Extractions: Super Saturday Home The Super Saturday School concept is not new, but rather enjoys many years of success. Many major universities include in their education college, special centers for the research of giftedness and implementation programs like Saturday schools for community gifted students. Examples of such centers are the Johns Hopkins University Institute for the Academic Advancement of Youth, the Center for Talent Development at Northwestern University, the Center for Gifted Education at the College of William and Mary, Duke University's Talent Identification Program, Stanford University's Education Program for Gifted Youth, and the National Research Center on the Gifted and Talented of the University of Connecticut. The Super Saturday School will serve as a community-supported/created teaching/learning setting, a collaborative link between community and the education college of PSUNY. Dr. Karen J. Agne, director of the SSS and founder of the AAGE, instructs EDU 529 Gifted Education, a course offered by SUNY each spring semester and EDU 536 Creative Problem Solving, offered in the fall. As part of the student requirement for the course, EDU 529, students may teach, facilitate or observe the activities of the students enrolled in the Super Saturday School who represent a population of the top 3% of aptitude ability levels. The Super Saturday School will also provide an opportunity for community in-service teachers to propose and teach creative new curriculum ideas, to observe, research and experience teaching gifted children.
School District Of Belleville | Talented And Gifted general text on giftedness, one of the few that focuses significantly on gifted Teaching Young gifted Children in the Regular Classroom Identifying, http://www.belleville.k12.wi.us/ps/tag/resources.htm
JCISD - General Education Math & Science The purpose of the gifted and talented Program is to advocate the needs of the Programs will reflect current research on teaching and learning. http://www.jcisd.org/GeneralEd/GeneralEd_gifted.htm
Extractions: General Education Home Assessment Attendance Camp McGregor ... Young Authors Day The purpose of the Gifted and Talented Program is to advocate the needs of the gifted/talented students in accordance with the Revised School Code of 1995 and the State School Aid Act. The ISD assists schools with program development to continue to integrate gifted/talented education with state reform initiatives, including Differentiated Instruction, Assessment Literacy, Cooperative Learning, and the latest brain research (click here for Professional Development opportunities). Programs will reflect current research on teaching and learning. Local district contacts are updated with latest information via email and meetings through out the year. The role of the JCISD Gifted/Talented 57.1 coordinator is to help maintain regular communication with the Michigan Department of Education and Jackson County School Districts. Also to assist local districts in planning and preparing applications for Gifted/Talented 57.3 grant. Laura Goldsmith, JCISD Gifted/Talented Coordinator
Gifted And Talented The Education of gifted and talented Students in Western Australia The gender,socioeconomic status and general ability of the student. http://www.eddept.wa.edu.au/gifttal/inclusivity/diverse.htm
Extractions: CALD students are a diverse group. They come from a wide range of language, socio-economic, cultural and religious backgrounds. One in five students; ^ Return to top of page. Factors affecting second language learning It is important to take the following factors into consideration when planning any program for gifted and talented students from a culturally and linguistically diverse background. Understanding of the student and their home language and culture.
TAG (Talented & Gifted) Discussion Group talented and gifted Support Group is a place for ideas and support to help nurtureyour gifted child. teach Your Child to Read in 100 Easy Lessons http://www.homeschoolzone.com/tag/
Extractions: During their growth and development, children go through many stages of self-doubt. They are always comparing themselves to others, and they often see themselves as coming up short. As parents, we can offset this natural tendency in our children by giving them the skills to think more positively. We need to arm our children with a positive attitude, so that they can stay focused in the right direction. We'll look at some typical negative statements from children, along with some positive responses from their wise parents. Modeling a positive attitude is one of the most effective ways of teaching your children. Children learn what they live. Find out more. "Are You Qualified to Homeschool?"
Extractions: Useful websites and contacts Concept mapping Organisations General Philosophy ... Publishers This list is not comprehensive and inclusion here should not be perceived as a recommendation of quality. Look for the plasma globe marking new resources! Concept mapping www.surrey.ac.uk/education/birds/concept/start.htm http://www.coun.uvic.ca/learn/program/hndouts/map_ho.html www.bgfl.org/services/editcs/whatmind.htm Organisations http://www.slamnet.org.uk/test/gifted/1024/advisoryservice.htm www.warwick.ac.uk/gifted National Academy for Gifted and Able children www.warwick.ac.uk/gifted/EZLGood1.htm www.nace.co.uk National association for able children in education www.nagcbritain.org.uk National association of gifted children www.nc.uk.net/gt/ www.worldgifted.org/xpubs.htm www.mensa.org www.warwick.ac.uk/gifted Academy for gifted and talented youth General www.nfer.ac.uk - see section on press releases: What works for gifted and talented pupils?
