Teaching Gifted Kids in Today’s Classroom (K12)
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. Their book, Teaching Gifted Kids in Today’s Classroom, outlines strategies such as: Most Challenging First, Pretesting for Volunteers, Learning Contracts, Study Guides, Personal Interest Projects and Cooperative Learning.
Winebrenner’s and Brulles strategies will have you analyze, critique and evaluate your own teaching methods and will assess how you can implement adjustments and better teaching practices to meet the needs of gifted and high achieving students.
See reviews of the book at Amazon.com.
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 Teachers’ Professional Advancement Institute.
*You are responsible for purchasing your own course book.