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Courses

Teaching Gifted & Talented Students

This course aims to provide K-12 classroom teachers with the strategies and techniques they will need to use to meet the academic and emotional needs of gifted and talented students. Course content includes practical approaches for challenging even the most capable students in the regular classroom, pull-out, or full-time classes for gifted students. A major emphasis is placed upon epistemology (ways of knowing) unique to gifted students as well as an appropriate pedagogy to specifically enhance each student's ability. 

Available for graduate credit from Carlow University, The College of Saint Rose, Madonna University, and Notre Dame College. 


Graduate participants earn 3 semester hours of graduate credit and will receive a transcript from one of our partner institutions below. Professional development participants will receive a certificate of completion for 45 hours of professional developments credit for face-to-face classes and 60 hours of professional development credit for online classes.

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Course Schedule

  • 3/13/18 - 6/12/18
  • 5/8/18 - 8/14/18
  • 7/10/18 - 10/9/18
  • 9/11/18 - 12/11/18
  • 1/8/19 - 4/9/19
  • 3/12/19 - 6/11/19

Course Schedule

 

Session/Module 1: Course Orientation and Overview

Contents:

  • Review course objectives and requirements
  • Become familiar with course navigation system
  • Class participants introduce themselves
  • Complete the Issue and Concerns Survey
  • Defining terms

Session/Module 2: Giftedness: An Overview

Contents:

  • Identify issues and concerns regarding teachingthe gifted and talented student
  • Review program options for gifted students

Session/Module 3: How Gifted Are Identified

Contents:

  • Identify ways gifted students are selected for participation in a gifted program
  • Define several fundamentals related to giftedness
    • The curriculum
    • Basic pedagogy

Session/Module 4: Gifted Curriculum Matrix

Contents:

  • Identify a "structure" of knowledged
  • Construct a "Gifted Curriculum Matrix"

Session/Module 5: Adapting Pedagogy for Gifted Students

Contents:

  • Design an analytical model for organizing the classroom to teach all students
  • Identify and analyze methods for teaching the gifted

Session/Module 6: Emotional Dimensions of Giftedness

Contents:

  • Recognize among gifted students the difference between the pursuit of excellence and perfectionism
  • Understand the problem of uneven integration
  • Identify and name different ways of being gifted
  • Recognize signs of emotional problems

Session/Module 7: Great Expectations: The Burden of Potential

Contents:

  • Distinguish between self-image and self-esteem
  • Recognize intellectual issues gifted students endure
  • Understand the frustration of having too many options

Session/Module 8: Meetin Expectations

Contents:

  • Define underachievement as it relates to gifted students
  • Review the role of curriculum in underachievement
  • Identify the label of giftedness as a contributor to underachievement

Session/Module 9: The Epistemology of Giftedness

Contents:

  • Consider a definition of giftedness
  • Consider ways of knowing

Session/Module 10: "It's not easy being green." - Kermit the Frog

Contents:

  • Review the course
  • Compose a classroom strategy to meet the unique needs of gifted students
Objectives
  • Identify issues and concerns with giftedness
  • Define terms associated with giftedness
  • Identify issues and concerns regarding teaching the gifted and talented student
  • Appraise program options for gifted students.
  • Examine methods for selecting students for participation in gifted programs
  • Recognize that curriculum and basic pedagogy are fundamentals related to giftedness
  • Recognize what constitutes a ‘structure’ of knowledge
  • Iimplement instructional strategies for use with students who are gifted
  • Design an analytical model for organizing the classroom to teach all students
  • Identify and analyze additional methods for teaching the gifted
  • Interpret the difference between the pursuit of excellence and perfectionism among gifted students
  • Analyze the problem of uneven integration
  • Identify and name different ways of being gifted
  • Describe the signs of emotional problems
  • Differentiate between self-image and self-esteem
  • Report intellectual issues gifted students endure
  • Analyze the frustration of having too many options
  • Identify why gifted students do not meet expectations
  • Review the role of curriculum in underachievement
  • Define "selective consumer"
  • Evaluate various definitions of giftedness
  • Evaluate various theories concerning the ways of knowing
  • Evaluate giftedness from a national perspective
Partner Universities

Our Partners are well-established regionally and nationally accredited colleges and universities, recognized for academic excellence and their commitment to teachers.

Important Information

Online 3-graduate credit courses are 13 weeks in length.

Face-to-face courses are held Friday evening from 6:00pm-9:00pm and Saturday/Sunday, 8:30am-5:30pm.

Weekday courses are Monday-Friday from 8:00am- 6:00pm.

It is the responsibility of the student to check with their state, county, district, or school to ensure that all requirements are being met by the course you're taking.  

Check the Partner Universities tab for specific university information as well as course numbers which are specific to the university partner. 

Students are to purchase their own textbook, the information for which can be found here.  Most courses require a book but some do not, so check the list for your specific course. If no book is required it will be specified. 

Professional development (PD) participants receive a certificate of completion from TEI for 45 hours of PD credit for face to face classes and 60 hours of PD credit for online classes. These certificates are mailed within one week of the end of the class.