By Linda Smith
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Extra info for A Guide for Developing Gifted Curriculum Documents
He/She asks appropriate questions that help him/her develop quality outcomes. The student is beginning to accept responsibilities for his/her actions. The student actively listens to others, acknowledges their ideas, helps plan a compromise, and makes positive contributions to help the group achieve an outcome. After listening to, and considering the relevancy of, others’ ideas, the student recommends an action the group could take. The student shares the needed action in a positive way and encourages others to successfully accomplish the group goal.
National Association of Gifted Children, Prufrock Press. Winebrenner, Susan. (2001) Teaching Gifted Kids in the Regular Classroom. Minneapolis, MN: Free Spirit Publishing. 32 Recommended Books on Curriculum Development Erickson, Lynn (1998) Concept-based Curriculum and Instruction: Teaching Beyond the Facts. Thousand Oaks, CA: Corwin Press. Hayes-Jacobs, H. (1989) The Interdisciplinary Model: A Step-by-Step Approach for Developing Integrated Units of Study. In H. ), Interdisciplinary Curriculum: Design and Implementation.
VanTassel-Baska, Joyce (2003) Curriculum & Instruction Planning & Design for Gifted Learners, Denver, Colorado: Love Publishing Company. VanTassel-Baska, Joyce and Little Catherine A. : National Association of Gifted Children, Prufrock Press. Winebrenner, Susan. (2001) Teaching Gifted Kids in the Regular Classroom. Minneapolis, MN: Free Spirit Publishing. 32 Recommended Books on Curriculum Development Erickson, Lynn (1998) Concept-based Curriculum and Instruction: Teaching Beyond the Facts. Thousand Oaks, CA: Corwin Press.