A teacher of fourth-, fifth-, and sixth-grade students with deafness in a residential school shares methods and activities found to be effective. The methods stress the importance of expectations for learners, ways that design of the learning environment can encourage student ownership, risk taking, and responsibility. (Author/DB)

Suggests that writing instruction for students attending residential public schools for gifted students must be tailored to this unique population. Writing instruction should include the writing conventions of various disciplines, writing for the general public, writing across the curriculum, technical writing, expressive writing, and persuasive…