GT-Enrichment FAQ Availability National Research Center on the gifted and talented, The teachingpractices of classroom teachers who participated as cluster facilitators http://ericec.org/faq/gt-enric.html
Extractions: Where can I find enrichment activities for students who are gifted? The field of gifted education has been, for many years, a laboratory for the development of creative educational enrichment activities. Critical thinking, problem-finding, and problem-solving activities, for example, were originated by professionals working in gifted education. Recently these creative activities have been used successfully in heterogeneous classrooms, and teachers have found that the activities are highly stimulating for general education populations. The abstracts included here are typical examples of activities that were designed for gifted students, and may also be useful for general education populations. Following are links to related 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. You can search the ERIC database yourself on the Internet through either of the following web sites: The Educator's Reference Desk (http://www.eduref.org/)
Project M3 Neag Center for gifted Education Talent Development Check out the link tothe Kids Only site on the Student general Resources page. http://www.gifted.uconn.edu/projectm3/teachers_resources_general.htm
Extractions: This website is the home page of The Neag Center on Gifted Education and Talent Development and the National Research Center on the Gifted and Talented. You can access informative newsletters and articles on developing talent in students as well an annotated list of the Best of the Best resources in math and science for students of all ages. 24 Games Student General Resources page. Developing Mathematically Promising Students edited by Linda Jensen Sheffield (1998). This book emphasizes the importance of ensuring the development of mathematically promising students, those who have the potential to become the leaders and problem solvers of the future. It focuses on the needs of mathematically promising students, effective learning environments, and teaching strategies. It also includes international approaches to supporting the mathematically promising. Math Matters: Understanding the Math You Teach by Suzanne Chapin and Art Johnson. From the Introductio by Marilyn Burns "Math Matters was written to serve an important need to help teachers in the elementary grade deepen thier understanding of the mathematics they have to teache. This book is based on the belief that teachers can't teach what they don't understand well, and it addresses several fundamental questions: What math concepts and skills are important in the elementary grades? Whay are these topics included in the elementary math curriculum? What does a teacher need to understand in order to teach these ideas well? What can we learn form research done by mathematics educators about teaching and learning these skills?" Additional reviews are available at
NRC/GTFourth Article Summer '04 Newsletter Through the coteaching model, gifted and talented students receive more facetime with a teacher who can facilitate meaningful, in-depth assignments that http://www.gifted.uconn.edu/nrcgt/newsletter/summer04/sumer044.html
Extractions: Storrs, CT Behind the varying levels of student intellect and motivation in any given classroom lies the challenge of meeting each student's individual learning needs. This includes not only the needs of struggling students, but also the needs of intellectually advanced or gifted and talented students. A classroom of students with a diverse level of ability and motivation requires the use of a differentiated instruction model. The most common way teachers group students in a differentiated classroom is by intellectual ability. However, such rigid grouping may stigmatize a child as a member of "the high math group" or "the low reading group." A method that alleviates this grouping stigma is flexible ability grouping. In-class flexible ability grouping is an instructional approach in which students' knowledge is assessed prior to each unit in all disciplines. Based on their prior knowledge of the subject matter, students within the general education classroom are placed in small groups by their ability and understanding. "When ability grouping is utilized in a flexible and temporary manner, with appropriate curricular adjustment, significant achievement gains can be realized" (Tieso, 2003, p. 29). Teachers can then differentiate the level, depth, and breadth of instruction to provide learning opportunities that maximize student strengths and potential.
General Information About The Center The Center for gifted Studies and Talent Development was created in 1994 to Annual ShareIndiana Conference on Parenting Teaching gifted Children http://www.bsu.edu/teachers/article/0,,24713--,00.html
Center For Gifted Studies & Talent Development Annual ShareIndiana Conference on Parenting Teaching gifted Children general Information about the Center The Center for gifted Studies and Talent http://www.bsu.edu/teachers/gifted/
Gifted And Talented Endorsement - Graduate Programs - SMU EDU 6388 Curriculum Development For gifted And talented Learners Other topicsinclude effective teaching strategies for gifted students, http://www.smu.edu/teacher_education/giftedendorsement.asp
Extractions: SMU Gifted Education "In The News" (click to link) Southern Methodist University offers four courses (12 graduate credits) that prepare teachers for the gifted education certification exam. These four courses in their ideal sequence are EDU 6325 (Nature and Needs), EDU 6397 (Growth and Development, Social and Emotional) or EDU 6347 (Creativity), and EDU 6388 (Curriculum). It is possible to begin with EDU 6397 or 6347. In no case, however, should an inexperienced teacher attempt 6388 without background course work. This course includes a historical survey of the field, definitions, basic terminology, theories, models, and characteristics of the gifted and talented. A brief summary of identification and assessment procedures, characteristics desirable in counselors/teachers, models for interaction with gifted persons, and a review of effective program prototypes are also provided. This course examines the differentiated affective characteristics and needs of the gifted and includes a review of general counseling theories, effective communication skills with the gifted, the assessment of affective needs, strategies for assisting the gifted in developing social and interpersonal skills, and issues surrounding the potential of the gifted to achieve and make significant contributions to society as a whole.
