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EDUC
504: Talented & Gifted Children in
Schools
* THE EXAMINATIONS FOR THIS COURSE CAN ONLY BE TAKEN ONE
TIME*
Introduction
Welcome
to Talented
and Gifted Children in Schools, an interactive computer-based
instruction (CBI) course designed to help you achieve a better understanding
of the talented and gifted student, methods used in identification, and
strategies for instruction of these students in an inclusive classroom. Talented and Gifted
Children in Schools provides information on the history of the
exceptional in relation to education, current law, and accepted methods for
referral, assessment and identification of these students. The course also covers major program models
and methods of differentiating instruction to meet the rate and level of
learning of those students identified.
The course gives you an understanding of ways to meet the affective
needs of the gifted and talented student in the regular classroom. This course also lists resources for
teachers and parents who would like more information about the talented and
gifted.
This computer-based
instruction course is a self-supporting program that provides instruction,
structured practice and evaluation all on your home or school computer. Information on installation and technical
support can be found, and will be covered in detail, in the User Guide
section of your computer software. Course Materials
Please keep the CD. There is a $25 replacement fee for CD-ROMs
if you need to replace yours due to theft, damage, misplacement, etc. Call 1-800-313-6744, with your credit card information,
if you need a replacement. _________________________________________________________________________________________________ Academic
Integrity Statement
The structure and format of most distance-learning
courses presume a high level of personal and academic integrity in completion
and submission of coursework. Individuals enrolled in a CBI distance-learning
course are expected to adhere to the following standards of academic conduct.
Academic Work Academic
work submitted by the individual (such as papers, assignments, reports, tests)
shall be the student’s own work or appropriately attributed, in part or in
whole, to its correct source. Submission of commercially prepared (or group
prepared) materials as if they are one’s own work is unacceptable. Aiding Honesty in Others The individual will encourage honesty in
others by refraining from providing materials or information to another
person with knowledge that these materials or information will be used
improperly. Violations
of these academic standards may result in the assignment of a failing grade
and subsequent loss of credit for the course. Level
of Application
This
course is designed to be an informational course with application in work or
work-related settings. The intervention strategies are designed to be used
with gifted and talented students ranging in age from approximately five
years to early adolescence. Some alterations may be needed if working with
younger children. _________________________________________________________________________________________________
Course Objectives
Upon
successful completion of this course, students will: ·
Have become familiar with common practice in
relation to identification of and service to gifted and talented students ·
Have gained working knowledge of common school practices
in the identification of TAG process ·
Be familiar with tools used in assessment for
identification purposes in TAG education ·
Learn techniques for assessing level and rate of
learning ·
Be familiar with the characteristics and needs of typical
talented and gifted students
from special populations ·
Have developed a working knowledge of program
options in the education of talented and gifted, which address commonly
accepted academic needs ·
Be able to select appropriate programming based
upon individual student needs ·
Have gained a working knowledge of common models
of delivery of instruction that meet TAG needs ·
Have become familiar with methods of
differentiating curriculum for talented and gifted students ·
Have learned how to communicate effectively with
parents of gifted children so that the parents understand the specific
programming needs of their child ·
Have developed an understanding of the social and
emotional needs of TAG students (affective domain) Course Description
This course is designed to provide a foundation in
talented and gifted education. It will provide individuals with the
knowledge and skills necessary to identify and serve TAG students through a
planned program for intellectually gifted and academically talented students
within a framework of common practice based on current research. Students
will gain an understanding of the characteristics and needs of TAG students,
current legislation as it relates to the education of talented and gifted children in the The course begins with the
history of gifted education and how it has evolved to the current state of
gifted education in Due to the structure of this
course it is suggested that you complete each section in order. The course
will allow you to move ahead to various chapters, but completing the course
out of sequence may cause difficulty with your understanding of the
materials. It will also make it more difficult to pass the examinations and
the course itself. _________________________________________________________________________________________________ Student Expectations
As a student you will be expected to: ·
Complete all information
sections covering talented and gifted education, showing a competent
understanding of the material presented. ·
Complete all examinations,
showing a competent understanding of the material presented. ·
Complete a review of any section on which your examination score was
below 70%. ·
Complete all course journal article and essay writing assignments with
the minimum word count shown for each writing assignment. ·
Complete a course evaluation form at the end of the course. _________________________________________________________________________________________________
Section
Topics Section 1: Chapter 1 – Introduction to Giftedness Section 2: Chapter 2 – Definitions and Characteristics Section 3: Chapter 3 – Identification Process Chapter 4 – Working with TAG Students Section 4: Chapter 5 – Model, Theories, and the Highly Gifted __________________________________________________________________________________________
Examinations -- THE EXAMINATIONS FOR THIS COURSE CAN ONLY BE TAKEN ONE TIME.
