Pioneer RESA Characteristics of the Gifted Child Syllabus Course Description This course provides an overview of the characteristics and needs of gifted children. Participants will be involved in advanced study of the research related to the cognitive, social, emotional, and achievement characteristics of gifted students from diverse populations. The knowledge gained in this course will serve as the foundation that will allow participants to address those needs in the classroom. Competencies Upon completion of this course, participants will be able to Provide theoretical and operational definitions for the term gifted Demonstrate knowledge of historical trends in gifted education Relate characteristics of gifted students to their resulting needs and make educational recommendations to meet those needs Demonstrate an understanding of the characteristics and special needs of at-risk gifted populations Read and discuss research related to issues involved in gifted education and provide a rationale for gifted programming Understand and appreciate the social and emotional issues Field Experience/Mentoring Requirement Select an experienced, certified gifted educator or an administrator in charge of gifted services and ask him or her to serve as your mentor throughout the three-course series leading to certification. You are required to demonstrate 50 hours of field experience and will need your mentor to sign off on completion of these activities. Field experiences are a variety of ongoing school-based opportunities in which candidates may observe, assist, tutor, or instruct. For your field 1
experience, complete the following activities and document your time on the form linked below: Select one gifted student to shadow several times throughout the year. Closely observe this student s participation in class activities and relate your observations to course knowledge. Discuss your observations with your mentor. Select one gifted student from an underrepresented population and shadow this student several times throughout the year. Observe relevant issues and discuss them with your mentor. Assist your mentor in working one-on-one or with a small group of gifted students using the teacher s lesson materials. Briefly describe these experiences and their relevance to course concepts. Observe your mentor teacher regularly. Discuss your reflections and any relevant issues with your mentor. Observe other gifted teachers (both at your level and other grades). Discuss your reflections and any relevant issues with your mentor. Observe a general educator whose class contains students who receive gifted services. Discuss your reflections and any relevant issues with your mentor. Travel to another school to observe a different model of provision of services. Discuss this observation, including the pros and cons of this model, with your mentor. Participate in the identification process for a potentially gifted student. Review the process with your mentor, relating it to legal requirements and best practices as covered in the courses. Click HERE for the Record of Field Experiences Form or copy and paste: http://www.casenex.com/casenex/syllabus/northgeorgia/record_field_exp_form.pdf Download and complete it throughout the 3-course series. Post it as a workbook at the end of the last course. Materials All materials are accessed via the NEX website using the PIN provided and the user name/password you create. All readings listed can be found by going to Class Materials!Virtual Library! (Search). 2
If you do not have the most recent versions of the following software, please download each from the given sites. RealPlayer Adobe Reader QuickTime s Used Boxed In Counselor Takes Counsel Little Women Twice Exceptional Underserved, Underrepresented, Underestimated Course Requirements and Grades Click here for the Pioneer RESA course requirements and grade chart: http://www.casenex.com/casenex/syllabus/pioneer/courserequi rements_pioneerresa.pdf Course Schedule Find session dates by selecting Syllabus on the top menu bar. For typical courses, final s, s, and Workbooks are due by Saturday at midnight unless otherwise noted. Please see the News Flash for any alterations of the course schedule posted by your instructor. Course Policies and Procedures All attendance and academic integrity policies of Pioneer RESA apply to this course. 3
Introductory Session Exploring the NEX Site Complete these tasks prior to the beginning of Session 1. Read the course requirements, paying special attention to the - Analysis and Workbook Assignment Rubrics. They will be used by your instructor throughout the course to evaluate assignments where appropriate. Post one entry introducing yourself to your classmates. You may choose to describe your professional background and experience, relevant personal information, or why you are taking this course. (100 words or fewer) What do you find inspiring and challenging about your work in education? (100 words or fewer) Note Use Mail to send a note to your instructor stating that you will be taking this course. To do so, click on Mail on the top menu bar and then Click here to create a new message. Use the marked link to look up an address. Continue linking down until you see the class list. Select the instructor s name and then compose your message and hit Post Message. 4
