CASES Continued…

General Social Emotion Skills

Category Approaching Beginning Intermediate Advanced
Leadership/Teamwork This student is still Student: Student: Student:
learning these skills and -can take turns being the -can identify leadership -identifies own and
working towards the leader of a group and opportunities others’ strengths to best
(See: Preparing Student beginning level of following the lead of -shows rudimentary choose leader for a given
Leaders to Make a achievement. another with assistance. ability to motivate others activity
Difference: Adult Guides -shows -chooses his/her leader -shows ability to be
are Key, by Julia Link conscientiousness for classroom activities flexible as needed and to
Roberts and Tracy toward others including -participates as leader or motivate others
Inman, 2009, Gifted sympathy, empathy, or team member, -regularly uses
Education altruism at times. depending on group sympathy, empathy and
Communicator, page 34, decision/need. altruism as appropriate
http://www.giftededucati -can set a goal and to understand others.
oncommunicator.com/w devise a plan (for self or -sets goals and assesses
p- group) to meet the goal. progress toward goals.
content/uploads/2013/05/ -gives and accepts
200901GECSpring.pdf) feedback on activity’s
success, communicating
effectively
-evaluates leadership
and uses evaluation to
help choose leaders in
the future
Personal Communication This student is still Student: Student: Student:
learning these skills and -is beginning to use -uses appropriate -uses appropriate
(See: Speaking and working towards the appropriate language language and voice level language and voice level
Listening: Key beginning level of and voice level to show to demonstrate to demonstrate
Components of a achievement. others that he/she is engagement engagement and
Complete Language Arts listening, engaged, and -evaluates own effective, thoughtful
Program for the Gifted, participating. participation in a group expression.
by Bonnie Cramond, -can listen to commit -evaluates own (and
Roeper Review, 1993, p. information to memory. others’) participation in
44, -expresses content area a group discussion or
http://www.tandfonline.c vocabulary skills. presentation
om/doi/abs/10.1080/027 -shows active listening
83199309553534#previe skills including
w) processing information
at deep levels through
critical or creative
thinking.
Self-Awareness/ This student is still With guidance, student: With guidance, student: Student:
Awareness of Others learning this/these skills -recognizes that gifted - recognizes that gifted - recognizes that gifted
and working towards the traits such as traits such as traits such as
(See: Development of the beginning level of asynchronous asynchronous asynchronous
Emotional and Social achievement. development, development, development,
Needs of Gifted perfectionism, perfectionism, perfectionism,
Individuals, by George overexcite- overexcite- overexciteabilities, etc.
T. Betts, 1984, Journal abilities, etc. can impact abilities, etc. can impact can impact interactions
of Counseling and interactions with others interactions with others with others
Development, p. 587, -uses coping strategies -uses coping strategies -uses coping strategies
http://www.positivedisin to understand effectively to better effectively to help with
tegration.com/Betts1986. him/herself understand him/herself, self-understanding and
pdf) -works with others and uses strategies to ability to work with
appropriately, keeping work appropriately with others appropriately.
gifted traits in mind others.

