Extractions: Links Belin-Blank Center Center for Credit Programs The College Board Iowa Online Advanced Placement Academy ... Advanced Placement Incentive Program AP Teacher Training Institute The AP Summer Institute is over for 2005, but please visit our site after February 1, 2006, for information about AP opportunities for educators during July, 2006. The AP Teacher Training Institute (APTTI) provides the teacher interested in the AP program comprehensive preparation for developing and teaching an AP course. In addition to discussing questions about AP subject-area content, teachers will receive an overview of the AP program. Each workshop includes: Optional Academic Credit for the AP Teacher Training Institute Teachers who register for APTTI may enroll for optional academic credit . Each of the AP content areas corresponds to one of the requirements for the State of Iowa Talented and Gifted Endorsement (programming strand) and for the Advanced Placement Certificate , a demonstration of professional excellence sponsored by the College Board and The University of Iowa College of Education.
Extractions: Search the site Advanced search Home Text-only Printer-friendly ... Archive forums Forum summaries Best practice guide Terms and conditions Events News and features ... Useful websites What are the issues surrounding the differing needs of gifted and talented children within a mainstream classroom? Should gifted and talented pupils be singled out? Some teachers raised the point that challenging all pupils in a class should be integral to planning and that open ended written or research tasks can stretch the most able. Other pupils may seek to emulate the success of the higher achievers, which can raise work standards as a whole. The point was raised that teachers mustn't overlook the so-called 'ordinary' class members in favour of developing pupils at the higher and lower ends of the attainment scale. As well as open-ended tasks, extra-curricular activities can be motivational to gifted students, respondents noted. There needs to be a full and frank discussion about the value and benefits of large investment into summer schools for gifted and talented pupils. What happens to pupilsâ motivation when they return to normal school? Related pages Motivating gifted children forum Search for similar pages Freedom of Information
HGfL: Gifted & Talented: General Guidance You are in Teaching Learning » gifted talented » general Guidance general Guidance. What Does gifted and talented Mean? http://www.thegrid.org.uk/learning/gifted/guidance/
Extractions: Text Only Version Add us to your Bookmarks Check Plugins Email Login Feedback Discussion Forums ... School Web Sites Search: You are in: General Guidance General guidance Master classes Parent information OFSTED ... Useful web links What does it mean? Identifiying Establishing a formal identification process Meeting the curriculum needs Do not delete cell Do not delete cell The words 'gifted' and 'talented' have meant many things to many different people. The DfES definition is as follows: Talented Top 5-10% of pupils per school as measured by actual or potential achievement in the subjects of Art, Music, PE, Games Gifted Top 5-10% of pupils per school as measured by actual or potential achievement in the other curriculum subjects This definition has two important elements: a) The definition is relational. Being 'gifted' and 'talented' is not necessarily a matter of possessing an objective quality which would mark a pupil as being gifted and/or talented in any other school. It is simply a matter of being amongst the most able 5- 10% of pupils in a particular school.
Parent's Resources. The thousands of links for gifted and talented issues out there would make thesearcher general Information About gifted Children. Parent Resources. http://www.ri.net/gifted_talented/parents.html
Extractions: Home Advocacy Characteristics Events ... Sites that are dedicated to Helping Gifted Adults understand what it's all about Dear Mom-I-am, dear Mom-I-am, we have a problem, Mom-I-am. Your son won't do what he must do. He drives me crazy, yes it's true! He will stall and squirm and hum, and leave all of his work undone. He dreams and will not pay attention, have you considered medication? With other kids he does not play, he is alone much of the day. Something does not seem quite right, because I know he must be bright. He seems to learn, despite the rest, but the work is not his best. He is disruptive, yes it's true. He just won't do what he must do! Yes, teacher, I can really see, how frustrating all this must be, A child who does not meet the norm, a child whose mold won't fit the form. I've had him tested on WISC-III, by your approved test agency. He scores far higher than the mean, there's more to this that can be seen. So help us, help us find the way, to teach this child best if we may. He is not like the rest you see, he acts and thinks far differently.
