Identify research-based practices and models that are designed in order to meet the needs of gifted learners and develop differentiated learning experiences specific to gifted students.

     30 Credit Hours.

Course Objectives

• Gifted Objectives (from FDOE, 2005)
  The eleven topics developed for Curriculum Development for the Gifted address various objectives. Part A of this course addresses the following five topics and accompanying objectives.
  
  Topic 1 - Key Terms
  • Demonstrate understanding of the terminology used in the development of curriculum for the gifted, including such terms as acceleration, enrichment, and differentiation.
  
  
  Topic 2 - Program and State Standards
  • Demonstrate knowledge of the role of current state standards of the general education curriculum and the implications for the education of gifted students.
  
  
  Topic 3 - Principles of Differentiation
  • Demonstrate knowledge of the principles of differentiation for gifted learners.
  
  
  Topic 4 - Curriculum Models
  • Demonstrate the ability to evaluate models for teaching gifted curriculum.
  
  
  Topic 5 - Curriculum and Instruction Strategies
  • Demonstrate the ability to evaluate gifted curriculum and instructional strategies.



• Technology Standards (from ISTE/NETS for Teachers)
  
  • Teachers evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning.(5-C)
  
  
  • Teachers communicate relevant information and ideas effectively to students, parents and peers using a variety of digital-age media and formats.(3-C)

Documentation Methods

In order to complete this course, participants must submit the following documentation. These exercises accessible through the Course Log, must meet the established criteria.

Reflection/Dialogue Exercises (5) – Reflecting on knowledge gained from course content and applying that knowledge to gifted learners.

Investigate strategies for meeting the instructional needs of gifted students as you learn to develop units of study. Resources for aligning state standards and the gifted curriculum are presented in preparation for learning to develop educational plans. Become an advocate for gifted students and programs.

     30 Credit Hours.

Course Objectives

• Gifted Objectives (from FDOE, 2005)
  The eleven topics developed for Curriculum Development for the Gifted address various objectives. Part B of this course addresses the following seven topics and accompanying objectives.
  
  
  • Topic 2 - Program and State Standards
    Demonstrate knowledge of the role of current state standards of the general education curriculum and the implications for the education of gifted students.
    
    
  • Topic 6 – Designing Units of Instruction
    Demonstrate knowledge of appropriate resources, including technology, for teaching students who are gifted.
    
    
  • Topic 7 – Instructional Needs and Strategies
    Demonstrate the ability to match instructional strategies and materials, such as curriculum compacting and grouping, to individual needs of learners.
    
    
  • Topic 8 – Selecting Appropriate Materials, Resources, and Technology
    Demonstrate the ability to develop units of instruction aligning curricular components, including objectives, introduction, teaching strategies, learning activities, products, resources, and assessments, to meet the cognitive and affective needs of the gifted.
    
    
  • Topic 9 – Providing a Continuum of Services
    Demonstrate the ability to communicate and work in partnerships with students, families, and school personnel.
    
    
  • Topic 10 – Student Outcomes
    Demonstrate the ability to identify student outcomes, evaluate student progress, and develop an appropriate educational plan.
    
    
  • Topic 11 – Communicating and Advocating Effectively
    Demonstrate knowledge of a continuum of services that supports the needs and interests of gifted students.
  
  
• Technology Standards (from ISTE/NETSfor Teachers)
  • Teachers evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning.(5-C)
  
  
  • Teachers communicate relevant information and ideas effectively to students, parents and peers using a variety of digital-age media and formats.(3-C)

Documentation Methods

In order to complete this course, participants must submit the following documentation. These exercises, accessible through the Course Log, must meet the established criteria.

• Reflection/Dialogue Exercises (5) – Participants reflect on course content, strategy implementation, and their personal learning experience.

Investigate the concept of giftedness as it has been evidenced through groups identified by the National Association for Gifted Children as special populations.

