Teachers College Columbia University
Gifted Education Workshops
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About the course
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.
Gifted Education offers the following two workshops on a non-credit basis or for 1-3 credits. 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
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
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.
Trust the 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...