Individual/Group This student is still With guidance, student: With guidance, student: Student:
Interaction learning this/these skills -works independently, or -begins to identify the -chooses the appropriate
and working towards the in small or large groups appropriate level of level of teamwork or
(See: Gifted Students beginning level of for different types of partnership needed in independence to
and Cooperative achievement. projects. order to accomplish complete a task
Learning: A Study of -student begins to different tasks -works independently, in
Grouping Strategies, by maintain positive -works independently, in small groups, or in large
Nancy Armstrong interdependence with small groups, and in groups to complete a
Melser, 1999, Roeper individual large groups for task
Review, p. 315, accountability. differing projects -maintains positive
http://www.tandfonline.c -consistently maintains interdependence and is
om/doi/abs/10.1080/027 individual individually
83199909553983#previe accountability. accountable.
w) -processes current
functioning to improve
the group or individual
effectiveness.
Manners/Social Norms This student is still Student begins to: Student regularly: Student:
learning this/these skills -use classroom norms - uses classroom norms -uses social norms as
(See: Nurturing Social- and working towards the regarding listening while regarding listening while appropriate, while still
Emotional Development beginning level of others are talking, taking others are talking, taking exhibiting positive
of Gifted Children, achievement. turns, answering turns, answering leadership traits such as
James T. Webb, 1994, questions, and waiting questions, and waiting questioning, evaluating
Council for Exceptional his/her turn in order to his/her turn in order to fairness, and evaluating
Children, function during whole function during whole the expectations of
http://www.gifted.uconn. group or small group group or small group others and consequences
edu/siegle/tag/Digests/e5 instruction in the instruction in the of their own actions.
27.html) classroom classroom
Emotional Awareness/ This student is still Student: Student: Student:
Reflection/ learning this/these skills -accepts help when -is able to recognize -is able to recognize
Self-Management and working towards the another recognizes that times when he/she is times when he/she is
beginning level of student is having a hard having a hard time having a hard time
(See: Socioemotional achievement. time expressing his/her expressing emotions and expressing emotions
Vulnerabilities of Young emotions OR agrees to voluntarily takes a time -self-regulates response
Gifted Children, Wendy take time out to think out and spends that time to strong feelings
C. Roedell, 2008, The about his/her emotional considering his/her without needing to take
Haworth Press, p. 17, response to situations in emotional response to a time out
http://www.tandfonline.c which student has a the situation and coming -allows for problem-
om/doi/abs/10.1300/J274 strong emotional up with a plan to solving measures as
v18n03_03#preview) response respond in a manner needed.
appropriate for the -advocates for his/her
situation and that allows self.
for problem-solving as
needed.
Logical/Sequential/Mathematical/Scientific Social Emotional Skills
Skill Category Approaching Beginning Intermediate Advanced
Spatial Awareness This student is still With guidance, student: Student: Student:
learning this/these skills -demonstrates spatial -uses spatial awareness -uses spatial awareness
(See: Identifying and and working towards the awareness in working in working with shapes in working with shapes
Supporting Spatial beginning level of with shapes and and fractions using and fractions in all
Intelligence in Young achievement. fractions. mental manipulation. subject areas as needed
Children, Carmel -can understand charts, -creates two and three including art and math
Diezman and James maps, diagrams, dimensional objects of and science.
Watters, 2000, drawings and models. differing shapes and -creates two and three
Contemporary Issues in -can manipulate simple sizes. dimensional objects of
Early Childhood puzzles. -understands symbol differing shapes and
1(3):299-313. systems and symbolic sizes and can move
http://www.learningdom designs. between the different
ain.com/MEdHOME2/B representations.
rainCognition/Spatial.Id -varies methods of
entify.pdf) solving problems when
dealing with two and
three dimensional
objects.
-can see relationships
between two or more
objects.
Academic Problem This student is still With guidance, student: Student: Student:
Solving learning this/these skills -chooses a problem- -chooses a problem- -can recognize problems,
and working towards the solving skill appropriate solving skill appropriate break down the
(See: Problem Finding, beginning level of to a particular problem to a particular problem elements, and assess the
Problem Solving, and achievement. -begins to understand -begins to understand value of collecting
Creativity, by Mark A. how to use logic to how to use logic to additional information.
Runco, 1994, discern steps toward a discern steps toward a -creates a hypothesis and
Greenwood Publishing goal. goal. tests it.
Group, -begins to recognize/find -chooses a problem-
http://books.google.com/ problems and identify solving skill appropriate
books?hl=en&lr=&id=J the elements that impact to a particular problem
w6_N_fsHWoC&oi=fnd the solution. -begins to understand
&pg=PR7&dq=Problem how to use logic to
+Finding,+Problem+Sol discern steps toward a
ving,+and+Creativity&o goal.
ts=wtsRDV6mjq&sig=e -is able to change course
8TCcG0QTP_BF8Wlty when additional facts or
OjNMmgdWQ#v=onepa challenges obviate a
ge&q=Problem%20Find previously decided upon
ing%2C%20Problem%2 course of action.
0Solving%2C%20and% -can evaluate the success
20Creativity&f=false ) of the chosen solution.
Decision Making This student is still With guidance, student: Student: Student:
learning this/these skills -identifies data needed to -identifies data needed to -uses different
(See: Caring and and working towards the solve a moral or social solve a moral or social approaches to solve
Sharing: Moral beginning level of problem. problem. moral or social
Development of Gifted achievement. -can identify at least one -exhibits safe decision- problems, using personal
Students, by Dorothy A. possible solution. making skills in familiar knowledge and locating
Sisk, 1982, The situations. additional information as
Elementary School -can identify alternative appropriate.
Journal, Vol. 82, No. 3, actions and evaluate -identifies possible
Special Issue: Gifted possible consequences consequences of each
Education, p. 221-229, of at least one course of course of action.
http://www.jstor.org/disc action. -can be trusted to use
over/10.2307/1001572?s good judgment in
id=21105130263121&ui unfamiliar situations.
d=3739600&uid=70&ui -can evaluate the success
d=4&uid=2129&uid=2 of their decision.
&uid=3739256)
Motivation/Persistence/ This student is still Student: Student: Student:
Commitment/Integration learning this/these skills -recognizes overlap in -recognizes overlap in -recognizes overlap in
of Knowledge and and working towards the differing content areas differing content areas differing content areas
Personal Skills beginning level of and applies academic and applies academic and applies academic
 achievement. skills. skills. skills using prior
-can explain in his/her -can explain in his/her knowledge and
(See: Understanding a own words how he/she own words how he/she experiences.
Lack of Motivation to arrived at a particular arrived at a particular -can explain in his/her
Excel, by Joanne Rand solution. solution. own words how he/she
Whitmore, 1986 vol. 30 -is motivated by external -works at an accelerated arrived at a particular
no. 2 66-69, Gifted forces pace in academic content solution.
Child Quarterly, areas -works at an accelerated
http://gcq.sagepub.com/ -finds internal pace in academic content
content/30/2/66.abstract motivation/value in the areas.
) task itself and/or the -is able to work
outcome of the task independently on
-student is beginning to projects and complex
set their own goals for assignments
achievement (not just -is internally motivated
those set by others) by the value of the task
itself and the outcome.
-sets their own goals and
seek role models who
value their goals or have
expertise in the specific
area.
Creativity/Language Arts/Written Communication Social Emotional Skills
Skill Category Approaching Beginning Intermediate Advanced
Creativity Skills This student is still Student: Student: Student:
learning this/these skills -understands that -can make connections -applies past information
and working towards the creativity can be between differing or patterns, or applies
(See: Assessing and beginning level of emotionally or information sources to new information/pattern
Accessing Creativity: An achievement. cognitively based. arrive at creative combinations to new
Integrated Review of -understands that responses to topics or situations.
Theory, Research, and creativity may be assignments. -uses knowledge of
Development, by John F. spontaneous or -can reflect on ideas and different types of
Fedlhusen and Ban Eng deliberate. arrive at emotionally creativity to pick an
Goh, 1995, Creativity -can identify instances creative ideas. appropriate approach to
Research Journal, p. of the different types of -can “sleep on” a problem-solving.
231-247, creativity problem to allow for -implements different
http://www.tandfonline.c spontaneous ideas to aid approaches on a regular
om/doi/abs/10.1207/s15 in solution. basis.
326934crj0803_3#previe -can see gaps between
w) knowledge and
understanding and see
opportunities for
creating new products or
behaviors.
Communication with This student is still Student: Student: Student:
Specific Audiences learning this/these skills -uses differing - refines differing -researches areas of
and working towards the communication skills communication skills to personal concern in
beginning level of (including writing, inform audiences of order to communicate
achievement. speaking, art, etc.) to concerns, persuade concerns to authority
(See: Integrating Oral inform audiences of others, and share figures in society.
Communication Skills concerns, persuade information. -uses persuasive skills,
into Everyday Learning, others, and share -is able to focus on both oral and written, to
by Sarah Jane information. media skills such as participate in community
Henderson, -uses appropriate body advertising strategies discussion on a topic of
http://languageandliterac language, pitch, facial and the rhetorical choice.
ytheoryandpractice.wiki expressions to inform. elements of speech -possesses an extensive
spaces.com/Integrating+ -uses limited content writing. vocabulary.
Oral+Communication+S vocabulary. -provides evidence for -initiates conversations
kills+into+Everyday+Le -volunteers brief their opinions. or invites scrutiny and
arning) responses when -uses content vocabulary can respond
questioned. adequately. appropriately.
Research/Understanding This student is still With guidance, student: Student: Student:
and Using Facts learning this/these skills -recognizes that info is -can locate information -uses a variety of
and working towards the needed. on selected issues. information resources to
beginning level of -frames information -researches topics of research topics of his/her
(See: Information achievement. needs into questions that his/her choice with or choice in detail with or
Literacy and Self- can be answered. without teacher direction without teacher direction
Regulation: A -begins to find in order to practice in order to practice
convergence of information, summarizes finding information, finding relevant and
Disciplines, by Sara findings, and shares summarizing, and pertinent information,
Wolf, 2007, School results in written or sharing in written or integrate new
Library Media Research, spoken form. spoken form. information and existing
http://www.ala.org/aasl/s -compares and contrasts body of knowledge,
ites/ala.org.aasl/files/con sources, categorizing summarizing, and
tent/aaslpubsandjournals information in new sharing in written or
/slr/vol10/SLMR_Infor ways. spoken form.
mationLiteracy_V10.pdf -exhibits information -can explain why the
) retrieval skills. topic is important, both
-is critical of how to self and to others.
information is applied. -shows deep
understanding of both
topic and presentation
strategies.
-can integrate subject
area/content area
concepts as needed.
-can evaluate the results
of their research.
Technology as a This student is still With guidance, student: Student: Student:
Communication Tool learning this/these skills -uses a variety of -uses technology to -demonstrates sound
and working towards the technology tools to access information, understanding of
beginning level of access information, communicate with technology systems and
(See: Using Media & achievement. communicate with others, synthesize, their uses.
Technology with Gifted others, and present evaluate, and present -uses technology to
Learners, by Frances A. information representing information representing access information,
Karnes, Kristen his/her thoughts, beliefs, his/her thoughts, beliefs, communicate with
Stephens, and Del or learning. or learning. others, synthesize,
Siegle, 2005, Prufrock -understands what evaluate, and present
Press, technology resources information representing
https://books.google.co can be useful for specific his/her thoughts, beliefs,
m/books?id=viE8rv7Ke purposes. or learning.
2kC&pg=PA8&lpg=PA -uses technology
8&dq=Using+Media+% appropriate to a task,
26+Technology+with+G based on own judgment.
ifted+Learners&source= -teachers others how to
bl&ots=Xy5J3GwvzF&s use technology tools.
ig=UuRUM1OHDdrJ8C -creates new technology
GGVKPpEPVyPEM&hl applications.
=en&sa=X&ei=CvDAV -uses technology to
I30KLOKsQSP2IHgAg solve complex problems.
&ved=0CCoQ6AEwAg
#v=onepage&q=Using%
20Media%20%26%20T
echnology%20with%20
Gifted%20Learners&f=f
alse)
Service Learning/Social Studies/History Skills
Skill Category Approaching Beginning Intermediate Advanced
Social Concern This student is still Student: Student: Student:
learning this/these skills -understands the -begins to identify -understands the
and working towards the importance of historical paradigms related to importance of historical
(See: Identify beginning level of events in specific time justice issues. events in specific time
Development in Gifted achievement. periods. -understands the periods.
Children: Moral -can explain why it is importance of historical -can explain why it is
Sensitivity, by Deirdre important to understand events in and their important to understand
Lovecky, 1997 20(2) 90- significant historical impacts on the present. significant historical
94, SENGVine, events. -can explain why it is events.
Reprinted with -questions rules or important to understand -uses information to
permission from Roeper situations that they feel significant historical form own opinions about
Review. are unfair or unjust. events. historical events.
https://sengifted.org/arch -uses information to -demonstrates empathy
ives/articles/identity- form own opinions and/or understanding for
development-in-gifted- about historical events. people in historical
children-moral- -demonstrates empathy circumstances, shows a
sensitivity) and/or understanding for sensitivity to others’
people in specific needs and a wish to act
historical or present with those needs in
circumstances. mind.
-extends understanding -extends understanding
of historical events to of historical events to
inform daily life. inform daily life.
-uses learning to develop
personal code of conduct
and values that promote
well-being of society.
-recognizes conflicting
moral issues.
-can draw conclusions
about what should be
 done to achieve
justice/fairness.
-uses knowledge and
experience to express
understanding and
compassion.
Community Leadership This student is still With guidance, student: Student: Student:
learning this/these skills -is aware of issues or -identifies goals that -develops goals and
and working towards the studies the needs of a support community creates projects that
(See: Effects of Service beginning level of particular group or needs. support the community.
Learning on Young, achievement. community. -considers available -inspires others to
Gifted Adolescents and -engages occasionally in resources and personal support a cause.
their Community, by community services talents to help meet -works with others to
Alice W. Terry, 2003, activities. these needs. develop a
Gifted Child Quarterly, -has an emerging -develops a plan of comprehensive action
http://www.sagepub.com awareness of goals for action to address needs. plan.
/bjohnsonstudy/articles/ community. -adheres to timelines for -delegates tasks and
Terry.pdf) -asks “how” and “why” completion. roles.
questions related to a -adjusts approach to -monitors progress and
particular service increase effectiveness of timelines though task
project. plan. completion.
-participates in the -identifies multiple -listens, responds, and
development of action opportunities for clarifies ideas and issues
plans. participation in throughout duration of
-completes outlined community service project.
tasks to a time schedule. activities within and -reflects on
outside of the classroom. empowerment
-actively seeks out opportunities and growth
information about potential for mutual
community events and relationship with
activities and presents learning occurring by all
these to other students. parties (2-way impact).
-works with the
 community as an
explorer with the goal of
learning from the
situation/service project
so that there is shared
benefit.
Self-Reflection This student is still Student: Student: Student:
learning this/these skills -self-reflects on -self-reflects on -uses multiple methods
and working towards the involvement in project involvement in project of reflection throughout
beginning level of or activities at the or activities at the a project.
(See: Academic Self- achievement. completion of the completion of the -finds appropriate
concept and Self- project. project. opportunities to use
efficacy: How Different -assesses own -assesses own differing forms of
are they Really? By teamwork, use of skills, teamwork, use of skills, expression.
Mimi Bong, Einar M. and impact of and impact of -recognizes a broad
Skaalvik, 2003, involvement on the involvement on the spectrum of implications
Educational Psychology greater community. greater community. attendant upon his/her
Review, p. 1-40, -can identify areas of -develops a growing actions and involvement.
http://link.springer.com/ impact (both positively awareness of how -seeks feedback from a
article/10.1023%2FA%3 and negatively). his/her actions impact variety of sources.
A1021302408382#page- others. -shares the outcome of
1) -evaluates what courses efforts with others.
of action they used and -assess personal growth
the reasons for the and learning and
actions, and how the integrates these into
process made them feel. future efforts.
-identifies areas where
they could be more
proactive or flexible and
recognizes feelings
related to successes.
-reflects on how self-
concept may impact
 their effectiveness and
applies these reflections
to improve motivation
and task-completion and
improve self-confidence.

RESOURCES FOR SKILL BUILDING AND SOCIAL EMOTIONAL DEVELOPMENT:

General Social Emotional Development Articles:

http://www.talentigniter.com/glog/teaching-social-skills-young-gifted-children-why-how. (Why gifted children have some of the

social patterns that they demonstrate in school.)

http://www.iag-online.org/resource/2eGeneralResources/Professional/GenInfo/Social-and-Emotional-Needs-of-2e-Learnes.pdf.
(Social and emotional needs to twice exceptional children.)

http://westdalemiddle.ebrschools.org/eduweb1/1000047/laylamilton/docs/culturally_diverse_gt.pdf (Providing Access to Culturally

Diverse Gifted Students: From Deficit to Dynamic Thinking)

http://www.edb.gov.hk/en/curriculum-development/major-level-of-edu/gifted/guidelines-on-school-based-gifted-development-
programmes/schapter-two.html. (Hong Kong gifted education information—a comprehensive manual with numerous ideas for
supporting gifted children.)

http://www.davidsongifted.org/db/Articles_id_10129.aspx (Highly Gifted Children and Peer Relationships)

http://www.specialneeds.com/children-and-parents/general-special-needs/special-needs-gifted-children (Special Needs of Gifted

Children)

http://www.davidsongifted.org/db/Articles_id_10065.aspx (Vulnerabilities of Highly Gifted Children)

http://opi.mt.gov/pub/RTI/Resources/RTI_Gifted_Talented.pdf (Response to Intervention and Gifted and Talented Education)

http://www.giftedchildren.org.nz/apex/v12art06.php (Learning Characteristics of Gifted Students: Implications for Instruction and
Guidance)

http://www.davidsongifted.org/db/Articles_id_10544.aspx (Stretching Young Gifted Children’s Abilities: The Tiger Woods

Approach)

Leadership/Teamwork Skill-building Articles:

http://files.eric.ed.gov/fulltext/EJ682651.pdf (Developing Leadership Skills in Young Gifted Students)

http://www.kidsource.com/kidsource/content/leadership_and_gifted.html (Leadership Development and Gifted Students)

Personal Communications and Manners/Social Norms Articles:

http://tip.duke.edu/node/868 (Listening for what Gifted Children Don’t Say)

http://resources.prufrock.com/GiftedChildInformationBlog/tabid/57/articleType/ArticleView/articleId/134/Default.aspx (Direct
Teaching of Social Skills to Gifted Children)

http://www.ncld.org/parents-child-disabilities/social-emotional-skills/tips-for-helping-your-child-build-social-skills (Tips for Helping

your Child Build Social Skills, National Center for Learning Disabilities)

http://www.lauracandler.com/strategies/socialskills.php (Teaching Social Skills)

http://www.cccoe.net/social/skillslist.htm (Social Skills Lesson Plans for Middle School)

http://www.educationworld.com/a_admin/admin/admin364.shtml (Activities for Building Student Character, School Community)

Self-Awareness/Awareness of Others and Emotional Awareness, Reflection and Redirection Skills Articles:
http://www.sengifted.org/archives/articles/emotional-intensity-in-gifted-children (Emotional Intensity in Gifted Children)

http://www.psychologytoday.com/blog/attention-training/201011/parenting-gifted-children-self-awareness-dismantling-and-seeing-
afres (Self-awareness, Dismantling and Seeing Afresh)

http://www.casenex.com/casenet/pages/virtualLibrary/mlandrum/infuseaffectcurr.htm (Integrating an Affective Component in the

Curriculum for Gifted and Talented Students)

http://terrybradleygifted.com/gifted-articles-terry-bradley/gifted-discussion-groups/ (Beyond Academics: Gifted Discussion Groups)

http://www.criticalthinking.org/pages/teaching-critical-thinking-skills-to-fourth-grade-students-identified-as-gifted-and-talented/685
(Teaching Critical Thinking Skills to Fourth Grade Students Identified as Gifted and Talented)

http://www.freespirit.com/files/OTHER/WhenGiftedKids_emotional-dimensions.pdf (Emotional Dimensions of Giftedness)

Individual/Group Interaction Skills Articles:

http://www.ascd.org/publications/educational-leadership/oct92/vol50/num02/Gifted-Students-Talk-About-Cooperative-Learning.aspx
(Gifted Students Talk about Cooperative Learning)

http://www.teachhub.com/6-awesome-cooperative-classroom-games (Six Awesome Cooperative Classroom Games)

http://www.hoagiesgifted.org/leadership.htm (Gifted Leadership links by Hoagies)

Responsibility and Managing Resources Articles:

http://tip.duke.edu/node/745 (Responsibility: Raising Children you can Count on)

http://www.tolerance.org/blog/give-kid-pencil?page=1 (Give the Kid a Pencil: Teaching Tolerance)

http://www.incredibleart.org/files/room.htm (Designing Your Art Room: Organization Ideas)

Academic Problem Solving Skill-building Articles:

http://files.eric.ed.gov/fulltext/EJ874023.pdf (Lift the Ceiling: Increase Rigor with Critical Thinking Skills)

http://www.bertiekingore.com/rigor.htm (Differentiating Instruction to Promote Rigor and Engagement for Advanced and Gifted
Students)

http://www.ericdigests.org/1994/gifted.htm (Underachieving Gifted Students)

http://www.nsgt.org/problem-based-learning/ (Problem Based Learning)

http://www.noetic-learning.com/gifted/ (Challenge Math Online)