     30 Credit Hours.

Course Objectives

• Gifted: Special Populations, Part A
  
  Participants will:
  • Examine the nature of giftedness in relation to multicultural principles and underserved populations.
  • Acquire knowledge of diversity focus of national standards in gifted education.
  • Examine personal cultural competencies.
  • Within the broad spectrum of giftedness in the general population, identify sub-groups and underserved populations.
  • Understand the learning needs and challenges of diverse types of gifted students.
  • Identify the unique needs of gifted girls, culturally diverse, rural, disabled, underachieving, highly gifted, young gifted students, and disadvantaged gifted.
  • Examine challenges of finding gifted students from underserved populations.
  • Justify the need to modify and differentiate the curriculum in terms of the needs of these special populations.
  • Demonstrate knowledge of alternative assessments and non-traditional screening and evaluation appropriate for use with students from special populations.
  • Understand the impact of global diversity issues in education of gifted students from diverse ethnic perspectives.
  • Examine the rights and perspectives of diverse ethnic religions of gifted students and first amendment issues.
  • Identify the characteristics of specific ethnic groups of gifted students.
  • Develop an awareness of and demonstrate teaching strategies for addressing the needs of specific ethnic groups.
  • Understand the characteristics and needs of linguistic minority gifted students.
  • Appreciate and incorporate the cultural and linguistic perspectives of gifted students who are bilingual or multilingual into curriculum.
  • Examine policies and procedures for working with gifted ELL (English Language Learners) students.
  • Examine ways to identify high potential linguistic minority students.
  • Identify strategies to effectively work with linguistically diverse gifted students and those who are classified as ELL students.
  • Examine the impact of cultural, ethical, and educational norms and expectations on underachievement in gifted students.
  • Understand the individual characteristics, attitudes, and circumstances that can affect the achievement of a gifted student from diverse populations.
  • Explore ways to identify gifted students from special populations who are unsuccessful in school.
  • Clarify and define diverse types of twice-exceptional gifted students.
  • Demonstrate knowledge, characteristics, and needs of students who are both gifted and hearing impaired/deaf, visually impaired/blind, and orthopedically disabled.
  • Identify the reasons that gifted students with disabilities are under-represented in gifted programs.
  • Discuss strategies and programming needs for gifted students who are twice-exceptional.
  
  
  • Identify and describe ADD and ADHD.
  • Identify the differences and similarities between ADD/ADHD and giftedness.
  • Identify Asperger’s syndrome and its occurrence in gifted students.
  • Examine the characteristics and needs of these students.
  • Discuss classroom strategies for creating a classroom supportive of gifted students with behavioral/emotional disorders.
  • Define the types of gifted learning disabled students.
  • Describe the procedures for identifying a gifted learning disabled student.
  • Understand program designs for gifted students with learning disabilities.
  • Identify and plan instructional strategies for teachers of gifted learning disabled students.
  • Identify and describe low socio-economic status populations that are underserved.
  • Examine the nature of giftedness as masked by socio-economic and educational disadvantages.
  • Identify inhibiting socio-economic factors that have prevented services for low-income gifted children who have had inadequate leaning opportunities.
  • Identify key research on identification of disadvantaged gifted students from underserved populations.
  • Examine alternative, contextual or process-oriented forms of assessment as promising ways to identify low-income gifted students.
  • Examine methods and strategies that challenge the unique needs of disadvantaged gifted students.
  • Research promising programs and services for poor gifted children that would accommodate their unique needs for skill-development, exposure to relevant experiences, mentoring opportunities and access to resources in the community.
  • Identify and describe the impact of non-traditional experiences, values, and cultural expectations on the development and educational experiences of gifted students.
  • Identify the unique characteristics and needs for gifted students from diverse family structures.
  • Identify strategies for stimulating personal growth of gifted students from diverse families.
  • Identify community support systems for diverse families of gifted students.
  • Examine concepts for age-appropriate development in relation to concepts of giftedness.
  • Understand the needs and characteristics of very young gifted students.
  • Examine ways to identify very young students in early childhood education and support their educational and personal needs.
  • Understand the needs and characteristics of highly gifted students.
  • Identify problems and challenges and present options for developing skills in highly gifted students.
  • Examine exemplary practices and programs for meeting the needs of the highly gifted student.
  • Examine gender stereotyping and prejudice that impacts gifted girls, boys, and lesbian, gay, bisexual, transgender students.
  • Examine the impact of culture and ethnicity on gender expectations for gifted students from minority groups.
  • Demonstrate knowledge of how gender issues can affect achievement and aspirations of gifted students.
  • Explore the contribution of mentorships in their education.
  
