Talented & Gifted:
Working with High Achievers
Instructor Name: Dr. Pamela Bernards, Ed.D.
Office Hours: 8 a.m. to 5 p.m. PST Monday - Friday
Address: Virtual Education Software
16201 E Indiana Ave, Suite 1450
Spokane, WA 99216
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 (Online)
Title: Talented & Gifted: Working with High Achievers
Instructor: Dr. Pamela Bernards, Ed.D.
Publisher: Virtual Education Software, inc. 2002, Revised 2008, Revised 2010
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.
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.
Expected Learning Outcomes
At the conclusion of this course students will be able to:
· 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
· Have learned techniques for assessing level and rate of learning
· Be familiar with the characteristics and needs of typical talented and gifted students from special populations
· 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
· Become familiar with methods of differentiating curriculum for talented and gifted students
· Have developed an understanding of the social and emotional needs of TAG students (affective domain)
Talented & Gifted provides information on the history of the exceptional student in relation to education, current law, and accepted methods for referral, assessment, and identification of these students. Included are major program models and methods of differentiating instruction to meet the rate and level of learning of identified gifted students. Meeting the affective needs of the gifted and talented student in the classroom is emphasized.
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.
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 three attempts). *Please note: Minimum exam score requirements may vary by college or university; therefore, you should refer to your course addendum to determine what your minimum exam score requirements are.
· 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.
Chapter One: What Does Gifted &
If you’ve ever had a highly gifted student in your classroom, you certainly know what a blessing or what a handful that child can be. Sometimes you may think there is no way to keep up with this student while meeting the educational needs of all the others in your classroom. This student might challenge you at every turn, might decide to “just get by,” or might become a real joy for you to work with. This chapter will help you start to identify characteristics of gifted and talented students in order to be a more effective teacher.
Chapter Two: Identification & Assessment
The identification and assessment of talented and gifted students can be controversial. For that reason, we will look at several sources to gain information about identifying talented and gifted students. If these seem contradictory at times, you will start to understand the controversy.
Chapter Three: Curriculum & Modifications
One of the myths of teaching gifted students is that you can just give them harder work, or more work. More accurately, as with any student who learns differently, we need to look at differentiating the curriculum. We differentiate curriculum for our students who are considered special education, for our students who are learning English as they are learning content—why not for our gifted students? We will spend time in this section of the course looking at ways to differentiate the curriculum.
Chapter Four: Resources for Parents
This chapter of the course consists
entirely of public domain documents for parents of talented and gifted children.
These will contain valuable information for you in the classroom. However, the
primary purpose of this chapter is to give you resources that you have freedom
to copy and give to parents. All of these documents contain valuable
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. 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.
This course has two required writing components. ALL ASSIGNMENTS ARE REVIEWED. Exceptionally or poorly written assignments, or violation of the academic integrity policy noted in the course syllabus, will affect your grade. Be sure to refer to the Grading Guidelines for Writing Assignments, sent as an attachment with your original course link.
It is highly recommended that you write and save all writing assignments in an external word processing program (such as Word or Notepad), and then copy and paste these into the course program so that you will have backup copies.
To save your essays:
When you select the question or article you wish to respond to, ‘Simple Text’ or ‘Text Edit’ will launch automatically. When you are finished entering your response, 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 are four Critical Thinking Questions that you must complete. You will do research on the questions and write brief essay responses 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 are ready to complete; this will bring up a screen where you may enter your essay. You must write a minimum of 500 words (maximum 1,000) per essay. You may go back at any point to edit your essays, but you must be certain to click SAVE once you have completed your edits.
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 peer-reviewed or scholarly journal articles, preferably written by an author with a Ph.D. (blogs and news articles are not acceptable) 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 (Bing, Google, Yahoo, etc.). Choose three relevant articles and 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 review 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, but you must be certain to click SAVE once you are done with your edits. 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.
has 30 years of combined experience in diverse PK-8 and high school settings as
a teacher and an administrator. In
addition to these responsibilities, she was the founding director of a K-8
after school care program and founder of a pre-school program for infants to
4-year-olds. When she was a principal,
her school was named a U.S. Department of Education Blue Ribbon School of
Excellence. More recently, the school in
which she serves as curriculum coordinator was named a 2010
You may contact the instructor by emailing email@example.com or by calling (509) 891-7219, Monday through Friday, 8:00 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.
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 firstname.lastname@example.org 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. The addendum will also note any additional course assignments that you may be required to complete that are not listed in this syllabus.
Bibliography (Suggested Readings)
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Adderholdt-Elliott, M., & Goldberg, J. (1999). Perfectionism – What’s bad about being good? Minneapolis, MN: Free Spirit.
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Berlin, J. E. (2009). It’s all a matter of perspective: Student perceptions on the impact of being labeled gifted and talented. Roeper Review, 31(4), 217-223.
Boothe, D., & Stanley, D. (2004). In the eyes of the beholder: Critical issues for diversity in gifted education. Waco, TX: Prufrock Press.
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Castellano, J. A., & Diaz, E. I. (2002). Reaching new horizons: Gifted and talented education for culturally and linguistically diverse students. Boston, MA: Allyn & Bacon.