Subpart 6 - Gifted And Talented Students This subpart may be cited as the Jacob K. Javits gifted and talented (a)general PRIORITY In carrying out this subpart, the Secretary shall give http://www.ed.gov/legislation/ESEA02/pg72.html
Extractions: Take our online survey General Adult Education Civil Rights ... Vocational Education Select a Topic Accountability Accreditation Arts Choice Charter Schools Early Childhood FAFSA Faith-Based Find a School High Schools History International Ed Math Reading Safe Schools Science Suppl Services Teacher Quality Technology Advanced Search About ED Offices
Teaching And Learning - Greenville County Gifted Center Handbook Support for Teaching. gifted and talented Syllabus GCGC FAQ general counselingto support the student has been provided regularly by the centers http://www.greenville.k12.sc.us/district/support/tandl/gifted2.asp
Extractions: All students have a right to educational experiences that are engaging and worthwhile and that enable them to develop unique gifts, pursue natural talents and interests, and become motivated, lifelong learners. Parents, teachers, and administrators at the Greenville County Gifted Center work cooperatively and share responsibility for providing advanced learning opportunities at school and at home that teach students to communicate effectively, solve problems competently, think critically and creatively, and act responsibly. The purpose of the Greenville County Gifted Center (GCGC) is to provide gifted and talented students with a highly challenging, full-time instructional program that enriches, accelerates, and extends the program of studies in Greenville County Schools. The curriculum in each content area exceeds South Carolina Standards. Differentiation in the depth, breadth, and pace of instruction is designed to challenge the abilities of advanced learners, with strong emphasis on the development of higher order thinking skills.
Teaching And Learning - Gifted And Talented general Information. In November of each year, the State Department of Honors math and English courses serve identified gifted and talented high school http://www.greenville.k12.sc.us/district/support/tandl/gifted.asp
Extractions: Greenville County Gifted Center Handbook Gifted and Talented Greenville County Gifted Program Featured in Wall Street Journal The mission of gifted education is to maximize the potential of gifted and talented learners by providing programs and services which match their unique characteristics and needs. The gifted have a right to an appropriate education grounded in the recognition of individual differences and unique learning needs. The gifted need a curriculum responsive to their individual learning rate, style, and complexity. The gifted learn best in an instructional environment that encourages and nurtures inquiry, flexibility, and critical and creative thinking. In November of each year, the State Department of Education provided testing for students in grade two to determine their eligibility for Gifted and Talented Programs. The Iowa Test of Basic Skills, an achievement test, and The Cognitive Abilities Test (CogAT), and aptitude test, are administered. As soon as results are available in mid-January, parents are notified of their childs performance on these tests.
General Links Useful web sites supporting the EiC gifted and talented strand Guidance onTeaching gifted talented Pupils www.nc.uk.net/gt http://www.bgfl.org/services/gifted/linkgen.htm
Extractions: Whilst every care is taken in the compilation of this list, we do not accept any responsibility for, or otherwise endorse, any information contained in these sites. Please help us to keep this site up to date by sharing your comments with us. Equally please contact us about any other relevant websites, which you believe others may find useful. Listed below are general national, regional and local websites:
Extractions: Post Graduate Student, Massey University Gifted children with learning disabilities present a paradox to educators and parents. The identification and characteristics of gifted children with learning disabilities is outlined. Issues relating to meeting the needs of these students in the New Zealand education system are discussed. The role of parents in supporting these children is explored. How can they seem to learn some things with no apparent effort, and yet in other areas of learning experience so much difficulty? As noted by Sturgess (1997, p. 3): "Amazing and creative achievements can pale into insignificance if the student is unable to remember what was assigned for homework or where a math book was left. Understandably, parents, teachers, and the students themselves wonder how they could be so capable when it comes to higher level thinking and abstract concepts, and yet so incapable when they are required to organise a written product, sequence ideas, and pay attention to detail."
NSWAGTC Links Library - Gifted Internet Resources general reference, including sections Identification, gifted Learning NSW Association for gifted talented Children Inc Great site with a lot of http://www.nswagtc.org.au/info/links.html
Extractions: Admin One of the web's better collections of electronic resources for parents and teachers of gifted children LINKS ARE LISTED by groups as follows: If you have an electronic resourse you would like to suggest, or an update to one already listed, please help others and email your suggestion , including title, URL, and annotation/details ready to cut and paste. Note that content on other sites might change without our knowing it - sometimes domains are taken over by XXX operators. Please advise the webmaster using the link at the bottom of the page if you think the links are changed or no longer appropriate. General reference The ERIC Clearing House - The Educational Resources Information Center (ERIC) is probably the most comprehensive clearinghouse of education related material, including extensive coverage of gifted children. It provides a bibliography of relevant publications and other useful information. You can simply
CUIN 6349 *CUIN 6349 Introduction to the Education of gifted and talented Students 3.general gifted Education related to degree core and electives. http://www.uh.edu/~tmonaco/master.htm
Extractions: Associate, Urban Talent Research Institute Overview The M.Ed. with a major in Gifted and Talented Education is designed to serve the needs of four groups: *Teachers who wish to participate in the education of identified gifted and talented students in their school or school district. *Teachers who want to learn how to accommodate the unique needs of gifted and talented students in their regular classrooms. *Persons employed in non-school settings who want to know how to work with gifted and talented children and youth. *Parents interested in gifted and talented education.
