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
Welcome to Talented & 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 & 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 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 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.
Title: Talented & Gifted: Working with High Achievers
Instructor: Dr. Pamela Bernards, Ed.D.
Publisher: Virtual Education Software, inc. 2002, Revised 2008, Revised 2010
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 distance-learning course are expected to adhere to the following standards of academic conduct.
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.
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
· 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 a course evaluation form at the end of the course.
Chapter One: What Does Gifted &
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 information.
At the end of each chapter, 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. Your final grade for the 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.
Pamela Bernards 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
Contacting the Instructor
You may contact the instructor by emailing firstname.lastname@example.org 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 email@example.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. 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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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.
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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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Hallahan, D. P., Kauffman, J. M., & Pullen, P. C. (2009). Exceptional leaders: An introduction to special education. Boston, MA: Pearson.
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Jolly, J. L. (2009). A resuscitation of gifted education. American Educational History Journal, 36(1/2), 37-53.
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.
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Sternberg, R. J. (2007). Wisdom, intelligence, and creativity synthesized. Cambridge University 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 4/19/12 JN