Joan Franklin Smutny is founder and director of the Center for Gifted, a Northern Illinois University Partner. She directs programs for thousands of bright, talented, and gifted children in the Chicago area annually. She also teaches creative writing in many of these programs as well as courses on gifted education for graduate students at the university level. She is editor of the Illinois Association for Gifted Children Journal, contributing editor of Understanding Our Gifted, and a regular contributor to the Gifted Education Communicator, Parenting for High Potential, and the Gifted Education Press Quarterly. Smutny has authored, co-authored, and edited many articles and books on gifted education for teachers, parents, and administrators, including Challenging High Potential Spanish Speaking Students (2012), Teaching Advanced Learners in the General Education Classroom (2011), Manifesto of the Gifted Girl (2010), Differentiating for the Young Child, Second Edition (2010), Igniting Creativity in Gifted Learners, K–6 (2009), Acceleration for Gifted Learners, K–5 (2007), Reclaiming the Lives of Gifted Girls and Women (2007), Designing and Developing Programs for Gifted Students (2003), Underserved Gifted Populations (2003), Gifted Education: Promising Practices (2003), Stand Up for Your Gifted Child (2001), The Young Gifted Child: Potential and Promise, an Anthology (1998), and Teaching Young Gifted Children in the Regular Classroom (1997). In 1996, she won the National Association for Gifted Children (NAGC) Distinguished Service Award for outstanding contribution to the field of gifted education. S.E. von Fremd is an independent scholar, writer, and editor with a background in education, cultural studies, and dance. She performed with the Never Stop Moving Dance Company in Chicago under the direction of Reynaldo Martinez and taught creative dance and theater to children in the city and surrounding areas. Her interest in creativity and culture eventually led her to do a doctorate in performance studies at Northwestern University. This included a year’s research in Uganda, where she focused on the role of popular theater and dance in reviving cultural identity and educating children and young people throughout the country. She has written several book reviews on African musical traditions, a monograph on the cultural legacy of Kenyan novelist Ngugi wa Thiong’o and Nigerian playwright Wole Soyinka, another monograph on refugees in Africa, and an article on the performing arts as a popular forum for education in Uganda. She has also given presentations on Uganda’s creative artists under the reign of Idi Amin and on dance movements throughout the continent of Africa.

• Foreword by George S. MorrisonAcknowledgmentsAbout the AuthorsIntroduction1. Preparing for the Journey of a Differentiated ClassroomThe Metaphor of a "Journey"The Primary Classroom and DifferentiationStudent Learning NeedsThe Teacher′s Knowledge and ExperienceEssential Concepts, Knowledge, and SkillsA Learning Environment for Young StudentsResources to ExplorePriorities and PreparationBeyond PlanningLooking Ahead2. Assessing Primary LearnersWhy Assess in a Differentiated Class?What Do I Assess?Who Assesses the Students?When Do I Assess My Students?How Do I Assess My Students?Looking AheadWeb Sites for Teachers3. Strategies for Differentiating the Learning JourneyI. Manageability or "Rules of the Road"II. Strategies for Differentiating the Learning JourneyLooking AheadWeb Sites for Teachers4. Using the Arts to Differentiate the Primary CurriculumThe Central Role of the ArtsBenefits of an Arts-Infused CurriculumArts ApplicationsLooking AheadWeb Sites for Teachers5. Differentiated Instruction Applied to Language ArtsThe Big Picture: Language Arts GoalsThe Five-Step PlanKnow the Travelers (Step 1)Choose the Learning "Destination" (Step 2)Identify Evidence of Understanding (Step 3)Plan the Journey (Step 4)Assess and Adapt Instruction (Step 5)Six Examples of Teaching Strategies and Learning ActivitiesLooking AheadWeb Sites for Teachers6. Differentiated Instruction Applied to Social StudiesThe Big Picture: Social StudiesKnow the Travelers (Step 1)Choose the Learning "Destination" (Step 2)Identify Evidence of Understanding (Step 3)Plan the Journey (Step 4)Assess and Adapt Instruction (Step 5)Six Examples of Teaching Strategies and Learning ActivitiesLooking AheadWeb Sites for Teachers7. Differentiated Instruction Applied to ScienceThe Big Picture: ScienceKnow the Travelers (Step 1)Choose the Learning "Destination" (Step 2)Identify Evidence of Understanding (Step 3)Plan the Journey (Step 4)Assess and Adapt Instruction (Step 5)Six Examples of Teaching Strategies and Learning ActivitiesWeb Sites for Teachers8. Differentiated Instruction Applied to MathematicsThe Big Picture: MathematicsKnow the Travelers (Step 1)Choose the Learning "Destination" (Step 2)Identify Evidence of Understanding (Step 3)Plan the Journey (Step 4)Assess and Adapt Instruction (Step 5)Six Examples of Teaching Strategies and Learning ActivitiesLooking AheadWeb Sites for TeachersBibliographyI. Resources for Teachers–General TopicsII. Resources for Children–Creativity and the ArtsReferencesIndex

"The authors do a very thorough job of integrating the implications and applications for classroom teachers. Each chapter includes both the why′s and how′s of differentiating instruction."

Joan Franklin Smutny is founder and director of the Center for Gifted, a Northern Illinois University Partner. She directs programs for thousands of bright, talented, and gifted children in the Chicago area annually. She also teaches creative writing in many of these programs as well as courses on gifted education for graduate students at the university level. She is editor of the Illinois Association for Gifted Children Journal, contributing editor of Understanding Our Gifted, and a regular contributor to the Gifted Education Communicator, Parenting for High Potential, and the Gifted Education Press Quarterly. Smutny has authored, co-authored, and edited many articles and books on gifted education for teachers, parents, and administrators, including Challenging High Potential Spanish Speaking Students (2012), Teaching Advanced Learners in the General Education Classroom (2011), Manifesto of the Gifted Girl (2010), Differentiating for the Young Child, Second Edition (2010), Igniting Creativity in Gifted Learners, K–6 (2009), Acceleration for Gifted Learners, K–5 (2007), Reclaiming the Lives of Gifted Girls and Women (2007), Designing and Developing Programs for Gifted Students (2003), Underserved Gifted Populations (2003), Gifted Education: Promising Practices (2003), Stand Up for Your Gifted Child (2001), The Young Gifted Child: Potential and Promise, an Anthology (1998), and Teaching Young Gifted Children in the Regular Classroom (1997). In 1996, she won the National Association for Gifted Children (NAGC) Distinguished Service Award for outstanding contribution to the field of gifted education. S.E. von Fremd is an independent scholar, writer, and editor with a background in education, cultural studies, and dance. She performed with the Never Stop Moving Dance Company in Chicago under the direction of Reynaldo Martinez and taught creative dance and theater to children in the city and surrounding areas. Her interest in creativity and culture eventually led her to do a doctorate in performance studies at Northwestern University. This included a year’s research in Uganda, where she focused on the role of popular theater and dance in reviving cultural identity and educating children and young people throughout the country. She has written several book reviews on African musical traditions, a monograph on the cultural legacy of Kenyan novelist Ngugi wa Thiong’o and Nigerian playwright Wole Soyinka, another monograph on refugees in Africa, and an article on the performing arts as a popular forum for education in Uganda. She has also given presentations on Uganda’s creative artists under the reign of Idi Amin and on dance movements throughout the continent of Africa.

• Foreword by George S. MorrisonAcknowledgmentsAbout the AuthorsIntroduction1. Preparing for the Journey of a Differentiated ClassroomThe Metaphor of a "Journey"The Primary Classroom and DifferentiationStudent Learning NeedsThe Teacher′s Knowledge and ExperienceEssential Concepts, Knowledge, and SkillsA Learning Environment for Young StudentsResources to ExplorePriorities and PreparationBeyond PlanningLooking Ahead2. Assessing Primary LearnersWhy Assess in a Differentiated Class?What Do I Assess?Who Assesses the Students?When Do I Assess My Students?How Do I Assess My Students?Looking AheadWeb Sites for Teachers3. Strategies for Differentiating the Learning JourneyI. Manageability or "Rules of the Road"II. Strategies for Differentiating the Learning JourneyLooking AheadWeb Sites for Teachers4. Using the Arts to Differentiate the Primary CurriculumThe Central Role of the ArtsBenefits of an Arts-Infused CurriculumArts ApplicationsLooking AheadWeb Sites for Teachers5. Differentiated Instruction Applied to Language ArtsThe Big Picture: Language Arts GoalsThe Five-Step PlanKnow the Travelers (Step 1)Choose the Learning "Destination" (Step 2)Identify Evidence of Understanding (Step 3)Plan the Journey (Step 4)Assess and Adapt Instruction (Step 5)Six Examples of Teaching Strategies and Learning ActivitiesLooking AheadWeb Sites for Teachers6. Differentiated Instruction Applied to Social StudiesThe Big Picture: Social StudiesKnow the Travelers (Step 1)Choose the Learning "Destination" (Step 2)Identify Evidence of Understanding (Step 3)Plan the Journey (Step 4)Assess and Adapt Instruction (Step 5)Six Examples of Teaching Strategies and Learning ActivitiesLooking AheadWeb Sites for Teachers7. Differentiated Instruction Applied to ScienceThe Big Picture: ScienceKnow the Travelers (Step 1)Choose the Learning "Destination" (Step 2)Identify Evidence of Understanding (Step 3)Plan the Journey (Step 4)Assess and Adapt Instruction (Step 5)Six Examples of Teaching Strategies and Learning ActivitiesWeb Sites for Teachers8. Differentiated Instruction Applied to MathematicsThe Big Picture: MathematicsKnow the Travelers (Step 1)Choose the Learning "Destination" (Step 2)Identify Evidence of Understanding (Step 3)Plan the Journey (Step 4)Assess and Adapt Instruction (Step 5)Six Examples of Teaching Strategies and Learning ActivitiesLooking AheadWeb Sites for TeachersBibliographyI. Resources for Teachers–General TopicsII. Resources for Children–Creativity and the ArtsReferencesIndex

"The authors do a very thorough job of integrating the implications and applications for classroom teachers. Each chapter includes both the why′s and how′s of differentiating instruction."

Joan Franklin Smutny is founder and director of the Center for Gifted, a Northern Illinois University Partner. She directs programs for thousands of bright, talented, and gifted children in the Chicago area annually. She also teaches creative writing in many of these programs as well as courses on gifted education for graduate students at the university level. She is editor of the Illinois Association for Gifted Children Journal, contributing editor of Understanding Our Gifted, and a regular contributor to the Gifted Education Communicator, Parenting for High Potential, and the Gifted Education Press Quarterly. Smutny has authored, co-authored, and edited many articles and books on gifted education for teachers, parents, and administrators, including Challenging High Potential Spanish Speaking Students (2012), Teaching Advanced Learners in the General Education Classroom (2011), Manifesto of the Gifted Girl (2010), Differentiating for the Young Child, Second Edition (2010), Igniting Creativity in Gifted Learners, K–6 (2009), Acceleration for Gifted Learners, K–5 (2007), Reclaiming the Lives of Gifted Girls and Women (2007), Designing and Developing Programs for Gifted Students (2003), Underserved Gifted Populations (2003), Gifted Education: Promising Practices (2003), Stand Up for Your Gifted Child (2001), The Young Gifted Child: Potential and Promise, an Anthology (1998), and Teaching Young Gifted Children in the Regular Classroom (1997). In 1996, she won the National Association for Gifted Children (NAGC) Distinguished Service Award for outstanding contribution to the field of gifted education. S.E. von Fremd is an independent scholar, writer, and editor with a background in education, cultural studies, and dance. She performed with the Never Stop Moving Dance Company in Chicago under the direction of Reynaldo Martinez and taught creative dance and theater to children in the city and surrounding areas. Her interest in creativity and culture eventually led her to do a doctorate in performance studies at Northwestern University. This included a year’s research in Uganda, where she focused on the role of popular theater and dance in reviving cultural identity and educating children and young people throughout the country. She has written several book reviews on African musical traditions, a monograph on the cultural legacy of Kenyan novelist Ngugi wa Thiong’o and Nigerian playwright Wole Soyinka, another monograph on refugees in Africa, and an article on the performing arts as a popular forum for education in Uganda. She has also given presentations on Uganda’s creative artists under the reign of Idi Amin and on dance movements throughout the continent of Africa.

