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Continuing Professional Studies
Teachers College, Columbia University
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Continuing Professional Studies

Putting your purpose into practice.

Gifted Extension

Courses Available for Non-Credit


Differentiated Instruction of Gifted Students in the Heterogeneous Classroom

July 7 – July 10, 2014
 

Instructional Models in the Education of Gifted Students

June 30th, July 1 -3, 2014 
 

Teachers College, Columbia University
New York, NY
9:00am - 4:00pm EST






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.

One does not need to be a matriculated Teachers College student in order to enroll in this program and can apply for admission as a non-matriculated student through the Teachers College Office of Admission. 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.

Two of the courses in the Certification Sequence, Differentiated Instruction of Gifted Students in the Heterogeneous Classroom, and, Instructional Models in the Education of Gifted Students, are also offered as non-credit.

Please note, non-credit does not fulfill the 12-credit sequence for Gifted Extension. 

For more information please contact:

 

Professor James Borland

Tel 212-678-3801

Email jhb27@columbia.edu


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 2014

C&T 4021    Nature and Needs of Gifted Students 

Professor Borland
2 or 3 credits
Summer A, May 28 – July 2
Mondays and Wednesday, 4:25 pm – 6:45 pm                 

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 23 - 26, 9:00 am - 4:00 pm

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
July 30, July 1 - 3, 9:00 am - 4:00 pm

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.

C&T 5302     Advanced Practicum in Gifted Education           

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

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 stuff to provide individualized instruction.

Tuition information

Tuition is $1,344 per credit.

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

  Dates: July 7 - 10, 9:00 am - 4:00 pm
  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

  Dates: June 30, July 1 - 3, 9:00 am - 4:00 pm
  Location: Teachers College, Columbia University, New York, NY
  Faculty:Dr. James Borland and Dr. Lisa Wright
  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.


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 editor of the Education and Psychology of the Gifted series of Teachers College Press and is past co-editor of the Section on Teaching, Learning, and Human Development of the American Educational Research Journal.  He has lectured on the education of gifted students across the U.S. and abroad, and he has consulted with numerous school districts, primarily as an evaluator of programs for gifted students.  Dr. Borland was awarded the Gifted Child Quarterly Paper of the Year Award for 1994 and 2000 and the Award for Excellence in Research from the Mensa Education and Research Foundation in 1989-1990 and 1999-2000.

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 summer institute for teachers and administrators.

For the past twenty-five years, Dr. Lisa Wright has been the Director of the Hollingworth Center, a program within the Department of Curriculum and Teaching at Teachers College, Columbia University that functions as a service, research, and demonstration site. Under Dr. Wright’s leadership, the Center develops model programs and offers enriched educational services for graduate students, children, families, and educators.   Lisa holds a Master of Arts Degree in Education from New York University and a Doctoral Degree in Curriculum and Teaching from Columbia University’s Teachers College. Before coming to Teachers College, she taught in private and public schools at the elementary and secondary levels. She has published a variety of articles for peer review journals and has received two Paper of the Year awards from the National Association for Gifted Children. Lisa presents nationally and consults with private and public schools across the country. Her research interests include reponsive differentiated curriculum design, twice exceptional learners, LBGTQ children’s literature, and science for young children. Lisa’s critical stance is embedded in a social justice perspective and access and equity for all children.