Session 1 Defining Giftedness and Its Indicators Boxed In Characteristics and Behaviors of the Gifted Who Are the Very Able? Giftedness Defined, What is Gifted and Talented What Is Giftedness? NAGC CEC Teacher Knowledge & Skill Standards for Gifted and Talented Education 160-4-2-.38 Education Program for Gifted Students The readings this session present several definitions and characteristics of giftedness. Briefly discuss these definitions, including the state s definition found in Education Program for Gifted Students. Which characteristics best support Pauline s positions on Becky s and Allyson s gifted status in Boxed In? Research your district s gifted education eligibility requirements, identification procedures, gifted education services, and percentage of students served by these programs. What are the issues that your district faces with regard to meeting the needs of gifted learners and how to these issues differ from those presented in this session s case? How do they relate to the ideas presented in each of this session s readings? List a few issues related to gifted education in your school or district. These can be issues that you feel are strengths or those that you would like to see modified. State your reasons for including each. Note Check your Mail (linked from top menu bar) and News Flash (on the right when you login) for notes from your instructor every time you log on to the site. 5
Workbook Although this workbook is turned in at the end of Session 10, the interview and your initial reflection should be done early on in the course, while the concluding reflection is done at the end. Provision of Services Investigate identification procedures and the provision of services for gifted students in your district and school. In order to do this, first conduct an interview with the gifted coordinator for your district, or someone in your school currently working with identified gifted students. Based on the level you teach, ask the interviewee the questions below (you may also ask questions designated under other levels, if appropriate), as well as four more questions you create. Include your questions, the interviewee s answers, and a reflection essay regarding your thoughts after the interview, such as surprising answers, ideas with which you agreed, more questions that might have arisen, etc. Identification Elementary, Middle Level 1. How are students identified for gifted services at the (choose your level of focus elementary, middle school) level in this district? What specific assessments are used in this process? 2. How do you fit into this process? What are your responsibilities? May I see some examples of the process? 3. What are some of the primary issues that have arisen during this identification process? High School Level 1. What characteristics do you notice about students who choose AP and Honors courses? Would you consider them gifted as defined by the identification methods used by the state (high level of aptitude, achievement, creativity, and motivation)? Why or why not? 6
Provision of Services All Levels 1. What delivery options are available for gifted students in this district? 2. What are the advantages and drawbacks to the way in which gifted services are currently offered? 3. What is your role in providing for the needs of gifted students? 4. In your opinion, what is my (the interviewer s) role in providing for the needs of gifted students? High School Level 5. Although AP and Honors courses allow students to be grouped in some way, what differentiation methods are still necessary within these classrooms? Special Populations All Levels 1. How are gifted students from special populations (twice exceptional or traditionally underserved populations) addressed in this school system at this level? 2. What options are available for an exceptionally or profoundly gifted students at any level (elementary, middle, high)? Reflection Consider the interviewee s answers in light of your work in this course. Due by the end of Session 10. 7
Session 2 Identifying Giftedness Boxed In Note the Difference: A Bright Child/A Gifted Learner Teacher Bias in Identifying Gifted and Talented Students Valuing, Identifying, Cultivating, and Rewarding Talents of Students From Special Populations Keep Gifted Children From Diverse Populations from Falling through the Cracks Georgia Department of Education Gifted Education (Read: How are Gifted Students Identified?) Hot Topics: Identification Review scene 3 of Boxed In. Which of the three students shows the clearest indications of giftedness? Which do you think would quality for gifted services in your school or district? Does your selection match your district s criteria? If not, in which ways do they differ? Be sure to justify your student selection by incorporating knowledge from this session s readings throughout your discussion. Based on your professional knowledge and the information provided in this session s readings, present your own definition of gifted learners. In your own words, compare differences between bright learners and gifted learners. What key features can a teacher use to distinguish between the two? Workbook Provision of Services due by the end of Session 10. 8
Session 3 Assessing, Testing, and Determining Eligibility Underserved, Underrepresented, Underestimated Giftedness and the Gifted: What's It All About? Gifted Students and Alternative Assessment Respond to the following quote reflecting the parent s perspective in this case: If your students can t produce scores on tests equal to those of gifted learners admitted to the program, then they should not receive gifted services. Gifted programs are for gifted students and not just anyone. What type of knowledge and research could you offer this parent in an effort to help broaden her understanding of high performing students and the impact of culture (both the teacher s and students ) on perceptions of giftedness? What types of ability do standardized tests measure? Using the knowledge from the readings, discuss some of the factors that contribute to minority and other underrepresented students low performance on standardized achievement tests? How might using alternative measures of ability address the issue of underserved and underrepresented students in a gifted program? Workbook Provision of Services due by the end of Session 10. 9
Session 4 Understanding the Social and Emotional Characteristics of Gifted Learners Counselor Take Counsel Social/Emotional Needs of the Gifted Nurturing Social-Emotional Development Of Gifted Children Common Myths About Gifted Students In this case resource teacher Clara Hayes attends a workshop on the socio-emotional development of gifted students where she learns that gifted students are as different socially and emotionally as they are intellectually. Using your knowledge from this case and the assigned readings, discuss some of the issues that put gifted students at a greater risk for social and emotional maladjustment. What consequences (positive and negative) do the social and emotional intensity and the sensitivity of gifted students have on their ability to learn and process information? This session s reading, Common Myths About Gifted Students, presents fourteen common myths about the social and emotional characteristics of gifted students. Choose one myth that you have seen perpetuated at your own school. Discuss how this misperception affected a gifted student or a group of gifted students. Use your knowledge from the readings to discuss how this situation might have been handled differently. Workbook Provision of Services due by the end of Session 10. 10
Session 5 Meeting the Needs of Twice Exceptional Students Twice Exceptional Gifted and Learning Disabled: Twice Exceptional Students Gifted but Learning Disabled: A Puzzling Paradox Gifted and LD (Watch the A Chance to Read: Twice Exceptional video) Handheld Technology in the Classroom: Meeting the Needs of All Writers Optional Resource Twice-Exceptional Students Gifted Students with Disabilities: An Introductory Resource Book Center on Technology and Disability (website) Why do you think most twice exceptional children fail to be identified and served? Why are gifted programs and special education programs mutually exclusive in many schools? What knowledge could you use from the readings to present an argument for including high ability learning disabled students in the gifted program? What actions can educators take to ensure these students receive gifted services? Given the knowledge introduced in this session, reflect on your own teaching experience. What actions could you take to help a twice exceptional child at your school prevent a learning disability from becoming a barrier to intellectual talent? Include citations from the readings that support the actions you propose. Workbook Socio-emotional Development of Gifted Students Complete independent research on the socio-emotional development of gifted students and then create a chart that illustrates those needs 11
at the elementary, middle, and high school level and compares them to those of their nonidentified peers. Include any areas of overlap, and suggest ways to design instruction for each age group that is both appropriate to their level and supportive of their socio-emotional development. Be sure to cite your sources. Due by the end of Session 6. Provision of Services due by the end of Session 10. 12
Session 6 Addressing Gender Bias in the Classroom Little Women Gender Bias in Education Gifted Girls Many Gifted Girls, Few Eminent Women: Why? The Gender Gap in Math and Science Careers (click to listen to NPR s Day to Day) No Boys Allowed Best Practices for Achieving Gender Equity in the Classroom Elementary teachers respond to this discussion: In this case, 4 th grade science teacher Frank Murray asks his students to capture the essence of a scientist in a drawing assignment and. is surprised to discover that almost all of the images depict male scientists. How do you think our society has contributed to this type of gender stereotyping? How do schools contribute to gender stereotyping in the areas of math and science? What consequences does this type of gender bias have on female versus male students? What kind of actions can we take as educators to close the instructional gender gap and accommodate the needs of all gifted learners? Middle school teachers respond to this discussion: In this case Janet Williams, a seventh-grade science teacher, questions the appropriateness of student Joanie s topic for an independent research project. Evaluate her concerns. What might be the positive and negative consequences of allowing Joanie to continue? How could Mrs. Williams use Joanie s project to help build awareness of the issue of gender bias in the field of science? High school teachers respond to this discussion: How do you think our society and schools have contributed to gender stereotyping in specific content areas like math, science, and language arts? What consequences does this type of gender bias/stereotyping have on female versus male students, especially as they prepare to enter a career field? What actions can you take to encourage students to look beyond the stereotype? 13