  
  
• Technology Standards (from ISTE/NETSfor Teachers)
  • Teachers evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning.(5-C)
  
  
  • Teachers communicate relevant information and ideas effectively to students, parents and peers using a variety of digital-age media and formats.(3-C)

Documentation Methods

In order to complete this course, participants must submit the following documentation. These exercises accessible through the Course Log, must meet the established criteria.

Reflection/Dialogue Exercises (5) – Apply knowledge to various scenarios in order to demonstrate mastery of the course objectives.

Researchers have supported the idea that gifted students from special populations have needs that are different from their more traditional gifted peers and from peers with similar challenges. This course provides an understanding of how to better identify and serve those unique groups of gifted students.

     30 Credit Hours.

Course Objectives

• Gifted: Special Populations, Part B
  
  Participants will:
  • Examine the nature of giftedness in relation to multicultural principles and underserved populations.
  • Acquire knowledge of diversity focus of national standards in gifted education.
  • Justify the need to modify and differentiate the curriculum in terms of the needs of these special populations.
  • Examine personal cultural competencies.
  • Justify the need to modify and differentiate the curriculum in terms of the needs of these special populations.
  • Demonstrate knowledge of Special Instructional Programs for Students Who Are Gifted.
  • Match appropriate screening and identification procedures with the needs of the special populations.
  • Understand the impact of global diversity issues in education of gifted students from diverse ethnic perspectives.
  • Examine the rights and perspectives of diverse ethnic religions of gifted students and first amendment issues.
  • Identify the characteristics of specific ethnic groups of gifted students.
  • Develop an awareness of and demonstrate teaching strategies for addressing the needs of specific ethnic groups.
  • Examine the impact of cultural, ethical, and educational norms and expectations on underachievement in gifted students.
  • Understand the individual characteristics, attitudes, and circumstances that can affect the achievement of a gifted student from diverse populations.
  • Explore ways to identify gifted students from special populations who are unsuccessful in school.
  • Examine the characteristics and needs of these students.
  • Identify strategies to assist these students.
  • Research promising programs and services for poor gifted children that would accommodate their unique needs for skill-development, exposure to relevant experiences, mentoring opportunities and access to resources in the community.
  • Identify and describe criteria of effective programs.
  • Examine theories of giftedness in the socio-cultural perspective in relation to goals for gifted programs.
  • Identify instructional methods that accommodate the needs of special populations.
  • Identify key research on programs for special populations.
  • Communicate and consult with school personnel to evaluate effectiveness of programs in local schools/districts.
  
  
  
• Technology Standards (from ISTE/NETSfor Teachers)
  • Teachers evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning.(5-C)
  
  
  • Teachers communicate relevant information and ideas effectively to students, parents and peers using a variety of digital-age media and formats.(3-C)

Documentation Methods

In order to complete this course, participants must submit the following documentation. These exercises accessible through the Course Log, must meet the established criteria.

Reflection/Dialogue Exercises (5) – Participants reflect on course content, strategy implementation, and their personal learning experience.

Develop an understanding of developmental characteristics as well as the unique strengths and vulnerabilities of the gifted learner. Assist gifted students in developing healthy relationships and leadership capabilities. Understand parenting needs and family dynamics as related to the gifted learner.

This is the first of a two-part course.

     30 Credit Hours.

Course Objectives

• Gifted Objectives (from FDOE, 2007)
  The thirteen topics developed for Guidance and Counseling for the Gifted address various objectives. Part A of this course addresses the following nine topics and accompanying objectives.
  
  Topic 1: Understanding the Gifted
  • Identify common attitudes, biases, and pre-conceived expectations held about gifted children by teachers, parents, age-related peers, and throughout American society.
  • Identify multiple ways attitudes and myths affect the everyday lives of gifted children, and impact educational services available to them.
  • Identify at least five current definitions of giftedness. Note the impact each definition has in school, home, and society at large.
  
