maker, C. J., & Schiever, S. W. (2010). Curriculum development and teaching strategies for gifted learners (3rd ed.). Austin, TX: Pro-Ed.[[52]]
[[53]]Maker, C. J., & Schiever, S. W. (2010). Curriculum development and teaching strategies for gifted learners (3rd ed.). Austin, TX: Pro-Ed.[[53]]
[[54]]Gallagher, S., Stepien, W. J., and Rosenthal, H. (1992). The effects of problem-based learning on problem solving. Gifted Child Quarterly, 36(4), 195-200.[[54]]
[[55]]p. 352, VanTassel-Baska, J., & Brown, E. F. (2007). Toward best practice: An analysis of the efficacy of curriculum models in gifted education. Gifted Child Quarterly, 51, 342-358.[[55]]
[[56]]p. 123, Prince, M. J., & Felder, R. M. (2006). Inductive teaching and learning methods: Definitions, comparisons, and research bases. Journal of Engineering Education, 95(2), 123-138.[[56]]
[[57]]http://pbln.imsa.edu/model/scenarios/[[57]]
[[58]]Webquest.org[[58]]
[[59]]Maker, C. J., & Schiever, S. W. (2010). Curriculum development and teaching strategies for gifted learners (3rd ed.). Austin, TX: Pro-Ed.[[59]]
[[60]]Dillon, J. T. (1979). Alternatives to questioning. The High School Journal, 62(5), 217-222.[[60]]
[[61]]Ball, W. H. And Brewer, P. (2000). Socratic Seminars in the Block. Larchmont, NY: Eye on Education. See also: Ball, W. H., & Brewer, P. (1996). Socratic seminars. In R. L. Canady & M. D. Rettig (Eds.). Teaching in the Block (pp. 29-54). Larchmont, NY: Eye on Education.[[61]]
[[62]]http://www.studyguide.org/socratic_seminar.htm[[62]]
[[63]]Ball, W. H. And Brewer, P. (2000). Socratic Seminars in the Block. Larchmont, NY: Eye on Education. See also: Ball, W. H., & Brewer, P. (1996). Socratic seminars. In R. L. Canady & M. D. Rettig (Eds.). Teaching in the Block (pp. 29-54). Larchmont, NY: Eye on Education.[[63]]
[[64]]Shore, B. M., Kanevsky, L. S., Palmer, B. J., & Rejskind, F. G. (1990). Explorations 1990 Montreal. Gifted Child Today, 13(2), 49.[[64]]
[[65]]Kanevsky, L. (2011). Deferential differentiation: What types of differentiation do students want? Gifted Child Quarterly, 55(4), 279-299.[[65]]
[[66]]p. 52, Kanevsky, L. (2011). Deferential differentiation: What types of differentiation do students want? Gifted Child Quarterly, 55(4), 279-299.[[66]]
[[67]]Work Group on Acceleration (2009). Guidelines for developing an academic acceleration policy. Iowa City, IA: Institute for Research and Policy on Acceleration, University of Iowa.[[67]]
[[68]]Colangelo, N., Assouline, S., and Gross, M. U. M. (2004). A Nation Deceived: How Schools Hold Back America’s Brightest Students (Vols. 1 & Ii). Iowa City, Iowa: University of Iowa. Free download at nationdeceived.org.[[68]]
[[69]]Starko, A. J. (1986). Meeting the needs of the gifted throughout the school day: Techniques for curriculum compacting. Roeper Review, 9(1), 27-33.[[69]]
[[70]]Assouline, S., Colangelo, N., Lupkowski-Shoplik, A., Lipscomb, J., & Forstadt, L. (2009). Iowa acceleration scale (3rd ed)., Manual: A guide for whole-grade acceleration, K-8. Scottsdale, AZ: Great Potential Press.[[70]]
[[71]]NSW Guidelines for Accelerated Progression. Download @ http://www.boardofstudies.nsw.edu.au/manuals/pdf_doc/accelerated_guide.pdf [[71]]
[[72]]Zuckerman, S. (1999). My Mind Works in Different Ways. In L. Kanevsky (1999), Tool Kit for Curriculum Differentiation. Burnaby, BC: Author.[[72]]
[[73]]Sternberg, R. J. (1986). Intelligence applied: Understanding and increasing your intellectual skills. Toronto: Harcourt Brace Jovanovich Publishers, pages 58-60.[[73]]
[[74]]Kanevsky, L. (1999). Tool Kit for Curriculum Differentiation. Burnaby, BC: Author.[[74]]
