Explores the meaning of giftedness, the theories of Gardner and Bloom in shaping gifted instruction, and ways to address the needs of gifted students in the general education classroom.
Written in 2006; 1,312 words; 11 sources; APA; $ 44.95
Paper Summary:
This paper addresses the ideas of gifted education and how it came about, starting with Alfred Binet and Lewis Terman's IQ test theories. Giftedness is defined in terms of both academic qualities and affective/social needs. Then, Howard Gardner's Multiple Intelligences and Benjamin Bloom's revised taxonomy are defined as ways of structuring questioning and learning in the classroom. Finally, several general teaching strategies are listed and described as ways for teachers to address the needs of the gifted.
Paper Outline:
Introduction to Gifted Students
General Differentiation Models and Theories
Differentiation Techniques
Conclusion
References
From the Paper:
"In any subject area, teachers can differentiate for gifted students through the use of centers. In addition to whole-class instruction for topics most students are unfamiliar with, centers provide independent activities that each student can pursue at his or her own pace. Teachers differentiated the centers with books of various levels, different prompts to reading materials, modified assessments, multiple levels of questioning, and more or less time at individual centers (Johnsen, 2003)."
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