  Topic 2: Developmental Characteristics of Gifted Children
  • Attain a developmental understanding of gifted individuals across the life span from infancy to adulthood incorporating a holistic perspective.
  • Describe how the interaction between the environment and innate capabilities affects productivity throughout life.
  
  Topic 3: Phenomenological Experience of Being Gifted
  • Understand the inner experience of children who are gifted.
  • Become familiar with Dabrowski’s Theory of Positive disintegration and the importance of Developmental Potential and Over-excitabilities.
  • Become cognizant of personality variables that affect the social and emotional well-being of gifted children.
  
  Topic 4: Strengths and Vulnerabilities
  • Understand strengths and vulnerabilities of a gifted individual that originates from within the self.
  • Understand vulnerabilities that are due to another’s reaction to giftedness.
  • Understand vulnerabilities that are due to a specific circumstance.
  
  Topic 6: Special Populations
  • Describe the different social and emotional needs of gifted students from special populations. Include gender, ethnicity and culture, socio-economic status, twice exceptional, and under-achieving students.
  • Realize the need for additional or different assessment tools to identify special population students.
  
  Topic 7: Risk Factors and Resiliency
  • Identify risk factors and resiliency as related to students who are gifted.<
  • Enumerate what you can do as a teacher to help students at risk.
  • List symptoms in children and adults of addiction and physical or sexual abuse.
  
  Topic 8: Opportunities in Educational Placement
  • Read Templeton National Report on Acceleration: A nation deceived: How schools hold back America’s brightest students.
  • Understand two categories of acceleration—grade based and subject based—and list 18 acceleration options.
  • Be aware of myths, fears, and expectations of teachers and administrators that hold back students and the research that responds to these concerns.
  
  Topic 9: Counseling, Guidance, and Career Placement
  • Recognize that a counselor, therapist, or psychologist must be amply educated in the gifted field so not to misdiagnosis common characteristics of gifted individuals as pathology.
  • Realize counseling provides empathy and partnership in times of need.
  • Recognize that guidance and career counseling support gifted individuals in decision-making for positive life choices.
  
  Topic 10: Supporting Social Skills and Leadership Development
  • Help students develop social skills and inspire leadership.<
  • Support gifted children’s experience of global interconnectedness and personal responsibility to take action.
  • Realize that a primary need in life is to belong.
  • Help gifted children to understand that their profound sensitivity and empathy can be channeled to help humankind.
  • Recognize that perceptivity, empathy, ethics, values, integrity, and leadership are related.



• Technology Standards (from ISTE/NETS for Teachers)
  
  • Teachers evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning.(5-C)
  
  
  • Teachers communicate relevant information and ideas effectively to students, parents and peers using a variety of digital-age media and formats.(3-C)

Documentation Methods

In order to complete this course, participants must submit the following documentation. These exercises, accessible through the Course Log, must meet the established criteria.

• Reflection/Dialogue Exercises (5) – Participants reflect on course content, strategy implementation, and their personal learning experience.

Explore special socio-emotional needs and issues of some gifted learners, and provide strategies that can be used to address these. These issues include risk factors such as suicide and depression, guidance and counseling needs of the special populations, stress and time management, parent and community support for the gifted, and educational and career guidance.

This is the second part of a two-part course.

     30 Credit Hours.

Course Objectives

• Gifted Objectives (from FDOE, 2007)
  The thirteen topics developed for Guidance and Counseling for the Gifted address various objectives. Part B of this course addresses the following eleven topics and accompanying objectives.
  
  Topic 3: Phenomenological Experience of Being Gifted
  • Become cognizant of personality variables that affect the social and emotional well-being of gifted children.
  
  Topic 4: Strengths and Vulnerabilities
  • Understand strengths and vulnerabilities of a gifted individual that originates from within the self.
  • Understand vulnerabilities that are due to another’s reaction to giftedness.
  • Understand vulnerabilities that are due to a specific circumstance.
  