[[75]]Bloom resources: http://www.education.sa.gov.au/assessment/pages/assessmentstrategies/question/?reFlag=1 http://www.nwlink.com/~donclark/hrd/bloom.html http://www.education.sa.gov.au/assessment/pages/assessmentstrategies/question/?reFlag=1[[75]]
[[76]]Parnes, S. J. (1967). Creative behavior guidebook. New York: Scribner.[[76]]
[[77]]Treffinger, D. J. (2007). Creative Problem Solving (CPS): Powerful Tools for Managing Change and Developing Talent. Gifted and Talented International, 22(2), 8-18. Resources: http://www.creativelearning.com/creative-problem-solving/free-resources.html[[77]]
[[78]]Paul, R., & Elder, L. (2006). Critical thinking: Learn the tools the best thinkers use. Upper Saddle River, NJ: Pearson Prentice Hall. Resources: http://www.criticalthinking.org/page.cfm?categoryID=63&endnav=1[[78]]
[[79]]Instructional materials (models) using this approach to nurturing critical thinking at http://cfge.wm.edu/curriculum.htm#models[[79]]
[[80]]Maker, C. J., & Schiever, S. W. (2010). Curriculum development and teaching strategies for gifted learners (3rd ed.). Austin, TX: Pro-Ed.[[80]]
[[81]]p. 3, Kingore, B. (2007). Assessment: Timesaving procedures for busy teachers. Austin, TX: Professional Associates Publishing.[[81]]
[[82]]p. xviii, Burke, K. (1999). How to Assess Authentic Learning. Arlington Heights, IL: Skylight Professional Development.[[82]]
[[83]]p. xxiv, Burke, K. (1999). How to Assess Authentic Learning. Arlington Heights, IL: Skylight Professional Development.[[83]]
[[84]]p. 58, Burke, K. (2009). How to Assess Authentic Learning (5th edition). Thousand Oaks, CA: Corwin Press.[[84]]
[[85]]p. xxii, Burke, K. (1999). How to Assess Authentic Learning. Arlington Heights, IL: Skylight Professional Development.[[85]]
[[86]]p. 31, Roberts, J. L., & Inman, T. F. (2009). Assessing Differentiated Student Products. Waco, TX: Prufrock Press.[[86]]
[[87]]Kettle, Renzulli and Rizza (1998). “My Way…An Expression Style Instrument” Guilford, 1967; cited in Maker, C. J., & Schiever, S. W. (2010). Curriculum development and teaching strategies for gifted learners (3rd ed., p. 171). Austin, TX: Pro-Ed.[[87]]
[[88]]p. 171, Maker, C. J., & Schiever, S. W. (2010). Curriculum development and teaching strategies for gifted learners (3rd ed.). Austin, TX: Pro-Ed.[[88]]
[[89]]Roberts, J. L. And Inman, T. F. (2009). Assessing Differentiated Student Products: A Protocol for Development and Evaluation. Waco, TX: Prufrock Press.[[89]]
[[90]]Roberts, J. L., & Inman, T. F. (2009). Assessing Differentiated Student Products. Waco, TX: Prufrock Press.[[90]]
[[91]]p. 45, Maker, C. J., & Schiever, S. W. (2010). Curriculum development and teaching strategies for gifted learners (3rd ed.). Austin, TX: Pro-Ed.[[91]]
[[92]]Author unknown[[92]]
[[93]]p. 53, Maker, C. J., & Schiever, S. W. (2010). Curriculum development and teaching strategies for gifted learners (3rd ed.). Austin, TX: Pro-Ed.[[93]]
[[94]]p. 63, Maker, C. J., & Schiever, S. W. (2010). Curriculum development and teaching strategies for gifted learners (3rd ed.). Austin, TX: Pro-Ed.[[94]]
[[95]]Maker, C. J., & Schiever, S. W. (2010). Curriculum development and teaching strategies for gifted learners (3rd ed.). Austin, TX: Pro-Ed.[[95]]
[[96]]p. 40, Maker, C. J., & Schiever (2010). Curriculum development and teaching strategies for gifted learners (3rd ed.). Austin, TX: Pro-Ed.[[96]]
[[97]]http://www.studyguide.org/socratic_seminar.htm[[97]]
[[98]]Ball, W. H., & Brewer, P. (2000). Socratic seminars in the block. Larchmont, NY: Eye on Education. See also: Ball, W. H., & Brewer, P. (1996). Socratic seminars. In R. L. Canady & M. D. Rettig (Eds.). Teaching in the Block (pp. 29-54). Larchmont, NY: Eye on Education.[[98]]