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Coleman, M. R. (2005). Academic strategies that work for gifted students with learning disabilities. Teaching Exceptional Children, 38(1), 28-32.
Coleman, M. R., Buysse, V., & Neitzel, J. (2007). Establishing the evidence base for an emerging early childhood practice: Recognition and response. In V. Buysse & P. W. Wesley (Eds.), Evidence-based practice in the early childhood field (pp. 117-159). Washington, D.C.: ZERO TO THREE Press.
Crain, W. (2005). Theories of development: Concepts and applications. Upper Saddle River, NJ: Prentice Hall.
Cross, T. L., & Frazier, A. D. (2010). Guiding the psychosocial development of gifted students attending specialized residential STEM schools. Roeper Review, 32(1), 32-41.
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Delisle, J., & Galbraith, J. (2002). When gifted kids don’t have all the answers: How to meet their social and emotional needs. Minneapolis, MN: Free Spirit.
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Hallahan, D. P., Kauffman, J. M., & Pullen, P. C. (2009). Exceptional leaders: An introduction to special education. Boston, MA: Pearson.
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Kerr, B. (1997). Smart girls: A new psychology of girls, women and giftedness. Scottsdale, AZ: Gifted Psychology Press.
Kerr, B., & Cohn. S. (2001). Smart boys: Talent, manhood and the search for meaning. Scottsdale, AZ: Great Potential Press.
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Loertscher, D. (2008). Using the national gifted education standards for university teacher preparation programs/using the national gifted education standards for pre-K-12 professional development. Teacher Librarian, 36(1), 52-53.
Lohman, D. F. (1989). Human intelligence: An introduction to advances in theory and research. Review of Educational Research, 59(4), 333-374.
Lohman, D.F. (1993). Teaching and testing to develop fluid abilities. Educational Researcher, 22(7), 12-23.
Marshalek, B., Lohman, D. F., & Snow, R.E. (1983). The complexity continuum in the radex and hierarchical models of intelligence. Intelligence, 7, 107-127.
Miller, B. H. (2009). Theories of developmental psychology. New York, NY: Worth.
Milner, J., Coker, C. P., Buchanan, C., & Newsome, D. (2009). Accountability that counts. The Clearing House, 82(5), 237-243.
Morawaka, A., & Sanders, M. R. (2009). Parenting gifted and talented children: Conceptual and empirical foundations. The Gifted Child Quarterly, 53(3), 164-173.
Newman, J. L., Gregg, M., & Dantzler, J. (2009). Summer enrichment workshop (SEW): A quality component of The University of Alabama’s gifted education preservice training program. Roeper Review, 31(3), 170-184.
Peterson, J. S. (2009). Myth 17: Gifted and talented individuals do not have unique social and emotional needs. The Gifted Child Quarterly, 53(4), 280-282.
Reis, S. M., & Renzulli, J. S. (2009). Myth 1: The gifted and talented constitute one single homogenous group and giftedness is a way of being that stays in the person over time and experiences. The Gifted Child Quarterly, 53(4), 233-235.
Renzulli, J., Reis, S., Baum, S., & Betts, G. (2009). Systems and models for developing programs for the gifted and talented. Mansfield Center, CT: Creative Learning Press.
Roberts, J. (2007). Strategies for differentiating instruction: Best practices in gifted education. An evidence-based guide. Waco, TX: Prufrock Press.
Robinson, A. (2009). Myth 10: Examining the ostrich: Gifted services do not cure a sick regular program. The Gifted Child Quarterly, 53(4), 259-261.
Sak, U. (2009). Test of the three-mathematical minds (M3) for the identification of mathematically gifted students. Roeper Review, 31(1), 53-67.
Schroth, S. T., & Helfer, J. A. (2009). Practitioners’ conceptions of academic talent and giftedness: Essential factors in deciding classroom and school composition. Journal of Advanced Academics, 20(3), 384-407.
Slocumb, P. D., & Payne, R. K. (2000). Removing the mask: Giftedness in poverty. Highland, TX: Aha Process.
Shaughnessy, M. F. (Ed). (2010). Reading in 2010: A comprehensive review of a changing field. New York, NY: Nova.
Sternberg, R. J. (2007). Wisdom, intelligence, and creativity synthesized. Cambridge University Press.
Sternberg, R. J. (1985). Beyond IQ: A triarchic theory of human intelligence. New York, NY: Cambridge University Press.
Sternberg, R. J. (1991). Death, taxes, and bad intelligence tests. Intelligence, 15(3), 257-269.
Sternberg, R. J. (1992). Ability tests, measurements, and markets. Journal of Educational Psychology, 84(2), 134-140.
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VanTassel-Baska, J. L., Cross, T. L., & Olenchak, F. R. (2009). Social-emotional curriculum with gifted and talented students. Waco, TX: Prufrock Press.
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VanTassel-Baska, J. L. (2009). Patterns and profiles of promising learners from poverty. Waco, TX: Prufrock Press.
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Course content is updated every three years. Due to this update timeline, some URL links may no longer be active or may have changed. Please type the title of the organization into the command line of any Internet browser search window and you will be able to find whether the URL link is still active or any new link to the corresponding organization's web home page.
Updated 8/28/14 JN