At
the end of each course section, you will be expected to complete an
examination designed to assess your knowledge. Your final grade for this course will be
determined by calculating an average score of all exams. This score will be
printed on your final certificate. As this is a self-paced computerized instruction
program, you may review course information as often as necessary. You will
not be able to exit any examinations until you have answered all questions.
If you try to exit the exam before you complete all questions, your
information will be lost. You are expected to complete the entire exam in one
sitting. ________________________________________________________________________________________________ Writing Assignments This course has two required writing components. To save your essays: Macintosh: When you select the question
or article you wish to write on, simple text or text edit will automatically
be launched. When you are finished, simply click on FILE>SAVE. Do not select SAVE AS. You do not
need to give the document a name before saving. When you are done, select
FILE>QUIT. You must quit before you
write another essay. Windows: When you select the
question or article, Notepad will automatically launch. When you are
finished, click on FILE>SAVE. Do
not select SAVE AS. You do not need to give the document a name before
saving. 1)
Essay
Requirement: Critical Thinking
Questions There is a critical thinking question for each
chapter or section. You will do
research on the question and write a brief essay relating it to the course
content (and your personal experiences when possible). To view the questions, click on ESSAY REQ,
and then on CRITICAL THINKING QUESTIONS.
You will see the questions, one for each chapter or section. Click on the question you would like to
work on; this will bring up a screen where you can enter your essay. You must write a minimum of 500 words per
essay. 2) Essay Requirement: Journal Articles This task requires you to
write a review of three journal articles of your choice on a topic related to
this course. You may choose your topic
by entering the Key Words (click on the Key Words button) into a search
engine of your choice (Google, Dogpile, Yahoo, etc.). Choose three relevant
articles and write a 200-word review of each. You may also access the ERIC
system and choose a related topic from a journal listed in that system. Or you can access www.scholar.google.com
or www.findarticles.com
.Write a critical summary of the information given in each article,
explaining how the information relates to, supports, or refutes information
given in this course. Conclude your paper with your thoughts and impressions.
(200 words per journal article minimum.) Be sure to provide the journal name,
volume, date, and any other critical information to allow the instructor to
access and review that article. To write your essays,
click on ESSAY REQ. In the dialog box below that, click on JOURNAL ARTICLE
ASSIGNMENT; this will expand the folder which contains links to the screens
where you can write your reviews. When
you are ready to stop, click on FILE>SAVE.
You may go back at any point to edit your essays. For more information on the features of
this assignment, please consult the HELP menu. __________________________________________________________________________________________ Author Description Pat Bentley, Associate Professor and Director of
Distance-Learning at Southern Oregon University, has been involved in the
field of education for 35 years. Completing her Ph.D. coursework before she
reaches 100 is one of her main goals.
She began her career as a junior high school teacher in 1967. Pat then
attended graduate school at the University of Oregon from 1969-71, receiving
a Master’s Degree in Education and completing graduate course work in Fine
Arts (painting and printmaking), earning the rank of Master Printer.
Following grad school, she was employed as a Media Specialist and Department
Head in Graphic Arts at a regional educational service district, where she
remained for a decade. Awakening one morning, Pat felt an urge to change her
life and entered the world of higher education where she has remained. She
has served in the arenas of teaching and administration at SOU for 25 years.
Her areas of specialization include Talented and Gifted, Exceptional
Students, Native American Cultures, Technology in Teaching, and Internet for
Educators in the Graduate Teacher Education Program at SOU. She has extensive
interactive television and online teaching experience. She has also directed
a regional Javitt’s grant for teacher training in talented and gifted
education for 12 years and authored several online courses and training
handbooks. Instructor Description
Karen Lea has over 12 years of experience
teaching in culturally diverse settings in classrooms that reflect every area
of diversity. She has experience as a high school private math/computer
instructor, a high school inner-city math instructor, a junior high
inner-city math/science instructor and a college instructor. Currently, Karen
is a professor at Trevecca Nazarene University. ____________________________________________________________________________ Contacting the Instructor
You
may contact the instructor by emailing karen_lea@virtualeduc.com or by
calling (800) 313-6744, Monday through Friday, 9:00 a.m. - 5:00 p.m.
