• Things To Do

  • Course Documents

  • Introduction Module

  • Module 1

  • Module 2

    What is aCulturally Responsive Teacher?

  • Module 3

    What is the Power of Resiliency?

  • Module 4

    Gifted Girls and Underachievement

  • Module 5

    Twice-Exceptional Learners

  • Module 6

    Global Perspectives

  • Module 7

    Tying It All Together

  • Questions for the CE

    1. Module 4: The reading for chapter 19 has chapter 18 page numbers. Which chapter should the students read in module 4?
    2. Modules 6 and 7 have the same assigned readings. Is this a mistake?
    3. Modules 4 & 5 have the same Objectives
    4. Do you want to grade using a rubric built in blackboard or use a paper-based rubric?
    5. What is the location for the face-to-face meetings? (i.e. Hall and room number)
  • Boyd

    To do list:

  • Syllabus

    Have the syllabus from the CE

  • Course Schedule

    Have the course schedule from the CE

  • Overview

    How do aspiring teachers of the gifted learn to create culturally responsive classrooms? What instructional practices can teacher education programs implement to foster their students’ understanding of the needs of racially, ethnically, and linguistically different (RELD) students? This course answers these questions by describing a set of characteristics that define a culturally responsive teacher. Through this module’s activities you will become better prepared to teach to RELD students.

    Objectives

    Upon the completion of this module, you will be able to:

    1. Identify characteristics of culturally responsive teachers.
    2. Explain how culturally responsive teachers can meet the needs of RELD students.
    3. Identify connections between characteristics of RELD gifted and talented children and identification models.
  • Readings

    1. Read: Culturally Responsive Classrooms: Affirming Culturally Different Gifted Students [PDF] (Located article in Scout)

    2. Read: What Can Teacher Education Programs Do to Prepare Teachers to Teach High-Achieving Culturally Diverse Male Students? [PDF]
      (Located article is Scout)

  • Overview

    Most 21st century classrooms have transformed into places where RELD students come together to develop citizenship and career skills. Furthermore, many of today’s learning environments take advantage of technologies that allow teachers to connect with cultures and resources outside traditional classroom, thus globalizing instruction. As such, it is essential for teachers to be culturally responsive and teach young people to demonstrate critical thought, reflective judgment, and creative imagination while simultaneously exhibiting cross-cultural competence. Culturally responsive teachers use cultural knowledge, prior experiences, and learning styles of culturally different students to make learning more appropriate ad effective.

    Objectives

    Upon the completion of this module, you will be able to:

    1. Identify characteristics of culturally responsive classroom.
    2. Explain the differences between cultural sensitivity and culturally responsive teaching.
    3. Describe steps you can take to create a culturally responsive classroom.

    Readings

    Read Castellano & Frazier:
    Chapter 2 pp 27-46
    Chapter 3 pp 47-72
    Chapter 5 pp 99-124
    Chapter 11 pp 249-272
    Chapter 18 pp 383-400

  • Overview

    One of the hallmarks of a successful gifted person is resiliency. In order to achieve one’s goals, a person must learn how to overcome obstacles in a healthy manner. The question that this module addresses “Is resiliency a natural trait or is it something that can be taught?” Culturally responsive teachers are able to identify a child’s cultural profile and develop the requisite self-reliance skills that enable someone to achieve. One model that fosters the development of resiliency is Castellano’s Perservance model. Although originally developed with the Hispanic gifted youth in mind, the elements of this model can be applied to any RELD population. As you move through this module, you should consider the characteristics of a resilient person and think about how you develop those skills in your classroom.

    Objectives

    Upon the completion of this module, you will be able to:

      1.  Identify characteristics of culturally responsive classroom.
      2.  Explain the differences between cultural sensitivity and culturally        responsive teaching. 
      3.  Describe steps you can take to create a culturally responsive classroom. 

    Readings

    Read Castellano & Frazier:
    Chapter 1 pp 3-26
    Chapter 4 pp 73-98
    Chapter 15 pp 317-332

  • Overview

    Gifted females often struggle with balancing societal pressures to be the perfect girl and pursuing their own goals. During their teenage years, many gifted girls succumb to peer pressure and begin to mask their giftedness. They see being socially accepted and maintaining their academic prowess as mutually exclusive. To counter this trend, educators can create culturally sensitive programming that promotes a positive female identity. As you move through this module, you will begin to develop ideas aimed at addressing this critical need. Think about the gifted girls in your school and consider how you can prevent underachievement.

    Objectives

    Upon the completion of this module, you will be able to:

    1. Identify the needs of gifted females
    2. Describe steps you can take to create programming that address gifted females’ needs.
    3. Explain how being a culturally responsive teacher can address gifted underachievement.

    Readings

    Chapter 6 pp. 125-152
    Chapter 9 pp. 195-226
    Chapter 19 pp. 383-400

  • Overview

    Assistive technology and other compensatory measures can assist twice-exceptional students to apply coping strategies that can be used to overcome their weaknesses. For example, the child who is experiencing physical delays may not be able to write an essay, but may be highly successful when allowed to use a computer for written expression. Determine the child’s areas of weakness and develop strategies to help the child ‘go around’ their disability. During this module you will learn how to differentiate your instruction to maximize a twice-exceptional child’s potential.

    Objectives

    Upon the completion of this module, you will be able to:

    • Identify the needs of gifted females
    • Describe steps you can take to create programming that address gifted females’ needs.
    • Explain how being a culturally responsive teacher can address gifted underachievement.

    Readings

    Chapter 7 pp. 153-174
    Chapter 8 pp. 175-194
    Chapter 10 pp. 227-248

  • Overview
    Gifted education has an international perspective. While most of our practices in our classrooms do not impact students across the globe, there are many international cultures in our classrooms. Over the past twenty years, the United States has gone through another influx of immigrants. They have brought their culture to our shores and our classrooms. As you move through this module you will become familiar with many of the issues in identifying and serving gifted students of all nationalities.

    Objectives

    Upon the completion of this module, you will be able to:

    • Identify the several perspective related to the issues for international gifted students
    • Describe programming that promotes ELL gifted students.
    • Explain how being a culturally responsive teacher can meet the needs of gifted students ELL students.

    Readings

    Chapter 13 pp. 287-304
    Chapter 16 pp. 333-352
    Chapter 17 pp. 353-382

  • Overview

    By now you should have a greater appreciation for being a culturally responsive teacher. During this module, you will be introduced so some new material and have the opportunity to return to content from the beginning of the course. As you respond to the information from the beginning of the course, it is my hope that your responses will be more sophisticated.

    Objectives

    Upon the completion of this module, you will be able to:

    1.  Identify the characteristics of LGBT students. 
    2.  Describe what it means to be a culturally responsive teacher. 
    3.  Reflect on your growth as a teacher of the gifted and explain how you can create a culturally responsive classroom. 

    Readings

    Chapter 13 pp. 287-304
    Chapter 16 pp. 333-352
    Chapter 19 pp. 353-382

    (These readings are the same as Module 6. Not sure if they should be. Might want to check with the CE.)Good catch!

  • Do the students need to know any details for the How to Become a Culturally Responsive Teacher mind map ? Or will everything be covered when meeting face-to-face?

  • Emily

    To do list:

  • Module 2: What is a Culturally Responsive Teacher?

    Overview

    Most 21st century classrooms have transformed into places where RELD students come together to develop citizenship and career skills. Furthermore, many of today’s learning environments take advantage of technologies that allow teachers to connect with cultures and resources outside traditional classroom, thus globalizing instruction. As such, it is essential for teachers to be culturally responsive and teach young people to demonstrate critical thought, reflective judgment, and creative imagination while simultaneously exhibiting cross-cultural competence. Culturally responsive teachers use cultural knowledge, prior experiences, and learning styles of culturally different students to make learning more appropriate ad effective.

    (Insert video overview here)

    Objectives
    Upon the completion of this module, you will be able to:
    •Identify characteristics of culturally responsive classroom.
    •Explain the differences between cultural sensitivity and culturally responsive teaching.
    •Describe steps you can take to create a culturally responsive classroom.

    Blog Post
    Respond to the What are the Differences Between Cultural Competence and Cultural Sensitivity? blog post.
    (http://584spge.blogspot.com/2013/11/what-are-differences-between-cultural.html)

    Watch
    Watch Seven Principals for Culturally Responsive Teaching and Learning
    (http://www.youtube.com/watch?v=IptefRjN4DY&feature=youtu.be)

    Readings
    Read the following chapters from the Castellano & Frazier text:

    1. Ch. 2: Gifted Education in Rural Environments
    2. Ch. 3: Making Education Relevant for Gifted Native Americans
    3. Ch. 5: High-Achieving Black Adolescents’ Perceptions of How Teachers Impact Their Academic Achievement
    4. Ch. 11: Hispanic Students and Gifted Education
    5. Ch. 18: Cultural Competency

    Blog Post
    Respond to the What I Can Do to Address the Various Cultures in My Classroom blog post.
    (http://584spge.blogspot.com/2013/11/what-i-can-do-to-address-various.html)

    Remember
    Start working on your Student Interview and Paper assignment


    Remember

    1. Review the Student Interview and Paper assignment
  • Module 3: What is the Power of Resiliency?

    Overview
    One of the hallmarks of a successful gifted person is resiliency. In order to achieve one’s goals, a person must learn how to overcome obstacles in a healthy manner. The question that this module addresses “Is resiliency a natural trait or is it something that can be taught?” Culturally responsive teachers are able to identify a child’s cultural profile and develop the requisite self-reliance skills that enable someone to achieve. One model that fosters the development of resiliency is Castellano’s Perservance model. Although originally developed with the Hispanic gifted youth in mind, the elements of this model can be applied to any RELD population. As you move through this module, you should consider the characteristics of a resilient person and think about how you develop those skills in your classroom.

    (Insert video overview here)

    Objectives
    Upon the completion of this module, you will be able to:
    •Identify characteristics of culturally responsive classroom.
    •Explain the differences between cultural sensitivity and culturally responsive teaching.
    •Describe steps you can take to create a culturally responsive classroom.

    Blog Post
    Respond to the How Do We Identify RELD Giftedness? post.
    (http://584spge.blogspot.com/2013/11/how-do-we-identify-reld-giftedness.html)

    Watch
    Watch the 20th Biennial World Conference Keynote - Dr. Sally Reis
    (http://www.youtube.com/watch?v=dw8eezu5eBk&feature=youtu.be)

    Readings
    Read the following chapters from the Castellano & Frazier text:

    1. Ch. 1: Issues in research on Asian Americans
    2. Ch. 4: American Indian Students
    3. Ch. 15: Misdiagnosis of Culturally Diverse Students

    Blog Post
    Respond to the How Does the Perseverance Model Fit? blog post.
    (http://584spge.blogspot.com/2013/11/how-does-perseverance-model-fit.html)

    Remember
    Continue working on your Student Interview and Paper assignment

  • Module 4: Gifted Girls and Underachievement

    Please progress through this module as indicated below. See Course Schedule for due dates.

    Overview
    Gifted females often struggle with balancing societal pressures to be the perfect girl and pursuing their own goals. During the teenage year, many gifted girls succumb to peer pressure and begin to mask their giftedness. They see being socially accepted and maintaining their academic prowess as mutually exclusive. To counter this trend, educators can create culturally sensitive programming that promotes a positive female identity. As you move through this module, you will begin to develop ideas aimed at addressing this critical need. Think about the gifted girls in your school and consider how you can prevent underachievement.

    (insert video overview here)

    Objectives
    Upon the completion of this module, you will be able to:
    •Identify the needs of gifted females
    •Describe steps you can take to create programming that address gifted females’ needs.
    •Explain how being a culturally responsive teacher can address gifted underachievement.

    Blog Post
    Respond to the I Have Never Been A Gifted Female blog post.
    (http://584spge.blogspot.com/2013/12/ive-never-been-gifted-female.html)

    Readings
    Read the following chapters from the Castellano & Frazier text:

    1. Ch. 6: Integral Practice and Radical Programming with Highly Gifted Learners
    2. Ch. 9: “I Used to be Gifted”
    3. Ch. 19: Academic Underachievement of Gifted Students

    Watch and Respond
    Watch Gifted Girls: Challenge and Potential by Susan Weaver and respond to the blog post.
    (http://584spge.blogspot.com/2013/12/what-can-we-do-for-gifted-females.html)

    Watch
    Watch this short video about gifted underachievement.
    (https://www.youtube.com/watch?v=KTiwv6I9vcU)

    Watch this short video about Asian-American underachievement
    (http://www.youtube.com/watch?v=oaJ_chUbC3g&feature=youtu.be)

    Assignment
    Submit your Student Interview and Paper by clicking on the Assignments link on the course menu and selecting Student Interview and Paper.

  • Module 5: Twice-Exceptional Learners

    Please progress through this module as indicated below. See Course Schedule for due dates.

    Overview
    Assistive technology and other compensatory measures can assist twice-exceptional students to apply coping strategies that can be used to overcome their weaknesses. For example, the child who is experiencing physical delays may not be able to write an essay, but may be highly successful when allowed to use a computer for written expression. Determine the child’s areas of weakness and develop strategies to help the child ‘go around’ their disability. During this module you will learn how to differentiate your instruction to maximize a twice-exceptional child’s potential.

    (Insert video overview here.)

