Curriculum Design and Instruction to Teach
Educating The Gifted and Talented:
Author: Charles Hayes:
Special Features Include:
Phases For Conducting a Needs Assessment:
Curriculum Design Supplement:
Curriculum Design Plan:
Curriculum Design Goals:
Curriculum Design Objectives:
Instructional Goals:
Instructional Objectives:
Instructional Activities:
Instructional Evaluation Techniques:
Difficult Terminology To Be Utilized:
Curriculum Design Supplement:
Lesson Plans:
Standard Vocabulary:
A Limited Glimpse:
Topics Include:
* Introduction:
I. Characteristics Of Gifted
Students:
A. The Terman Studies:
B. Traits Of Intellectually Gifted
Children:
C. Affective Characteristics:
D. Characteristics Of The Creatively
Gifted:
E. The Origins Of High Talent and Extreme
Precocity:
* Introduction:
I. Program Planning:
A. Main Components Of Program Planning:
B. Why, Who, What, Where, When, How
Questions:
C. Program Planning: Fifteen Areas:
D. The View From The School Board:
E. Perspectives Of Other Teachers:
* Introduction:
I. Identifying Gifted and Talented
Students:
A. Thoughts and Issues In Identification:
B. National Report On Identification:
C. Identification Methods:
* Introduction:
I. Acceleration:
A. Acceleration Versus Enrichment:
B. Early Admission To Kindergarten Or
First Grade:
C. Grade-Skipping:
D. Subject-Skipping:
E. Early Admission To Junior Or Senior
High School:
F. Credit By Examination:
G. College Courses In High School:
H. Correspondence Courses:
I. Telescoped Programs:
J. Early Admission To College:
K. Talent Search and The Study Of
Mathematically Precocious Youth:
I. Grouping and Counseling:
A. Full-Time Homogeneous Grouping:
B. Full-Time Heterogeneous Grouping:
C. Part-Time and Temporary Grouping:
D. Counseling:
* Introduction:
I. Enrichment:
A. Selecting Worthwhile Enrichment
Activities:
B. Independent Study and Research
Projects:
C. Learning Centers:
D. Field Trips:
E. Saturday Programs:
F. Summer Programs:
G. Mentors and Mentorships:
H. Future Problem Solving:
I. Odyssey (Olympics) Of The
Mind:
J. Junior Great Books:
K. Academic Decathlon:
L. Mock Court:
M. Other Academic Competitions:
* Introduction:
I. Curriculum Models:
A. Enrichment Triad Model:
B. Revolving Door Identification
Model:
C. Multiple Menu Model:
D. Pyramid Project:
E. Feldhusen's Three-stage Enrichment
Model:
F. Guilford/Meeker Structure Of Intellect
Model:
G. Treffinger's Model For Increasing Self-
Directedness:
H. Autonomous Learner Model: Betts:
I. The Williams Model For Developing
Thinking and Feeling Processes:
J. The Taylor Multiple-talent Totem Pole
Model:
K. The U.S.O.E. Definition As A Curriculum
Guide:
* Introduction:
I. Effective Learning and Leadership:
A. Affective Learning:
B. The Self-Concept:
C. Moral Development: The Kohlberg Model:
D. An Affective, Humanistic Curriculum:
E. Materials And Strategies For Encouraging
Effective Growth:
F. Leadership:
G. Leadership Definitions: Traits,
Characteristics, and Skills:
H. Leadership Training:
* Introduction:
I. Creativity I: The Creative Person,
Creative Process, and Creative
Dramatics:
A. Characteristics Of Creative
Students:
B. Creative Abilities:
C. The Creative Process:
D. Creative Dramatics:
* Introduction:
I. Creativity I: The Creative Person,
Creative Process, and Creative
Dramatics:
A. Characteristics Of Creative Students:
B. Creative Abilities:
C. The Creative Process:
D. Creative Dramatics:
* Introduction:
I. Creativity II: Teaching For Creative
Growth:
A. Can Creativity Be Taught?
B. Creativity Consciousness and Creative
Attitudes:
C. Understanding The Topic Of Creativity:
D. Involvement In Creative Activities:
E. Strengthening The Creative Problem-solving
Process:
F. Strengthening Creative Personality Traits:
G. Standard Creative Thinking Techniques:
H. Strengthening Creative Abilities:
I. Other Creativity Exercises:
J. Creative Teaching and Learning:
* Introduction:
I. Teaching Thinking Skills:
A. Indirect Teaching, Direct Teaching,
and Metacognition:
B. Thinking Skills:
C. Bloom's Taxonomy Of Educational
Objectives:
D. Critical Thinking:
E. Models and Exercises For Teaching
Thinking Skills:
F. The De Bono Cort Strategies:
G. Philosophy For Children: Lipman:
H. Project Impact:
I. Instrumental Enrichment: Reuven
Feuerstein:
J. Midwest Publications Thinking Skills:
Harnadek and Others:
K. Selecting Thinking Skills Exercises and
Materials:
* Introduction:
I. Culturally Different and Economically
Disadvantaged Children: The Invisible
Gifted:
A. Special Needs:
B. Identification:
C. Programming For Culturally Different
Gifted Students:
* Introduction:
I. Underachievement: Diagnosis and
Treatment:
A. Definition and Identification Of
Underachievement:
B. Characteristics Of Underachieving
Gifted Children:
C. Etiologies Of Underachievement:
D. Family Etiology:
E. School Etiology:
F. The Treatment Of Underachievement:
* Introduction:
I. Underachievement Of Females:
A. Present Status Of Women: Women In
The Work Force:
B. Life Satisfactions Of Women:
C. Gender Differences:
D. Differences In Expectations, Achievement
Orientation, and Aspirations:
E. Educating Gifted Females:
* Introduction:
I. The Handicapped Gifted Child:
A. Needs Of The Handicapped Gifted:
B. Identification:
C. Critical Ingredients Of Programs
For The Gifted Handicapped:
D. Reducing Communication Limitations:
E. Self-concept Development:
F. High-level, Abstract Thinking Skills:
G. Parenting:
* Introduction:
I. Parenting The Gifted Child:
A. The "Who's In Charge?" Problem:
B. Parenting by Positive Expectations:
C. Double Messages and Half-truths:
D. Competition and Pressure:
E. Peer Pressure:
F. Parent Support Groups:
G. Some Special Family Concerns:
* Introduction:
I. Parenting The Gifted Child:
A. The "Who's In Charge?" Problem:
B. Parenting by Positive Expectations:
C. Double Messages and Half-truths:
D. Competition and Pressure:
E. Peer Pressure:
F. Parent Support Groups:
G. Some Special Family Concerns:
* Introduction:
I. Program Evaluation:
A. Why Must Programs Be Evaluated?
B. Evaluation Design: Begin At The Beginning:
C. Evaluation Models:
D. The Rimm Model:
E. Evaluating The Written Plan Versus Actual
Activities:
F. Complexity Of Evaluation and Audience: A
Hierarchy:
G. Instrument Selection:
H. Test Construction:
I. Daily Logs:
J. Student Self-evaluations:
K. Performance Contracting:
L. Commitment To Evaluation:
* STATE OF THE ART CURRICULUM:
* NEW:
* BIBLIOGRAPHY:
* REFERENCES:
* COLOR PHOTOS:
* PAPERBACK:
* TRANSPARENT FRONT PAGE:
* BLACK OR WHITE BACK PAGE COVER:
* BINDED: BLACK OR WHITE COIL:
* 500 PAGES: 8x11"
* ALLOW 4 TO 6 WEEKS TO RECEIVE ITEM:
* ALSO RECEIVE AN ADVANCE CERTIFICATE IN
EDUCATING THE GIFTED AND TALENTED AFTER
PASSING THE EXAMINATIONS IN THE
CURRICULUM DESIGN AND INSTRUCTION:
