This course will provide students with an opportunity to create a professional portfolio. Students will align coursework from their program to the INTASC standards for new teachers as a framework to reflect on learning. Through the creation and publication of the portfolio, teachers will leave the program with a foundation for lifelong learning and reflection, as well as a long-term plan for showcasing best practices.
The purpose of this introductory course is to provide a broad
overview of gifted education, including its historical roots, basic
terminology, theories and models, as well as general
characteristics and needs of gifted learners. It is specifically
designed to cover the state's requirement as indicated: "knowledge
of tools and methods for identifying and assessing students who
learn at a pace and level that is significantly different from that
of their classmates, and skill in using the tools and methods;" AND
"skill in collaborating with other school staff to provide
individualized instruction for all students."
Conceptual foundations and practical applications of differentiated instruction for learners with gifts and talents will be examined in this course. Lesson and unit designs to accommodate gifted learners and their needs will include a variety of instructional strategies that promote higher level, creative, and critical thinking skills. This course is specifically designed to cover New York State’s requirement as indicated in the SED regulations: "knowledge and skills for planning, providing, coordinating, and evaluating differentiated teaching and learning environments to challenge and assist all students in learning to their highest levels of achievement."
This course is introductory in nature and focuses on the assessment and evaluation of learners with gifts and talents as well as promoting student development and learning. The first portion of the course addresses: understanding types and characteristics of assessment instruments and methods, applying procedures for evaluating students with gifts and talents, important social and ethical issues in testing, and statistical concepts necessary to understand the results of tests. The second portion of the course deals with procedures for making placement and programming decisions with respect to students with gifts and talents, and for monitoring their progress. The last portion of this course will address issues promoting the development and learning of students with gifts and talents. Upon completing the course, students will be better able to identify and gather essential information, interpret test information, and to use test results to assist in planning educational programs for gifted learners.
Intended to explore curriculum processes and outcomes for learners with gifts and talents, this seminar involves students in both analyzing existing curriculum research and designing their own curriculum research project in the area of gifted and talented. Different perspectives on curriculum, its use, and usefulness are considered. Special attention will be given to issues of curricular modifications for gifted and talented students across the school curriculum. Those modifications include differentiated instruction, curriculum compacting, and individualized learning contracts.