Learning Experiences
Following is a variety of classroom learning experiences that are published in our various in-house publications. Please, feel welcome to use and distribute them with the copyright attached. Thank you for your professionalism.
REPRINTED FROM: Kingore, B. (2006). Centers in Minutes! Volume 2. Austin: P. A. Publishing.
REPRINTED FROM: Kingore, B. (2016). The Kingore Observation Inventory (KOI), 3rd ed. Austin: P. A. Publishing.
REPRINTED FROM: Kingore, B. (2006). Integrating Thinking, 2nd ed. Austin: P. A. Publishing.
REPRINTED FROM: Kingore, B. (2013). Rigor and Engagement for Growing Minds. Austin: P. A. Publishing.
REPRINTED FROM: Kingore, B. (2003). Literature Celebrations, 2nd ed. Austin: P. A. Publishing.
This graphic organizer can be used to record a story or sequence’s beginning, middle, and end.
REPRINTED FROM: Kingore, B. (2011). Tiered Learning Stations in Minutes! Austin: P. A. Publishing.
REPRINTED FROM: Kingore, B. (2006). Integrating Thinking, 2nd ed. Austin: P. A. Publishing.
REPRINTED FROM: Kingore, B. (2011). Tiered Learning Stations in Minutes! Austin: P. A. Publishing.
REPRINTED FROM: Kingore, B. (2008). Teaching Without Nonsense, 2nd ed. Austin: P. A. Publishing.
REPRINTED FROM: Kingore, B. (2002). Just What I Need! Austin: P. A. Publishing.
Use the template to create skill cubes, such as elements of literature in a novel, six verb phrases to promote high-level thinking, or six attributes of a species.
REPRINTED FROM: Kingore, B. (2004). Differentiation: Simplified, Realistic, and Effective. Austin: P. A. Publishing.
REPRINTED FROM: Kingore, B. (2004). Centers in Minutes! Volume 1. Austin: P. A. Publishing.
REPRINTED FROM: Kingore, B. (2004). Differentiation: Simplified, Realistic, and Effective. Austin: P. A. Publishing.
REPRINTED FROM: Kingore, B. (2011). Tiered Learning Stations in Minutes! Austin: P. A. Publishing.
REPRINTED FROM: Kingore, B. (2004). Differentiation: Simplified, Realistic, and Effective. Austin: P. A. Publishing.
Use this chart to compare your advantages and disadvantages of whole-class instruction, mixed-readiness small groups, similar-readiness small groups, and individual work.
REPRINTED FROM: Kingore, B. (2004). Differentiation: Simplified, Realistic, and Effective. Austin: P. A. Publishing.
The result of ignoring gifted readers is educationally and emotionally unjust to these children. The Gifted Reader’s Bill of Rights is proposed here to prompt your thinking abut the reading rights and needs of gifted students.
REPRINTED FROM: Kingore, B. (2007). Assessment: Timesaving Procedures for Busy Teachers, 4th ed. Austin: P. A. Publishing.
REPRINTED FROM: Kingore, B. (2002). Just What I Need! Austin: P. A. Publishing.
REPRINTED FROM: Kingore, B. (2013). Rigor and Engagement for Growing Minds. Austin: P. A. Publishing.
REPRINTED FROM: Kingore, B. (2007). Assessment: Timesaving Procedures for Busy Teachers, 4th ed. Austin: P. A. Publishing.
Use these sample questions to facilitate students’ planning for interviews.
REPRINTED FROM: Kingore, B. (2007). Recognizing Gifted Potential, 2nd ed. Austin: P. A. Publishing.
These criteria afford a common language for clear communication among educators. Use the six criteria to label and explain the degree of gifted behaviors or excellence evident in a student product under consideration.
REPRINTED FROM: Kingore, B. (2007). Recognizing Gifted Potential, 2nd ed. Austin: P. A. Publishing.
REPRINTED FROM: Kingore, B. (2007). Recognizing Gifted Potential, 2nd ed. Austin: P. A. Publishing.
Each of the Planned Experiences are charted with the corresponding KOI categories, grade levels, and publication page numbers.
REPRINTED FROM: Kingore, B. (2016). The Kingore Observation Inventory (KOI), 3rd ed. Austin: P. A. Publishing.
