Differentiated Instruction of Gifted Students in the Heterogeneous Classroom | Teachers College Columbia University

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Gifted Education Workshops

June 25, 2018 - June 28, 2018

Location:
Teachers College, Columbia University, New York, NY

Faculty: Professor Borland and Dr. Wright

Courses Available for Non-Credit


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 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.

If you have questions about this summer program, please contact:

Professor James Borland

Box 31
Teachers College, Columbia University
New York, NY 10027

Tel: 212-678-3801

Email: jhb27@tc.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 2018

C&T 4021    Nature and Needs of Gifted Students 

Professor James 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. No previous experience in gifted education is required.

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

Professor James Borland, Dr. Lisa Wright, Dr. Heather Pinedo-Burns, and Mr. Christopher Ongaro
1 – 3 credits or non-credit
June 18 - 21, 9:00 – 4:00

Giftedness, in its broadest and most varied conception, is evident in every elementary, middle school, and high school classroom. Nurturing the talents, passions, proclivities, and potentials of all students is a nonnegotiable obligation for every educator. As the rich, diverse profiles of learners and the demands of the 21st Century unfold, teachers require an ever-growing repertoire of pedagogical strategies to ensure these students are not overlooked. Differentiated curriculum and instruction remains at the center of our practice within the context of globalization, technology, digital literacy, creativity and strength-based learning.

In this workshop we examine the foundation of differentiation and also explore recent innovations in the field. We consider curricular and instructional strategies designed to enhance the optimal development of learners across all classroom settings. Gifted students (and all students) must be offered ample opportunities to question, critique, create, fail, collaborate, imagine, and innovate. The active and responsive engagement of students requires curricular modifications, management techniques, instructional strategies, individual learning opportunities, assessments, and authentic outcomes. Throughout this workshop, special consideration will be given to methods of differentiation that can be integrated readily into the daily learning environments of classrooms.

Graduate students from all departments are welcome and no prior coursework in gifted education is necessary. To support the goals of each participant, requirements are varied and individualized. This course is variable credit and students may elect 1, 2, or 3 points. Students may also elect a letter grade or a pass option. This workshop is also offered for noncredit and is open to all educators.

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

Professor James 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. No previous experience in gifted education is required.

-- And either --

C&T 5302     Advanced Practicum in Gifted Education            

Professor James Borland and Dr. Lisa 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 James Borland and Dr. Lisa 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 workshops on a on-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

Registration Fee: $780
Time: June 18 - 21, 9:00 – 4:00
Location: Teachers College, Columbia University, New York, NY 
Faculty: Professor James Borland, Dr. Lisa Wright, Dr. Heather Pinedo-Burns, and Christopher Ongaro
Workshop Description: Giftedness, in its broadest and most varied conception, is evident in every elementary, middle school, and high school classroom. Nurturing the talents, passions, proclivities, and potentials of all students is a nonnegotiable obligation for every educator. As the rich, diverse profiles of learners and the demands of the 21st Century unfold, teachers require an ever-growing repertoire of pedagogical strategies to ensure these students are not overlooked. Differentiated curriculum and instruction remains at the center of our practice within the context of globalization, technology, digital literacy, creativity and strength-based learning.

In this workshop we examine the foundation of differentiation and also explore recent innovations in the field. We consider curricular and instructional strategies designed to enhance the optimal development of learners across all classroom settings. Gifted students (and all students) must be offered ample opportunities to question, critique, create, fail, collaborate, imagine, and innovate. The active and responsive engagement of students requires curricular modifications, management techniques, instructional strategies, individual learning opportunities, assessments, and authentic outcomes. Throughout this workshop, special consideration will be given to methods of differentiation that can be integrated readily into the daily learning environments of classrooms.

Graduate students from all departments are welcome and no prior coursework in gifted education is necessary. To support the goals of each participant, requirements are varied and individualized. This course is variable credit and students may elect 1, 2, or 3 points. Students may also elect a letter grade or a pass option. This workshop is also offered for noncredit and is open to all educators.


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

Registration Fee: $780
Time: June 25 – 28, 9:00 – 4:00
Location: Teachers College, Columbia University, New York, NY 
Faculty: Professor 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. No previous experience in gifted education is required.

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. 

Other Offerings

Digital Learning for the K-8 Classroom
Ongoing Enrollment May 1, 2017 - May 1, 2017

MathCamp: Integrating the Common Core Shifts into Mathematics Instruction
August 20 - 23, 2018 August 20, 2018 - August 23, 2018

Dignity for All Students Act (DASA)
August 25, 2018 - December 9, 2018

Chinese Tutoring Program
Sept - Dec 2018 September 3, 2018 - December 21, 2018

Keep the Kids Talking: Shifting from Q&A to Q&D
September 10, 2018 - November 30, 2018

Bilingual Bicultural Education Program
Multiple Sessions September 10, 2018 - December 17, 2018

TC College Advising Program
September 10, 2018 - December 17, 2018

Child Abuse Identification & Reporting
Sept. 15 - Jan. 5, 2019 September 15, 2018 - January 5, 2019

School Violence Prevention & Intervention
September 15, 2018 - January 5, 2019

Community Language Program
September 24, 2018 - December 10, 2018

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