The Inclusive Classroom. Meeting the Needs of Gifted Students: Differentiating Mathematics and Science Instruction. It's Just Good Teaching Series.

Autor/in	Stepanek, Jennifer
Institution	Northwest Regional Educational Lab, Portland, OR. Mathematics and Science Education Center.
Titel	The Inclusive Classroom. Meeting the Needs of Gifted Students: Differentiating Mathematics and Science Instruction. It's Just Good Teaching Series.
Quelle	(1999), (56 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Ability Grouping; Ability Identification; Academically Gifted; Classroom Environment; Curriculum Design; Elementary Secondary Education; Females; Flexible Progression; Grouping (Instructional Purposes); Inclusive Schools; Mathematics Instruction; Minority Group Children; Problem Based Learning; Science Instruction; Student Characteristics; Talent Development; Teaching Methods + Suchen Sie Ihr Suchwort? Homogene Gruppierung; Niveaugruppierung; Streaming; Klassenklima; Unterrichtsklima; Lehrplangestaltung; Weibliches Geschlecht; Grouping; Gruppenbildung; Inclusive school; Integrative Schule; Mathematics lessons; Mathematikunterricht; Problem-based learning; Problemorientiertes Lernen; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Begabtenförderung; Talentförderung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This booklet offers teachers a variety of strategies and resources for providing different levels of content and activities that will challenge all students, including gifted learners. It begins by discussing evolving definitions of giftedness and theories of intelligence. Means of identifying gifted students and indicators of mathematical and scientific giftedness are then presented. The next section addresses teaching gifted students in inclusive classrooms and ability grouping. Recommendations about grouping students include: (1) heterogeneous groups are most appropriate when students are working on open-ended problem-solving tasks or science inquiry activities; (2) homogeneous groups are more appropriate when students are working on skill development or reviewing material that they have already learned; (3) grouping strategies should be flexible, and students should be allowed to work independently at least occasionally according to their preferences; (4) students should have opportunities to select their own groups based on common interests; and (5) all students need to learn the skills of working together before cooperative learning activities will be successful. Following sections address strategies for developing conducive learning environments, including support for gifted minority students and gifted girls, differentiating content, differentiating processes, and differentiating products. Profiles of two inclusive classrooms are provided. (Contains 82 references.) (CR)
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC