Teacher's Guide to Using the Next Generation Science Standards With Gifted and Advanced Learners

The National Association for Gifted Children’s mission is to support those who enhance the growth and development of gifted and talented children through education, advocacy, community building, and research. NAGC aims to help parents and families, K–12 education professionals including support service personnel, and members of the research and higher education community who work to help gifted and talented children as they strive to achieve their personal best and contribute to their communities.Alicia Cotabish, Ed. D., is an Assistant Professor of Teaching and Learning at the University of Central Arkansas. Currently, Alicia teaches graduate-level K-12 teacher candidates and secondary science methodology. Alicia directed STEM Starters, a Jacob K. Javits project, and was the former Associate Director of the Jodie Mahony Center for Gifted Education at the University of Arkansas at Little Rock. As a public school teacher, Alicia taught middle school and Pre-AP science and was an award-winning gifted and talented teacher and coordinator for 8 years in Texas and Arkansas. Her recent work has focused on STEM, gifted education, and peer coaching.

A Teacher's Guide to Using the NGSS with Gifted Students is a terrific resource to help science teachers create vigorous and worthwhile learning experiences for their gifted and advanced students. This concise book will help teachers and administrators focus on the specific instructional strategies to insure that they are able to differentiate their curriculum in order to provide rigorous activities that excite their gifted students.,Thomas Brown, Science Teacher,National Science Teachers Association, 1/15/15Too often, books that discuss standards are academic and difficult to implement in the classroom, but this book moves seamlessly between theory and practice throughout . . . Overall, [this book] is an excellent document to have on an administrator or teacher desk for ready reference when planning science instruction.,Jillian C. Gates,Education Review, 11/16/16

• Acknowledgments Foreword Chapter 1 Overview Chapter 2 Adapting Learning Progressions for 19 Gifted and Advanced Learners Chapter 3 Differentiated Learning Experiences Chapter 4 Problem- and Project-Based Learning Chapter 5 Assessment Chapter 6 Management Strategies Chapter 7 Professional Development References Appendices Appendix A Definitions of Key Terms Appendix B Critical Readings Appendix C Teacher Resources About the Authors