Gifted And Talented Education There is a general agreement within the field of gifted education that giftednessarises out Teaching the gifted child (4th ed.) Boston Allyn Bacon. http://education.umn.edu/oea/II/BestPractices/Teaching/InstructionalMethods/Spec
Extractions: Library links OEA reports Best practices Mailing Lists ... Teacher characteristics The Educational Resources Information Center (ERIC) contains selected educational resources: The ERIC Database permits you to search by keyword, title, author, or ERIC number. The Thesaurus lists the many different categories contained within the database, and allows you to link directly to each one. Each keyword links to a variety of search terms. The Educator's Reference Desk builds on over a quarter century of experience providing high-quality resources and services to the education community. From the Information Institute of Syracuse, the people who created AskERIC, the Gateway to Educational Materials, and the Virtual Reference Desk, the Educator's Reference Desk brings you the resources you have come to depend on, including most materials from discontinued sources such as the the Education Listserv Archive, the AskERIC web site (if you cannot locate something specific, you can call the National Library of Educations (NLE) toll-free number: 1-800- 424-1616, or e-mail to
Primary School English Primary gifted and talented Education GATE lessons sites for kids and teacher Lists teaching strategies and research articles on gifted Education. http://www.primaryschool.com.au/giftedresults.php?strand=General&grade=General
Primary School English Articles and strategies for teaching gifted and talented students. Tips forTeaching gifted Learners Ideas for classroom practice with gifted and talented http://www.primaryschool.com.au/giftedresults.php?strand=Inclusivity&grade=Gener
Gifted And Talented Education Educating Gifted Kids Teaching Teaching and Counseling gifted and talented Adolescents An One should notbe misled general and in the area of gifted education in particular. A http://www.questia.com/library/education/curriculum-and-instruction/gifted-talen
Teaching To Diversity > Resource Inventory > Resources - General general. Celebrating Diversity A teaching resource to foster inclusive Association for Educators of gifted, talented and Creative Children in BC http://www.bctf.bc.ca/TeachingToDiversity/ResourceInventory/strategies/general.h
Extractions: AAACN Viewpoint ABNF Journal, The AIDS Treatment News AMAA Journal ... View all titles in this topic Hot New Articles by Topic Automotive Sports Top Articles Ever by Topic Automotive Sports Teaching and Counseling Gifted and Talented Adolescents: An International Learning Style Perspective. - book reviews Adolescence Winter, 1994
Gifted Go to the general Topics Table for general topics in the area of gifted education . Alberta Learning Manual for Teaching gifted and talented Students http://www.lss.ecsd.net/gifted/links.html
Extractions: ECS Home Page More Resources Page The purpose of this site is to help teachers, researchers, parents and students find information in several topic areas of Gifted and Talented Education. Contents Menu Learning Support Services November, 2004 Gifted and Talented Education Council Site http://www.gtecouncil.com Centre for Gifted Education http://www.ucalgary.ca/~gifteduc/ Contents To find curriculum related topics, click on a Division in the table below. Go to the General Topics Table for general topics in the area of gifted education. Division I Division II Division III Division IV General Topics Associations Brain Research Gifted/LD Students Enrichment Strategies ... Thinking Skills Go To Contents Top of Page Associations Alberta Associations for Bright Children Edmonton Association for Bright Children The Edmonton Association for Bright Children is a non-profit, volunteer-based group of parents, educators and administrators that offers resources, education, networking opportunities, social activities and advocacy support for children who are gifted or bright. Association of Educators of Gifted and Talented Children of BC Downloadable pamphlets for teachers on various aspects of giftedness Gifted and Talented Education Council (GTEC) (Alberta Teacher's Association) Council for Exceptional Children (CEC (Council for Exceptional Children) Center for Gifted Education (University of Calgary) National Association for Gifted Children NAGC Homepage Michigan Alliance For Gifted Education World Council For Gifted and Talented Children Go To Contents ... Top of Page Brain Research and Education
Extractions: Talented and Gifted Program The Talented and Gifted program provides those students who are intellectually gifted and have an extraordinary potential for achievement with an opportunity to participate in special activities designed to meet their substantially high educational needs. Criteria for entrance into this program include: 1) Assessment through a multi-modal identification process, wherein no singular mechanism, criterion or cut-off score is used for determination of eligibility 2) Evaluation and assessment of academic achievement, academic performance, creative thinking, and cognition/intelligence. Evaluation procedures include: 1) Systematic child find and individual screening in the areas of academic performance, creative thinking, and academic achievement if needed.