Exceptionalities And Special Education Seven leson plans in which gifted and talented students create educational Teaching Mathematics to gifted Students in a MixedAbility Classroom http://www.cloudnet.com/~edrbsass/edexc.htm
Extractions: Lesson Plans and Resources This page contains links to lesson plans and resources for special education as well as lesson plans for students who are gifted and talented. It also contains lesson plans about individuals with disabilities (Helen Keller or FDR, for instance). Click on one of the topics in the site index to find what you need. If you are looking for lesson plans and resources for creativity, critical thinking, or problem solving, click here. All links on this page were checked and updated 11-30-04.
Gifted - Educational Resources gifted LEARNERS A PRACTICAL GUIDE TO CURRICULUM AND TEACHING. CLARK, HAWKINS A GUIDEBOOK FOR DEVELOPING IEP s FOR gifted AND talented STUDENTS http://www.henrico.k12.va.us/Instruction/Gifted/giftedresources.html
Talented And Gifted District Twenty talented and gifted students will be expected to The key toteaching the gifted student is to focus upon the student s individual needs http://www.d20.co.edu/ls/ess/tag.html
CUIN 6393 CUIN 6393 Practicum in the Education of gifted and talented on one strategythat you feel helps you the most in teaching gifted and talented students. http://www.uh.edu/~tmonaco/6393.htm
Extractions: UH WebCT Student Help Site PLEASE DO NOT HESITATE TO CALL OR EMAIL. Americans with Disabilities Act (ADA) Statement: Special Accommodations: For students who need special accommodations for lectures, assignments, and course tests/examinations contact the Director for the Center for Students with Disabilities, at 713/743-5400. This center is located in room 307 in the Student Services Center
Talented And Gifted (TAG) - Oregon Department Of Education Home Teaching and Learning Diverse Learning talented and gifted (TAG) Summary Report talented and gifted (TAG) Education in Oregon Public Schools http://www.ode.state.or.us/search/results/?id=76
UALR Center For Gifted Education The masters program in gifted and talented Education prepares educators for roles as More than five hundred teachers a year receive training in teaching http://giftedctr.ualr.edu/
Extractions: Graduate Programs Arkansas Advanced Placement Professional Development Center The Center for Gifted Education at the University of Arkansas at Little Rock provides programs and services to talented students and their families, teachers, and administrators. Established in 2001, it is only one of twenty-five such centers nationwide. The goals of the Center are: To provide graduate education for individuals interested in teaching talented youth and in assuming leadership positions in the field of gifted education. To provide professional development programs and services to educators who serve talented youth. To engage in research and scholarly inquiry on talent development among high ability learners and their educators who serve them. To provide a learning laboratory for precollegiate learners and their educators.
Blending Gifted Education And School Reform. ERIC Digest INFUSE gifted/talented INTO SEVERAL SCHOOL POLICIES implies that Concurrently,all educators need to acknowledge that gifted teaching does not http://www.ericdigests.org/1995-1/blending.htm
Extractions: Source: ERIC Clearinghouse on Disabilities and Gifted Education Reston VA. Blending Gifted Education and School Reform. ERIC Digest #E525. School reform initiatives have resulted in many changes in American education during the past decade. The complexity of the process has presented numerous challenges for every educator. Juxtaposed against the reform climate are several other changes that have affected American classrooms: changing demographics, increasing diversity of student populations, and limited fiscal resources. It is within this broad context that the needs of our most capable youth must be challenged. This digest provides a process for assuring that the unique needs of students who are gifted are addressed within the context of systemic reform. Several key elements guide the process: creating belief statements, clarifying the issues, and designing strategies for implementation. CREATING BELIEF STATEMENTS Belief statements define systemic parameters as reflected in a district's vision statement and expected outcomes. For example, what is believed about students who are gifted is based on what is believed about all learners. Creating belief statements about all learners is guided by the following questions:
Extractions: Many people have difficulty comprehending that a child can be gifted and also have learning disabilities. As a result, children with special needs that result from both their high abilities and their learning problems are rarely identified and are often poorly served. This article explores the current policies and practices with regard to defining, identifying, and educating this population. Recommendations are included that would help ensure that students who are gifted and have learning disabilities receive the intervention needed to help them achieve their full potential. When educators first began describing children who showed evidence of having a learning disability (LD) yet also appeared to be gifted, many viewed this as contradictory. The stereotype that had prevailed since Terman's (1925) time was that gifted children score uniformly high on intelligence tests and perform well in school. How could a child be considered gifted who has serious enough learning problems to be characterized as having a learning disability?