Extractions: Business and Economics CLASSIC CIVILISATIONS Summer School Course Specification The Course Specification is intended to provide a brief summary of the Summer School course, the broad learning outcomes, an outline of curricular content, learning and teaching approaches to be employed and the basis of the pre-course and end of course assessment. Target Audience: Students would be expected to have a general background knowledge of Roman and Greek history. They should be familiar with basic concepts of classical culture, government and religion. Age restrictions: The traditional themes of the classical world that are studied in schools, those of conquest and settlement, usually provide only a narrow focus of understanding. As well as exploring themes of classical culture and government in greater detail, by comparing the ancient world to the modern, this course aims to provide a different and perhaps more relevant approach to the whole idea of classical civilization and its legacy. It aims to teach us more about how we ended up in the world we live in today and perhaps more importantly, the world we'll be living in the future. In addition, students will acquire a familiarity with language, and its use as a tool of persuasion and even subversion.
QCA | Gifted And Talented Learners In the section on What does good teaching of gifted and talented pupils involve?the It includes general guidance, which covers. Identifying gifted and http://www.qca.org.uk/10012.html
Extractions: @import "/default.css"; @import "/screen.css"; Skip to page content Search QCA About us News Ages 3-14 Ages 14-19 ... Teaching and learning Gifted and talented learners Making effective provision for newly arrived pupils who are gifted and talented should be an integral part of the schoolâs approach to teaching and learning. In some schools certain staff members may have preconceptions that new arrivals are of low ability. This may be because pupils who do not speak English cannot easily demonstrate their skills, knowledge and understanding. But in schools that have carefully reviewed their gifted and talented policies as suggested in this guidance, substantial numbers of gifted and talented learners are also new arrivals. It is essential that any misconceptions are challenged and addressed. A lack of information about the knowledge and skills brought by children and young people, along with poor awareness of their level of motivation and aspiration may mean that some pupils are not provided with challenging learning goals. The 'Who are international new arrivals?' area of this site can help schools become more familiar with the educational, social and cultural backgrounds of newly arrived pupils. Schools might use an audit of existing provision as a means to ensure that all groups of pupils enjoy access to gifted and talented programmes. By auditing existing provision, schools can check that pupils identified as gifted and talented are broadly representative of the school population. An audit should also assess whether current practice identifies able pupils from groups that may be underachieving but who have unfulfilled potential. It will also include assessing whether some able newly arrived pupils underachieve because of a lack of challenge in curriculum provision.
Gifted And Talented Initiative gifted and talented. Introduction. gifted talented Policy these figuresonly as a general guide). Teaching Strategies and Classroom Organisation http://www.stpaulsway.org/gt_policy.htm
Extractions: All children need encouragement and support just as much as other children. All pupils should receive the education they need and if they need specialised or extra help because of a gift or talent they should have the same entitlement as pupils who find learning difficult. All students are individuals with their own special needs and requirements. More able students need to be identified, targeted, supported and challenged. Strategies need to be devised and implemented, and student progress needs to be monitored (in much the same way as statemented students and students with learning difficulties/Special Educational Needs). This is not to say that more able students are more worthy of individual attention than other students - rather that, within a framework of equal opportunity, they are entitled to have their needs recognised and addressed.
Job Search Results On CareerBuilder.com Teaching Vacancy Monticello Central School Choral/general Music MS ELA Choral/general Music- MS ELA (3/5 Position)- MS gifted talented- Elem Guidance http://www.careerbuilder.com/JobSeeker/Jobs/JobResults.aspx?ncc=^Monticello Cent
Gifted And Talented Professional Development Click here for a diagram showing links to various gifted and talented supportwebsites Associations; general Resources; Guidance; Governmental Reports http://www.brookes.ac.uk/schools/education/rescon/cpdgifted/cpdresweblinks.html!
Extractions: @import url("/template/css/frame_layout.css");@import url("/template/css/column_layout.css");@import url("/template/css/advanced.css");@import url("/template/css/ug_orange.css"); You are using a browser which does not support the styling used for this site. See our accessibility page for details Single honours - BA (Hons) Westminster Institute of Education Contact: e: wieprimary@brookes.ac.uk Course length: three years' full-time study Do you have a love of learning - of acquiring new insights, skills and knowledge? Are you fascinated by the extraordinary capacity children have for learning, how they learn to feel, to do, to understand? Do you want a career in which you have responsibility for managing your own and others' work and the opportunity to make a real and enduring difference to the lives of individual children? This three-year course will allow you to develop expertise in how children learn, to gain understanding of the full range of subjects within the primary curriculum, and to develop the key skills you will need to be an effective classroom teacher. It has been developed in partnership with leading schools in the region, and adopts a highly practical, but academically informed approach to meeting the professional needs of the beginning teacher.
Teaching Ideas & Resources - TES - The Times Educational Supplement Read the gifted and talented guide for advice on identifying these children. general Teaching Council Professional body set up to represent teachers. http://www.tes.co.uk/section/?letter=G&path=/Jargonbuster/