  Topic 5: Personality Variance of the Gifted and Highly Gifted
  • Realize that, by definition, a person who has an I.Q. four or more standard deviations above the norm will have greater difficulty finding peers and will be misunderstood by others.
  • Recognize that a person with an I.Q. four or more standard deviations above the norm is as holistically different from the norm as a person with an I.Q. four or more standard deviations below the norm is holistically different from the norm.
  • Understand that any grouping of traits for profoundly gifted individuals is merely for convenience of presentation.
  
  Topic 6: Special Populations
  • Describe the different social and emotional needs of gifted students from special populations. Include gender, ethnicity and culture, socio-economic status, twice exceptional, and under-achieving students.
  • Learn how to recognize, understand, and support gifted children with multiple differences.
  
  Topic 7: Risk Factors and Resiliency
  • Identify risk factors and resiliency as related to students who are gifted.
  • Enumerate what you can do as a teacher to help students at risk.
  • List symptoms in children and adults of addiction and physical or sexual abuse.
  
  Topic 8: Opportunities in Educational Placement
  • Recognize home-schooling as a positive option for some gifted students and families.
  
  Topic 9: Counseling, Guidance, and Career Placement
  • Understand the need for supportive services for gifted individuals due to the complexity and sensitivity of their nature.
  • Identify activities and resources to assist K-12 students who are gifted in planning for further education, career, or life choices.
  
  Topic 10: Supporting Social Skills and Leadership Development
  • Help students develop social skills and inspire leadership.
  • Support gifted children’s experience of global interconnectedness and personal responsibility to take action.
  • Realize that a primary need in life is to belong.
  • Help gifted children to understand that their profound sensitivity and empathy can be channeled to help humankind.
  • Recognize that perceptivity, empathy, ethics, values, integrity, and leadership are related.

Topic 11: Advocates for the Gifted
• Acquire and refine the knowledge and skills needed to advocate for gifted learners.
• Identify how parent, teacher, and educational advocates can positively affect gifted services and programming.
• Identify advocacy issues, needs, resources, educational laws, skills, and strategies.
• Support the necessity of self-advocacy by gifted students.

Topic 12: Parenting the Gifted Child and Family Dynamics
• Understand that gifted children naturally have unique needs that parents are challenged to address daily.
• Recognize that parents of gifted children need guidance and support to respond suitably to additional needs and demands.
• Realize that parents of gifted children may experience isolation from other parents due to others’ lack of understanding; societal expectations and myths; jealousy; competition; and lack of acceptance that gifted children have special needs.
• Understand the significance of quote from Mr. Rogers: “The best thing parents can do for children is to listen to them.”

Topic 13: Emotional Giftedness and Spiritual Giftedness
• Understand distinguishing characteristics of emotional giftedness.
• Become aware of characteristics of spiritual giftedness displayed in children.
• Realize a person can be emotionally or spiritually gifted and not intellectually gifted, or intellectually gifted and not emotionally or spiritually gifted.



• Technology Standards (from ISTE/NETS for Teachers)
  
  
  • Teachers evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning.(5-C)
  
  
  
  • Teachers communicate relevant information and ideas effectively to students, parents and peers using a variety of digital-age media and formats.(3-C)

Documentation Methods

In order to complete this course, participants must submit the following documentation. These exercises, accessible through the Course Log, must meet the established criteria.

• Reflection/Dialogue Exercises (5) – Participants reflect on course content, strategy implementation, and their personal learning experience.

Explore the nature and needs of gifted students. Investigate cognitive, social, and emotional needs. Understand the history and current research concerning gifted education.

This is the first in a two-part course on the nature and needs of gifted students.

     30 Credit Hours.

Course Objectives

• Gifted Objectives (from FDOE, 2005)
  The 23 topics developed in Nature and Needs of Students Who Are Gifted address various objectives. Part A of this course addresses the following 13 topics and accompanying objectives.
  
  Topic 1 – Cognitive and Affective
  • Identify and describe cognitive and affective behaviors which lead to referrals to screening and testing for giftedness.
  • Identify characteristics of giftedness and discuss the needs and problems associated with these characteristics.
  • Discuss the role that creative thinking/process/products play in the identification of giftedness.
  
