Authors: Christine L. Weber Ph.D., Wendy Behrens, M.A. Ed., Cecelia Boswell Ed.D.
Product Code: 5314
ISBN: 978-1-61821-531-4
Pages: 218
Availability: In stock.


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.


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by Mary L. Slade, Ph.D.
on 5/21/2016
from Charlotte, NC
Differentiating Instruction for Gifted Learners
Differentiating Instruction for Gifted Learners is a must have resource for teacher preparation and professional development in gifted education.  As a case studies approach to personnel preparation, this text maximizes opportunities for teacher engagement, especially for online platforms.  As a college professor I use case studies as a means to engage students and encourage critical thinking and problem-solving associated with the course content.  As a rule, case studies can be challenging and time-consuming to develop and difficult to find in gifted education.  However, these authors have done an outstanding job of writing exceptional cases along with excellent support materials.  For example, the discussion questions that accompany each case may be used to encourage face-to-face discussion and web-based discussion boards.  Professional development focusing on differentiation for high ability students in all schools will be enhanced by the use of this text as a means to deliver meaningful and transformative teacher training. This text will encourage rich context to the application of knowledge and skills associated with differentiated instruction.  I recommend without any hesitation this resource for teachers, administrators, teacher trainers, and professional developers.
by Diane Heacox
on 3/8/2016
from St. Catherine University
Differentiating Instruction for Gifted Learners
One of the questions that is often raised regarding differentiation is “How does it look in the classroom?” This book provides research based strategies in the authentic context of today’s classrooms. In doing so, it addresses many of the concerns, confusions and obstacles to differentiating for gifted learners and to embedding differentiation in consistent instructional practice. 

As a university professor as well as a professional development trainer, this book is an essential “go to” for those who seek to not only define and describe differentiation for gifted learners but also engage educators in rich discussions and critical reflection using the book’s discussion guides, activities and extensions. In addition, the “Things to Consider” component provides critical information related to each case so that whether the teacher is a novice or an expert, sufficient foundational knowledge is provided. 
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Reviews

Review by: Karen Rogers, University of St. Thomas - December 15, 2015
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!
 
Review by: Susan Johnsen, Baylor University - December 15, 2015
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!
 

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