How the gifted brain learns:
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Thousand Oaks, Calif.
Corwin
2009
|
| Ausgabe: | 2. ed. |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | XIII, 275 S. Ill., graph. Darst. |
| ISBN: | 9781412971720 9781412971737 |
Internformat
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| 100 | 1 | |a Sousa, David A. |e Verfasser |4 aut | |
| 245 | 1 | 0 | |a How the gifted brain learns |c David A. Sousa |
| 250 | |a 2. ed. | ||
| 264 | 1 | |a Thousand Oaks, Calif. |b Corwin |c 2009 | |
| 300 | |a XIII, 275 S. |b Ill., graph. Darst. | ||
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| 650 | 4 | |a Gifted children |z United States |x Identification | |
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Datensatz im Suchindex
| _version_ | 1804140787801260032 |
|---|---|
| adam_text | Contents
ABOUT THE AUTHOR
ix
ACKNOWLEDGMENTS
xi
PREFACE TO THE SECOND EDITION
xiii
INTRODUCTION
1
What Do We Mean by Gifted and Talented?
1
Myths and Realities About Giftedness
2
Gifted and Talented Programs in Today s Schools
4
A Word About Elitism
5
About This Book
5
Questions This Book Will Answer
5
Chapter Contents
6
Other Helpful Tools
7
CHAPTER
1 —
What Is a Gifted Brain?
9
Understanding Intelligence
9
Have We Found the Genes for Intelligence?
9
Is Brain Structure Related to Intelligence?
10
Where in the Brain Is Intelligence Located?
12
Theories of Intelligence and Giftedness
13
Limited Value of IQ Tests
13
Renzulli s Definition of Giftedness
13
Gardner s Multiple Intelligences
14
Sternberg s Theories
17
Gagné s
View of Giftedness and Talent
19
Other Theoretical Models
21
Characteristics of Giftedness
22
Are the Gifted More Excitable?
22
Thinking About Thinking
24
The Cerebral Hemispheres
25
The Prefrontal Cortex
27
Decision Making
28
Social and Emotional Characteristics of Giftedness
31
Social Characteristics
31
Emotional Characteristics
32
Impact of Praise on Gifted Students
33
CHAPTER
2 —
Challenging the Gifted Brain
45
Differentiated Curriculum and Instruction
45
Differentiated Curriculum
45
Differentiated Instruction
47
A Supportive Learning Environment
47
Classroom Organization and Management
47
Social and Emotional Climate
48
Curriculum Content Initiatives for Gifted Learners
48
Acceleration
48
Curriculum Compacting
50
Grouping
51
Instructional Processes for Gifted Learners
53
Higher-Level Thinking and Bloom s Revised Taxonomy
53
Creative Thinking
55
Problem-Based Learning
57
The Triarchic Approach
58
Independent Study
58
Tiered Assignments
59
Cautions About Discovery-Based Teaching
59
The Products of Gifted Learners
60
Gifted Visual-Spatial Learners
61
Avoiding the Pitfall of Academics Versus the Arts
62
CHAPTER
3 —
Underachieving Gifted Students
87
What Is Underachievement?
87
Some Causes of Underachievement
87
Adjusting to Giftedness
88
Identifying Gifted Underachievers
91
General Characteristics
91
Dependence and Dominance
92
Spatially Gifted Students
93
Underachievement Among Gifted Minority Students
94
Why Minority Students Underachieve
95
Reversing Patterns of Underachievement
100
Reversing Underachievement in Minority Students
101
CHAPTER
4 —
The Twice-Exceptional Brain
111
Identifying Twice-Exceptional Students 111
The Difficulties of Identification
112
The Potential for Misdiagnosis
113
Guidance and Counseling Interventions
* 115
Giftedness and Attention-Deficit Hyperactivity Disorder
115
What Is ADHD?
115
What Causes ADHD?
116
Characteristics of Gifted Children With ADHD
116
Giftedness
and Autism
117
What Is Autism Spectrum Disorder?