Consider the issue of gender bias in your school. What actions do teachers in your school take to understand and respond to the need for gender equity? Looking at gifted services in your school, are there any gender-related trends that stand out? What type of leadership roles are made available to female versus male students in your school? What is the balance of role models in leadership positions on the faculty and the administration? Workbook Socio-emotional Development of Gifted Students due by the end of this session. Provision of Services due by the end of Session 10. 14
Session 7 Identifying and Serving Culturally Diverse Gifted Students Underserved, Underrepresented and Underestimated Providing Access for Culturally Diverse Gifted Students: From Deficit to Dynamic Thinking Identifying and Assessing Gifted and Talented Bilingual Hispanic Students Meeting the Needs of Gifted and Talented Minority Language Students Strategies for Identifying the Talents of Diverse Students Based on knowledge from the readings, how would you recommend the Adams County public school system in this session s case revise gifted identification procedures to identify and serve traditionally unrecognized populations of gifted learners? Imagine various perspectives on these revised procedures as you respond to your colleagues postings. Review the demographics of students served by the gifted program in your school and compare these demographics to those of the school as a whole. What issues does this comparison reveal? What actions has your school taken to enhance representation of culturally diverse students in the gifted program? Consider the perspective of parents, teachers, administrators, and students. Then create a list of steps that you can take as a teacher to support the identification and success of culturally diverse students in the gifted program. Workbook Presentation on Underrepresented Populations Prepare a presentation for teachers (PowerPoint, brochure, article, etc.) about the underrepresentation of minorities, females, twice exceptional students, and lower socio-economic students in gifted 15
programs at your school. Evaluate the current status of these students and programming options and suggest research-based options to address the particular needs of your under-represented populations of gifted students. Due by the end of Session 8. Provision of Services due by the end of Session 10. 16
Session 8 Tapping into the Creativity of Gifted Learners Boxed In Creativity as an Elusive Factor in Giftedness Developing Creativity in Gifted Children: The Central Importance of Motivation and Classroom Climate Raising the Achievement of All Students: Teaching for Successful Intelligence Use knowledge from the readings to suggest actions Pauline in this session s case might take to intentionally tap into and foster her students creativity. How might these steps help both her gifted and non-identified students become successfully intelligent? What steps might Pauline take to maintain professional boundaries and student record confidentiality with Mrs. Calahan? Describe a particularly creative student with whom you ve worked. How did his or her creativity manifest itself in your class? Review the Developing Creativity in Gifted Children reading and any issues it raises for you as an educator, paying close attention to the suggested steps section. What actions might you take to nurture creativity in your classroom? Workbook Presentation on Underrepresented Populations due by the end of this session. Provision of Services due by the end of Session 10. 17
Session 9 Working with the Exceptionally Gifted None this session Exceptionally and Profoundly Gifted Students: An Underserved Population http://www.hoagiesgifted.org/underserved.htm Social and Emotional Needs http://www.sengifted.org/articles_social/gross_factorsinthesoci aladjustment.shtml The Profoundly Gifted http://www.gifteddevelopment.com/highly-and-profoundlygifted/profoundly-gifted How does your school currently serve the needs of students who have exceptional ability (i.e., reading several levels above his or her chronological grade level) in at least one academic area? Describe your district s acceleration policies and then consider the consequences of these policies on exceptionally and profoundly gifted students. How might you recommend your district revise its policies? Imagine you have a student in your class with an IQ of 170 or write about an exceptionally or profoundly gifted student with whom you ve worked in the past. Based upon the reading Social and Emotional Needs, what actions would you take regarding this child s educational placement situation? Consider the perspectives of parents, teachers, classmates, administrators, and, of course, the student. Workbook Provision of Services due by the end of Session 10. 18
Session 10 Pulling It All Together None this session Common Myths About Gifted Students http://www.hoagiesgifted.org/eric/fact/myths.html Consider myths about gifted children, including those you may have once held and those you encounter when talking with other teachers. Use knowledge from throughout this course to refute those myths. As you look ahead to your career in gifted education, lay out a specific action plan and professional goals to keep you apprised of current issues and development in gifted education. To which publications and professional organizations might you subscribe? Which areas of gifted education might you explore in greater depth to improve your practice? Workbook Provision of Services due by the end of this session. 19