The author cites experiences in teaching mathematics to gifted students, and offers suggestions for serving them through seminars, special classes, use of library resources, and activities to promote creative work in mathematics. (CL)

Teaching gifted students to think creatively may follow the AUTA model: awareness of creativity, understanding of creativity, techniques of creativity, and finally, actualization--development of creative talents. (CL)

The article describes ways to use picture books with young children to develop the creative thinking skills, including fluency, flexibility, originality, elaboration, and evaluation. About 50 recommended picture books are listed. (DB)

The authors assert that history can be approached from a creative perspective; the student need not merely report what has already been written. Instead, students may make an original contribution by becoming a practicing historian. Strategies and examples of ideas to motivate students toward this level of productivity are described. (Author/CL)

This book explores creativity in the context of education, focusing on what creativity is, how it works, and how it can be fostered. The book sets forth general principles for encouraging creativity in schools, higher education, and the family. The chapters are: (1) "Creativity: Basic Concepts"; (2) "The Role of Thinking in Creativity"; (3)…

Creative problem solving (CPS) can be an effective tool in teaching gifted, creative, and talented students. One approach to CPS consists of five steps: fact finding, problem finding, idea finding, solution finding, and acceptance finding. Process techniques for each step are delineated. (CL)

The author describes her work as a Poet-in-the-Schools for the Ohio Arts Council particularly in relation to inspiration in the creative process. Stressed is the need for educators to recognize that creative production most often takes place after reflection on inspiration and to provide situations conducive to preparation and incubation. (SBH)

This second edition of "Learning in the Early Years 3-7" has been written to help early years practitioners understand and implement the U.K.'s new curriculum guidance document "The Foundation Stage". The author explains how to meet the requirements of the new Foundation Stage document and how these relate to the U.K.'s…

Teachers of foreign language can use B. Bloom's taxonomy to present challenges to gifted students while still ensuring understanding of the basics. Basic skills would be followed by exploration in application, analysis, synthesis, and evaluation. Examples of activities in each of the four areas are presented. (CL)

Reading activities for gifted students are discussed. (CL)

The article describes an inservice teacher training program which is teaching Brazilian teachers to (1) be more aware of their own creativity, (2) creativity enhancing techniques and exercises to use in the classroom, (3) basic concepts about creative thinking and problem solving, and (4) increased awareness of obstacles to creative development.…

Techniques that a social studies teacher can use to help students develop imagination, understanding, and divergent thinking are discussed. Also examined are meanings attached to the creative process and traits of creative people. (RM)

Ideas for teaching children about creativity and its importance are offered in this article. Ingredients for developing creativity skills are presented and suggested projects are discussed. (DF)

The article describes two one-hour sessions in image making, which serves as the foundation of the creative language arts program used by the author in teaching poetry and writing to children (grades K through 5). (SBH)