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I'm Not Just Gifted: Social-Emotional Curriculum for Guiding Gifted Children Paperback – May 15, 2015
Visible Learning for Mathematics
Engage in the right instructional moves at the right time to help students deepen and apply their mathematical learning.
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2015 TAGT Legacy Award Winner
2015 TAGT Legacy Award Winner
Even used sporadically, the lessons in this book would be valuable in building classroom community and individual responsibility with ANY groups of middle grades students . . . Especially to build awareness of the unique needs of gifted students, but also to enrich the education provided to ALL students in schools today, this book is a welcome resource to any teacher determined to make education relevant and meaningful to this generation. --Deb Hubble, MiddleWeb
This book includes detailed and engaging lesson plans, worksheets, graphic organizers, and lists of resources needed to implement each lesson. With clear objectives, the lessons and activities can relate to academic concepts or be implemented on their own. Ideas in this resource provide avenues to opening effective and meaningful dialogue with students about issues, including self-esteem, healthy friendships, decision making, and academic learning preferences. --Gifted Child Today
About the Author
Christine Fonseca is a school psychologist and award-winning author of nonfiction and teen novels dedicated to helping children and adults find their unique voice in the world, including the books Emotional Intensity in Gifted Students, The Girl Guide, and Quiet Kids. When she isn't crafting new stories or working with student groups, she can be found sipping too many skinny vanilla lattes at her local coffee house.
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Top Customer Reviews
In general, the lessons are broad and not specific to the needs of gifted learners. They are very similar to resources I have found in many other books. I also would not classify the lessons as “teacher friendly.” Fonseca repeatedly mentions supporting her lessons with additional readings and the use of bibliotherapy but offers no suggested resources. The book also lacks a glossary, an index, and adequate examples. Using the lessons effectively would require quite a bit of additional work on the teacher’s part. Most lessons end with this Assessment statement: “Evaluate the students’ responses based on appropriate standards.” Determining those standards and developing a rubric is again left to the teacher.
My Final Assessment: I’ll keep looking for the perfect all-in-one affective curriculum for gifted students. In the meantime, I’ll continue to piecemeal mine together one quality lesson at a time.