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Teachers College Columbia University

Gifted Education Workshops

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Description

The Program in Gifted Education of the Department of Curriculum and Teaching at Teachers College, Columbia University, offers a 12-credit summer course sequence that allows students who hold, or will soon obtain, a valid initial or professional teaching certificate in New York State to also meet the educational requirements for the New York State certification extension in gifted education.

This certification extension is required in order to teach in gifted education programs in the State of New York. Coursework in this sequence can be used to meet certification requirements in other states as well. Individuals who complete the 12-credit sequence will apply directly to the State Education Department through the individual pathway in order to be granted the certificate extension. The gifted education extension applies to early childhood, elementary, and high school teachers.

Four courses are offered in the summer, and students who start the sequence in mid-May can complete the sequence as early as mid-July. The courses are listed and described on the next page.

One does not need to be a matriculated Teachers College student in order to enroll in this program. One must simply apply for admission as a non-matriculated student to the Teachers College Office of Admission (http://www.tc.edu/admissions). The course sequence is also open to Teachers College students in the Department of Curriculum and Teaching and students in other departments who can take the courses as electives in their programs.

Certificate

Four courses are offered in the summer, and students who start the sequence in mid-May can complete the sequence as early as mid-July. The courses are listed and described below.

Courses in the Certification Sequence, Summer 2017

C&T 4021 Nature and Needs of Gifted Students

Professor Borland 2 or 3 credits Summer A, May 21 – June 27 Mondays and Wednesday, 4:25 – 6:45

This introductory course in gifted education explores a number of issues related to the psychology and education of gifted students, including conceptions of giftedness, educational provisions for gifted students, characteristics of gifted students, creativity, and economically disadvantaged gifted students. Educational provisions for gifted students are explored, including identification, optimal learning environments, and differentiated curriculum for gifted students. Implications for education, counseling, and guidance are investigated.

C&T 4027 Differentiated Instruction of Gifted Students in the Heterogeneous Classroom

Professor Borland and Dr. Wright 1 – 3 credits or non-credit June 18 - 21, 9:00 – 4:00

Gifted students are present in almost every elementary, middle school, and high school classroom. The educational needs of these students can and must be met within this context. This workshop will provide an overview of curricular and instructional strategies designed to enhance the optimal development of gifted learners (and all learners) in the regular classroom. Topics will include general curricular modifications, management techniques, instructional strategies, individual learning opportunities, collaboration with other professionals, and outcomes and assessments. Special consideration will be given to those methods of differentiation that can be integrated readily into the learning environment of mixed-ability classrooms.

C&T 4022 Instructional Models in the Education of Gifted Students

Professor Borland 1 – 3 credits or noncredit June 25 - 28, 9:00 – 4:00

What should gifted students learn? How can we differentiate the curriculum for gifted learners in order to meet their special needs more effectively? These and other questions will be addressed in this four-day workshop devoted to the discussion, analysis, and evaluation of instructional models designed or adapted for gifted students. Emphasis will be placed on the principles of curricular differentiation; matching instruction to characteristics of gifted students; providing optimal learning environments; and on providing an overview of a range of models designed to modify content, enhance the development of thinking skills and enhance creativity.

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C&T 5302 Advanced Practicum in Gifted Education

Professor Borland and Dr. Wright 3 credits Summer A (May 21 – July 1) or Summer B (July 7 – August 17)

The practicum consists of observations and analyses of programs for gifted students in the New York City area. Students will arrange program visits and develop evaluations focusing on how successfully programs deal with the following: (a) identifying characteristics of gifted students, (b) tools and methods for identifying and assessing gifted students, (c) learning environments for students who learn differently from classmates, (d) curriculum design for gifted students, and (e) collaborating with other school staff to provide individualized instruction.

-- or --

C&T 5902 Independent Study: Giftedness

Professor Borland and Dr. Wright 3 credits Summer A (May 23 – July 3) or Summer B (July 9 – August 19)

Students work under guidance on practical or theoretical problems in the field of gifted education. The independent study must include a focus on the following: (a) identifying characteristics of gifted students, (b) tools and methods for identifying and assessing gifted students, (c) learning environments for students who learn differently from classmates, (d) curriculum design for gifted students, and (e) collaborating with other school staff to provide individualized instruction.

Non-Credit Option

Gifted Education offers the following two courses as non-credit. Please note, non-credit does not fulfill the 12-credit sequence for Gifted Extension.

C&T 4027 Differentiated Instruction of Gifted Students in the Heterogeneous Classroom

Time: June 18 - 21, 9:00 – 4:00 Location: Teachers College, Columbia University, New York, NY Faculty: Dr. James Borland and Dr. Lisa Wright Workshop Description: Gifted students are present in almost every elementary, middle school, and high school classroom. The educational needs of these students can and must be met within this context. This workshop will provide an overview of curricular and instructional strategies designed to enhance the optimal development of gifted learners (and all learners) in the regular classroom. Topics will include general curricular modifications, management techniques, instructional strategies, individual learning opportunities, collaboration with other professionals, and outcomes and assessments. Special consideration will be given to those methods of differentiation that can be integrated readily into the learning environment of mixed-ability classrooms.

C&T 4022 Instructional Models in the Education of Gifted Students

Time: June 25 – 28, 9:00 – 4:00 Location: Teachers College, Columbia University, New York, NY Faculty: Dr. James Borland

Workshop Description: What should gifted students learn? How can we differentiate the curriculum for gifted learners in order to meet their special needs more effectively? These and other questions will be addressed in this four-day workshop devoted to the discussion, analysis, and evaluation of instructional models designed or adapted for gifted students. Emphasis will be placed on the principles of curricular differentiation; matching instruction to characteristics of gifted students; providing optimal learning environments; and on providing an overview of a range of models designed to modify content, enhance the development of thinking skills and enhance creativity.

Experts

James H. Borland, PH.D., is Professor of Education in the Department of Curriculum and Teaching at Teachers College, Columbia University, where he directs the programs in the education of gifted students. Dr. Borland is the author of numerous books, journal articles and book chapters. He is ed...
Lisa Wright, Ed.D., is the Director of the Hollingworth Center at Teachers College, Columbia University, and an Adjunct Associate Professor in the Department of Curriculum and Teaching at Teachers College where she teaches graduate courses, supervises student teachers, and co-directs an annual su...
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