Mbti.htm Two groups of teachers were also administered the MBTI. Group one was 60 teachers training to teach the gifted and talented. http://www.ashland.edu/~jpiirto/mbti.htm
Extractions: The Myers-Briggs Type Indicator and talented adolescents: FEELING BOYS AND THINKING GIRLS: TALENTED ADOLESCENTS AND THEIR TEACHERS Jane Piirto, Ph.D. (ENTP) Trustees' Professor Director of Talent Development Education Ashland University Ashland, OH 44805 This article appeared in the Proceedings of the CAPT conference in Orlando, Florida in March 1998 ABSTRACT The MBTI was administered to 226 tenth and eleventh graders who qualified as gifted and talented. Sixty teachers of the talented and 25 elementary and high school teachers were also administered the MBTI. Talented teens preferred ENFP. Gender differences were calculated as well among artistic youth and academically talented youth. Male artistic youth preferred F and academic females preferred T. Teachers of the talented preferred ENFJ. Other teachers preferred ESFJ. Implications for teaching these students are discussed. FEELING BOYS AND THINKING GIRLS: TALENTED ADOLESCENTS AND THEIR TEACHER S The ESFJ teachers are exceptionally dependable, precise, critical of detail, hardworking, and expects others to be likewise. They have a deep respect for facts, and are particular about detail and routines. These educators are friendly, tactful, sympathetic, and need human contacts. They also show a great deal of loyalty to respected persons, institutions, and causes. Their foremost interest is in the direct and visible effects that situations have on peoples' lives. This research project was designed to explore the relationship between the intuitive (N) preference versus the sensing (S) preference and the judging (J) preference versus the perceiving (P) preference on the Myers-Briggs Type Indicator (MBTI) taken by talented students and their teachers.
Gifted Education - Angleton ISD The G/T Secondary teachers teach inclass seminars on a rotational through twelve are designed to encourage self-nomination of gifted and talented students http://www.angleton.isd.tenet.edu/programs/gt/gt.html
Extractions: Website Description ULR Address National Association for Gifted Children NAGC is a non-profit organization of parents, teachers/educators, community leaders and other professionals who unite to address the unique needs of all children and youth with demonstrated gifts and talents as well as those who may be able to develop their talent potential with appropriate educational experiences. http://www.nagc.org Minnesota Educators of the Gifted and Talented, Inc. A nonprofit advocacy network which promotes and supports the professional preparation of teachers and other educational professionals who have responsibility for the education of gifted and talented students. http://www.ties.k12.mn.u s/%7Emegt Minnesota Council for the Gifted and Talented Minnesota Council for the Gifted and Talented (MCGT) is a state-wide, not-for-profit organization dedicated to promoting better understanding of, and educational services for, gifted and talented children. Its members are mainly parents, educators and other professionals. http://www.mcgt.net/
Durham Elementary TAG focus at Durham is to teach all students Students are identified as intellectually gifted with a Students are identified as academically talented in reading or http://www.ttsd.k12.or.us/schools/dur/staff/butcher/tag/
Extractions: TAG Services It is not enough to have a good mind. The main thing is to use it well. Rene Descartes General Information Online Reources General Information The instructional focus at Durham is to teach all students at their instructional level and rate. We work together to help every child demonstrate growth in academic performance, self esteem, social responsibility, and physical well being. TAG Services support and compliment the classroom teachers in meeting this challenge. Services include: Identification Students are identified as intellectually gifted with a score of 97%ile or above on a Nationally Standardized test of mental ability and supporting behavioral evidence. This school district tests its entire population in grades 2 and 7. Students may be tested on an individual basis if referred. Students may also be tested by a liscenced psychologist privately. Students are identified as academically talented in reading or math if they have a pattern of scores at the 97th %ile and above on state tests or nationally normed achievement tests, and supporting behavioral evidence.
