SOUTHEASTERN LOUISIANA UNIVERSITY
Spring
EDUC 649: Methods and Materials in Education of the Gifted
Credit: 3 hours
Course Description
Prerequisite: Education 648. An examination of provisions currently available for gifted
children with reference to the concepts of acceleration, grouping, concepts of curriculum
enrichment, special schools and classes, as well as an exploration of research relative to the
adaptation of newer techniques to meet their needs.
Format
Lecture: 50% online, 50% face-to-face, there is a field experience required
Textbooks
Tomlinson, C. A., Kaplan, S. N., Renzulli, J. S., Purcell, J. H., Leppien, J. H., Burns, D. E.,
...Imbeau, M., B. (2009). The parallel curriculum: A design to develop learner potential
and challenge advanced learners. Thousand Oaks, CA: Corwin Press.
Winebrenner, S. (2012). Teaching gifted kids in today's classroom (3rd edition). Minneapolis,
MN: Free Spirit.
Suggested Optional Texts:
Books by H. Lynn Erikson about teaching concept-based curriculum.
Books by Carol Ann Tomlinson about differentiated classrooms.
Required Readings:
Readings, websites, Power Points, and materials as listed on Moodle and in the syllabus.
Conceptual Framework
The teacher education program at Southeastern Louisiana University is built around components
indicative of effective educators and rigorous national standards.
In order to successfully plan, develop, and implement curricula to meet the needs of diverse
learners in today’s world and to prepare students for the future, The College of Education and
Human Development (COEHD) has developed a Conceptual Framework that includes the
following four critical components of The Effective Educator:
 Knowledge of Learner: Candidates’ understanding of the learner which is necessary to provide
effective and equitable instruction (KL)
 Strategies and Methods: Strategies and methods appropriate to each program within the
educational unit which are necessary to develop effective professionals (SM)
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Content Knowledge: Candidates’ thorough understanding of the content appropriate to the area
of specialization (CK)
Professional Standards: Established criteria that guide effective professionals in each discipline
area (PS)
Diversity is an integral part of each component. (D1)
Technology is an integral part of each component. (T)
Dispositions are an integral part of each component. (D2)
The objectives for this course are aligned with the Conceptual Framework elements and are
linked to the standards for the National Association for Gifted Children and the National Council
for Exceptional Children (NAGC/CEC). In the NAGC/CEC Standards, K=Knowledge and
S=Skills. Refer to Moodle for lists of standards.
Course Objectives: NAGC/CEC Standards
The objectives for this course are aligned with the Conceptual Framework elements and linked
to the standards for the National Association for Gifted Children and the National Council for
Exceptional Children (NAGC/CEC). In the NAGC/CEC Standards, K=Knowledge and
S=Skills.
Upon completion of this course, candidates will:
 Identify sources of differentiated materials for individuals with gifts and talents. (GT:4 K1)
(KL; CK; T; D2)
 Use technology for planning and managing the teaching and learning environment. (GT:4
K2) (KL; CK; SM;T)
 Select, adapt, and use instructional strategies and materials according to characteristics of
individuals with gifts and talents. (GT:4 S1) (KL; CK; SM; T; D2)
 Apply higher-level thinking and metacognitive models to content areas to meet the needs of
individuals with gifts and talents. (GT:4 S2) (CK; SM)
 Teach individuals to use self-assessment, problem solving and other cognitive strategies to
meet their needs. (GT:4 S3) (KL; CK; SM; T)
 Choose and use technologies to modify the instructional process. (GT:4 S7) (KL; CK; SM;
T)
 Pre-assess the learning needs of individuals with gifts and talents in various domains and
adjust instruction based on continual assessment. (GT:4 S4) (KL; CK; SM; D2)
 Integrate social skills into the curriculum. (GT:4 S6) (KL; CK; SM)
 Use grouping practices that support differentiated learning environments (GT:5 K5) (KL;
CK; SM)
 Pace delivery of curriculum and instruction consistent with needs of individuals with gifts
and talents. (GT:4 S5) (KL; SM; D2)
 Identify ways to create learning environments that allow individuals to retain and appreciate
their own and each other’s respective language and cultural heritage. (GT:5 K6) (KL; CK;
PS; SM; D1)
 Discuss strategies for preparing individuals to live harmoniously and productively in a
culturally diverse world (GT:5 K8) (KL; CK; PS; SM; D1)
 Organize, develop, and sustain learning environments that support positive intra-cultural and
intercultural experiences. (GT:5 S11) (KL; CK; PS; D1; D2)
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Use communication strategies and resources to facilitate understanding of the subject matter
for students whose primary language is not the dominant language. (GT:5 S12) (KL; CK;
SM; D1; D2)
Discuss importance of the teacher serving as a model for individuals with gifts and talents.