REPRINTED FROM: Kingore, B. (2016). The Kingore Observation Inventory (KOI), 3rd ed. Austin: P. A. Publishing.
REPRINTED FROM: Kingore, B. (2002). Just What I Need! Austin: P. A. Publishing.
Students use this form to record what they know, what they want to know, what they learned, and what they still want to know.
REPRINTED FROM: Kingore, B. (2008). Reaching All Learners: Making Differentiation Work! Austin: P. A. Publishing.
To differentiate a lesson for struggling students before, during, and after direct instruction, review these 40 strategies to integrate fewer skills and concepts in interesting and effective ways.
REPRINTED FROM: Kingore, B. (2008). Reaching All Learners: Making Differentiation Work! Austin: P. A. Publishing.
For greater depth and complexity before, during, and after direct instruction, review these 40 strategies to integrate targeted skills and concepts in interesting and effective ways. A product caption is included for the student to indicate relationships and connections.
REPRINTED FROM: Kingore, B. (2007). Assessment: Timesaving Procedures for Busy Teachers, 4th ed. Austin: P. A. Publishing.
REPRINTED FROM: Kingore, B. (2016). The Kingore Observation Inventory (KOI), 3rd ed. Austin: P. A. Publishing.
REPRINTED FROM: Kingore, B. (2011). Tiered Learning Stations in Minutes! Austin: P. A. Publishing.
REPRINTED FROM: Kingore, B. (2006). Integrating Thinking, 2nd ed. Austin: P. A. Publishing.
REPRINTED FROM: Kingore, B. (2007). Assessment: Timesaving Procedures for Busy Teachers, 4th ed. Austin: P. A. Publishing.
Have your primary students use these four illustrated, quarter-page-sized caption strips to record why they are including an item in a portfolio.
REPRINTED FROM: Kingore, B. (2007). Assessment: Timesaving Procedures for Busy Teachers, 4th ed. Austin: P. A. Publishing.
Reproduce this illustrated poster and hang it in your classroom to remind students to fill out a caption strip, staple it to the product, and file it in the back of their portfolios.
REPRINTED FROM: Kingore, B. (2007). Assessment: Timesaving Procedures for Busy Teachers, 4th ed. Austin: P. A. Publishing.
This rubric includes the following criteria: Information, writing conventions, vocabulary, and organization.
REPRINTED FROM: Kingore, B. (2013). Rigor and Engagement for Growing Minds. Austin: P. A. Publishing.
REPRINTED FROM: Kingore, B. (2002). Just What I Need! Austin: P. A. Publishing.
Use these quick question and prompts to stimulate thinking.
REPRINTED FROM: Kingore, B. (2004). Centers in Minutes! Volume 1. Austin: P. A. Publishing.
REPRINTED FROM: Kingore, B. (2003). Literature Celebrations, 2nd ed. Austin: P. A. Publishing.
REPRINTED FROM: Kingore, B. (2008). Teaching Without Nonsense, 2nd ed. Austin: P. A. Publishing.
REPRINTED FROM: Kingore, B. (2006). Centers in Minutes! Volume 2. Austin: P. A. Publishing.
Students write and/or illustrate what they or someone else can see, hear, touch and feel, taste, and smell.
REPRINTED FROM: Kingore, B. (1998). Engaging Creative Thinking. Austin: P. A. Publishing.
REPRINTED FROM: Kingore, B. (2004). Differentiation: Simplified, Realistic, and Effective. Austin: P. A. Publishing.
REPRINTED FROM: Kingore, B. (2013). Rigor and Engagement for Growing Minds. Austin: P. A. Publishing.
A Math Task Board and a Science Task Board provide open-ended prompts.
REPRINTED FROM: Kingore, B. (2003). Literature Celebrations, 2nd ed. Austin: P. A. Publishing.
REPRINTED FROM: Kingore, B. (2008). Teaching Without Nonsense, 2nd ed. Austin: P. A. Publishing.
Use these English and Spanish versions to list one word of the subject, two for the location, three for a problem, four for a key event, and five words to write a conclusion.
REPRINTED FROM: Kingore, B. (2002). Just What I Need! Austin: P. A. Publishing.
REPRINTED FROM: Kingore, B. (2006). Centers in Minutes! Volume 2. Austin: P. A. Publishing.