Extractions: If school or college policies are to be effective, headteachers and managers as well as subject and pastoral teachers must be committed to their success. In particular, their responsibilities must complement those of the gifted and talented coordinator and ideally include line-management of the person charged with coordination. They should take responsibility for ensuring that the policies: show commitment to, and support for, gifted and talented learners; provide a clear framework for subject policies or guidelines. Top of page Headteachers, principals and senior managers need to consider the following types of questions. Commitment to policies Is provision for the gifted and talented a prominent feature of the institution's development plan and any institutional targets set? How regularly do curriculum managers and teaching staff refer to the policy for gifted and talented learners? Where there is a gifted and talented coordinator, how is he or she supported by managers? How are the gifted and talented coordinator and/or middle and senior managers accountable to the headteacher/principal and the governing body when it comes to gifted and talented matters? How do managers and curriculum leaders ensure that all teachers plan to meet the needs of all learners? (For guidance on this, see
Extractions: Good communication between teachers of different phases, and from year to year within a school or college, is essential if suitable provision is to be made for gifted and talented learners. The information shared at point of transfer within and between schools (or settings, colleges, etc) should include details of an individual's. preferred learning styles; particular strengths and weaknesses; displays of resourcefulness and initiative; work covered; targets for further development. Much of this information can be shared through discussion, as well as through documentation. Top of page Identifying gifted and talented learners Institutional and subject policies Roles and responsibilities ... Matching teaching to learners' needs Transfer and transition Sharing information Foundation stage Primary and secondary phases 14 to 19 learning Case studies Subject guidance English Mathematics Science Design and technology ICT History Geography MFL Art and design Music Religious education Physical education General guidance English Mathematics Science ... National Curriculum
Extractions: Digests Reform Youth E513: Challenging Gifted Students in the Regular Classroom E538: Cluster Grouping of Gifted Students Youth E485: Developing Leadership in Gifted Youth E514: Developing Learner Outcomes for Gifted Students E502: Developing Programs for Students of High Ability E510: Differentiating Curriculum for Gifted Students Summer Experiences E482: Discovering Mathematical Talent E574: Dual Exceptionalities E484: Fostering Academic Creativity in Gifted Students E493: Fostering the Post Secondary Aspirations of Gifted Urban Minority Students E479: Gifted but Learning Disabled: A Puzzling Paradox Problem or Promise About? E481: Guiding the Gifted Reader E489: Helping Adolescents Adjust to Giftedness E488: Helping Gifted Students with Stress E477: Helping Your Highly Gifted Child E543: Homeschooling Gifted Students: An Introductory Guide for Parents E515: How Parents Can Support Gifted Children Children Who Are Gifted E541: Know Your Legal Rights in Gifted Education E464: Meeting the Needs of Able Learners through Flexible Pacing (1989) Minority Language Students
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.
Education - Gifted Index Presents education articles concerning gifted children, with ratings. Includes references, forums and credits. Education Articles. general Education. Early Learning. K12. gifted and talented Students. Reference Articles have turned to Hooked on Phonics to teach their kids to love reading. http://www.kidsource.com/kidsource/pages/ed.gifted.html
Extractions: When a child is gifted or talented, their parents and educators are faced with many issues and challenges. These articles and digests provide ideas, guidance and activities for both parents and educators of gifted students. While some of these articles are written specifically for educators, they can also benefit parents who are seeking to create or influence a program for their children. In addition, we've found that many of these articles, such as those on college planning and underachieving students, are appropriate and helpful for other students, not just those that are gifted.