  
  Topic 2 – Family and Community
  • Demonstrate awareness of how factors such as family dynamics, culture, integration of self, and education influence the development of giftedness.
  • Develop an awareness of existence of special populations.
  
  
  Topic 3 – Typical and Atypical
  • Demonstrate knowledge of normal and advanced (typical and atypical) child development.
  
  
  Topic 4 – Potential versus Performance
  • Illustrate the relationship between high academic achievement and giftedness.
  • Demonstrate understanding of the difference between potential vs. performance as it relates to giftedness.
  
  
  Topic 5 – Theories of Intelligence
  • Compare and contrast the theories of intelligence that pertain to gifted education.
  
  
  Topic 6 – Prevalence of Giftedness
  • Identify the incidence of identified gifted students at the local, state, and national levels.
  • Discuss how the prevalence of gifted students varies based on various definitions of giftedness in terms of culture, socio-economic level, location, and other factors.
  
  
  Topic 7 – Emerging Trends
  • Identify emerging national and state trends in the identification of students who may be gifted.
  
  
  Topic 8 – Screening and Assessment
  • Describe traditional/alternative assessment instruments/techniques used to screen and identify students who are gifted.
  • Discuss the advantages and disadvantages of these instruments/techniques.
  
  
  Topic 10 – Labeling
  • Discuss the advantages and disadvantages of labeling gifted students.
  
  
  Topic 15 – Cultural and Socioeconomic Differences
  • Discuss the implications of cultural and socioeconomic differences on programming.
  
  
  Topic 16 – Socio-Emotional Needs
  • Identify the social and emotional needs of gifted students and discuss their implications in determining services.
  
  
  Topic 19 – Definitions and Laws
  • Demonstrate knowledge of the changing nature of state and national definitions of gifted.
  
  
  Topic 20 – Historical and Contemporary
  • Demonstrate understanding of major historical and contemporary trends that influence gifted education.
  
  
  
• Technology Standards (from ISTE/NETS for Teachers)
  
  
  • Teachers evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning.(5-C)
  
  
  
  • Teachers communicate relevant information and ideas effectively to students, parents and peers using a variety of digital-age media and formats.(3-C)

Documentation Methods

In order to complete this course, participants must submit the following documentation. These exercises accessible through the Course Log, must meet the established criteria.

Reflection/Dialogue Exercises (5) assess the participant’s knowledge of the content presented.

Investigate the nature and needs of gifted learners, including traditional and alternative tools for identifying giftedness, curriculum and instruction services, program models, and advocacy.

This is the second part of a two-part course.

     30 Credit Hours.

Course Objectives

• Gifted: Nature and Needs, Part B
  
  Participants will:
  • Demonstrate awareness of how factors such as family dynamics, culture, integration of self, and education influence the development of giftedness.
  • Develop an awareness of existence of special populations.
  • Describe traditional/alternative assessment instruments/techniques used to screen and identify students who are gifted. Discuss the advantages and disadvantages of these instruments/techniques.
  • Explain the referral and identification process in your district. Consider the roles of students, parents, and school personnel.
  • Define the criteria for gifted eligibility and placement.
  • Discuss the advantages and disadvantages of labeling gifted students.
  • Discuss the relationship between gifted and programming and identification criteria.
  • Describe how gifted services differ from general education services with regard to curriculum, instruction, assessment, conceptual orientation, grouping, and environment.
  • Describe different types of service delivery models for gifted programs.
  • Discuss the relationship of the level of need to placement in a continuum of services.
  • Describe how gifted education is organized at the state and local levels.
  • Discuss the implications of cultural and socioeconomic differences on programming.
  • Identify the social and emotional needs of gifted students and discuss their implications in determining services.
  • Discuss the positive and negative perceptions of various stakeholders regarding gifted education and compare to the perspectives presented in the federal report, “National Excellence: A Case for Developing America’s Talent.”
  • Describe the characteristics of an effective teacher of gifted students.
  • Identify the laws that directly impact gifted students and programs in Florida, including the relationship between exceptional student education and gifted programs.
  • Identify and interpret current research findings and recommendations that impact gifted education e.g. National Association for Gifted Child (NAGC) Program Standards.
  • Exhibit an understanding of the procedural safeguards for students who are gifted.
  • Discuss the role of the parent, teacher, and student in the advocacy process.
  • Discuss the need for and benefits of parent involvement in the delivery of gifted program services.