Teachit's English Teaching Resources GCSE specifications general general skills gifted and talented teaching.43.6 k 51.2 k, A register proforma gifted and talented teaching (18/11/2004) http://www.teachit.co.uk/index.asp?A=11&M=10&S=403
AB: ToP General Storrs National Research Center on the gifted and talented. Feldhusen,HJ (1990) Individualized Teaching of gifted Children in Regular Classrooms. http://scs.une.edu.au/TalentEd/ResMat/ABToPGen.htm
Extractions: TalentEd Annotated Bibliography TYPES OF PROVISION: GENERAL Association for Supervision and Curriculum Development (1994) Challenging the Gifted in the Regular Classroom: Video. Alexandra: ASCD. (CR371.95/C437, VIDEO) Bailey, S. (1995) Networking: Birds of a feather work together. TalentEd, 50, 17-24. Includes examples of 'networks at a distance' for talented students and of teacher networks. Borland, J. (1995) What Research Tells Us ... About Planning and Implementing Programs for the Gifted. Kensington: University of NSW. (On order) Audiotape. Chance, P.L. (1998) Meeting in the middle: Gifted education and middle schools working together. Roeper Review, 21 (2), 133-138. 'This study analyzes gifted education models and middle school models to identify specific areas of commonality and/or conflict. Through the use of content analysis, many common and compatible areas between gifted education and middle school education are identified. The results of this study offer very positive implications for appropriately meeting the needs of all students, including gifted children, within the middle school context.' (p.133) Council for Exceptional Children (1996) Gifted Education and Middle Schools. Reston, VA: CEC. (Q371.95/C855g)
AB: Music Thomas, RB (1990) Designing a curriculum for the gifted and talented. Music EducatorsJournal Wooddell, G. (1984) gifted children in general music. http://scs.une.edu.au/TalentEd/ResMat/ABMusic.htm
Extractions: TalentEd Annotated Bibliography MUSIC Bailey, S. (1985) Reflections: An interview with Jan Sedivka. TalentEd, 8, 13 16. "Fear of elitism is an absurdity because they can be superior only in certain ways and other people are superior in other ways. So it balances." (p.15) Bailey, S. (1988) Reflections: An interview with Peter Sculthorpe. TalentEd, 21, 11-15. "If my parents had jumped up and down and said isn't he wonderful, he's been writing music under the bed clothes for a year, if they had treated that as special, then I don't think it would have helped. It was much better that I was simply allowed to maybe follow it through and drop it, or do as I will." (p.15) "We present evidence for the reliability and validity of the Talent Identification Instrument (TII), an observation process in music and dance in which multiple judges rate students throughout a multisession audition. The approach was designed to recognize previously overlooked abilities in urban elementary students, including low income, bilingual, and special education students. The TII observation process was designed to evoke artful behaviors that can be readily recognized by arts specialists and classroom teachers." (p.93) Bentley, A. (1983) Musical abilities of children. International Journal of Music Education, 2, 27-31.
Gifted/Talented And Attention Deficit Disorder-FAQ (from the National Research Center on the gifted and talented Seven principlesto reach and teach gifted learners with ADHD are recommended (1) http://ericec.org/faq/gt-add.html
Extractions: (updated April 2000) I think my child is gifted. My child's teacher says he might have an attention deficit disorder. Is this possible? Where can I get information on children who are gifted and might have an attention deficit disorder? During the past five years, an increasing number of gifted children have been identified or diagnosed as having attention deficit disorder, with or without hyperactivity. This dramatic increase is somewhat disturbing, and has been explained in many different ways including greater awareness on the part of educational professionals and improved diagnostic techniques. However, ADD in gifted students is difficult to assess because so many of the behavioral characteristics are similar to those associated with giftedness or creativity. A child who is gifted may have ADD. Without a thorough professional evaluation, including a physical examination by a physician, it is hard to tell. Following are links to related ERIC Digests, Internet resources, and Internet discussion groups, as well as selected citations from the ERIC database and the search terms we used to find the citations. ERIC Digests (http://ericec.org/digests/prodfly.html)
Talented And Gifted Students Unlike children with disabilities, talented and gifted children receive general intellectual ability or talent. Laypersons and educators alike usually http://otec.uoregon.edu/tag.htm
Extractions: In 1987, the Oregon Legislature passed legislation requiring schools to have TAG programs. "Smooth seas do not make skillful sailors." African Proverb Unlike children with disabilities, Talented and Gifted children receive relativley little protection under U.S. Fedenral Law. Without a federal law to protect the legal rights of gifted children, the responsibility for such mandates rests with the states. Approximately 30 states have a mandate to serve gifted children, while the remaining ones have permissive legislation (Council of State Directors of Programs for the Gifted, 1994). The National Association for Gifted Children has written a position paper supporting the concept that each state should mandate by law educational opportunities for gifted children. (Karnes and Marquardt). In 1987, the Oregon Legislature passed legislation requiring schools to have TAG programs. TAG funding from the state legislature and the Oregon Department of Education has been at a very very low level. It currently amounts to about $2.50 per such student per year. This estimate is based on about 8% of Oregon students being identified as TAG, and a funding level of $100,000 a year. This certainly provides a good example of a Legislature not adequately funding one of its mandates!
