MODULE 3 INTRODUCTION AND MODULE OVERVIEW STANDARDS KNOWLEDGE

MODULE 3 INTRODUCTION AND MODULE OVERVIEW • • • STANDARDS KNOWLEDGE AND SKILLS ASSIGNMENTS www. company. com

MODULE 3 FOCUS: IDENTIFICATION, ASSESSMENT, AND COLLABORATIVE LEARNING Beginning gifted education professionals • understand that some groups of individuals with gifts and talents have been underrepresented in gifted education programs • select and use technically sound formal and informal assessments that minimize bias in identifying students for gifted education programs and services. • use instructional strategies that enhance the affective development of individuals with gifts and talents. • apply elements of effective collaboration. • use collaboration to promote the well-being of individuals with gifts and talents across a wide range of settings, experiences, and collaborators. www. company. com

BIG IDEAS IN MODULE 3 How can teachers of gifted students actively address the issue of underrepresentation in gifted programs of groups such as those who are culturally diverse, economically disadvantaged, English language learners, underachievers, twice exceptional , and/or very young or highly gifted? How can teachers of gifted students foster an environment of collaboration in the classroom? How can teachers of gifted students model professional collaboration? www. company. com

MODULE 3: SPECIAL GIFTED POPULATIONS PROJECT AND PRESENTATION You and several of your peers will collaborate to put together an educational presentation for an imaginary issue relevant to gifted education in the state of Georgia. Your presentation will educate the “state board members” about your special population – the characteristics and needs of this group, as well as why it would be an educational and ethical travesty to no longer support this group of students. www. company. com

Special Population TEAM Lynn Boykin, La. Donna Stephens, Sonya Little Culturally Diverse Economically Disadvantaged and ELL Sabrina Gunnell, Anne Bernard Gifted Females Yolanda Ledesma, Tiffoni Sellers, Hannah Beam Gifted Males Ian Lindsay, Jeanne Halfacre, Matthew White Highly and/or Very Young Gifted Theresa Levy, Dana Evans, Diane Cordova, Jessica Pluta, Kathleen Burnes, Megan Schroeder Twice Exceptional Students Melissa Lyle, Hollie Fincher-Paden, Kimberly Tunac, Melissa Weatherby Vicki Massey, Jason Ritchie, Eric Ritenour Gifted Underachievers www. company. com

MODULE 3 RESOURCES www. company. com

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SPECIAL POPULATIONS ASSIGNMENT Group presentation requirements: Your group will teach your assigned topic to the Board (class) at the mandatory face to face meeting session. All group members must participate in the instruction. You will only have 25 minutes, so plan carefully. Use the chart provided by your instructor to identify the members of your work group. Determine how your group will meet to complete your project – in person, virtually, or a combination of both. Design a creative and innovative presentation: Based on what you’ve learned from your individual research, create a sample case child from this “special” population. Start your presentation/lesson with the “story” about this child. General description of the population – how do you recognize a child in this group? How may a child in this group not fit into a “traditional” profile of a gifted student? What are some special needs of this group? How could these learners’ special needs be addressed? Why must this group receive appropriate services for their needs? Review the rubric for more information. The Board has a short attention span with no patience for boring, run of the mill presentations. Your group is responsible for presenting and teaching this topic in an engaging way. You may NOT use a traditional Power. Point – be creative! You must be interactive and engaging! www. company. com

SPECIAL POPULATIONS ASSIGNMENT www. company. com

INDIVIDUAL RESEARCH CHART (DUE 8/24/16) www. company. com

INDIVIDUAL RUBRIC www. company. com

GROUP WORK RATING SCALE Due 8/24/16 www. company. com

RUBRIC FOR PRESENTATION www. company. com

Review the rubric for all expectations. www. company. com

PROVISIONAL CERTIFICATE Don’t forget to bring with your completed provisional certificate paperwork when you come to the face-to-face meeting. You’ll need the application, a copy of your driver’s license, and your receipt for payment. It isn’t required for you to get your provisional, but you may want to check with your principal to see if he/she is planning on counting your gifted students on the FTE report. If he/she is counting your students, you’ll need to get the provisional. If you get it, the PSC will not issue you another provisional until you finish this one. www. company. com

REQUIRED FACE TO FACE SESSION 1. 8/25/16 -DICKERSON MIDDLE SCHOOL 5: 15 P. M. 2. ROOM 8 A 4 -ENTER THE FRONT OF THE BUILDING, GO STRAIGHT DOWN THE HALL. ONCE YOU REACH THE ATRIUM, GO DOWN THE 8 TH GRADE HALL. 8 A WILL BE ON THE LEFT. 3. IF YOU GET TO SCHOOL AFTER THE BUILDING IS LOCKED FOR THE DAY, YOU’LL NEED TO CALL EITHER A CLASSMATE OR ME TO LET YOU IN. BE PREPARED TO PRESENT ON YOUR GROUP’S SPECIAL POPULATION TOPIC. 4. FEEL FREE TO BRING DINNER WITH YOU. PLEASE BE ON TIME! www. company. com