Differentiation

. Differentiating Instruction: Rethinking Traditional Practices REFERENCE: Kingore, B. (2005). Differentiating instruction: Rethinking traditional practices. ASCD. www.ascd.org •• Educators are changing the learning environment so they can see students' readiness levels, learning profiles, needs, and interests more clearly. Through differentiated instruction, teachers are working to customize the complexity of instruction so all students experience learning success.   High Achiever, Gifted Learner, Creative Thinker REFERENCE: Kingore, B. (2004). Differentiation: Simplified, Realistic, and Effective Austin: Professional Associates Publishing. •• A three-way comparison of a high achiever, a gifted learner, and a creative thinker is proposed for you to ponder and discuss.   Reading Instruction for the Primary Gifted Learner REFERENCE: Kingore, B. (Fall 2002). Reading instruction for the primary gifted learner. Understanding Our Gifted, 15 (1), 12-15. •• Differentiating reading instruction to match the individual differences and readiness levels of all children is a demanding task that requires support and strategies in assessment, pre-assessment, reading comprehension, metacognition, self-assessment, and portfolios.   Tiered Instruction: Beginning the Process REFERENCE: Kingore, B. (Winter 2006). Tiered instruction: Beginning the process. Teaching for High Potential, 5-6. www.nagc.org •• This article highlights guidelines, shares factors that influence the complexity of tiered learning experiences, and a self quiz. The information contained in this article aligns with the following Gifted Program Standards: Curriculum and Instruction (1, 2, 3, 5) and Program Design (4, 5).

Gifted Identification

. 20 Tips for Nurturing Gifted Children REFERENCE: Kingore, B. (2008). 20 Tips for Nurturing Gifted Children. Gifted Education Communicator, 39 (2), 29-31. •• This article highlights twenty tip that parents and educators can use to nurture gifted children. They include ideas you can use to appreciate, recognize, understand, encourage, and participate in the development of their minds and person.   Determining Appropriate Identification Criteria: A Self Study REFERENCE: Kingore, B. (Spring 2000). Determining appropriate identification criteria: A self study.Tempo, XX (2), 12. •• Answer these 14 important questions to assess the effectiveness of the identification process you are currently implementing.   The Kingore Observation Inventory (Research Report) REFERENCE: Brady, S. (Spring 2008). The Kingore Observation Inventory. Tempo, 28 (2), 30-34. www.tagt.org •• The implementatin of the KOI enabled an Indianapolis school district to increase the proportionality of underrepresented populations in their high-ability programming.   Voice from the Field: Recognizing and Nurturing Gifted Potential REFERENCE: Kingore, B. (2006). Voice from the field: Recognizing and nurturing gifted potential. In Morrison, G. Early Childhood Education Today, 10th ed. Upper Saddle River, NJ: Pearson Education. •• Children with gifted potential are not more valued; they just learn differently and need nurturing to experience continuous learning. This article highlights what gifted potential looks and sounds like, identifying advanced potential, and classroom suggestions.

Parenting

. 20 Tips for Nurturing Gifted Children REFERENCE: Kingore, B. (2008). 20 Tips for Nurturing Gifted Children. Gifted Education Communicator, 39 (2), 29-31. •• This article highlights twenty tip that parents and educators can use to nurture gifted children. They include ideas you can use to appreciate, recognize, understand, encourage, and participate in the development of their minds and person.   Gifted Kids, Gifted Characters, and Great Books REFERENCE: Kingore, B. (Winter 2001). Gifted Kids, Gifted Characters, and Great Books. Gifted Child Today, 24 (1), 30-32. •• This article contains an annotated bibliography with dozens of quality examples of children's literature that meet three important criteria: the books are written by authors of merit; each book contains well-developed characters who display gifted behaviors; and the stories include thought-provoking problem situations, issues, or personal needs with which gifted students can identify.   Parental Assessment: Developing a Portfolio to Document Your Child's Talents REFERENCE: Kingore, B. (2001). The Kingore Observation Inventory, 2nd ed. Austin: Professional Associates Publishing. •• Portfolios provide an excellent demonstration of children's accomplishments and help educators understand your child's specific needs. This article helps parents decide which of their child's creations to collect over time and share with educators.