(GT:6 K3) (PS )
Locate national, state or provincial, and local curricula standards. (GT:7 K1) (CK; SM; T;
D2)
Develop scopes and sequence plans for individuals with gifts and talents. (GT:7 S3) (CK;
SM; T; D2)
Discuss theories and research that form the basis of curriculum development and
instructional practice for individuals with gifts and talents. (GT:7 K1) (CK; PS)
Identify general and differentiated curricula for individuals with gifts and talents. (GT:7 K5)
(KL; CK; SM; D1; T)
Select and adapt a variety of differentiated curricula that incorporate advanced, conceptually
challenging, in-depth, distinctive, and complex content(GT:7 S5) (KL; CK; SM; D1; T)
Identify community-based and service learning opportunities for individuals with gifts and
talents. (GT:7 K7) (KL; SM; D1; T)
Prepare lesson plans for individuals with gifts and talents. (GT:7 S1) (KL; CK; SM; D1; T;
D2)
Design cognitively complex learning experiences for individuals with gifts and talents. (GT:7
S2) (KL; CK; SM; D1; T; D2)
Plan instruction using cognitive, affective, and ethical taxonomies. (ST:7 S3) (KL; CK; SM;
D1; T; D2)
Sequence, implement, and evaluate individualized learning objectives. (GT:7 S4) (KL; CK;
SM; D1; T; D2)
Integrate affective, social, and career skills with academic curricula. (GT:7 S5) (KL; CK;
SM; D1; T)
Develop and select instructional content, resources, and strategies that respond to cultural,
linguistic, and gender differences. (GT:7 S6) (KL; CK; SM; PS; D1; T)
Develop and implement comprehensive, longitudinal individualized programs in
collaboration with team members. (GT:7 S7) (KL; CK; SM; PS; D1; T)
Make responsive adjustments to instruction based on continual observations of gifted
students. (GT:7 S8) (KL; CK; SM; D2)
Select instructional models to differentiate specific content areas. (GT:7 S9) (KL; CK; SM;
T)
Involve the individual and family in setting instructional goals and monitoring progress.
(GT:7 S10) (KL; PS; D1; T; D2)
Identify processes and procedures for the identification of individuals with gifts and talents.
(GT:8 K1) (KL; PS; D1; T)
Use formal and informal assessments. (GT:8 S2) (CK; KL; PS; D1; T)
Interpret information from formal and informal assessments. (GT:8 S3) (CK; KL; PS; D1;
D2)
Develop and administer nonbiased, informal assessment procedures. (GT:8 S4) (CK; KL; PS;
D1; T)
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Use assessment information in making eligibility, program, and placement decisions for
individuals with gifts and talents, including those from culturally and/or linguistically diverse
backgrounds. (GT:8 S5) (CK; KL; PS; D1)
Develop differentiated curriculum-based assessment for in instructional planning and
delivery for individuals with gifts and talents. (GT:8 S3) (KL; D1; SM; T)
Evaluate instruction and monitor progress for individuals with gifts and talents. (GT:8 S8)
(CK; KL; SM; D1; T)
Use performance data and information from all stakeholders to make or suggest
modifications in learning environments. (GT:8 S9) (CK; KL; SM; D1; T)
Evaluate learner products and portfolios. (GT:8 S10) (CK; SM; PS)
Report assessment results to all stakeholders using effective communication skills. (GT:8
S11) (PS; T)
Create and maintain records. (GT:8 S12) (SM; PS; T; D2)
Use technology to conduct assessments. (GT:8 S13) (T)
Articulate personal philosophy of gifted education. (GT:9 S1) (PS)
Access information on meeting the needs of students with gifts and talents. (GT:9 S2) (PS; T)
Conduct self-evaluation of instruction. (GT:9 S3) (PS; T)
Evaluate program activities for continued improvement. (GT:9 S4) (PS; T)
Maintain confidential communication about individuals with gifts and talents. (GT:9 S5) (PS;
D2)
Use verbal, nonverbal, and written language effectively. (GT:9 S6) (PS; D2)
Demonstrate commitment to developing the highest educational potential of individuals with
gifts and talents. (GT:9 S7) (PS; D2)
Conduct professional activities in compliance with applicable laws and policies. (GT:9 S11)
(PS; D2)
Practice within one's skills limit and obtain assistance when needed. (GT:9 S12) (PS; D2)
Practice within the CEC Code of Ethics and other standards of the profession. (GT:9 S13)
(PS; D2)
Maintain knowledge of research and literature in special and gifted education. (GT:9 S14)
(PS; D2)
Reflect on one's practice to improve instruction and guide professional growth. (GT:9 S16)
(PS; D2)
Act ethically in advocating for appropriate services. (GT:9 S17) (PS; D2)
Collaborate with families and others in assessment of individuals with gifts and talents.
