Differentiating Instruction for Gifted Learners offers case studies built on current evidence-based practices and research that support cultural relevancy and responsiveness in terms of assessment, curriculum, instruction, and the learning environment.
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. This updated edition adds cases that focus on professional learning practices to facilitate educators’ professional growth in the areas of equity, diversity, thrice exceptionality, psychosocial development, Artificial Intelligence (AI), talent development, and social emotional learning. The cases along with accompanying discussion questions, activities, extensions, and suggestions for additional readings facilitate conversations about children and their unique needs by situating learning in authentic and meaningful contexts.
Supported by 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, this book allows educators and stakeholders to examine issues related to differentiating curriculum and instruction in a variety of contexts.
Table of Contents:
1. Advancing Teacher Practices through Case Study Analysis and Collaborative Discussions 2. Utilizing AI to Serve and Support Gifted Learners 3. Case Studies: Differentiated Instruction in an Inclusive Classroom 4. Case Studies: Differentiated Instruction in Cluster and Pull-Out Settings 5. Case Studies: Differentiated Instruction in a Full-Time G/T Classroom
About the Author :
Christine L. Weber, Ph.D., is a professor of Teaching, Learning, and Curriculum at the University of North Florida.
Wendy A. Behrens, M.A. Ed., serves as the Gifted and Talented Education Consultant at the Minnesota Department of Education.
Cecelia Boswell, Ed. D., is a consultant and author. Previously, she taught migrant and gifted students, served as Advanced Academics Consultant, and Executive Director of Advanced Academics creating a middle school gifted academy.
Review :
"After exploring the chapters, I feel more confident in my abilities to teach children with gifts and talents more effectively regardless of setting. I also look forward to incorporating such relevant content in future professional learning experiences for educators."
—Tracy Ford Inman, Ed.D., The Center for Gifted Studies at Western Kentucky University, Associate Director (retired)
