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How the Gifted Brain Learns

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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, is an international consultant in educational neuroscience and author of more than a dozen books that translate brain research into strategies for improving learning. He has presented to more than 200,000 educators across the United States, Canada, Europe, Australia, New Zealand, and Asia. He has taught high school chemistry and served in administrative positions, including superintendent of schools. He was an adjunct professor of education at Seton Hall University and a visiting lecturer at Rutgers University. Dr. Sousa has edited science books and published dozens of articles in leading journals. His books have been published in French, Spanish, Russian, Chinese, Arabic, Korean, and several other languages. He is past president of the National Staff Development Council (now Learning Forward) and has received honorary degrees and awards for his commitment to research, professional development, and science education. He has appeared on NBC's Today Show and National Public Radio to discuss his work with schools using brain research.


"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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