(GT:10 S1) (KL; SM; PS; D1; T; D2)
Assist individuals with gifts and talents and their families in becoming active participants
in the educational team. (GT:10 S3) (KL; SM; PS; D1; D2)
Plan and conduct collaborative conferences with individuals with gifts and talents and their
families. (GT:10 S4) (KL; PS; D1)
Use group problem solving skills to develop, implement, and evaluate collaborative
activities. (GT:10 S5) (KL; SM; PS)
Communicate with school personnel about the characteristics and needs of individuals with
gifts and talents. (GT:10 S6) (PS; T; D2)
Communicate effectively with families of individuals with gifts and talents from diverse
backgrounds. (GT:10 S7) (PS; D1; T; D2)
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Model techniques and coach others in the use of instructional methods and accommodations.
(GT:10 S8) (CK; KL; SM; PS; D1; T; D2)
Course Requirements
Following is an overview of assignments that will provide evidence of your progress/growth
throughout the semester. Assignments will provide an avenue for you to demonstrate your
understanding of course-related competencies and determine a fair and appropriate final semester
grade. For Specific Grading Criteria for the Assignments, refer to the Rubrics and other
grading information in Moodle.
1.
2.
INTRODUCTORY POST & SYLLABUS VALIDATION (15pts total)
 5 points for reading and validating the syllabus in Moodle. This is a campus-wide policy.
The link is in the first block in Moodle entitled Welcome to our Class.
 10 points for completing your introductory post in the discussion forum located in the
second Moodle block entitled Our Classroom. I am grading this post for participation
only. It gives you a chance to become familiar with Moodle system. I am not requiring
you to reply to your classmates, but I encourage you to reply. That will help you
understand how Moodle discussions function and are organized prior to a fully graded
discussion forum.
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DISCUSSION FORUMS (ON-GOING) (20pts x 5= 100pts)
Please see the Guidelines for Discussion pdf that is located in the Our Classroom section
of Moodle. This will give you specific instructions about the level of expectation for your
posts.
Please see Moodle for the individual prompts.
3.
CLASS ATTENDANCE AND PARTICIPATION (5 pts per class x 6 = 30 pts.)
You are expected to attend all classes and participate in class discussions. Face-to-face classes
are important to building community among students, developing support networks with teachers
from other districts, and give you the opportunity to clarify and get immediate feedback.
4. PHILOSOPHY OF TEACHING GIFTED/TALENTED STUDENTS
(2 @ 20pts + 40 pts.)
Philosophy 1.0-Philosophy 2.0 - During the first of the semester, write a philosophy of teaching gifted students. This is your
Philosophy 1.0.
 Your philosophy should be approximately two pages long.(GT:9 S1) (PS)The philosophy
should be written in essay form—with an introduction, supporting paragraphs, and a
conclusion.
Suggestion: Consider the following components when writing your teaching philosophy.
At a minimum, your philosophy should include your conception of teaching and learning,
some examples of how that conception translates into a gifted classroom, and an explanation
for how those teaching examples fit with your conception of teaching and learning.
(You can incorporate these statements if you wish. You do not need to address all of them.
They are given here—to give you ideas.)
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o The theories and/or research that ground my philosophy of teaching gifted students
are…
o I believe the purposes of gifted education are…
o I believe that gifted students learn best when…
o The curriculum of any classroom should include certain basics that contribute togifted
students’ social/emotional, intellectual, and creative development. These basics are…
o The role of the teacher of gifted learners in the teaching and learning process is….
o The role of gifted students in the teaching and learning process is….
o I plan to incorporate parents and community members in the classroom by…
o The types of assessment techniques I plan to use are…
o The best ways to teach twice exceptional and culturally/linguistically diverse students
are…
o As a teacher of gifted students, I feel that most valuable kinds of professional
development are…
 At the end of the semester you will look back at your Philosophy of Teaching Gifted and
write a two or more page reflection addressing
o What philosophies have stayed the same across the semester? Why?
o What philosophies have changed? Why?
o If necessary, cite the literature!