117
Impact of Giftedness on Individuals With Classic (Kanner-Type) Autism
118
Asperger
Syndrome
119
Hyperlexia
122
Identification of Hyperlexia
122
Types of Hyperlexia
123
Dealing With Hyperlexia
123
CHAPTER
5 —
Language Talent
141
Sources of Language Ability
141
Structure of Language
142
Syntax and Semantics
142
4 Genes, Language, and the Environment
143
Learning to Read
145
Identifying Students Gifted in Language Arts
146
Developing Language Ability
147
Some Instructional Approaches and Strategies
147
CHAPTER
6 —
Mathematical Talent
165
Number Sense Is an Innate Capability
165
Mathematical Thinking and the Brain
165
Arithmetic Processing and Retrieval
166
Number Processing, Language, and Visual-Spatial Dependence
166
Conceptual and Procedural Knowledge
168
Identifying the Mathematically Gifted
169
Some Attributes of Mathematical Giftedness
169
Teaching the Mathematically Gifted
172
Classroom Challenges
172
Gender Differences in Mathematics: Do They Really Exist?
172
CHAPTER
7 —
Artistic Talent
189
The Arts for All Students
189
Are We Incorporating the Arts in the Regular Classroom?
189
Musical Talent
190
Why Are Humans Musical?
191
What Is Musical Talent?
192
Reading and Memorizing Music
196
Reading Music
196
Memorizing Music
198
Music As Another Way of Knowing
199
Developing Musically Talented Students
199
The Identification Process
199
The Nature of Practice
200
Looking for New Approaches to Teaching Music
201
Academic
Achievement Versus Musical Study
201
Implications for Teaching Music in Secondary Schools
201
Differentiated Music Curriculum
203
Conclusion About Music
203
Dance Talent
204
Dance As an Academic Discipline
205
Dance in the K-12 Curriculum
206
Theatrical Talent
207
Theater Programs in Schools
207
Visual Art Talent
209
Imagery and Visual Processing
209
Using Technology With Visual Arts Teaching
211
CHAPTER
8 —
Putting It AH Together
225
Identifying Gifted Students
225
Preliminary Assessment for Giftedness
225
Identifying Minority Students
226
Developing the Learning Environment
228
Strategies for the Gifted in the Inclusive Classroom
229
Where Do We Go From Here?
232
Why Are We Not Doing More for Gifted Students?
232
Some Considerations for Helping Gifted Students
233
What Are We Doing for the Profoundly Gifted?
235
Teacher Training
235
Conclusion
238
GLOSSARY
249
REFERENCES
253
RESOURCES
267
INDEX
273
|
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| spelling | Sousa, David A. Verfasser aut How the gifted brain learns David A. Sousa 2. ed. Thousand Oaks, Calif. Corwin 2009 XIII, 275 S. Ill., graph. Darst. txt rdacontent n rdamedia nc rdacarrier Hoogbegaafdheid gtt Leren gtt Erziehung Gifted children Education United States Gifted children United States Identification Brain Localization of functions Begabung (DE-588)4128011-8 gnd rswk-swf Erziehung (DE-588)4015482-8 gnd rswk-swf Kind (DE-588)4030550-8 gnd rswk-swf USA USA (DE-588)4078704-7 gnd rswk-swf USA (DE-588)4078704-7 g Begabung (DE-588)4128011-8 s Kind (DE-588)4030550-8 s Erziehung (DE-588)4015482-8 s b DE-604 Digitalisierung UB Regensburg application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=018686045&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Sousa, David A. How the gifted brain learns Hoogbegaafdheid gtt Leren gtt Erziehung Gifted children Education United States Gifted children United States Identification Brain Localization of functions Begabung (DE-588)4128011-8 gnd Erziehung (DE-588)4015482-8 gnd Kind (DE-588)4030550-8 gnd |
| subject_GND | (DE-588)4128011-8 (DE-588)4015482-8 (DE-588)4030550-8 (DE-588)4078704-7 |
| title | How the gifted brain learns |
| title_auth | How the gifted brain learns |
| title_exact_search | How the gifted brain learns |
| title_full | How the gifted brain learns David A. Sousa |
| title_fullStr | How the gifted brain learns David A. Sousa |
| title_full_unstemmed | How the gifted brain learns David A. Sousa |
| title_short | How the gifted brain learns |
| title_sort | how the gifted brain learns |
| topic | Hoogbegaafdheid gtt Leren gtt Erziehung Gifted children Education United States Gifted children United States Identification Brain Localization of functions Begabung (DE-588)4128011-8 gnd Erziehung (DE-588)4015482-8 gnd Kind (DE-588)4030550-8 gnd |
| topic_facet | Hoogbegaafdheid Leren Erziehung Gifted children Education United States Gifted children United States Identification Brain Localization of functions Begabung Kind USA |
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