• Foreword by George S. MorrisonAcknowledgmentsAbout the AuthorsIntroduction1. Preparing for the Journey of a Differentiated ClassroomThe Metaphor of a "Journey"The Primary Classroom and DifferentiationStudent Learning NeedsThe Teacher′s Knowledge and ExperienceEssential Concepts, Knowledge, and SkillsA Learning Environment for Young StudentsResources to ExplorePriorities and PreparationBeyond PlanningLooking Ahead2. Assessing Primary LearnersWhy Assess in a Differentiated Class?What Do I Assess?Who Assesses the Students?When Do I Assess My Students?How Do I Assess My Students?Looking AheadWeb Sites for Teachers3. Strategies for Differentiating the Learning JourneyI. Manageability or "Rules of the Road"II. Strategies for Differentiating the Learning JourneyLooking AheadWeb Sites for Teachers4. Using the Arts to Differentiate the Primary CurriculumThe Central Role of the ArtsBenefits of an Arts-Infused CurriculumArts ApplicationsLooking AheadWeb Sites for Teachers5. Differentiated Instruction Applied to Language ArtsThe Big Picture: Language Arts GoalsThe Five-Step PlanKnow the Travelers (Step 1)Choose the Learning "Destination" (Step 2)Identify Evidence of Understanding (Step 3)Plan the Journey (Step 4)Assess and Adapt Instruction (Step 5)Six Examples of Teaching Strategies and Learning ActivitiesLooking AheadWeb Sites for Teachers6. Differentiated Instruction Applied to Social StudiesThe Big Picture: Social StudiesKnow the Travelers (Step 1)Choose the Learning "Destination" (Step 2)Identify Evidence of Understanding (Step 3)Plan the Journey (Step 4)Assess and Adapt Instruction (Step 5)Six Examples of Teaching Strategies and Learning ActivitiesLooking AheadWeb Sites for Teachers7. Differentiated Instruction Applied to ScienceThe Big Picture: ScienceKnow the Travelers (Step 1)Choose the Learning "Destination" (Step 2)Identify Evidence of Understanding (Step 3)Plan the Journey (Step 4)Assess and Adapt Instruction (Step 5)Six Examples of Teaching Strategies and Learning ActivitiesWeb Sites for Teachers8. Differentiated Instruction Applied to MathematicsThe Big Picture: MathematicsKnow the Travelers (Step 1)Choose the Learning "Destination" (Step 2)Identify Evidence of Understanding (Step 3)Plan the Journey (Step 4)Assess and Adapt Instruction (Step 5)Six Examples of Teaching Strategies and Learning ActivitiesLooking AheadWeb Sites for TeachersBibliographyI. Resources for Teachers–General TopicsII. Resources for Children–Creativity and the ArtsReferencesIndex

"The authors do a very thorough job of integrating the implications and applications for classroom teachers. Each chapter includes both the why′s and how′s of differentiating instruction."