Minnesota Educators Of The Gifted And Talented Educators of the gifted and talented. Challenging gifted Learners general Resources Indexes and Search Engines primary curriculum. ABC teach over 5000 printable activities, http://www.users.ties2.net/~megt
Extractions: Text: Text: Text: Text: HF Index Bills and Amendments: General Index Bill History: General Index Get Version To Print This file contains STRIKE and UNDERSCORE . If you cannot see either STRIKE or UNDERSCORE attributes or would like to change how these attributes are displayed, please use the following form to make the desired changes. PAG LIN 1 1 Section 1. Section , subsections 2 and 3, Code 1 2 Supplement 1995, are amended to read as follows: 1 3 2. For a transfer of moneys from the interest for Iowa 1 4 schools fund to the first in the nation in education 1 5 foundation, prior to July 1, October 1, January 1, and March 1 1 6 of each year, the governing board of the first in the nation 1 7 in education foundation established in section 257A.2 shall 1 8 certify to the treasurer of state the cumulative total value 1 9 of contributions received under section 257A.7 for deposit in 1 10 the first in the nation in education fund and for the use of 1 11 the foundation. The cumulative total value of contributions received includes the value of the amount deposited in the national center endowment fund established in section 263.8A
ED262525 1984-00-00 Professional Training For Teachers Of The Gifted And Talente The digest addresses topics related to professional training for teachers of gifted and talented students. general responsibilities of such teachers include organizing enrichment activities for students and teachers, disseminating information about the abilities of the gifted and talented. However, only in the desire to teach gifted students. However, almost half http://www.ed.gov/databases/ERIC_Digests/ed262525.html
Extractions: Source: ERIC Clearinghouse on Handicapped and Gifted Children Reston VA. Professional Training for Teachers of the Gifted and Talented. 1984 Digest. THIS DIGEST WAS CREATED BY ERIC, THE EDUCATIONAL RESOURCES INFORMATION CENTER. FOR MORE INFORMATION ABOUT ERIC, CONTACT ACCESS ERIC 1-800-LET-ERIC Educators have always supported and challenged the abilities of the gifted and talented. However, only in the twentieth century has an academic discipline existed to provide training for teachers of high potential youth. In the United States alone, over 100 universities offer courses and degree or certificate programs. This Digest examines the roles of teachers of the gifted and talented, the roles of regular classroom teachers, and ways they work together. It also discusses necessary qualifications, ways to locate programs, and career opportunities in this field. WHAT IS THE ROLE OF TEACHERS OF THE GIFTED AND TALENTED?
Extractions: Text: Text: Text: Text: SF Index Bills and Amendments: General Index Bill History: General Index This file contains STRIKE and UNDERSCORE . If you cannot see either STRIKE or UNDERSCORE attributes or would like to change how these attributes are displayed, please use the following form to make the desired changes. PAG LIN 1 1 Section 1. Section 257B.1A, subsections 2 and 3, Code 1 2 Supplement 1995, are amended to read as follows: 1 3 2. For a transfer of moneys from the interest for Iowa 1 4 schools fund to the first in the nation in education 1 5 foundation, prior to July 1, October 1, January 1, and March 1 1 6 of each year, the governing board of the first in the nation 1 7 in education foundation established in section 257A.2 shall 1 8 certify to the treasurer of state the cumulative total value 1 9 of contributions received under section 257A.7 for deposit in 1 10 the first in the nation in education fund and for the use of 1 11 the foundation. The cumulative total value of contributions received includes the value of the amount deposited in the national center endowment fund established in section 263.8A
General, General Encyclopedia, Geology, Gifted Title How Can We teach Intelligence Author Robert J. Sternberg Media Book. Howto Survive and Thrive as Educator of gifted and talented Students Author http://www.riroe.k12.il.us/riroe/medialib/catalog/generalgift.htm
LCPS Gifted And Talented Education general organization strategies Success in general education is the formation ofa passive gifted learner is best teach strategies about how to solve problems http://www.loudoun.k12.va.us/instruction/gt/newsletterssearch.html
Extractions: Summer Enrichment Guide Newsletters from the SEARCH Team 2002-2003 Dec. 2002 Oct. 2002 June 2002 May 2002 ... Jan. 2002 December 2002 Adapted from "Boosting a Child's Creativity" by Michele Howe, Challenge Magazine. ( Issue 8~, 1999 ) Nurturing Creativity Creativity: What comes to your mind when you hear this word? Exciting, fun, different, mind-boggling, awesome, any one of these words may come to mind as a synonym. It does not matter what your idea of being creative means. Everyone can be creative in all walks of life. Children do not need to wait until they are adults to develop their own creative talents. Youngsters are enthusiastic and open to creativity in its many forms. Parents and educators must be alert to each child's unique interests in order to nurture individual creative abilities. Study how the child learns.
