Assume that you are a teacher in a gifted classroom with multiple intelligences represented among your students. Discuss a pre-assessment and post-assessment that would differentiate instruction to support their multiple intelligences. How would you use feedback from these assessments to reflect upon and modify instruction within a gifted class? Outline recommendations to colleagues about how differentiated instruction would help them in their teacher role as well as how it might improve outcomes for students.
Peer Coaching to Improve Classroom Differentiation: Perspectives from Project CLUE. By: Latz, Amanda O.; Speirs Neumeister, Kristie L.; Adams, Cheryll M.; Pierce, Rebecca L. Roeper Review. Jan-Mar2009, Vol. 31 Issue 1, p27-39.
INTELLIGENCE STRUCTURE OF 16-18 YEARS OLD INTELLECTUALLY GIFTED STUDENTS. (English). By: ?imelionien?, Aida; Gintilien?, Gra?ina. Psichologija / Psychology. 2011, Vol. 44, p42-56.
Differentiated Instruction for Gifted Business Students: The Other Side of the Coin. By: McCoy, Kathleen M.; Rader, Martha H. Journal of Applied Research for Business Instruction. 2008, Vol. 6 Issue
Differentiated Instruction: Inclusive Strategies For Standards-Based Learning That Benefit The Whole Class. By: Lawrence-Brown, Diana. American Secondary Education. Summer2004, Vol. 32 Issue 3, p34-62
An Investigation of the Reliability and Factor Structure of Four New Scales for Rating the Behavioral Characteristics of Superior Students. By: Renzulli, Joseph S.; Siegle, Del; Reis, Sally M.; Gavin, M. Katherine; Sytsma Reed, Rachael E. Journal of Advanced Academics. Fall2009, Vol.
The most commonly used pre-assessment tool for assessing potentially gifted students and determining the instructional methodology that ...
This solution provides five peer reviewed scholarly journal references on how a teacher for a gifted classroom would develop pre-assessments and post-assessments to develop differentiated instruction to support their multiple intelligences.