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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.

Carlow University ED 627 • Madonna University EDU 5960.05 • Mercy University EDUT 555

This course is cross listed with Mercy University as part of the Educational Studies, SpEd Track.

The required text for this course is The Teacher’s Guide to Gifted and Talented Education, First Edition, by Kate Lafferty.

978-1032213514

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.

Professional
Development

Course Schedule

1/14/25 - 4/8/25
3/11/25 - 6/10/25
5/13/25 - 8/12/25
7/8/25 - 10/14/25
9/9/25 - 12/9/25
11/11/25 - 2/10/26

Textbook List FAQs

Outline
Objectives
Partner Universities
Important Information
Student Academic Integrity

Print Online Course Outline Print Face To Face Course Outline

Outline

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.

On-site weekend 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 page for specific university information as well as course numbers which are specific to the university partner.

Students are required to purchase their own textbook, the information for which can be found here. If no book is required it will be specified on the list. We have copies of many of the textbooks should you wish to purchase directly from TEI.

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 and reflect the course title, dates of attendance, and credit hour information.

Student Academic Integrity

Participants guarantee that all academic class work is original. Any academic dishonesty or plagiarism (to take ideas, writings, etc. from another and offer them as one's own), is a violation of student academic behavior standards as outlined by our partnering colleges and universities and is subject to academic disciplinary action.