[[99]]Dillon, J. T. (1979). Alternatives to questioning. The High School Journal, 62(5), 217-222.[[99]]
[[100]]Kanevsky, L. (1999). Tool Kit for Curriculum Differentiation. Burnaby, BC: Author.[[100]]
[[101]]Diezmann, C. M., & Watters, J., J. (2001). The collaboration of mathematically gifted students on challenging tasks. Journal for the Education of the Gifted, 25(1), 7-31.[[101]]
[[102]]Six Ways to Structure Tiered Assignments, by Diane Heacox: http://www.pbs.org/teacherline/courses/inst180/docs/inst180_s4_r2.doc; tiered Lessons for elementary, middle & high school in math & science: http://www.bsu.edu/gate/Instruction/instruction.htm[[102]]
[[103]]Anderson, L. W., & Krathwohl, D. R. (Eds.) (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. New York: Longman.[[103]]
[[104]]Dillon, J. T. (1979). Alternatives to questioning. The High School Journal, 62(5), 217-222. See also: Dillon, J. T. (1981). To Question and Not to Question During Discussion: II. Non-Questioning Techniques. Journal of Teacher Education, 32 (15), 15-20.[[104]]
[[105]]Colangelo, N., Assouline, S., Marron, M., Castellano, J. A., Clinkenbeard, P. R., Rogers, K. B., et al. (2010). Guidelines for developing an academic acceleration policy. Journal of Advanced Academics, 21(2), 180-203.[[105]]
[[106]]Sheppard, S., & Kanevsky, L. (1999). Nurturing gifted students’ metacognitive awareness: Effects of training in homogeneous and heterogeneous classes. Roeper Review, 21(4), 272-276.[[106]]
[[107]]Solution to the fifth Water Jug problem found at: http://orion.math.iastate.edu/burkardt/puzzles/jugs_solution.html[[107]]
[[108]]Product options for each category are based on those recommended by Roberts, J. L., & Inman, T. F. (2009). Assessing Differentiated Student Products. Waco, TX: Prufrock Press, and Samara, Pedraza, & Curry (1992).[[108]]
[[109]]Kanevsky, L. (2011). Deferential differentiation: What types of differentiation do students want? Gifted Child Quarterly, 55(4), 279-299.[[109]]
[[110]]Kohn, A. (1993). Choices for children: Why and how to let students decide. Phi Delta Kappan, 75(1), 8-20.[[110]]
[[111]]Maker, C. J., & Nielson, A. (1996). Curriculum development and teaching strategies for gifted learners (2nd ed.). Austin, TX: Pro-Ed.[[111]]
[[112]]Frasier, M. M., & Passow, A. H. (1994). Toward a new paradigm for identifying talent potential. Research Monograph No. 94112, Storrs, CT: National Research Center on Gifted and Talented. Sternberg, R. J. (1986). The future of intelligence testing. Educational Measurement: Issues and Practice, Fall issue, 19-22. Zorman, R. (1997). Eureka: The cross-cultural model for identifying hidden talent through enrichment. Roeper Review, 20(1), 54-61.
[[113]]Frasier, M. M., & Passow, A. H. (1994). Toward a new paradigm for identifying talent potential. Research Monograph No. 94112, Storrs, CT: National Research Center on Gifted and Talented.[[113]]
[[114]]Frasier, M. M., & Passow, A. H. (1994). Toward a new paradigm for identifying talent potential. Research Monograph No 94112, Storrs, CT: National Research Center on Gifted and Talented.[[114]]
Clark, B. (1997). Growing up gifted (5th ed.). Upper Saddle River, NJ: Merril.
Martinson, R. A. (1974). The identification of the gifted and talented. Ventura, CA: Office of the Ventura County Superintendent of Schools.
Renzulli, J. S., Smith, L. H., White, A. J., Callahan, C. M., & Hartman, R. K. (1976). Scales for rating the behavioral characteristics of superior students. Mansfield Center, CT: Creative Learning Press. [UPDATE]
Wills, H. (1971, October). Diffy. Arithmetic Teacher, 18(6), 402-405 (included in the Appendices).
