Gifted and talented students require different services beyond the regular curriculum in order to develop their full potential. Effective, evidence-based practices enrich, extend, and accelerate instructional content, strategies, and products or performances.
Motor Cognition Squared
Motor Cognition Squared (MC2) is a method of blending physical and cognitive exercises that begin simply and build to become ...
Baltimore Emerging Scholars Program
A program designed to help find, nurture, and develop talented students across Baltimore City Public Schools. Let's step inside Commodore ...
Developing Academic Acceleration Policies: Whole Grade, Early Entrance and Single Subject
Developing Academic Acceleration Policies includes a brief discussion about policy, recommended elements of an acceleration policy, corresponding checklists, and an ...
Schoolwide Enrichment Model
The Schoolwide Enrichment Model is widely implemented as a both an enrichment program, used with academically gifted and talented students, ...
Position Paper on Inclusion
“Inclusion” is a philosophical position that acknowledges goals to achieve excellence and equity and champions programs that reform the “general” ...
Flexible Grouping and Collaborative Learning
This guide will help teachers expertly use flexible grouping and differentiation strategies to respond to students’ diverse learning needs, abilities, ...
Teaching Gifted Children in Today’s Preschool and Primary Classrooms
Practical early childhood teaching strategies help teachers identify young gifted children, differentiate curriculum, assess and document students’ development, and build ...
The Explicit Teaching of Thinking Skills (Teacher’s Guide)
The Teachers’ Guide for the Explicit Teaching of Thinking Skills provides a detailed approach to teaching and learning 7 discrete ...
Advancing Differentiation PLC/Book Study Guide
Advancing Differentiation will lead you through the process of creating a thriving, student-centered, 21st-century classroom. The book’s materials have undergone ...
