Primary students are often not identified for gifted programs until second or third grade but display characteristics and require supports that challenge classroom teachers. In this course learn a range of evidence-based strategies to help these students thrive in your classroom. This course aligns with the National Association for Gifted Children (NAGC) 2013 Teacher Preparation Standards. In this course you will learn to:

  • recognize learning differences, developmental milestones, and characteristics of primary gifted and talented students and identify their related academic and social-emotional needs
  • design appropriate learning and performance modifications
  • use a repertoire of instructional strategies to advance the learning of these students.

Strong programming for gifted students begins with determining who will be served in that program and determining how those students will be identified. A critical element in this process is to match the identification process with the programming that is offered. Participants will explore the research supported program models that operate in this country and around the world. They will explore the underpinnings of the program, review their current program and the type of professional development needed to support new programming. The NAGC 2010 Program standards will be the guiding document.

The 2010 NAGC standards include inquiry learning as a priority curricular option for gifted students. Inquiry is defined as the pursuit of an unanswered question that is grounded in primary research, and tends to be trans-disciplinary in nature. Participants in this class will explore the elements of quality inquiry, experience the inquiry process, measure the quality of exemplars of the inquiry process, and develop quality metrics to measure inquiry quality. Through this learning, participants will be able to implement and support inquiry learning with all of their students.

Audience: K -12 Teachers

Delivery Method: Online

Gifted students are likely to receive the majority of their education in a regular classroom setting, due to both a prevalent philosophy committed to heterogeneous classes and lack of funding for specialized programs. These trends make it incumbent upon the classroom teacher to have a working knowledge of instructional models and differentiation strategies that will provide challenge for advanced learners.

This course is designed to look at instructional models and strategies for differentiating the curriculum for the gifted learner. Instructional models will be an overview of creative thinking, creative problem solving, critical thinking, teaching for intelligent behavior, and interdisciplinary curriculum. Instructional strategies will be an overview of comp acting, tiered activities , higher order questioning strategies, adding depth and complexity, and flexible grouping strategies. Current research and best practice discussions will the participants to able to identify essential elements necessary in the curriculum to add rigor and effectively meet the needs of the gifted learner in the classroom setting.

Develop strategies to address the affective needs of your gifted students! Giftedness has emotional and social implications beyond the obvious intellectual and academic ones. Gifted students often experience a “lack of fit” in school and social environments, resulting in common issues: super-sensitivity, social exclusion, stress, perfectionism, even underachievement. Timely proactive service may avoid or reduce such difficulties. Examine asynchronous development, intensity and introversion in the gifted, and leave with the knowledge and understanding to identify concerns and to assess the impact of classroom climate on gifted learners. Gain ideas for classroom and curricular modifications to address affective concerns.

How does a school district find students to service in a gifted program? This is the primary question each district must address when offering any gifted education services. This course will include an overview of the current theories of intelligences and the strategies for finding gifted learners from a variety of cultural backgrounds. Participants will investigate informal and formal assessment tools to determine which best fit the needs in their district. Ideas for developing an identification/assessment process sensitive to all populations will also be shared.