Two films--"A Drop of Water" and "The Periodic Table"--are described and their value in facilitating a creative approach to science education for gifted students is discussed. Activities are suggested for before and after viewing each film. (CL)

Instruction in mathematical probability to enhance higher levels of critical and creative thinking with gifted students is described. Among thinking skills developed by such an approach are analysis, synthesis, evaluation, fluency, and complexity. (CL)

Asking gifted students to find inconsistencies, half truths, and un-truths in their textbooks can help promote creative divergent thinking. Examples are cited from an English textbook with internal inconsistencies and inadequate definitions and rules. (CL)

Music instruction for gifted and talented students is described in terms of the three levels of activities in J. Renzulli's Enrichment Triad Model: general exploratory experiences, group training activities, and individual and small group investigations of real problems. (CL)

A teacher of gifted fifth and sixth grade students describes a unit on research ability in which students engage in a library scavenger hunt. (CL)

Film techniques are suggested for use with gifted students. Pre- and post-showing discussions are described, as well as projects involving students as film critics and directors. (CL)

A teacher of gifted students criticizes the level of unnecessary jargon in gifted education and asserts that teachers of gifted students should follow principles of good teaching, including observation, specific objective setting, a balanced program, independence, and the teacher's self-education. (CL)

Guidelines are given for teachers or parents to develop creative writing skills in gifted children. It is suggested that children learn to be observant, to record their perceptions, and that they be exposed to literary models. (CL)

Characteristics of gifted students are noted and explained to match the characteristics of the Montessori approach to education. Montessori's emphasis on individualism, multi-age grouping, and independence are seen to be particularly valuable in developing both leadership and intellectual skills. (CL)

Attention should be focused on the importance of developing writing skills in gifted students. Four approaches to the thinking-writing process are briefly contrasted, and learning activities such as community problem solving, seminars, and community-based mentorships are considered. (CL)

A pumpkin patch is one way to incorporate sensory experiences, language, expressive writing, and art activities into a project for preschool and school aged gifted children. (CL)

A curriculum unit on optical lenses is described for gifted students in grades two to five. Major content-related and method-related concepts are noted as are five instructional objectives. Eight sample instructional activities (using productive thinking, communication, and brainstorming skills) are described. Unit evaluation suggestions…

The author reviews factors related to successful application of J. Renzulli's Enrichment Triad Model for gifted students. She notes that success in model based projects depends on such aspects as sufficient time taken to determine the interests of students, adequate training of teachers, and administrative commitment. (CL)

The article offers a technique of self-concept development that has been used successfully with elementary level gifted students. (SBH)

The authors consider essential factors in the cultivation of gifts and talents exhibited by students in the regular classroom. (SW)