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Articles
for Educators &
Administrators
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These
are articles written by Dr. Kingore or colleagues
and recently published in educational journals. To
read any of the articles, click on the
title.
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Differentiating
Instruction to Promote Rigor and Engagement for Advanced and
Gifted Students
REFERENCE: Kingore,
B. (Winter 2011). Differentiating Instruction to Promote
Rigor and Engagement for Advanced and Gifted Students.
Tempo, XXXI (3), 9-15. www.tagt.org
•• A demand for
increased rigor in learning environments and outcomes is
a significant statement heard across our nation.
Educators seek to encourage deeper thought among students
with a greater emphasis on persuasion and analysis.
The
Kingore Observation Inventory (Research
Report)
REFERENCE: Brady,
S. (Spring 2008). The Kingore Observation Inventory.
Tempo, XXVIII (2), 30-34. www.tagt.org
•• The
implementatin of the KOI enabled an Indianapolis school
district to increase the proportionality of
underrepresented populations in their high-ability
programming.
Tiered
Instruction: Beginning the Process
REFERENCE: Kingore,
B. (Winter 2006). Tiered instruction: Beginning the
process. Teaching for High Potential, 5-6.
www.nagc.org
•• This article
highlights guidelines, shares factors that influence the
complexity of tiered learning experiences, and a self
quiz. The information contained in this article aligns
with the following Gifted Program Standards: Curriculum
and Instruction (1, 2, 3, 5) and Program Design (4,
5).
Voice
from the Field: Recognizing and Nurturing Gifted
Potential
REFERENCE: Kingore,
B. (2006). Voice from the field: Recognizing and
nurturing gifted potential. In Morrison, G. Early
Childhood Education Today, 10th ed. Upper Saddle
River, NJ: Pearson Education.
•• Children
with gifted potential are not more valued; they just
learn differently and need nurturing to experience
continuous learning. This article highlights what gifted
potential looks and sounds like, identifying advanced
potential, and classroom suggestions.
Differentiating
Instruction: Rethinking Traditional
Practices
REFERENCE: Kingore,
B. (2005). Differentiating instruction: Rethinking
traditional practices. ASCD. www.ascd.org
•• Educators
are changing the learning environment so they can see
students' readiness levels, learning profiles, needs, and
interests more clearly. Through differentiated
instruction, teachers are working to customize the
complexity of instruction so all students experience
learning success.
High
Achiever, Gifted Learner, Creative
Thinker
REFERENCE: Kingore,
B. (2004). Differentiation:
Simplified, Realistic, and
Effective
Austin: Professional Associates Publishing.
•• A three-way
comparison of a high achiever, a gifted learner, and a
creative thinker is proposed for you to ponder and
discuss.
Reading
Instruction for the Primary Gifted
Learner
REFERENCE: Kingore,
B. (Fall 2002). Reading instruction for the primary
gifted learner. Understanding Our Gifted, 15 (1),
12-15.
••
Differentiating reading instruction to match the
individual differences and readiness levels of all
children is a demanding task that requires support and
strategies in assessment, pre-assessment, reading
comprehension, metacognition, self-assessment, and
portfolios.
Parent
Assessment of Giftedness: Using Portfolios to Document
Gifted Learners' Talents
REFERENCE: Kingore,
B. (2001). The
Kingore Observation Inventory, 2nd
ed. Austin:
Professional Associates Publishing.
•• One ignored
value of portfolios is parental assessment of children's
exceptional learning needs. The products children develop
at home can help provide clear documentation of their
achievements and potential.
Biographies
and Autobiographies: Life Models in the
Clasroom
REFERENCE: Kingore,
B. (Spring 2001). Biographies and autobiographies: Life
models in the classroom. Understanding Our Gifted, 13
(3), 13-15.
•• The subjects
of biographies and autobiographies make excellent role
models for gifted students. Included is a list of good
examples.
Determining
Appropriate Identification Criteria: A Self
Study
REFERENCE: Kingore,
B. (Spring 2000). Determining appropriate identification
criteria: A self study.Tempo, XX (2), 12.
•• Answer these
14 important questions to assess the effectiveness of the
identification process you are currently
implementing.
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