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Can gifted students’ needs be met through differentiated instruction in a “regular” classroom? Why Differentiation Misses the Mark for Gifted Students. She taught middle school gifted
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.A major concern of teachers of reading is providing quality differentiated instruction for the highly able readers in their classrooms. A logical means for providing such instruction is ability grouping. Gifted readers should be grouped together so they can feel safe in verbalizing and sharing their insights (Sakiey, 1980).
Differentiation for Gifted Students GATE Teacher Handbook Joan Lindsay Kerr goal is best attained through differentiated instruction as described by the California Department of Education and the California Association for the Gifted.
Teaching Mathematics to Gifted Students in a Mixed-Ability Classroom. They require some differentiated instruction, defined by Tomlinson (1995) as “consistently using a variety of instructional approaches to modify content, process, and/or products in response to learning readiness and
Differentiation: Definition and Description for Gifted and Talented. The multiple menu model for developing differentiated curriculum for the gifted and talented. Gifted Child Quarterly, 32, 298-309. Renzulli, J. S. (1997, July). How to differentiate instruction in mixed-ability classrooms.
factors that influence teachers to differentiate instruction for gifted students, school administrators may better design staff development programs and promote differentiated instruction. Background With the implementation of No Child Left Behind Act of 2001 (20 U.S.C. § 6301),
National Association for Gifted Children 1331 H St., NW, Suite 1001 Washington, DC 20005 202.785.4268 http://www.nagc.org DC 20005 202.785.4268 http://www.nagc.org Differentiating Curriculum and Instruction for Gifted and Talented Students and implementing differentiated instruction.
Differentiated instruction for gifted and talented students must go beyond adjusting content levels, task c
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