Kanevsky, L. S. (1992). The learning game. In P. Klein & A. J. Tannenbaum (Eds.), To be young and gifted (pp. 204-241). Norwood, NJ: Ablex.
Neitzke, C., & Rohr-Sendlmeier, U. M. (1992). Achievement motivation of intellectually gifted students when confronted with challenging and unchallenging tasks. European Journal for High Ability, 3, 197-205.
American Psychological Association (1994). Diagnostic and statistical manual of mental disorders: DSM IV. Washington, DC: American Psychological Assn.
Greenes, C. (1981). Identifying the gifted student in mathematics. Arithmetic Teacher, February, 14-17.
Blank, M. (1975). Eliciting verbalization from young children in experimental tasks: A methodological note. Child Development, 46(1), 254-257.
Sheppard, S., & Kanevsky, L. S. (1999). Nurturing gifted students’ metacognitive awareness: Effects of training in homogeneous and heterogeneous classes. Roeper Review, 21(4), 276-272.
Galbraith, J. (1985). The eight great gripes of gifted kids: Responding to special needs. Roeper Review, 8(1), 15-18.
Barber, J., Barrett, K., Beals, K., Bergman, L., & Diamond, M. C. (1996). Learning about learning: GEMS Teacher’s Guide (Grades 6-8). Berkeley, CA: Lawrence Hall of Science. (ISBN 0-921511-95-8; http://www.lhs.berkeley.edu/GEMS/gensguides.html)
Bell, T., Witten, I., & Fellows, M. (1996). Computer science unplugged . . . Off-line activities and games for all ages. (Contact web page for latest developments of this material: http://www.cosc.canterbury.ac.nz/~tim.)
Black, H., & Black, S. (1990). Book II: Organizing Thinking – Graphic organizers. Pacific Grove: Critical Thinking Press and Software. (Grades 4-8; ISBN 0-89455-355-0; http://www. criticalthinking.com)Blizzard, G. S. (1992). Come look with me: Exploring landscape art with children. Charlottesville: Thomasson-Grant. (ISBN 0-934738-95-5)
Bower, B., Lobdell, J., & Swenson, L. (1994). History alive! Menlo Park, CA: Addison-Wesley. (ISBN 0-201-81837-X)
Boyd, H. (1987). Experiments with patterns in mathematics. Palo Alto, CA: Dale Seymour Publications. (ISBN 0-86651-346-9; http://www.cuisenaire-dsp.com)
Draze, D., & Palouda, A. (1992). Design studio. [Artistic design activities] San Luis Obispo, CA: Dandy Lion Publications. (ISBN 931724-87-2)
Easterday, K. E., Henry, L. L., & Simpson, F. M. (Eds.) (1981). Activities for junior high school and middle school mathematics: Readings from the Arithmetic Teacher and the Mathematics Teacher. Reston: National Council of Teachers of Mathematics. (ISBN 0-87353-188-4; http://www.nctm.org/catalog/)
Meyers, D. M., & Casteel, J. D. (1999). Dealing with dilemmas: Coaching students in decision making (grades 4-8). Glenview, IL: Good Year Books. (ISBN 0-673-36369-4)
Parks, S., & Black, H. (1992). Book I: Organizing Thinking – Graphic organizers. Pacific Grove: Critical Thinking Press and Software. (Grades 2-5; ISBN 0-89455-354-2; http://www. criticalthinking.com)
Ruef, K. (1992). The Private Eye. Seattle, WA: The Private Eye Project. (ISBN 0-9605434-1-4; website: http://www.the-private-eye.com/ruef/)
Smith, S. E., & Backman, C. A. (Eds.). (1975). Games and puzzles for elementary and middle school mathematics: Readings from the Arithmetic Teacher. Reston: National Council of Teachers of Mathematics. (ISBN 0-87353-054-3)
Sternberg, R. J. (1986). Intelligence applied: Understanding and increasing your intellectual skills. Toronto: Harcourt Brace Jovanovich Publishers. (ISBN 0-15-541470-4)
Van Allsburg, C. (1984). The mysteries of Harris Burdick. Boston, MA: Houghton-Mifflin. (ISBN 0-395-35393-9)
Wills, H. (1971, October). Diffy. Arithmetic Teacher, 18(6), 402-405 (included in the Appendices).
Zuckerman, S. (1989). My mind works in different ways. Unpublished teaching materials (included in the Appe
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