How the Gifted Brain Learns

"Pulls many areas of gifted research, knowledge, and applications together in a clear and concise manner. This is a one-stop book for teachers who have high-ability/gifted students in a classroom and need to understand how these students′ brains work and how to plan effective instruction." —Mary Beth Cary, Teacher Worth County Primary School, Sylvester GA Identify, understand, and engage the full range of gifted learners with practical, brain-compatible classroom strategies! What does it mean to be gifted and talented? The second edition of David Sousa′s best-selling How the Gifted Brain Learns helps bring clarity to this topic, leveraging the latest neuroscientific findings to separate fact from fiction and provide teachers with practical strategies for engaging artistically and intellectually advanced learners. This reader-friendly guide gives elementary and secondary teachers the help they need to not only recognize and challenge their gifted learners, but also to support gifted students who underachieve. Acknowledging that students are often gifted in specific subject areas, the text includes chapters dedicated to talents in language, math, and the arts. Special "From the Desk of a Teacher" sections offer classroom-tested examples of the instructional applications suggested by research. In addition to featuring new research and expanded curriculum ideas, this second edition helps answer questions about: How the brains of gifted students are different How to gauge if gifted students are being adequately challenged How to identify students who are both gifted and learning disabled How improving programs for the gifted and talented benefits other students How to better identify gifted minority students, who are often underrepresented in gifted programs This resource is a one-stop shop of brain-compatible strategies for teaching the full range of gifted students!

Table of Contents:
About the Author Acknowledgments Preface to the Second Edition Introduction What Do We Mean by Gifted and Talented? Gifted and Talented Programs in Today′s Schools About This Book 1. What Is a Gifted Brain? Understanding Intelligence Theories of Intelligence and Giftedness Characteristics of Giftedness Social and Emotional Characteristics of Giftedness Impact of Praise on Gifted Students 2. Challenging the Gifted Brain Differentiated Curriculum and Instruction A Supportive Learning Environment Curriculum Content Initiatives for Gifted Learners Instructional Processes for Gifted Learners The Products of Gifted Learners Gifted Visual-Spatial Learners Avoiding the Pitfall of Academics Versus the Arts 3. Underachieving Gifted Students What Is Underachievement? Some Causes of Underachievement Identifying Gifted Underachievers Underachievement Among Gifted Minority Students Reversing Patterns of Underachievement 4. The Twice-Exceptional Brain Identifying Twice-Exceptional Students Giftedness and Attention-Deficit Hyperactivity Disorder Giftedness and Autism Hyperlexia 5. Language Talent Sources of Language Ability Identifying Students Gifted in Language Arts Developing Language Ability 6. Mathematical Talent Number Sense Is an Innate Capability Mathematical Thinking and the Brain Identifying the Mathematically Gifted Teaching the Mathematically Gifted 7. Artistic Talent The Arts for All Students Musical Talent Reading and Memorizing Music Developing Musically Talented Students Dance Talent Theatrical Talent Visual Art Talent 8. Putting It All Together Identifying Gifted Students Developing the Learning Environment Strategies for the Gifted in the Inclusive Classroom Where Do We Go From Here? Conclusion Glossary References Resources Index

About the Author :
DR. David A. Sousa is an international consultant in educational neuroscience and author of more than twenty books that suggest ways educators and parents can translate current brain research into strategies for improving learning. A member of the Cognitive Neuroscience Society, he has conducted workshops in hundreds of school districts on brain research, instructional skills, and science education at the preK–12 and university levels. He has made presentations to more than two hundred thousand educators at national conventions of educational organizations and to regional and local school districts across the United States, Canada, Europe, Australia, New Zealand, and Asia. Dr. Sousa has a bachelor’s degree in chemistry from Bridgewater State University in Massachusetts, a master of arts in teaching degree in science from Harvard University, and a doctorate from Rutgers University. His teaching experience covers all levels. He has taught senior high school science and served as a K–12 director of science, supervisor of instruction, and district superintendent in New Jersey schools. He was an adjunct professor of education at Seton Hall University for ten years and a visiting lecturer at Rutgers University. Prior to his career in New Jersey, Dr. Sousa taught at the American School of Paris (France) and served for five years as a foreign service officer and science advisor at the US diplomatic missions in Geneva (Switzerland) and Vienna (Austria). Dr. Sousa has edited science books and published dozens of articles in leading journals on professional development, science education, and educational research. His most popular books for educators include How the Brain Learns, now in its sixth edition; How the Special Needs Brain Learns, second edition; How the Gifted Brain Learns; How the Brain Learns to Read, second edition; How the Brain Influences Behavior; How the ELL Brain Learns; Differentiation and the Brain, second edition (with Carol Tomlinson); and How the Brain Learns Mathematics, second edition, which was selected by the Independent Book Publishers Association as one of the best professional development books. The Leadership Brain suggests ways for educators to lead today’s schools more effectively. Dr. Sousa’s books have been published in French, Spanish, Chinese, Arabic, Korean, Russian, and several other languages. His book Brainwork: The Neuroscience Behind How We Lead Others is written for business and organizational leaders. Dr. Sousa is past president of the National Staff Development Council (now called Learning Forward). He has received numerous awards from professional associations, school districts, and educational foundations for his commitment to research, staff development, and science education. He received the Distinguished Alumni Award and an honorary doctorate from Bridgewater State University and an honorary doctorate in humane letters from Gratz College in Philadelphia. Dr. Sousa has been interviewed on the NBC Today show, by other television programs, and by National Public Radio about his work with schools using brain research. He makes his home in south Florida.

Review :
"A great book to use to assist preservice teachers, inservice teachers, and administrators with ways to meet the needs of all types of gifted learners." -- Thea H. Williams-Black, Assistant Professor of Elementary Education "Each chapter offers the practitioner page after page of suggestions on how to apply the research discussed to educational practice. The applications sections are extremely intriguing and offer more than the traditional 'discovery learning' approach to teaching these remarkable children." -- J. D. Neal "I loved this book. It expands the reader's definition of what it means to be gifted. Many schools focus only on academic giftedness, but this book has very practical ways to help students gifted in the arts utilize their talents. Sousa provides enough information to help someone who has never developed a gifted program before get started, and yet challenges the reader's preconceived notions enough to help a school with a rich gifted program have discussions that will improve the existing program." -- Kathy Tritz-Rhodes, Principal "Pulls many areas of gifted research, knowledge, and applications together in a clear and concise manner. This is a one-stop book for teachers who have high-ability/gifted students in a classroom and need to understand how these students' brains work and how to plan effective instruction." -- Mary Beth Cary, Teacher "Brain research is changing the way teachers respond to student needs, and this book deals with the topic well. The biological descriptions of brain anatomy were simplified so that non-science educators could comprehend the research with the author's ideas on implications. While the book is intended to focus on identifying and educating gifted and talented students, it also provides insights for instruction of all students." -- Debra K. Las, Science Teacher