Differentiating Instruction for Gifted Learners: A Case Studies Approach

Description

Differentiating Instruction for Gifted Learners allows educators and stakeholders to examine issues related to differentiating curriculum and instruction in a variety of contexts. The case studies in this rich resource analyze various differentiation strategies and their benefits to promote classrooms where every student belongs, every student is valued, and every student is nurtured. The cases facilitate conversations about children and their unique needs by situating learning in authentic and meaningful contexts, with the goal of helping educators improve services and programs for gifted and talented students. "Things to Consider" guide the reader's thinking without imparting an explicit action, recommendation, or solution. Discussion questions, activities, extensions, and suggestions for additional readings support the standards of excellence set forth in the revised NAGC-CEC Teacher Preparation Standards in Gifted and Talented Education and the NAGC-CEC Advanced Standards in Gifted Education Teacher Preparation.

Christine L. Weber, Ph.D., is a professor of Childhood Education, Literacy, and TESOL at the University of North Florida, in Jacksonville. She currently serves as the Representative Assembly for CEC-TAG and Chair-elect for the NAGC Professional Development Network. She previously served as Cochair of Awards for the NAGC Research & Evaluation Network. Wendy A. Behrens, M.A. Ed., serves as the Gifted and Talented Education Specialist for the Minnesota Department of Education, providing leadership and consultation services for educators, administrators, and parents. Cecilia Boswell, Ed.D., has more than 40 years of experience in education. She currently works as an independent consultant auditing gifted, advanced, and International Baccalaureate programs, creating projects for TEA, consulting for school districts, and developing products for TAGT as their content consultant.

This book is going to have to be on the shelf of every educator, no matter what their current role and set of responsibilities, in order to "handle" the multiple issues that arise when there is a gifted child in the "house," whether that house be a home, a classroom, a grade level, a school, a school district, or a university (teacher education faculty). The way this book has been structured-not only via case study-but in terms of references to general knowledge, research, and extension resources, it will be well dog-eared in a short period of time by its owner! I found the individual case studies to be thought provoking, definitely "real world," and far from telling anyone what they have to do. As one works one's way through a case study, the mind can't help but start to figure out what "I would do." To tell the truth, though, none of these case studies or their potential outcomes are so easy that one doesn't learn something brand new about the child, the situation, and how to generalize beyond the case study to groups of highly able children who might be represented by this case study. The book kept me riveted from beginning to end. It will definitely be a base for my own work in professional development and gifted teacher training. It changes mindsets, I think. It certainly did mine!,Dr. Karen B. Rogers, Professor Emerita,University of St. Thomas, 12/15/15 This book provides excellent field-based cases for exploring issues related to differentiated curriculum and instruction for gifted and advanced learners in diverse school settings. Linked to the NAGC-CEC National Teacher Preparation Standards, practitioners have opportunities to reflect on the strengths and weaknesses of each case. A must read for those involved in professional development!,Dr. Susan K. Johnsen, Professor, Educational Psychology,Baylor University, 12/15/15