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Talented & Gifted: Working
with High Achievers Instructor Name: Dr. Karen Lea
Phone: 509-891-7219
Office
Hours: 8 a.m. to 5 p.m.
PST Monday - Friday Email: karen_lea@virtualeduc.com Address: Virtual Education
Software 16201 E
Indiana Ave, Suite 1450 Spokane,
WA 99216 Technical
Support: support@virtualeduc.com Introduction
Welcome
to Talented
and Gifted, an interactive computer-based instruction 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. Technical support information can be found,
in the Help section of your course. Course Materials Software Title: Talented
and Gifted: Working with High Achievers Author: Dr. Pat
Bentley Publisher: Virtual
Education Software, Inc. ©2002, Revised 2008 Instructor: Dr. Karen Lea _________________________________________________________________________________________________ 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 will 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%. ·
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: Introduction to Giftedness Section 2: Definitions
and Characteristics Section 3: Identification Process & Working with TAG Students Section 4: Model, Theories, and the Highly Gifted __________________________________________________________________________________________
ExaminationsAt
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. Your last score
will save, not the highest score. After your third attempt, each examination
will lock and not allow further access. The
average from your exam scores will be printed on your certificate. However, this is not your final grade since
your required writing assignments have not been reviewed. Exceptionally written or poorly written
required writing assignments, or violation of the academic integrity policy
in the course syllabus, will affect your grade. 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: 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 SAVE.
You must SAVE before you
write another essay or move on to another part of the course. 1)
Essay
Requirement: Critical Thinking
Questions There is a Critical Thinking Question for each
chapter. 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 REQUIRED ESSAY and choose the Critical Thinking Question that you
would like to complete; this will bring up a screen where you may enter your
essay. You must write a minimum of 500
words per essay. You must
SAVE before you write another essay or move on to another part of the course. 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, 400 words maximum.) 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 REQUIRED ESSAY and choose the Journal Article that you would like to
complete; this will bring up a screen where you can write your review. When
you are ready to stop, click 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. You must
SAVE before you write another essay or move on to another part of the course. 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,
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 of your course. 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 located at the bottom
left side of the Welcome Screen) and your operating system, and be seated in
front of the computer at the time of your call. Minimum Computer Requirements Please refer to VESi’s
website: www.virtualeduc.com or
contact VESi if you have further questions about the compatibility of your
operating system. _________________________________________________________________________________________________
Refer to the
addendum regarding Grading Criteria, Course Completion Information, Items to
be Submitted, and how to submit 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. 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
1/17/10 JN |
