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Talented & Gifted:

Working with High Achievers

 

Instructor Name:

Dr. Pamela Bernards

Phone:

509-891-7219

Office Hours:

8 a.m. to 5 p.m. PST Monday - Friday

Email:

pamela_bernards@virtualeduc.com

Address:

Virtual Education Software

 

23403 E Mission Avenue, Suite 220F

 

Liberty Lake, WA 99019

Technical Support:

support@virtualeduc.com

 

 

Introduction

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.

 

Course Materials (Online)

Title:

Talented & Gifted: Working with High Achievers

Publisher:

Virtual Education Software, inc. 2002, Revised 2008, Revised 2010, Revised 2014, Revised 2017, Revised 2020, Revised 2024

Instructor:

Dr. Pamela Bernards, Ed.D.

 

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

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.

 

Expected Learning Outcomes

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)

 

Course Description

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.

 

 

Student Expectations       

As a student you will be expected to:

·         Complete all four information sections showing a competent understanding of the material presented in each section.

·         Complete all four section examinations, showing a competent understanding of the material presented.  You must obtain an overall score of 70% or higher, with no individual exam score below 50%, to pass this course.  *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 review of any section on which your examination score was below 50%.

·         Retake any examination, after completing an information review, to increase that examination score to a minimum of 50%, making sure to also be achieving an overall exam score of a minimum 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.

 

 

Course Overview

Chapter One: What Does Gifted & Talented Mean?

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 information.

 

 

 

Examinations

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.

 

 

Instructor Description

Pamela Bernards has 43 years of combined experience in diverse PK–8 and high school settings as a teacher and an administrator. In addition to fulfilling these responsibilities, she was the founding director of a K–8 after-school care program and founder of a preschool program for infant-to-4 year-olds. The school where she was the principal was named a U.S. Department of Education Blue Ribbon School of Excellence in 1992, as was the school at which she served as director of Curriculum in 2010. She served as the director of Professional Development at the National Catholic Educational Association and is currently a teacher at Arlington Public Schools. Her areas of interest include curriculum, research-based teaching practices, staff development, assessment, data-driven instruction, and instructional intervention (remediation and gifted/talented). She received a doctorate in leadership and professional practice from Trevecca Nazarene University.

 

Contacting the Instructor

You may contact the instructor by emailing pamela_bernards@virtualeduc.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 involving the course’s operation.

 

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. 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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Additional Sources:

Bloom’s Taxonomy of Learning | Domain Levels Explained

http://www.davidsongifted.org/search-database/entry/a10250

https://oedb.org/ilibrarian/50-essential-links-for-the-parents-of-gifted-children/

https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/

https://dam.assets.ohio.gov/image/upload/sboe.ohio.gov/Educator-Evaluations/QualityAssessments/DOK-Compared-to-Blooms-Taxonomy.pdf

https://www.prodigygame.com/main-en/blog/webbs-depth-of-knowledge-dok

https://iris.peabody.vanderbilt.edu/module/math/cresource/q1/p01/

Parent Tip Sheets - National Association for Gifted Children

 

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