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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... Skills If the above position seems a bit extreme to the reader , then the position that most gifted children should acquire all basic skills by age ten may seem pro- vocative . Basic skills are ( at least today ) what elementary ...
... Skills If the above position seems a bit extreme to the reader , then the position that most gifted children should acquire all basic skills by age ten may seem pro- vocative . Basic skills are ( at least today ) what elementary ...
Strona 277
... SKILLS The important components of instruction in any academic skill have been identified by Kaplan ( 1979 ) in a model of instruction in composition . Kaplan identifies three components : ( 1 ) exposure to models , ( 2 ) analysis of ...
... SKILLS The important components of instruction in any academic skill have been identified by Kaplan ( 1979 ) in a model of instruction in composition . Kaplan identifies three components : ( 1 ) exposure to models , ( 2 ) analysis of ...
Strona 347
... skills . Other times it entails the provision of instruction in skills that can compensate for weaknesses in areas of aca- demic learning ( see Box 11.3 ) . With a restricted definition of learning disabilities and a commitment to ...
... skills . Other times it entails the provision of instruction in skills that can compensate for weaknesses in areas of aca- demic learning ( see Box 11.3 ) . With a restricted definition of learning disabilities and a commitment to ...
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From Galton to Renzulli and Back Again 3 | 7 |
3 | 8 |
The Species | 11 |
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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