Extractions: EDUCATION SERVICE DELIVERY This chapter reviews Riviera Independent School District's (Riviera ISD) educational service delivery and performance in four key areas: B. GIFTED AND TALENTED PROGRAM State legislation passed in 1987 requires all school districts to provide services for gifted and talented students. In 1990, the State Board of Education (SBOE) adopted a state plan for serving gifted students that was designed to provide guidance to districts on meeting the requirements of the law. The plan also offered assurance that all students would be afforded the opportunity to be fairly and accurately assessed for the appropriate services. In 1995, state law required the SBOE to "develop and periodically update a state plan of the education of gifted and talented students." The plan was designed "to measure the performance of districts in providing services to students identified as gifted and talented." The SBOE plan, adopted in 1996, provides direction for the refinement of existing services and for the creation of additional curricular options for the performance of gifted students. The Texas State Plan for the Education of Gifted/Talented Students identifies five program areas that serve as the basis for measuring how well districts provide services to gifted and talented students. The areas are student assessment, program design, curriculum and instruction, professional development and family-community involvement.
AB: ToP General Suggests that Contract Activity Packages, selfcontained units that teach a specific formeeting the needs of a cluster of gifted children (3 talented, 52, 4-5. 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)
National Academy For Talented And Gifted Youth Students would be expected to have a general background knowledge of Roman and Greekhistory It aims to teach us more about how we ended up in the world we live http://www.warwick.ac.uk/gifted/szass03cant-classics.htm
Extractions: Text Only Contacts FAQs A-Z Index ... Search Summer School Outreach Programme Student forum News ... Contact Details 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. Download this course outline in PDF format 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.
General Teacher Resources ABC teach, TEAMS Electronic Classrooms, Can teach. The Council for Exceptional Children,National Research Center on the gifted and talented, gifted Children. http://www.suelebeau.com/genteachresources.htm
Extractions: General Teacher Resources Websites compiled by Sue LeBeau General Teacher Resources School and Teacher Websites from Around the World General Resources Educators' Resources Education Index Kathy Shrock's Guide for Educators Teacher TidBytes ... 100th Day of School (K-6) Teaching Quotes Page Teaching Resources Ten Fundamentals Truths About Learning Ask An Expert Sites ... Careers in Archeology Just For New Jersey Teachers NJ Core Content Curriculum Standards NJ Professional Development Standards Back to Top School and Teacher Websites American School Directory Mrs. Anglin's WebSite Mrs Coat's Corner Mr. Spiro's HomePage ...
Extractions: A company that produce CD-ROMs with color images that parents print as flash cards to teach children with special needs. ABA's CD-ROM, Flash! Pro2 is used by numerous schools and parents across the US, UK and Australia and has proven to be enormously useful to parents in need of resources. Among others, it is used by the Autism Partnership in its US, Canada and Australia centers. Home Schooling Children with Special Needs
TEACH\html\vita Member, committee to revise the Fredonia State general College Program AmericanPsychological Association; World Council for gifted and talented Children; http://ww2.lafayette.edu/~swiatekm/html/vita.htm
UNT Special Education - Master's Programs and general educators who teach special populations. Michael Sayler, Associate Professor;Ph.D. in Educational Psychology, Purdue. gifted and talented program http://www.unt.edu/pais/grad/spedm.htm
Extractions: General Information Graduate opportunities Master's level programs Admission Requirements ... More Information A leading, comprehensive research university The University of North Texas is the most comprehensive graduate and research institution in the North Texas region. With an enrollment of about 25,000 students, it is the fourth-largest university in Texas. The UNT community comprises a diverse student, faculty and staff population. The university's information resources infrastructure includes both central mainframe and distributed computing with 14 general-access labs, 35 special-purpose labs and adaptive computing for people with disabilities. The campus network is linked to a variety of external networks, including the Internet and World Wide Web. Students and faculty members have access to computer resources on campus and dial-in access off campus.
Extractions: Dear Friends, The other day I was speaking to a young friend of mine who attends one of the local high schools. He was reviewing with me the classes in which he was currently enrolled. One of them was Advanced Placement American Government. I asked him to tell me about what the class was learning and the methods employed by the teacher. He said the main assignment was that each student had to bring a current issue to class. Three or four issues would then be chosen which would be the basis of the discussion that day in class. He said there quickly develops several different opinions strongly expressed by members of the class as they try to convince others of their point of view. I asked him if the teacher gives any input. To which he replied: "Oh no, the teacher says he doesn't want to influence our minds with his opinions. He merely wants us to be able to convince others of our position. But we have some pretty good discussions." I asked him if the teachers taught any underlying principles of good government to the class. He said no. I asked him if the teacher expected you to read and study the writings of the founders and to learn their reasoning on important issues. He said no. I asked him if he felt there was a serious study of the Constitution itself. Again, he said no.