• Technology Standards (from ISTE/NETS for Teachers)
  
  
  • Teachers evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning.(5-C)
  
  
  
  • Teachers communicate relevant information and ideas effectively to students, parents and peers using a variety of digital-age media and formats.(3-C)

Documentation Methods

In order to complete this course, participants must submit the following documentation. These exercises, accessible through the Course Log, must meet the established criteria.

• Reflection/Dialogue Exercises (5) – Participants reflect on course content, strategy implementation, and their personal learning experience.

Explore creativity as it pertains to giftedness and the disciplines that have contributed to our understandings of this area of study. Participants will explore methods for teaching creative attitudes and learn to identify the aspects of creativity as well as methods for encouraging creative thinking in children. This is part one of a two-part course.

     30 Credit Hours.

Course Objectives

• Gifted Objectives(from FDOE, 2007)
  The ten topics developed for Theory and Development for the Gifted address various objectives. Part A of this course addresses the following ten topics and accompanying objectives.
  
  Topic 1 Knowledge and Characteristics (I): Valuing Creativity
  • Identify the role that creativity plays in personal development.
  • Describe the impact of creativity on personal growth and self-actualization.
  
  Topic 2 Knowledge and Characteristics (II): Clarifying Creativity
  • Identify the elements of creativity.
  • State several definitions of creativity and compare and contrast these definitions.
  • Identify contemporary and historical examples of people who have demonstrated creativity in various domains and cultural settings.
  • Identify myths and misunderstandings associated with creativity.
  
  Topic 3 Knowledge and Characteristics (III): Understanding the Elements of Creativity
  • State several definitions of creativity and compare and contrast these definitions.
  • Identify specific personal, socio-culturaland education- al experiences and opportunities that facilitate/inhibit the development of creativity.
  • Examine and analyze the dynamics of individual creativity and collaborative creativity.
  • Demonstrate an understanding of the elements of creative thinking (e.g., fluency, flexibility, originality, and elaboration).
  • Identify critical points in the development of human creativity from early childhood through adulthood.
  
  Topic 4 Knowledge and Characteristics (III): Cultural Conceptions of Creativity
  • Identify controversies concerning the nature of creativity to understand why a universally accepted definition of creativity has not been attained.
  • Identify cognitive and personal characteristics associated with creativity across cultures and throughout time.
  
  Topic 5 Knowledge and Characteristics (IV): Assessing Creativity
  • Understand the role of assessment in determining creativity and the use of tests and inventories.
  • Describe, compare, and evaluate different instruments for measuring creativity.
  
  Topic 6 Implementing Creativity (I): Fostering a Creative Learning Environment
  • Identify ways to establish a classroom environment that fosters the development and expression of creativity.
  • Consider role of emotion, physical aspects, exploration/ discovery, experimentation, unpredictability, and ambiguity in creativity.
  • Analyze the creative learning environment from 3 perspectives: personal, socio-cultural, educational.
  • Describe the importance, implications, and benefits of creative thinking for students in today’s schools and society.
  
  Topic 7 Implementing Creativity (II): Nurturing and Developing Creativity
  • Examine organizational and managerial structures and practices that facilitate/inhibit the development and expression of creativity.
  • Discuss the nature of innovation and the process of change relative to creative outcomes.
  • Identify examples of how creative thinking can be used to address problems in society.
  • Identify tools for generating ideas and focusing thought with overview of relevant programs.
  
  Topic 8 Implementing Creativity (III): Identifying Goals
  • Identify programs or curricula that can serve as initiatives for fostering creativity (Odyssey of the Mind, Future Problem Solving, Invent America, Artifacts Box, mentoring, SCAMPER).
  • Demonstrate an understanding of the process of invention and identify the steps of moving from an idea through the patent process.
  • Explore and analyze the ethical issues surrounding creativity.
  
