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How the Gifted Brain Learns

'Pulls many areas of gifted research, knowledge, and applications together in a clear and concise manner. This is a one-stop book for teachers who have high-ability/gifted students in a classroom and need to understand how these students' brains work and how to plan effective instruction' - Mary Beth Cary, Teacher, Worth County Primary School, Sylvester GA What does it mean to be gifted and talented? The second edition of David Sousa's best-selling How the Gifted Brain Learns helps bring clarity to this topic, leveraging the latest neuroscientific findings to separate fact from fiction and provide teachers with practical strategies for engaging artistically and intellectually advanced learners. This reader-friendly guide gives elementary and secondary teachers the help they need to not only recognize and challenge their gifted learners, but also to support gifted students who underachieve. Acknowledging that students are often gifted in specific subject areas, the text includes chapters dedicated to talents in language, math, and the arts. Special "From the Desk of a Teacher" sections offer classroom-tested examples of the instructional applications suggested by research. In addition to featuring new research and expanded curriculum ideas, this second edition helps answer questions about: - How the brains of gifted students are different - How to gauge if gifted students are being adequately challenged - How to identify students who are both gifted and learning disabled - How improving programmes for the gifted and talented benefits other students - How to better identify gifted minority students, who are often underrepresented in gifted programmes This resource is a one-stop shop of brain-compatible strategies for teaching the full range of gifted students!
Product Details

Table of Contents

About the Author Acknowledgments Preface to the Second Edition Introduction What Do We Mean by Gifted and Talented? Gifted and Talented Programs in Today's Schools About This Book 1. What Is a Gifted Brain? Understanding Intelligence Theories of Intelligence and Giftedness Characteristics of Giftedness Social and Emotional Characteristics of Giftedness Impact of Praise on Gifted Students 2. Challenging the Gifted Brain Differentiated Curriculum and Instruction A Supportive Learning Environment Curriculum Content Initiatives for Gifted Learners Instructional Processes for Gifted Learners The Products of Gifted Learners Gifted Visual-Spatial Learners Avoiding the Pitfall of Academics Versus the Arts 3. Underachieving Gifted Students What Is Underachievement? Some Causes of Underachievement Identifying Gifted Underachievers Underachievement Among Gifted Minority Students Reversing Patterns of Underachievement 4. The Twice-Exceptional Brain Identifying Twice-Exceptional Students Giftedness and Attention-Deficit Hyperactivity Disorder Giftedness and Autism Hyperlexia 5. Language Talent Sources of Language Ability Identifying Students Gifted in Language Arts Developing Language Ability 6. Mathematical Talent Number Sense Is an Innate Capability Mathematical Thinking and the Brain Identifying the Mathematically Gifted Teaching the Mathematically Gifted 7. Artistic Talent The Arts for All Students Musical Talent Reading and Memorizing Music Developing Musically Talented Students Dance Talent Theatrical Talent Visual Art Talent 8. Putting It All Together Identifying Gifted Students Developing the Learning Environment Strategies for the Gifted in the Inclusive Classroom Where Do We Go From Here? Conclusion Glossary References Resources Index

About the Author

David A. Sousa, EdD, an international consultant in educational neuroscience, has written 16 books for educators and parents on ways of using brain research to improve teaching and learning. He has conducted workshops for more than two hundred thousand educators in hundreds of school districts on brain research and science education at the pre-K to Grade 12 and university levels. He has presented at national conventions of educational organizations and to regional and local school districts across the United States, Canada, Europe, Australia, New Zealand, and Asia. Dr. Sousa has a bachelor of science degree in chemistry from Bridgewater (Massachusetts) State University, a master of arts degree in teaching science from Harvard University, and a doctorate from Rutgers University. His teaching experience covers all levels. He has taught high school science and has served as a K-12 director of science, a supervisor of instruction, and a district superintendent in New Jersey schools. He has been an adjunct professor of education at Seton Hall University and at Rutgers University. A past president of the National Staff Development Council (now called Learning Forward), Dr. Sousa has edited science books and published numerous articles in leading educational journals on staff development, science education, and brain research. He has received awards from professional associations, school districts, and Bridgewater State University (Distinguished Alumni Award), and several honorary doctorates for his commitment and contributions to research, staff development, and science education. He has been interviewed on the NBC Today show and on National Public Radio about his work with schools using brain research. He makes his home in south Florida.


"Brain research is changing the way teachers respond to student needs, and this book deals with the topic well. The biological descriptions of brain anatomy were simplified so that non-science educators could comprehend the research with the author's ideas on implications. While the book is intended to focus on identifying and educating gifted and talented students, it also provides insights for instruction of all students." -- Debra K. Las, Science Teacher "Pulls many areas of gifted research, knowledge, and applications together in a clear and concise manner. This is a one-stop book for teachers who have high-ability/gifted students in a classroom and need to understand how these students' brains work and how to plan effective instruction." -- Mary Beth Cary, Teacher "I loved this book. It expands the reader's definition of what it means to be gifted. Many schools focus only on academic giftedness, but this book has very practical ways to help students gifted in the arts utilize their talents. Sousa provides enough information to help someone who has never developed a gifted program before get started, and yet challenges the reader's preconceived notions enough to help a school with a rich gifted program have discussions that will improve the existing program." -- Kathy Tritz-Rhodes, Principal "Each chapter offers the practitioner page after page of suggestions on how to apply the research discussed to educational practice. The applications sections are extremely intriguing and offer more than the traditional 'discovery learning' approach to teaching these remarkable children." -- J. D. Neal "A great book to use to assist preservice teachers, inservice teachers, and administrators with ways to meet the needs of all types of gifted learners." -- Thea H. Williams-Black, Assistant Professor of Elementary Education

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