According to a survey from an article entitled, State of the States in Gifted Education by the National Association of Gifted Children and CPGP, 73% of teachers agreed that, “Too often, the brightest students are bored and under-challenged in school – we’re not giving them a sufficient chance to thrive.”
Should a student who has shown mastery on a pretest sit through all the lessons of the upcoming unit? If that student has mastered the content, should he/she be required to complete the homework for the unit?
Susan Winebrenner and Dina Brulles define what constitutes mastery and make a case that it is the teacher’s responsibility to differentiate curriculum to meet the needs of high achieving and gifted students in the classroom that have met that benchmark.
Educators taking this course will analyze, critique and evaluate their own teaching methods. They will explore how to implement adjustments and new teaching practices to meet the needs of gifted and high achieving students. Educators will also investigate special topics and integrate new learning into their teaching environment.
This course is equivalent to 3 semester hours or 4.5 quarter hours. It is a graduate level course and intended for K-12 educators who have completed a bachelor’s degree. It is recommended that you receive board or district approval before registering with TPAI.
See reviews of the book at Amazon.com.
*You are responsible for purchasing your own course book.