 This reflection is your Philosophy 2.0.
(Submit electronic copies through the appropriate Assignment portals on Moodle.)
5. PROFESSIONAL DEVELOPMENT ACTIVITY (PDA) (20pts.)
A graduate candidate is expected to “actively seek out opportunities to grow
professionally.” Using an online resource such as the databases from Sims Memorial
Library or Google Scholar, find an article about teaching high ability students. This may
be an article that explores a teaching strategy, achievement of students who are gifted,
service delivery options, etc.
Read the article and write a 1-2 page paper summarizing the article and giving your
reflection on the article. Your reflection can include both how the information in the
article applies to your professional life, your personal life, practice with students, whether
you think the information is accurate, realistic, applicable, etc. Include an APA style
reference for the article at the beginning of your paper.
(Submit an electronic copy through the appropriate Assignment portal on Moodle.)
6. TOOL SHARE
(Lesson = 10 pts., Presentation = 30pts.= Total 40 pts)
TOOL: Select a tool from this list: metacognition, student questioning, sensitivity to
problems, and student dispositions.
Target this tool as something to work on in your classroom. Find which other students in
course also selected this tool as something to work on in their classrooms. You will work
as a professional learning community (PLC) to research how to implement and/or
improve this tool in your classrooms and then actually use the tool. Your PLC will
communicate with each other over the semester to encourage, give suggestions,
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collaborate, etc. on how to define, realistically use, get best results, etc. using the tool on
which your PLC is focused. You will give presentation(s) at the end of the semester.
1. Turn in a lesson plan that has this tool embedded in the lesson. Include a reflection at the
end of the lesson that explains how this tool is taught/practiced/developed within the
lesson. Give specific examples from the lesson.
2. With your group, create a one page “How-to” sheet that defines the tool, gives examples,
and would make it easy for another teacher to use the sheet to take the tool back to his or
her own classroom. You will upload this to the appropriate place in Moodle, and if you
wish, you may bring hard copies to hand-out in class.
3. With your group, develop a presentation. The presentation should give an overview of the
tool, gives a rationale for use of the tool in the classroom, describes the benefits and
pitfalls of teaching that incorporates the tool, explains how it worked in the classroom,
and includes reflections about using this tool (both from the point-of-view of a single
teacher and comparisons across the multiple classrooms of your PLC).
7. STRATEGY SHARE
(Lesson = 10 pts., Presentation = 30 pts. = Total 40 pts)
STRATEGY: Select a strategy for teaching gifted students. Your choices are: student choice
(menus, tic-tac-toe boards, etc.), contracts, compacting, authentic assessments, Socratic
circles & other student-centric discussion strategies
Working with other students in the class as a PLC, research your selected strategy. Determine
how it can fit with your classroom setting. Think about grade level, curriculum area, etc.
Implement it in your classroom. Communicate with the PLC to encourage, give
suggestions, collaborate, etc. on how to define, realistically use, get best results, etc.
using the strategy on which your PLC is focused. You will give presentation(s) at the end
of the semester.
1. Turn in a lesson plan that usesyour strategy in the lesson. Include a reflection at the end
of the lesson that explains how this strategy is taught/practiced/developed within the
lesson. Give specific examples from the lesson.
2. With your group, create a one page “How-to” sheet that defines the strategy, gives
examples, and would make it easy for another teacher to use the sheet to take the strategy
back to his or her own classroom. You will upload this to the appropriate place in
Moodle, and if you wish, you may bring hard copies to hand-out in class.
3. With your group, develop a presentation. The presentation should give an overview of the
strategy, give an explanation of the process for the strategy, describes the benefits and
pitfalls of teaching using the strategy, explains how it worked in the classroom, and
includes reflections about using this strategy (both from the point-of-view of a single
teacher and comparisons across the multiple classrooms of your PLC).
8.
AN INTERDISCIPLINARY UNIT FOR GIFTED STUDENTS BASED ON THE
PARALLEL CURRICULUM MODEL (90 pts.)
