The steps involved in creative problem solving (CPS) are described, and suggestions are made for incorporating CPS into instruction for gifted and talented students. (CL)

The article describes the theory of synectics, an idea producing process, and shows how upper elementary gifted students can be taught to use synectics in more effective problem solving. Steps in the synectics process are reviewed. (CL)

A teacher of gifted elementary students describes how her students used creative problem-solving principles to help her overcome a vocal problem caused by removal of a cyst. (CL)

A six-hour unit in creative problem solving was offered to a class of gifted high school journalism students. Sessions included a pretest and introduction to unit objectives, brainstorming, discussion of a personal problem, consideration of a newswriting problem, analysis of newswriting suggestions, and a posttest. (SW)

The learning station process approach to curriculum enrichment in gifted education is considered. Key aspects of such an approach, including facilitator availability, spontaneity, flexibility, individualized and creative problem solving, and individual programing, are described. (CL)

"Diagraming Analysis of a Fuzzy Technique" (DAFT) is a model rectifying two problems associated with Future Problem Solving Bowl activities, namely problem definition by teams and evaluation of team responses. (MC)

The article describes Potentials Unlimited, a summer camp program for gifted intermediate grade students in Cincinnati, Ohio. Aspects covered include priorities in selecting curricular activities and some of the camp activities themselves. (DLS)

The article presents the Student Interest Unit (SIU) 0-100 (an instructional strategy based on student interest) approach to motivating gifted and talented children. (PHR)