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

Instructor: Dr. Pamela Bernards, Ed.D.

Publisher: Virtual Education Software, inc. 2002, Revised 2008, Revised 2010, Revised 2014, Revised 2017

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%, and successfully complete ALL writing assignments 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 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.

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 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

All assignments are reviewed and may impact your final grade. Exceptionally or poorly written assignments, or violation of the Academic Integrity Policy (see course syllabus for policy), will affect your grade. Fifty percent of your grade is determined by your writing assignments, and your overall exam score determines the other fifty percent. Refer to the Essay Grading Guidelines which were sent as an attachment with your original course link. You should also refer to the Course Syllabus Addendum which was sent as an attachment with your original course link, to determine if you have any writing assignments in addition to the Critical Thinking Questions (CTQ) and Journal Article Summations (JAS). If you do, the Essay Grading Guidelines will also apply.

Your writing assignments must meet the minimum word count and are not to include the question or your final citations as part of your word count. In other words, the question and citations are not to be used as a means to meet the minimum word count.

Critical Thinking Questions

There are four CTQs that you are required to complete. You will need to write a minimum of 500 words (maximum 1,000) per essay. You should explain how the information that you gained from the course will be applied and clearly convey a strong understanding of the course content as it relates to each CTQ. To view the questions, click on REQUIRED ESSAY and choose the CTQ that you are ready to complete; this will bring up a screen where you may enter your essay. Prior to course submission, you may go back at any point to edit your essay, but you must be certain to click SAVE once you are done with your edits.

You must click SAVE before you write another essay or move on to another part of the course.

Journal Article Summations

You are required to write, in your own words, a summary on a total of three peer-reviewed or scholarly journal articles (one article per JAS), written by an author with a Ph.D., Ed.D. or similar, on the topic outlined within each JAS section in the “Required Essays” portion of the course (blogs, abstracts, news articles or similar are not acceptable). Your article choice must relate specifically to the discussion topic listed in each individual JAS. You will choose a total of three relevant articles (one article per JAS) and write a thorough summary of the information presented in each article (you must write a minimum of 200 words with a 400 word maximum per JAS). Be sure to provide the URL or the journal name, volume, date, and any other critical information to allow the facilitator to access and review each article.

To write your summary, click on REQUIRED ESSAYS and choose the JAS that you would like to complete. A writing program will automatically launch where you can write your summary. When you are ready to stop, click SAVE. Prior to course submission you may go back at any point to edit your summaries 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 click SAVE before you write another summary or move on to another part of the course.

Instructor Description

Pamela Bernards has 36 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. As a principal, her school was named a U.S. Department of Education Blue Ribbon School of Excellence in 1992, as was the school at which she served as curriculum coordinator in 2010. She currently serves as the Director of Professional Development at a National Educational Association. 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 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. The addendum will also note any additional course assignments that you may be required to complete that are not listed in this syllabus.

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Additional Sources:

http://projects.coe.uga.edu/epltt/index.php?title=Bloom's_Taxonomy#Revised_Bloom.27s_Taxonomy_.28RBT.29

http://wat.wceruw.org/TILSA%20Dissemination%20Webb%20presentation%20for%20Training%20%20July%2024%20%202005.ppt

http://dese.mo.gov/divimprove/sia/msip/DOK_Chart.pdf

http://www.paec.org/delta/mathhighquality/Levels.pdf

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