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
DR. David A. Sousa is an international consultant in educational
neuroscience and author of more than twenty books that suggest ways
educators and parents can translate current brain research into
strategies for improving learning. A member of the Cognitive
Neuroscience Society, he has conducted workshops in hundreds of
school districts on brain research, instructional skills, and
science education at the preK–12 and university levels. He has made
presentations to more than two hundred thousand educators 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’s degree in chemistry from Bridgewater
State University in Massachusetts, a master of arts in teaching
degree in science from Harvard University, and a doctorate from
Rutgers University. His teaching experience covers all levels. He
has taught senior high school science and served as a K–12 director
of science, supervisor of instruction, and district superintendent
in New Jersey schools. He was an adjunct professor of education at
Seton Hall University for ten years and a visiting lecturer at
Rutgers University.
Prior to his career in New Jersey, Dr. Sousa taught at the American
School of Paris (France) and served for five years as a foreign
service officer and science advisor at the US diplomatic missions
in Geneva (Switzerland) and Vienna (Austria).
Dr. Sousa has edited science books and published dozens of articles
in leading journals on professional development, science education,
and educational research. His most popular books for educators
include How the Brain Learns, now in its sixth edition; How the
Special Needs Brain Learns, second edition; How the Gifted Brain
Learns; How the Brain Learns to Read, second edition; How the Brain
Influences Behavior; How the ELL Brain Learns; Differentiation and
the Brain, second edition (with Carol Tomlinson); and How the Brain
Learns Mathematics, second edition, which was selected by the
Independent Book Publishers Association as one of the best
professional development books. The Leadership Brain suggests ways
for educators to lead today’s schools more effectively. Dr. Sousa’s
books have been published in French, Spanish, Chinese, Arabic,
Korean, Russian, and several other languages. His book Brainwork:
The Neuroscience Behind How We Lead Others is written for business
and organizational leaders.
Dr. Sousa is past president of the National Staff Development
Council (now called Learning Forward). He has received numerous
awards from professional associations, school districts, and
educational foundations for his commitment to research, staff
development, and science education. He received the Distinguished
Alumni Award and an honorary doctorate from Bridgewater State
University and an honorary doctorate in humane letters from Gratz
College in Philadelphia.
Dr. Sousa has been interviewed on the NBC Today show, by other
television programs, and by National Public Radio about his work
with schools using brain research. He makes his home in south
Florida.
"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*
"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*
"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*
“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*
"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*
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