  Topic 9 Implementing Creativity (IV): Evaluation Procedures
  • Discuss the value of creativity in an era of educational accountability.
  • Examine the role of self-assessment, including portfolio development, in the evaluation of creative processes and products.
  
  Topic 10 Personalization, Actualization, and Commitment of Additional Resources
  • Create pathways/ opportunities for developing individual student creativity (mentorship, community resources, contests, clubs, special lessons/ classes, dual enrollment, distance)


• Technology Standards (from ISTE/NETS for Teachers)
  
  
  • Teachers evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning.(5-C)
  
  
  • Teachers communicate relevant information and ideas effectively to students, parents and peers using a variety of digital-age media and formats.(3-C)

Documentation Methods

In order to complete this course, participants must submit the following documentation. These exercises accessible through the Course Log, must meet the established criteria.

Reflection/Dialogue Exercises (5) – Reflecting on knowledge gained from course content and applying that knowledge to gifted learners.

Explore creativity in relation to the academic disciplines, language arts, visual and performing arts, the social sciences, mathematics and science. Build on the knowledge of creativity gained from the course, Gifted: Theory & Development of Creativity, Part A.

     30 Credit Hours.

Course Objectives

• Gifted Objectives (from FDOE, 2007)
  The ten topics developed for Theory and Development for the Gifted address various objectives. Part B of this course addresses the following eight topics and accompanying objectives.
  
  Topic 2 Knowledge and Characteristics (II): Clarifying Creativity
  • Identify contemporary and historical examples of people who have demonstrated creativity in various domains and cultural settings.
  • Identify myths and misunderstandings associated with creativity.
  
  Topic 3 Knowledge and Characteristics (III): Understanding the Elements of Creativity
  • Identify specific personal, socio-culturaland education- al experiences and opportunities that facilitate/inhibit the development of creativity.
  • Demonstrate an understanding of the elements of creative thinking (e.g., fluency, flexibility, originality, and elaboration).
  
  Topic 4 Knowledge and Characteristics (III): Cultural Conceptions of Creativity
  • Identify cognitive and personal characteristics associated with creativity across cultures and throughout time.
  • Recognize how culture, economics, environment, and time impact the expression of creativity.
  
  Topic 6 Implementing Creativity (I): Fostering a Creative Learning Environment
  • Identify ways to establish a classroom environment that fosters the development and expression of creativity.
  • Consider role of emotion, physical aspects, exploration/ discovery, experimentation, unpredictability, and ambiguity in creativity.
  • Analyze the creative learning environment from 3 perspectives: personal, socio-cultural, educational.
  
  Topic 7 Implementing Creativity (II): Nurturing and Developing Creativity
  • Examine organizational and managerial structures and practices that facilitate/inhibit the development and expression of creativity.
  
  Topic 8 Implementing Creativity (III): Identifying Goals
  • Identify programs or curricula that can serve as initiatives for fostering creativity (Odyssey of the Mind, Future Problem Solving, Invent America, Artifacts Box, mentoring, SCAMPER).
  • Using the identified characteristics of the creative individual, plan appropriate teaching strategies and groupings that support the development and expression of abilities.
  
  Topic 9 Implementing Creativity (IV): Evaluation Procedures
  • Describe characteristics and appropriate criteria used to assess creative outcomes and products.
  
  Topic 10 Personalization, Actualization, and Commitment of Additional Resources
  • Develop plans to integrate creativity within and across the content areas focusing on process and product.
  • Design and implement a personal plan for establishing a classroom environment to nurture and develop creativity.
  • Create pathways/ opportunities for developing individual student creativity (mentorship, community resources, contests, clubs, special lessons/ classes, dual enrollment, distance)
  
  
• Technology Standards (from ISTE/NETS for Teachers)
  
  
  • Teachers evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning.(5-C)
  
  
  • Teachers communicate relevant information and ideas effectively to students, parents and peers using a variety of digital-age media and formats.(3-C)

Documentation Methods

In order to complete this course, participants must submit the following documentation. These exercises accessible through the Course Log, must meet the established criteria.

Reflection/Dialogue Exercises (5) – Reflecting on knowledge gained from course content.