Powell's Books - Education-Gifted And Talented Curriculum Provision for the gifted and talented in the Primary School English, Teaching gifted Kids in the Regular Classroom Strategies Techniques http://www.powells.com/subsection/EducationGiftedandTalented.html
Teaching Awards 2004 - Gifted And Talented gifted and talented Student Motivation and Development He has twelve yearsexperience of teaching, most recently as Head of Business Studies at Harvey http://www.teachingawards.com/2004/bestpractice/BestPractice.asp?Topic=BP08
Kids & Schools In Wisconsin, state law mandates that schools have a talented and gifted program . A focus on changing the curriculum or teaching methods poses a big http://www.weac.org/Kids/1998-99/Jan99/gifted.htm
Extractions: Reprinted with permission Some of the most gifted students in Dane County are not getting enough support in school despite attempts in many area districts to boost educational programs aimed at helping them learn more. That's the consensus of a half dozen Dane County educators in charge of programs for talented and gifted students. They say schools have a moral and legal obligation to give students the best education they can and that includes challenging the brightest kids, who may be bored with the curriculum in their class. In Wisconsin, state law mandates that schools have a talented and gifted program. But unlike mandates regarding students with disabilities and learning problems, the law gives school districts the option of coming up with money to fund TAG programs. At a time when money for education is stretched to the limit, finding a school district with a strong financial commitment to TAG students is difficult. Statistics from the state Department of Public Instruction for the 1997-98 school year show that spending in school districts statewide for talented and gifted instruction totaled 0.6 percent of district budgets, while spending for special education instruction totaled 16.79 percent.
Extractions: BULLDOG EDITION 9 - Monday September 26, 2005 Gifted-Children.com content is both timeless and dated . We seek a knowledgeable individual, one dedicated to the cause of gifted and talented children, who would be interested in becoming involved with us in updating and adding to the valuable material presented. Please send a brief description to us at arthur@gifted-children.com Here are URL addresses for additional ways to get involved. To submit your Contributor Profile as an Educator or Professional: http://www.gifted-children.com/contrib.htm To learn about Gifted-Children background: http://www.gifted-children.com/welcome.htm The Fine Line Between Pushing and Encouraging Child psychologist, Dr. David Elkind, answers a parent's question about how to appropriately nurture and encourage a young gifted son's abilities. Dr. Elkind discusses the "structural imperative" operative in young children and urges parents NOT to push their children into stressful academic activities, reflecting adult agendas, at too early an age. Jump to Full NewsWeb Story "Television" Game Promotes Quickness
Beyond Belief - Talent Development In Music Gagne s differentiated model of giftedness and talent (1991, 1993, While casualschool teaching appears at facevalue to be a fairly ordinary occupation http://www.nexus.edu.au/teachstud/gat/chadwic1.htm
Extractions: The University of Newcastle The Australian arts media frequently reports on the achievements of young Australian performing musicians, composers and conductors. The image of Australia as a "cultural wilderness" has been rapidly dispelled by the remarkable achievements of young Australian performing artists on the national and international arts scenes. The recent establishment of an Australian National Academy of Music, offering a range of programs for the advancement of gifted young musicians is testament to the growing need for opportunities for talent development in the music field. Music education research supports the need for early intervention in order to facilitate the development of a child's musical abilities. Pre-school involvement in generalist musical activities is growing in popularity throughout Australia as parents seek opportunities to "head-start" their children in this field. Private music tuition and community-based ensemble activities are well supported by families in the bid to develop the musical potential of their children. This paper considers conditions which facilitate the development of musical gifts and talents. Based upon an Australia-wide sample early indications suggest that a population of well educated, professional parents who invest considerable time and money in their child's musical involvement, are contributing significantly to the profile of Australia as a centre for cultural achievement in music. Talent development in music requires more than just belief. It requires a philosophical commitment backed by economic means to realise the potential of the child.