Design an interdisciplinary menu of lessons for gifted studentsbased on the Parallel
Curriculum Model. You will consult with your classmates and collaborate with your
students, parents, coworkers, community, etc.The Parallel Curriculum Model provides
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qualitatively differentiated curriculum for gifted learners. You must create appropriately
challenging curriculum by using a combination of the parallels (at appropriate levels of
intellectual demand) as a framework for thinking about and planning curriculum. The
parallels are:
(1) Core Curriculum: addresses the core knowledge (enduring facts, concepts,
principles, and skills) within a discipline;
(2) Curriculum of Connections: makes connections among knowledge (within or
across disciplines, times, cultures or places, people or some combination of these
elements);
(3) Curriculum of Practice: guides learners in applying the facts, concepts,
principles, and methodologies of the discipline modeling actual scholars,
researchers, developers, or practitioners;
(4) Curriculum of Identify: develops strengths, preferences, values, commitment,
and expertise.
Your unit should include the following twelve components:
1. Content: Content is what students know, understand, and do as a result of the curriculum
and instruction (KUD). Include:
 Standards: Common Core Standards, State GLEs- as appropriate to your topic
 Universal Concept and Principle Generalizations (“big ideas and enduring
understandings and skills)
 Objectives
2. Assessment— Assessment uses a variety of tools, techniques, and criteria to measure
readiness, interests, learning styles, and acquisition of knowledge. Include:
 Pre-Assessment
 Formative Assessments
 Summative Assessments (Include a rubric for a product.)
3. Introduction—The introduction motivates and orients students to new curriculum
content. Include:
 Essential or Focusing Questions
 A Motivating “Hook”
 Graphic Organizer
4. Teaching Strategies—Teaching strategies are methods/pedagogy used to instruct
students or connect them with the content. Include:
 Types of teaching strategies used during the teaching-learning process (e.g., ProblemBased Learning, Inquiry, discussion, role play, simulation, mock trial, etc.)
5. Learning Activities—Learning activities are the cognitive experiences that help students
perceive, process, rehearse, store, and transfer knowledge, understanding, and skills.
Include:
 Step-by-step procedures for the tasks designed for students to develop the knowledge,
understandings, and skills specified in the content goals.
6. Grouping Strategies-- Grouping strategies vary and change frequently to accommodate
students’ interests, questions, learning preferences, prior knowledge, earning rate and
zone of proximal development. Include:
 Description of grouping patterns (minimum of three types)
 Group Expectations
 Procedures
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7. Products—Products are the performances or work samples created by students that
provide evidence of student learning. Include:
 Description of products/performances
 “How To…Handout(s)
8. Resources—Resources include print, non-print, and human sources of content
knowledge. Include:
 List of all resources (Include technology)
9. Language --Giftedness interacts with an individual’s development, experience with, and
use of language. Gifted learners read earlier, comprehend more, possess large
vocabularies, and think abstractly. Include:
 High-level strategies to build upon advanced language abilities. Descriptions of
adjustments to language strategies and resources for twice-exceptional learners and
gifted individuals whose primary language is not English.
10. Extension Activities—Extension activities are based on student interests and expand the
basic unit of study. Include:
 Description of extension activities (Think Tac Toe) (Include technology)
11. Modifications—Modifications are closely aligned with the learning goals and students’
readiness, interests, preferred learning modes, product preferences, prior knowledge,
learning rate, language needs, or exceptionalities. Include:
 Description of content, process, product, or learning environment modifications
 Description of modifications for students whose primary language is not the dominant
language
 Description of modifications for twice exceptional students
12. Parallel Curriculum Unit Commentary-- The Parallel Curriculum Model provides
qualitatively differentiated curriculum for gifted learners: Core, Connections, Practice,
and Identity. Include a narative indicating:
 how you used Core, Connections, Practice, and/or Identity (at appropriate levels of
intellectual demand) to differentiate the curriculum for gifted learners;
 the benefits of providing and receiving constructive criticism from peers regarding
your PCM unit;
 description of the collaboration with gifted students, school personnel, and members
of the community (“community mining”) occurred and shaped the unit.
(Submit an electronic copy through the appropriate Assignment portal on Moodle.)
9. PASSPORT SUBMISSION (10 pts.)
You must submit your CPS action research proposal within PassPort. If you are completing
a program that is not academically gifted certification (either a Master’s degree or add-on
certification) then you will submit it as a course based submission. If you are completing
academically gifted certification (either add-on or full Master’s degree) then you will
submit it through the appropriate spot in your PassPort portfolio with standards and
reflection attached.
Knowledge Base
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(1992). Reasoning web. Center for Gifted Education, The College of William and Mary.
Adams-Byers, J., Moon, S.M., Whitsell, S.S. (2004).Gifted students’ perceptions of the academic
and social/emotional effects of homogenous and heterogeneous grouping. Gifted Child
Quarterly, 48, 5-20.