UCSB EXTENSION | Gifted And Talented Education (G.A.T.E.) The instructors who teach in this program are practicing professionals from techniques and strategies to effectively serve K12 gifted and talented students http://www.unex.ucsb.edu/cert/edu/gate/
Extractions: Quick Links... Education Information Technology Degree Programs Course Catalog Certificate Programs Special Programs International Studies ... How To Enroll The Gifted and Talented Education (GATE) Professional Certificate Program provides a comprehensive examination of the knowledge and skills needed to appropriately serve gifted and talented students. Coursework addresses characteristics and identification, curriculum differentiation and instruction, teaching strategies, social and emotional needs, program development, and appropriate program and student performance evaluation. Each course is based on current research, its application to schools and classrooms, and incorporates the California recommended standards for programs for gifted students. Note: The recently adopted recommended California standards for programs for gifted and talented students requires professional training for all of those who are responsible for providing services to gifted students in our schools including teachers, administrators, counselors, and other support staff. State Assembly Bill (or AB) 2313 requires that primary GATE services be integrated into the regular school day as differentiated learning experiences, based on the core curriculum. The GATE Professional Certificate Program is designed to meet the recommended California Standards for K-12 Gifted and Talented Education.
The Page Cannot Be Found a lack of social skills can keep many talented and gifted studentsfrom interacting with suggests creating a smallgroup setting to help teach those students http://www.counseling.org/site/News2?page=NewsArticle&id=7414&JServSessionIdr011
Chapter104 with coordinating and/or consulting responsibility or who teach a credit bearing course of specialized instruction in the gifted and talented program may http://www.sad28.k12.me.us/MEGAT/Chapter104.html
Extractions: EDUCATIONAL PROGRAMS FOR GIFTED AND TALENTED CHILDREN State of Maine Department of Educational and Cultural Services First Printing - May, 1987 Second Printing - July, 1988 05 DEPARTMENT OF EDUCATIONAL AND CULTURAL SERVICES 071 COMMISSIONER OF EDUCATIONAL AND CULTURAL SERVICES CHAPTER 104 EDUCATIONAL PROGRAMS FOR GIFTED AND TALENTED CHILDREN SUMMARY: Maine law requires school administrative units to establish educational programs for gifted and talented children by 1991-1992 in the schools of the unit. This rule establishes the gifted and talented education program standards governing each school administrative unit in the state and adopts procedures for ascertaining compliance with all applicable, legal requirements for the establishment, approval, and funding of such programs as authorized by Title 20-A, section 8101, et seq. and section 15603, sub-section 22(c). Part 1 GENERAL PROVISIONS 104.01 General Objectives This rule establishes the standards and procedures governing the establishment, implementation, and approval of educational programs for gifted and talented children in each school administrative unit, including needs assessment, identification of students, and program planning, development, delivery and review. Its intent is to provide a framework to assure the estab;lishment of programs in the elementary and secondary schools of each school administrative unit in an appropriate and timely manner. 104.02 Definitions
GT-Quest/Answers education coordinating and/or consulting responsibility or who teach a credit honors, or advanced placement sections) in the gifted and talented program (as http://www.sad28.k12.me.us/MEGAT/GTQA.html
Extractions: QUESTIONS AND ANSWERS ON THE How did the proposed endorsement come about? The Maine Educators of the Gifted and Talent (MEGAT), a statewide professional organization, initiated the process to establish an endorsement in this are. Representatives of MEGAT conducted the required research at the local, state and national levels and prepared the draft. Who had input during the process MEGAT leadership held meetings with the Department of Education, Division of Certification and Placement staff. A survey was sent to all superintendents in the state to gather information regarding the proposed endorsement. Stakeholders, including representatives of the DOE, State principals, special education directors, GT teachers and coordinators, university faculty and parents were invited to a meeting held by the Department of Education on April 3, 1995, to discuss and provide input on components of the endorsement. The draft endorsement was discussed with GT educator at five regional meetings around the state. Maine Parents of Gifted and Talented Youth (MPGTY) surveyed their membership as well. What does the endorsement look like?
LPISD Curriculum Gifted And Talented Weekly scheduled pullout for students identified as gifted and talented. or small group independent work with teacher facilitation; teach strategies and http://www.laporte.isd.esc4.net/curriculum/gifted_talented.htm
Extractions: rhynec@lpisd.org Welcome to the La Porte Independent School District Gifted and Talented Program! Mission Statement Goals Advisory Team Schoolwide Enrichment Model ... Resources Mission Statement Founded upon the belief that schools should be places for student talent development, the La Porte ISD Gifted and Talented Program is committed to providing the resources, encouragement, and opportunities to assist students in achieving at their highest levels of potential. Return to top Goals Improve student academic performance with meaningful, enriched learning experiences. Provide for responsible flexibility in the use of the school day to ensure time for enrichment learning.
State Assisted Programs - Gifted a teacher having had special training on how to teach gifted students National Research Center on the gifted and talented shows that gifted students make http://dese.mo.gov/divimprove/gifted/pubref.htm
Extractions: Making a Positive Difference TABLE OF CONTENTS Letter from Dr. Bartman, Commissioner of Education Purpose Background on Gifted Children Assessment ... Acknowledgements September 1997 Dear Friends: The goal of helping each child achieve his or her potential continues to be the priority of the Department of Elementary and Secondary Education. The Missouri School Improvement Program, The Show-Me Standards, curriculum frameworks, and state performance assessment system provide guidance and resources for school districts to achieve this goal for all its students. Since 1974, the special needs of gifted children have been taken into consideration. Existing programs are expanding to serve more grade levels and new programs are being started. Innovative approaches have been implemented in school districts both big and small. Pilot projects regarding the identification of underrepresented populations, low socioeconomic gifted students, the highly gifted child, and primary gifted children are in place and thriving. The state-assisted gifted program continues to be one source to help school districts offset the costs associated with operating a program. Other funding sources include Line 14 monies, which target at-risk populations, Title VI funds, formerly Chapter 2, and Professional Development funds to provide teacher inservice on the topic of gifted students. The staff of the Gifted Education Section are striving to help districts provide more and better services to meet the unique academic, social and emotional needs of all gifted children in the state. It is our hope that this document will assist you in beginning or improving the services provided to the gifted children in your school district.
Teaching In England Schools are encouraged to identify the top 510% of each year group as gifted or talented, regardless of the general level of ability within the school. http://www.teachernet.gov.uk/teachinginengland/detail.cfm?id=402
Edufest 2002 Speakers - Gifted And Talented Conference the importance of programming that links gifted/talented services with better match what they teach to whom they teach. Skills are not just for gifted students http://education.boisestate.edu/edufest/speaker2003.html
Extractions: You Will Select One Session During This Time Slot to Attend Mon., July 28 Thurs., Aug 31 8:30-10:00 a.m. Introduction to the Schoolwide Enrichment Model -Karen Westberg and Marcia Imbeau (Primary Teachers, Elementary Teachers, Middle School Teachers, G/T/ Coordinators)-Farnsworth The Schoolwide Enrichment Model has been a comprehensive system for infusing high-end learning into total school improvement efforts while simultaneously challenging high achieving students. Specific emphasis will be placed on strategies for enhancing the adoption of SEM by creating ownership among all school clients: teachers, parents, students, and the community. Special emphasis will be placed on (1) identifying students interests and strength areas to build student profiles; (2) curricular modification techniques and strategies for designing challenging curriculum; (3) integrating and managing student-created research investigations into the curriculum; (4) apply research methodologies to the investigations; and (5) using the World Wide Web to escalate the quality of students individual or small-group investigations. Geometry and Origami- Rachel McAnallen (Primary Teachers, Elementary Teachers, Middle School Teachers, High School Teachers, Parents, G/T/ Coordinators)- Lookout
Certificate In Talent Development And Gifted Education other professionals to develop, implement, and supervise programs to teach gifted and talented 3 cr); EPsy 5191Education of the gifted and talented (3 cr http://education.umn.edu/SPS/programs/certificates/Talent.htm
Extractions: Search the college University College Student services Program overview The certificate in talent development and gifted education is a 12-credit program preparing teachers, administrators, and other professionals to develop, implement, and supervise programs to teach gifted and talented students in K-12 and postsecondary schools and other settings. Department of Educational Psychology (EdPsy ), the program seeks to prepare individuals to encourage and develop human talents in areas of academic, artistic, and athletic skills (cognitive, affective, and psychomotor skills) and other human skills. Admission Admission is open to degree-seeking or non-degree-seeking students.
