These courses are on-demand and self-paced. Participants will receive a certificate of completion once all assignments are successfully completed, and a quiz is passed with at least 80%.

After an introduction to theory of inclusion and giftedness, participants in this course will work diligently to examine and analyze the resources for mainstreaming and research-based approaches with strategies that work for inclusion of students with special needs in regular classrooms. Various programs from around the country will be analyzed and vetted for their movement of students in gifted programs, along with an introduction to multiple resources that include materials, strategy guides, implementation tools, and examples to be embedded into final projects. Rich discussion will inform larger sections of theory and sharing of best practices that interface with course approaches and what research says about teaching to students in inclusive settings, particularly for the gifted. Competencies include educating special populations of gifted students such as minorities, underachievers, handicapped, economically disadvantaged and highly gifted to include student characteristics and programmatic adaptations.

Upon completion of this course, the student will be able to:

  • Apply theories of inclusion and giftedness to discussion and planning for implementation of strategies that work into a gifted and talented curriculum.
  • Identify and adapt tools and resources to work into projects for implementation of a sound gifted and talented inclusive curriculum that considers multiple ethnicities, levels of achievement, physical advantages and disadvantages, and specific student characteristics.
  • Plan, design, and implement a unit plan to include theoretical principles of sound pedagogical practices that work into comprehensive implementation.

This course is 20 hours

Participants will learn the various theories behind the pedagogy of the gifted and talented, while acquiring the essential skills to design and implement sound curriculum with fidelity. After identifying student needs, participants will locate resources both in the course and outside of the course through action research that are pertinent to their students’ needs. 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 the nature and needs of gifted students, including student characteristics; cognitive, social and emotional needs; history and current research.

Upon completion of this course, the student will be able to:

  • Develop sound understanding of history and theory for teaching to gifted and talented students.
  • Locate resources geared to serving the needs of gifted students in their individual characteristics, cognitive, social, and emotional needs.
  • 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 their own action research.

This course is 20 hours

Valuing creativity, the knowledge and characteristics of creativity, planning for to teach to creativity using assessment and evaluation, and personalizing a committed to an action plan to teach to creativity will take the focus in this course. 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). Competencies include theory and development of creativity, including elements of creativity such as fluency, flexibility, originality and elaboration. In addition, the nature and needs of gifted students, including student characteristics; cognitive, social and emotional needs; history and current research.

Upon completion of this course, the student will be able to:

  • Discuss and 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 their classrooms.
  • Plan for, and apply, a self-designed gifted curriculum into their classrooms in consideration of the social, emotional needs of their students.

This course is 20 hours

This course provides an overview of the nature and historical evolution of gifted education. Significant events, policies, and procedures affecting the delivery of gifted education will be reviewed, as well as the cognitive, social, and emotional characteristics specific to students identified as gifted. Teaching to gifted students involves 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 traditional and 21st century curriculum will result in a multiple-pronged approach to instructional success.

Student Learning Outcomes:

  • 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 to student readiness and differentiated approaches.
  • Use evidence-based practices for a variety of learners, educational programs and classroom settings.

This course is 20 hours

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. 

Upon completion of this course, the student will be able to:

  • Apply theory to instructional plans, and embed strategies to 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 their own action research.