Spatial Awareness Articles:

http://www.giftedchildren.org.nz/national/article4.php (I think in Pictures, you Teach in Words: The Gifted Visual-Spatial Learner)

http://geri.education.purdue.edu/PDF%20Files/EyeToEye.pdf (Eye to Eye: Connecting with Gifted Visual-Spatial Learners)

http://education.jhu.edu/PD/newhorizons/Neurosciences/articles/Brains%20on%20Fire/ (Brains on Fire: The Multinodality of Gifted

Thinkers)

Decision Making Skills Articles:

http://www.ericdigests.org/2004-2/self.html (Teaching Decision Making to a Child with Learning Disabilities)

http://tip.duke.edu/node/833 (Developing Personal Talent in Your Child)

Integration of Knowledge and Personal Skills Articles:

http://www.hoagiesgifted.org/individual_instruction_menu.htm (Individual Instruction Menu for Gifted Children)

http://tip.duke.edu/node/784 (Multipotentiality: Issues and Considerations for Career Planning)

http://www.davidsongifted.org/db/Articles_id_10342.aspx (Differentiating Instruction for Gifted Students)

Creativity:

http://www.ctd.northwestern.edu/resources/displayArticle/?id=126 (Emotional Intelligence and Creativity of their Gifted Children)

http://www.gifted.uconn.edu/nrcgt/hennesse.html (Developing Creativity in Gifted Children: The Central Importance of Motivation

and Classroom Climate)

http://www.lausd.net/lausd/offices/GATE/CREATIVITY_IN_GIFTED_STUDENTS.pdf (Fostering Academic Creativity in Gifted

Students)

http://www.brighthubeducation.com/teaching-gifted-students/117011-ideas-for-activities-for-gifted-students-in-elementary-school/
(The Perfect Activities for Young Gifted Students)

http://www.edutopia.org/blog/fueling-creativity-through-divergent-thinking-classroom-stacey-goodman (Fuel Creativity in the

Classroom Through Divergent Thinking)

http://www.opb.org/programs/teachingcreativity/ (Teaching Creativity: Is Art the Answer?)

Research Skill-building Articles:

http://www.texaspsp.org/toolkit/GT_Teacher_Toolkit.html (Teaching Research Skills to Gifted Students)

http://www.eimacs.com/blog/2013/05/gifted-students-need-strong-study-habits-too/ (Gifted Students Need Strong Study Habits Too)

http://oagct.org/wp-content/uploads/JohnsenGoree.pdf (Teaching Gifted Students Through Independent Study)

Technology Skills Articles:

http://blogs.kqed.org/mindshift/2013/10/teach-kids-to-be-their-own-filter/ (Teach Kids to be their Own Internet Filters)

http://www.educationworld.com/a_curr/technology-gifted-students.shtml (Using Tech with Gifted Students)

Community Involvement Articles:

http://files.eric.ed.gov/fulltext/EJ682651.pdf (Developing Leadership Skills in Young Gifted Students)

http://www.megt.org/links/MegtPositionPaper%20Affected%20Needs.pdf (Responding to the Affective Needs of Gifted Learners, A

Position Statement of the Minnesota Educators of the Gifted and Talented)

http://www.ctd.northwestern.edu/about/press/?NewsID=485 (Service Learning: A New Way for Academic Talent Development)

http://www.ascd.org/publications/educational-leadership/feb96/vol53/num05/Serving-Others-Hooks-Gifted-Students-on-
Learning.aspx (Serving Others Hooks Gifted Students on Learning)

http://www.sw.wednet.edu/197210819172452207/lib/197210819172452207/_files/servicelearningresearch.pdf (The Effects of a

Service-Learning Program on the Development of Civic Attitudes and Behaviors among Academically Talented Adolescents)

http://gei.sagepub.com/content/25/3/237.abstract (Creating Effective Citizens: Unique Opportunities for Gifted Education Through
the Social Studies)

http://gcq.sagepub.com/content/52/2/170.abstract (Academically Talented Students' Attitudes toward Service in the Community)

Gifted Organizations and Additional Resources:

www.SENGifted.org (Supporting the Emotional Needs of the Gifted, national organization)

www.Hoagiesgifted.org (Hoagies Gifted, gifted resources)

www.NAGC.org (National Association of Gifted Children)