PST. Phone messages will be answered
within 24 hours. Phone conferences will be limited to ten minutes per
student, per day, given that this is a self-paced instructional program.
Please do not contact the instructor about technical problems, course
glitches, or other issues that involve the operation of the course. Technical Questions
If you have questions or problems related to the
operation of this course CD, please try everything twice. If the problem
persists please check our support pages for FAQs and known issues at www.virtualeduc.com and also the Help
section on your course disk. If you need personal assistance then email support@virtualeduc.com or call (509)
891-7219. When contacting technical
support, please know your course version number, it is printed on the CD
label, your operating system and be seated in front of the computer at the
time of your call. Minimum
Requirements Macintosh Operating
Systems Mac
OS 9.x or OS 10.x, 256MB of RAM and 5MB of free hard disk space, 15" or
larger color monitor with a minimum resolution of 800x600, CD
drive 4x minimum speed and a printer connected to your computer. Windows Operating Systems Windows 2000, XP Home, Professional or newer, 256MB of RAM and 5MB of
free hard disk space; 15" or larger color monitor with a minimum
resolution of 800x600, CD drive 4x minimum speed and a printer connected
to your computer. Please
contact VESi if you have any questions about the compatibility of these
systems. Refer to the
addendum included with your software package regarding Grading Criteria,
Course Completion Information, Items to be Submitted, and where to send your
completed information. Bibliography
(Suggested Readings) Callahan, Carolyn M. (2005, March). Identifying gifted students from underrepresented populations. Theory Into Practice, 44(2), 98-104. Gosfield, Margaret. (2002, September-October). Gifted all day long: Implementing new state standards that require gifted and talented education services to be an integral part of the core curriculum. Leadership. The National Association for Gifted Children. (2004, May). Gifted Education. Oregon Department of Education. (1990, July [revised]). Technical assistance papers, 1-4. (available in class, free of charge for enrolled students) Tassel-Baska, Joyce. (2005, March). Gifted programs and services: What are the non-negotiables? Theory Into Practice, 44(2). Webb, James T., Ph.D., Amend, Edward R., Psy.D., Webb, Nadia E., Psy.D., Goerss, Jean, M.D., Beljan, Paul, Psy.D., & Olenchak, F. Richard, Ph.D. (2005, February). Misdiagnosis and dual diagnosis of gifted children and adults. Scottsdale: Great Potential Press. Winebrenner, Susan. (2001). Teaching gifted kids in the regular classroom, strategies and techniques every teacher can use to meet the academic needs of the gifted and talented. Minneapolis: Free Spirit Pubs. Zimmerman, Eileen. (2004, January-February). Bragging rights: The “gifted” label may mean too much to parents. Psychology Today. Additional Resources in Print Clark, Barbara. (1992). Growing up gifted (4th ed.). New York: Merrill of Macmillan Publishing Co. Delisle, James. (1998). Gifted kids speak out. Free Spirit Pubs, Inc. Gardener, Howard. (1993). Frames of mind: The theory of multiple intelligences. New York: BasicBooks/Harper Collins. Kerr, Barbara A. (1985). Smart girls, gifted women. Dayton: Ohio Psychology Publishing Company. Maker, C. June, & Schiever, Shirley W. (Eds.). (1989). Critical issues in gifted education,
defensible programs for cultural and ethnic minorities, Vols. I & II.
Austin, TX: Pro-ED. Matthews, Dona J., Ph.D., & Foster, Joanne F., Ed.D. (2005). Being smart about gifted children: A guidebook for parents and educators. Scottsdale: Great Potential Press. VanTassel-Baska, J. (1990). A practical guide to counseling the gifted in a school setting. Reston, VA: Council for Exceptional Children. VanTassel-Baska, J., & Little, Catherine A. (2003). Content-based curriculum for high-ability learners. Waco, TX: Prufrock Press, Inc. VanTassel-Baska, J., & Olszewski-Kubilius, P. (Eds.). (1989). Patterns of influence on gifted learners: The home, the self, and the school. New York: Teachers College Press, Columbia University. VanTassel-Baska, J., & Stambaugh, T. (1993). Comprehensive curriculum for gifted learners: A comprehensive guide to planning and implementing an effective curriculum for gifted learners (3rd ed.). Needham Heights, MA: Allyn & Bacon, Inc. |