Alderson, C. & Urquhart (1984) Reading in a foreign language. Harlow: Longman.
Bain, S., Bourgeois, S., Pappas, D. (2003). Linking theoretical models to actual practices: A
survey of teachers in gifted education.Roeper Review, 25, 166 – 172.
Cassady, J., Neumeister, K., Adams, C. Cross, T., Dixon, & F. Pierce, R. (2004). The
differentiated classroom observation scale. Roeper Review, 26, 139- 146.
Collangelo, N., & Davis, G. (Eds.).(2003). Handbook of gifted education. Boston: Allyn &
Bacon.
Costa, A &Kallick, B (2000).Describing 16 habits of mind.Adapted from Costa, A and Kallick,
B (2000) Habits of Mind: A Developmental Series.Alexandria, VA: Association for
Supervision and Curriculum Development:
Book I: Discovering and Exploring Habits of Mind
Book II: Activating and Engaging Habits of Mind
Book III: Assessing and Reporting Growth in Habits of Mind
Book IV: Integrating and Sustaining Habits of Mind
Davis, G. A., &Rimm, S. B. (1998).Education of the gifted and talented (4th ed.). Needham
Heights, MA: Allyn & Bacon.
Drapeau, P. (2004). Differentiated instruction: Making it work. New York: Scholastic.
Elstgeest, J. (1985). The right question at the right time. In W. Harlen (Ed.), PrimaryScience:
Taking the Plunge (pp. 36‐46). Portsmouth, NH: Heinemann.
Erikson, H. L. (2002). Concept-based curriculum and instruction: Teaching beyond the facts.
Thousand Oaks, CA: Corwin Press.
Gubbins, E. J., Westberg, K. L., Reis, S. M., Dinnocenti, S., Tieso, C. L., Muller, L. M., …
Burns, D. E. (2002). Implementing a professional development model using gifted
education strategies with all students (RM02172). Storrs, CT: The National Research
Center on the Gifted and Talented, University of Connecticut
Hertzog, N.B. (2003). Advocacy: “on the cutting edge…” Gifted Child Quarterly, 47, 66-81.
Hertzog, N.B. (2003). Impact of gifted programs from the student’ perspectives.Gifted Child
Quarterly, 47, 131-143.
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Karnes, F.A. & Bean, S.M. (2005).Methods and materials for teaching the gifted (2nded.) Waco, YX:
Prufrock Press.
Karnes, F. A., & Stephens, K. R. (2008).Achieving excellence: Educating the gifted and
talented. Upper Saddle River: NJ: Pearson.
Maker, J. C., &Schiever, S.W. (2005).Teaching models in education of the gifted (3rd ed.).
Austin, TX: Pro-ed.
Massachusetts Department of Elementary and Secondary Education, (2008).School reform in the
new millennium: Preparing all children for 21st century success. Recommendations from
the Massachusetts Board of Elementary and Secondary Education's Task Force on 21st
Century Skills.
Moon, S.M., Robison, A. (2003).A national study of local and state advocacy in gifted
education.Gifted Child Quarterly, 47, 8-25.
NCTM professional standards. (2011). The art of questioning in mathematics.
Olszewski-Kubilius, P. & Lee, S. (2004). Parent perceptions of effects of the Saturday
enrichment program on gifted students’ talent development.Roeper Review, 26, 156 – 165.
Reis, S. M., Burns, D.E., &Renzulli, J. S. (1992).Curriculum compac9ng: The complete guide
tomodifying the regular curriculum for high abilitystudents. Greely, Co.: Alps Publishing
Renzulli, J, & Reiss. S. (Eds.). (1986). The triad reader. Mansfield Center, CT: Creative
Learning Press.
Rogers, K. B. (2007). Lessons learned about educating the gifted and talented : A synthesis of
the research on educational practice. Gifted Child Quarterly, 51(4), 382-396.doi:
10.1177/0016986207306324
Starko, A., (1986). It’s about time. Mansfield Center, CT: Creative Learning Press, Inc.
Taba, H. (2010). Questioning model: Four types of questions.
Tomlinson, C. A. (1999). The differentiated classroom: Responding to the needs of all learners.
Alexandria, VA: Association for Supervision and Curriculum Development.
Tomlinson, C.A., Kaplan, S., Renzulli, J., Purcell, J., Leppian, J., Burns, D. (2002). The
parallel curriculum: A design to develop high potential and challenge high ability
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