General Information And Scholarships - Continuing Education - SMU Youth Programs talented gifted general Information and Scholarships to developing new teaching programs which encourage outstanding students to http://www.smu.edu/continuing_education/youth/tag/information.asp
Extractions: General Information and Scholarships Courses are taught by experts in their field; college professors, g/t teachers, and practitioners. A full-time director leads the residence hall activities. College students with strong academic backgrounds serve as Resident Assistants (RAs). Each student is assigned to a family group led by an RA who is trained in the special social and affective needs of the gifted student. Strategies that have been shown to be particularly effective in stimulating the interest and ability of gifted students are used in the classroom. In addition to more traditional methods, such as lecture and discussion, instructors use hands-on methods of learning that promote active participation and higher order thinking. Such hands-on strategies include debates, construction of models or plans, simulations, dramatic performances, and other demonstrations or projects. Students dine with the RAs and other TAG staff in the Umphrey Lee Cafeteria. Portions are generous and refills unlimited. Many vegetarian meals are available; hot entrees, fruits and salads are offered at each meal along with sandwiches and cereal. The fare is typically institutional. Sunday evening meals are pizza, barbecues, or other informal events.
USU Department Of Elementary Education in gifted and talented education are offered as part of the general Electives in gifted/talented education or preferred teaching area may be http://www.coe.usu.edu/eled/content_pages/graduate_pages/gifted.html
Extractions: search EDUCATING GIFTED AND TALENTED LEARNERS Graduate Degree and Endorsement Programs in Gifted and Talented Education Endorsement Program All coursework must be completed within 10 years of the date application is made for the endorsement. The Master of Education (M.Ed.) And Master of Science (MS) or Master of Arts (MA) degrees are offered. Each incorporates a minimum of 13 semester hours of coursework in gifted education and related areas. Electives in gifted/talented education or preferred teaching area may be included in the program to complete the degree requirements. The MS and MA degrees are offered on-campus only. Master of Education (M.Ed.) - Plan B The area of specialty in gifted and talented in an M.Ed. Degree is primarily intended to prepare a person for teaching gifted students in elementary or secondary education. The M.Ed. requires a total of 36 semester hours and a creative project. A minimum of 13 hours may be completed in gifted and talented education. Master of Education - Plan C
Learning Together -- Programs For The Gifted, Talented And Very Able To learn about curriculum, teaching, creating a learning environment and other each year with outstanding talent potential judged by general standards. http://www.jewishvirtuallibrary.org/jsource/Education/three.html
Extractions: Talented and Very Able Identifying and nurturing talent potential is the focus of many efforts in the United States. Both Israel and the United States have numerous school-centered programs. The programs described below differ in that they are outside Israel Arts and Science Academy (IASA) Contact: Raphi Amram, Director Tel. (02) 755111/755100, Fax. (02) 423686 Objective: To create a unique educational environment for the nurture of exceptional talent potential in science, mathematics, music and the graphic arts. To nourish cognitive, affective, social and creative excellence. To learn about curriculum, teaching, creating a learning environment and other elements of nurturing excellence. Target Population: Youth from the entire State who have shown exceptional talent potential. Program and Activities: The Israel Arts and Science Academy is a unique three-year residential high school (grades 10-12) for students gifted in the arts, science and mathematics, or both. The Academy selects students from all over Israel and provides them with a general education consistent with their unusual abilities, nurtures their unique talent potentials and cultivates their values and commitment to serving Israeli society. The force that motivated the creation of IASA was the belief that if Israel is to survive, she must encourage youth to achieve excellence in their areas of talent potential
