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Rebbeck, Barbara J. – Roeper Review, 1983
Teachers of foreign language can use B. Bloom's taxonomy to present challenges to gifted students while still ensuring understanding of the basics. Basic skills would be followed by exploration in application, analysis, synthesis, and evaluation. Examples of activities in each of the four areas are presented. (CL)
Descriptors: Creative Activities, Creative Development, Elementary Secondary Education, Gifted
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Lupkowski, Ann E. – Roeper Review, 1984
The article discusses strategies that can be used for gifted students in many small rural schools, including cooperative programs, innovative teaching, individualized instruction, counseling, community resources, and challenging courses. (Author/CL)
Descriptors: Elementary Secondary Education, Gifted, Rural Areas, Small Schools
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Baum, Susan – Roeper Review, 1984
Intended to provide information about learning disabled gifted students, the article discusses a rationale for providing enrichment activities within the framework of a program for the gifted. Identification strategies are discussed and program ideas using the enrichment triad model are offered. (Author/CL)
Descriptors: Disability Identification, Educational Needs, Elementary Secondary Education, Gifted
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Scruggs, Thomas E.; Mastropieri, Margo A. – Roeper Review, 1984
A review of recent studies indicates that gifted learners spontaneously produce more effective learning strategies than comparison groups and benefit from the use of more complex, externally provided strategies. Implications include the use of slower presentation rates for new information, spatial organization of prose content, and…
Descriptors: Concept Formation, Elementary Secondary Education, Gifted, Learning Processes
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Wagner, Paul A.; Penner, Janet – Roeper Review, 1982
Gaming (the use of formal games for specific academic purposes) is a method for teaching formal thinking processes that is particularly suited to the gifted student. Various games can be used to develop deductive reasoning, the concept of subsets, inductive reasoning, and attention to detail. (Author/SW)
Descriptors: Cognitive Development, Educational Games, Elementary Secondary Education, Gifted
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Wolf, Joan; Stephens, Thomas – Roeper Review, 1979
The use of independent study contracts as a method of individualizing educational planning for the gifted allows gifted students to pursue in depth a topic or field of study, to use outside resources when appropriate, to make decisions about the mode and media to be used, and to assume some responsibility for their own learning. (SBH)
Descriptors: Elementary Secondary Education, Gifted, Independent Study, Individualized Instruction
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Whitmore, Joanne R. – Roeper Review, 1979
The article is designed to help parents and teachers understand the causes of common behaviors of gifted children that become "problems" to adults and to suggest some effective strategies for dealing with such behaviors. (SBH)
Descriptors: Behavior Change, Behavior Patterns, Behavior Problems, Discipline
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Baldwin, Alexinia Y. – Roeper Review, 1980
Procedures in "webbing"--allowing gifted students to creatively explore alternatives or connections in interesting areas--are described to include topic and subtopic selection, subtopic expansion, discussion, planning, and questioning. A sample unit in space exploration is included, along with unit bibliography and webbing activity checklist. (CL)
Descriptors: Classroom Techniques, Curriculum Development, Gifted, Learning Activities
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Collins, Norma Decker; Parkhurst, Lynette – Roeper Review, 1996
This article offers strategies for implementing a process approach to teaching written composition, emphasizing prewriting, writing, and rewriting. Discussion of three functions of writing, including expressive writing, transactional writing, and poetic writing, is included. Writing process principles are linked to gifted education principles to…
Descriptors: Educational Principles, Elementary Secondary Education, Gifted, Inclusive Schools
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Betts, George T.; Neihart, Maureen F. – Roeper Review, 1985
Eight group activities are presented to promote the emotional and social development of gifted and talented students. Guidelines stress the importance of modeling desired behaviors, using openings and closings, and dealing openly with conflict. (Author/CL)
Descriptors: Affective Behavior, Elementary Secondary Education, Emotional Development, Gifted
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Sloan, Colleen; Stedtnitz, Ulrike – Roeper Review, 1984
The article describes why the Enrichment Triad Model needs to be adapted for a preschool/primary setting and provides suggestions on how to do this. A real-life example of a five-year-old who successfully completed a Type III project is presented. (Author)
Descriptors: Curriculum Development, Gifted, Preschool Education, Primary Education
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Reis, Sally M.; Hebert, Thomas – Roeper Review, 1985
The authors assert that history can be approached from a creative perspective; the student need not merely report what has already been written. Instead, students may make an original contribution by becoming a practicing historian. Strategies and examples of ideas to motivate students toward this level of productivity are described. (Author/CL)
Descriptors: Creative Development, Elementary Secondary Education, Gifted, History
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Schlichter, Carol L. – Roeper Review, 1979
The multiple talent approach is a system for helping teachers identify and develop multiple talents in elementary grade students, including talents in the areas of productive thinking, forecasting, communication, planning, and decisionmaking as well as in the academic areas. (SBH)
Descriptors: Elementary Education, Gifted, Talent, Talent Development
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Roeper Review, 1979
Three papers--"The Science Gifted" by R. Youngs, "Science and the Gifted Adolescent" by K. Martin, and "Science for the Handicapped Gifted Child" by J. Schnur and G. Stefanich--address science instruction for gifted students. (SBH)
Descriptors: Adolescents, Disabilities, Elementary Secondary Education, Federal Legislation