OPLIN OH! Teach / INFOhio Curriculum Areas Gifted Education OPLIN OH! teach / INFOhio Curriculum Areas gifted Education gifted talented Children Young Adults / Resources for Educators, K12. http://new.oplin.org/controller.php?l=category&Id=64-37-52
Extractions: Recently, Carol Ann Tomlinson, a professor of educational leadership, foundations and policy at the University of Virginia, and the president of the National Association for Gifted Children, discussed the limits of the No Child Left Behind Act for those gifted and talented students who think and work beyond the general average. She argues that this act only urges students to reach a general proficiency in reading and writing, a mere equity in skills, instead of pushing them to reach their highest potential and excellence. She asks, "How much more promising the No Child Left Behind Act would be if it genuinely ensured that no child would be left behind in terms of developing his or her possibilitiesif it unreservedly supported both equity and excellence (
Extractions: Business and Economics CLASSIC CIVILISATIONS Summer School Course Specification The Course Specification is intended to provide a brief summary of the Summer School course, the broad learning outcomes, an outline of curricular content, learning and teaching approaches to be employed and the basis of the pre-course and end of course assessment. Target Audience: Students would be expected to have a general background knowledge of Roman and Greek history. They should be familiar with basic concepts of classical culture, government and religion. Age restrictions: The traditional themes of the classical world that are studied in schools, those of conquest and settlement, usually provide only a narrow focus of understanding. As well as exploring themes of classical culture and government in greater detail, by comparing the ancient world to the modern, this course aims to provide a different and perhaps more relevant approach to the whole idea of classical civilization and its legacy. It aims to teach us more about how we ended up in the world we live in today and perhaps more importantly, the world we'll be living in the future. In addition, students will acquire a familiarity with language, and its use as a tool of persuasion and even subversion.
Problems Of The Gifted If we have educational programs which teach the gifted at their Ronald T. Zaffann adn Nick Colanglo, Counseling with gifted and talented Students, gifted http://www.geocities.com/Athens/3682/giftedproblems.html
Extractions: Problems of the Gifted For permission to quote or reprint, contact Leigh Kimmel That mentally deficient students need special help, no one denies. But many people forget entirely those students on the opposite end of the intelligence spectrum. Gifted students suffer unnecssarily in their life at school, having trouble with intrapersonal conflicts, interpersonal relationships, schoolwork and forming appropriate social role modles. Although some things are being done to remedy this situation, more needs to be done to prevnt the waste of fine young minds. The gifted are usually defined as those scoring above 120 or 140 on standardized IQ tests. However, there are many gifted students, such as those who have a special aptitude for music or mechanical work, who may not show up well on standardized tests. Recognizing this, we may define the gifted as those who possess an outstanding aptitude for some area of human endeavor. Unfortunately, the gifted often suffer psychological trauma because they are different from average students. They do not fit neatly into the social patterns of the school, and thus they are percived as problems by all concrnd with them. Thus the giftd find thmslvees entrappd in a whol tangled wb of psychological difficulties which can have long-lasting repercussions. Firstly, the giftd suffer from intrapersonal problems; that is, problems within themselves. As they are not like other students, they have strong feelings of isolation and are bored by the activities enjoyed by most students. As they have no peers to relate with, they often have troubl seeing any reason why they should conform to the standards of their non-gifted classmates. In general, their needs are not being met.1 These feelings of detachment from the bulk of society leads to a welter of self-esteem. problems. Such problems can be deadly, for they frequently spur suicidal tendencies in the sensitive gifted.2
LCPS Gifted And Talented Education Encourage talent development as a means of serving others. the formation of a passive gifted learner is teach strategies about how to solve problems instead of http://www.loudoun.k12.va.us/instruction/gt/newsletterssearch.html
Extractions: Summer Enrichment Guide Newsletters from the SEARCH Team 2002-2003 Dec. 2002 Oct. 2002 June 2002 May 2002 ... Jan. 2002 December 2002 Adapted from "Boosting a Child's Creativity" by Michele Howe, Challenge Magazine. ( Issue 8~, 1999 ) Nurturing Creativity Creativity: What comes to your mind when you hear this word? Exciting, fun, different, mind-boggling, awesome, any one of these words may come to mind as a synonym. It does not matter what your idea of being creative means. Everyone can be creative in all walks of life. Children do not need to wait until they are adults to develop their own creative talents. Youngsters are enthusiastic and open to creativity in its many forms. Parents and educators must be alert to each child's unique interests in order to nurture individual creative abilities. Study how the child learns.
