Gifted and Talented/Exceptional Learners

Diagnostic Tools and Techniques for the Exceptional Learner, K-12 - No. 215

  Formative, criterion-referenced and normative assessment methods can work as a triage to diagnose the exceptional learner, with one as useful as the other depending on the goal. Those tools and techniques with the strongest base of research in utility and value will be the feature of this course.  Through the use of technology, smart classroom strategy, and curricular design, formal and informal assessments will work to effectively diagnose student needs in order to prescribe a specific learning path. Formal and informal assessments will include intelligence testing, SLOs, formative assessments to include observational and anecdotal data, performance tasks, learning style inventories, behavioral assessment, criterion-referenced assessments, and standardized assessments. Data gleaned of these assessments will be used to differentiate with. Course Objectives:

• Identify and align proper, effective diagnostic tools and techniques for exceptional learners in their classrooms.
• Understand how to evaluate the needs of their students to align best instructional strategy to those needs.
• Through job-embedded participation, practice with multiple research-based assessment tools to analyze student needs, learning readiness, and needed instructional support.
• Use sound research-based strategy to plan for instruction and instructional intervention, or modify existing instructional plans, for the special needs and exceptional learners in their classrooms.

Teaching to Exceptional Children Using Evidence-Based Practices, Grades K-5 - No. 240

  Teaching to exceptional children invokes careful planning, the use of data in the planning stages, and a teamed approach that involves parents and all educational stakeholders to work into a child’s success. Beginning with individualized student plans, participants will develop their ability to analyze and plan with data to differentiate for multiple learner types and instructional support.  Strategies for co-teaching using Common Core, traditional and 21^st century curriculum will result in a multiple-pronged approach to instructional success. Course Objectives:

• Practice with and use data and resources for planning and implementation of a broad and scaffolded curriculum focused on the needs of exceptional learners.
• Leverage new information, tools and resources, student readiness and differentiated approaches to learning with evidence-based practices for a variety of learners, educational programs and classroom settings.

Teaching to Exceptional Adolescents and Young Adults Grades 6-12, No. 241

  Teaching to exceptional adolescents and young adults invokes careful planning, the use of data in the planning stages, and a teamed approach that involves parents and all educational stakeholders to work into a child’s success. Beginning with individualized student plans, participants will develop their ability to analyze and plan with data to differentiate for multiple learner types and instructional support.  Strategies for co-teaching using Common Core, traditional and 21^st century curriculum will result in a multiple-pronged approach to instructional success. Course Objectives:

• Research current assessments practices and analyze criteria against student work. Design effective assessments.
• Learn and practice with the research skills needed to seek out assessment resources that build teaching capacity.
• Match grade-level assessment criteria to standards-aligned curriculum and instruction. Learn how to monitor student learning to move up individual student performance.

Evidence-Based Teaching Practices for Exceptional Learners, Grades K-12 - No. 217

  Teaching to the exceptional learner requires careful and flexible planning with tools and resources that have a record of success. Beginning with various research-based tools and strategies, participants will develop their ability to analyze and plan with data to differentiate for multiple learner types and with varying degrees of support to teach to the needs of exceptional learners. Tools and 21^st century resources will include strategy guides, electronic planning and scoring instruments, student-facing organizers and checklists among others. Course Objectives

• Develop working knowledge of, and practice with, grade and age appropriate strategies that lead to effective and diverse learning in inclusive learning environments.
• Plan flexibly using tools, resources, and new strategy to address the needs of exceptional learners in their classrooms.
• Understand the relevance of a properly structured learning environment coupled with the tools and resources for success in meeting the diverse needs of students.

Gifted Education, Differentiation, and Learning Styles, Grades K-12 – No. 269

  Participants will develop sound understanding of what differentiation of instruction is, and how to apply it in planning and teaching to gifted and talented students. After an introduction to several definitions of giftedness, participants will understand how to design curriculum, and how to teach it with fidelity. This course will propose various research-based strategies and concepts with a sound efficacy in schools. Through multiple exposure and practice, participants will develop the ability to apply and implement a differentiated curriculum, one that considers learning styles, for the gifted and talented students in their classrooms. Several self-reflections and a comprehensive unit plan later, participants will have the wherewithal to competently and rigorously teach the gifted and talented students in their classrooms. Competencies include theory and development of creativity, including elements of creativity such as fluency, flexibility, originality and elaboration. Course Outcomes:

• Develop theory to leverage with instructional plans that differentiate for ability, readiness, learning style, and multiple intelligences.
• Design projects that consider learning styles for grouping, peer-to-peer interaction, self-reflection and assessment to develop a rigorous and comprehensive strategy-based curriculum that effectively teaches to gifted and talented students.
• Analyze several research-based sources, and add to the sources with action research.

Learning and Cognition: Practices that Nurture Creativity in the Gifted and Talented, Grades K-12 – No. GT-272

  History and theory of gifted and talented education will interface with a number of activities geared toward introducing participants to multiple cognitive-based strategies with a strong research based and proven to work in gifted settings. Beginning with environment, participants will look at methods to nurture creativity by cultivating and employing “the art brain” in their students.  Several theorists on creativity and education will be examined, along with those that speak specifically to cognition (Jensen, Immordino-Yang, Marzano, Martinez among others).

• Practice with multiple cognitive-based activities geared toward building and nurturing creativity of the gifted and talented.
• Examine multiple settings that nurture creativity and embed a plan for selected settings as they apply to gifted and talented students in classrooms.
• Plan for, and apply, a self-designed gifted curriculum into their classrooms in consideration of the social, emotional needs of students.