Teaching Gifted Children: Principles and StrategiesLittle, Brown, 1986 - 439 Preparations - Evaluation - Instruction - Individuals and systems - Pace and content - Enrichment - Instructional format - Social implications___ |
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Strona 132
... minutes of the two and one - half hour period , five minutes on a math worksheet that was too easy for him and ten minutes on a spelling assignment that was too hard . . . . Of eleven interactions with classmates , only three were ...
... minutes of the two and one - half hour period , five minutes on a math worksheet that was too easy for him and ten minutes on a spelling assignment that was too hard . . . . Of eleven interactions with classmates , only three were ...
Strona 210
... minutes a day in sec- ond grade and 17 minutes a day in the fifth grade . " Handwriting . Poor handwriting seems to be a characteristic of gifted chil- dren in general ( Freeman , 1979 ) . By the age of eight or ten , gifted children's ...
... minutes a day in sec- ond grade and 17 minutes a day in the fifth grade . " Handwriting . Poor handwriting seems to be a characteristic of gifted chil- dren in general ( Freeman , 1979 ) . By the age of eight or ten , gifted children's ...
Strona 291
... minutes of concentrated work on an academic task , for completing all the morning's assignments ) is simple positive reinforcement . Contingency contracts are usually written agreements between the student and teacher stating what the ...
... minutes of concentrated work on an academic task , for completing all the morning's assignments ) is simple positive reinforcement . Contingency contracts are usually written agreements between the student and teacher stating what the ...
Spis treści
From Galton to Renzulli and Back Again 3 | 7 |
3 | 8 |
The Species | 11 |
Prawa autorskie | |
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ability ability grouping academic talent acceleration accelerative achievement tests activities administration Advanced Placement Program alternatives approach appropriate aptitude areas arts assessment behavior cautions Chapter characteristics chil cognitive concepts considered courses creative criterion-referenced tests cultural curriculum dents determine discussion education programs effective elementary eligibility enrichment evaluation example gifted children gifted education gifted programs gifted students giftedness goals grade grams handicapped high school identified independent study individual individualized education programs instruction intellectual IQ tests learning least restrictive environment mastery learning materials math mathematics measure ment methods mini-courses norm-referenced tests number of students options parents particular percent performance placement potential practice problem-solving problems procedures public schools reading referral regular classroom Renzulli require sample screening selected skills social special education specific Stanford-Binet subjects Synectics teachers teaching techniques tion traits underachievers verbal WISC-R Ysseldyke