Master of Arts in Education (MA)
Equity, Diversity and Inclusive Education, Urban Education
Pamela A. Redmond, Jim O'Connor
Pre-conceived ideas of what makes up a gifted and talented student often stops teachers from identifying large segments of gifted students, including those who have disabilities, for whom English is a second language, ethnic minorities, and low-income students. Once identified, teachers often do not know how to differentiate their curriculum to create successful opportunities for their students. This two-day teacher professional development gives educators information and skills to identify and intelligently support all gifted and talented students in their class room. Educators will learn how to use extension activities such as the most difficult first, volunteer pre-test, and a learning contract to engage gifted students. Using differentiation and compacting teachers are able to ensure the success of their gifted students.
Frisinger, S. (2016). Differentiating for Gifted Students, Including Low-Income, Students of Color, or Those with a Learning Disability, in the General Education Classroom Urban Education. Retrieved from https://touroscholar.touro.edu/tucgsoe/271