Talented & Gifted:
Working
with High Achievers
Instructor Name: Kay Sole
Phone: 509-891-7219
Office
Hours: 9 a.m. to 5 p.m. PST
Monday - Friday
Email: kay_sole@virtualeduc.com
Address: Virtual Education
Software
Technical
Support: support@virtualeduc.com
Introduction
Welcome to Talented and Gifted, 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 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
Software Title: Talented
and Gifted: Working with High Achievers
Author:
Dr. Pat Bentley
Publisher:
Virtual Education Software, Inc.
©2002, Revised 2008
Instructor:
Kay Sole, MS/ED
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.
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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.
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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%.
·
Retake any examination, after completing an information review, to
increase that examination score to a minimum of 70% (maximum of 3 attempts).
·
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
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Examinations
At
the end of each course section, you will be expected to complete an examination
designed to assess your knowledge. You may take these exams a total of three
times. The software will save the last score, not the highest score. After your
third attempt, each examination will lock and not allow further access. 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
Kay Sole, MS/ED, is extensively trained and experienced
in classroom instruction and management strategies for a diverse
population. Kay has completed course
work for a doctorate in Curriculum and Instruction. As a long time consultant
for the Education and Learning Trust, a professional development program for
New York State teachers, she is an adjunct instructor for several colleges in
New York State and has co-authored several three-hour graduate courses
including "Inclusion: Education for
All".
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Contacting
the Instructor
You may contact the instructor by emailing kay_sole@virtualeduc.com
or by calling (509) 891-7219 Monday through Thursday. When calling during
office hours, 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 driver 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 driver 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
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.
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.
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.).
Delisle, James.
(1998). Gifted kids speak out. Free
Spirit Pubs, Inc.
Gardener,
Howard. (1993). Frames of mind: The
theory of multiple intelligences.
Kerr, Barbara A.
(1985). Smart girls,
gifted women.
Maker,
C. June, & Schiever, Shirley W. (Eds.). (1989). Critical issues in gifted education,
defensible programs for cultural and ethnic minorities, Vols. I & II.
Matthews, Dona
J., Ph.D., & Foster, Joanne F., Ed.D. (2005). Being smart about gifted
children: A guidebook for parents
and educators.
VanTassel-Baska,
J. (1990). A practical
guide to counseling the gifted in a school setting.
VanTassel-Baska,
J., & Little, Catherine A. (2003). Content-based curriculum for high-ability learners.
VanTassel-Baska,
J., & Olszewski-Kubilius, P. (Eds.). (1989). Patterns
of influence on gifted learners: The home, the self, and the school.
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.).
Updated 2-5-08