    Objectives
    Upon the completion of this module, you will be able to:
    •Identify the needs of gifted females
    •Describe steps you can take to create programming that address gifted females’ needs.
    •Explain how being a culturally responsive teacher can address gifted underachievement.

    Blog Post
    Respond to the Tell Me What You Know About 2e Students blog post.
    (http://584spge.blogspot.com/2013/12/what-do-you-already-know-about-twice.html)

    Blog Post
    Respond to the What is Twice-Exceptionality? blog post.
    (http://584spge.blogspot.com/2013/12/what-is-twice-exceptionality.html)

    Readings
    Read the following chapters from the Castellano & Frazier text:

    1. Ch. 7: Twice-Exceptional Children
    2. Ch. 8: Family and Educational Systems in the Identification and Development of High Ability in Infants through Grade Three
    3. Ch. 10: Gifted and Talented Students on the Autism Spectrum

    Blog Post
    Respond to the Physical Disabilities and Giftedness blog post
    (http://584spge.blogspot.com/2013/12/physical-disabilities-and-giftedness.html)

    Watch
    Watch this video by one of the leaders in the field on twice-exceptionality Dr. Megan Nicpon (http://www.youtube.com/watch?v=jVZcgpflj5w)

    Mid Term Exam (link to exam)
    Include any exam instructions here.

  • Module 6: Global Perspectives

    Please progress through this module as indicated below. See Course Schedule for due dates.

    Overview
    Gifted education has an international perspective. While most of our practices in our classrooms do not impact students across the globe, there are many international cultures in our classrooms. Over the past twenty years, the United States has gone through another influx of immigrants. They have brought their culture to our shores and our classrooms. As you move through this module you will become familiar with many of the issues in identifying and serving gifted students of all nationalities.

    (Insert video overview here.)

    Objectives
    Upon the completion of this module, you will be able to:
    •Identify the several perspective related to the issues for international gifted students
    •Describe programming that promotes ELL gifted students.
    •Explain how being a culturally responsive teacher can meet the needs of gifted students ELL students.

    Blog Post
    Respond to the What is the Impact of Immigration on Gifted Programs? blog post
    (http://584spge.blogspot.com/2013/12/what-is-impact-of-immigration-on-gifted.html)

    Readings
    Read the following chapters from the Castellano & Frazier text:

    1. Ch. 13: Our Diversity, Our Treasure
    2. Ch. 16: Global Perspectives on Gifted Education
    3. Ch. 17: Using Mathematics as an Equalizer for Gifted Latino/a Adolescent Learners

    Blog Post
    Respond to the What are Some Type I, Type II, and Type III Activities blog post.
    (http://584spge.blogspot.com/2013/12/what-are-some-type-i-type-ii-and-type.html)

    Watch
    Watch the Immigration and Education video
    (http://tv.adobe.com/watch/adobe-youth-voices/immigration-and-education/)

    Watch this Introduction to English as an Additional Language video
    (http://www.education.vic.gov.au/school/teachers/teachingresources/diversity/eal/Pages/eal.aspx)

  • Module 7: Tying it All Together

    Please progress through this module as indicated below. See Course Schedule for due dates.

    Overview
    By now you should have a greater appreciation for being a culturally responsive teacher. During this module, you will be introduced so some new material and have the opportunity to return to content from the beginning of the course. As you respond to the information from the beginning of the course, it is my hope is you’re your responses will be more sophisticated.

    Objectives
    Upon the completion of this module, you will be able to:
    •Identify the characteristics of LGBT students.
    •Describe what it means to be a culturally responsive teacher.
    •Reflect on your growth as a teacher of the gifted and explain how you can create a culturally responsive classroom.

    Blog Post
    Respond to the Gifted Education and LGBT Populations blog post
    (http://584spge.blogspot.com/2013/12/gifted-education-and-lgbt-populations.html)

    Readings
    Reading the following chapters from the Castellano & Frazier text:

    1. Ch. 13: Our Diversity, Our Treasure
    2. Ch. 16: Global Perspectives on Gifted Education
    3. Ch. 17: Using Mathematics as an Equalizer for Gifted Latina/a Adolescent Learners

    Blog Post
    Earlier in the semester you responded to the What Can I do to Address the Various Cultures in my Classroom post. Now it is time to go back and respond again. This time, your responses should be more sophisticated.
    (http://584spge.blogspot.com/2013/11/what-i-can-do-to-address-various.html)

    Earlier in the semester you responded to the What is a Culturally Responsive Teacher? blog post. Now it is time to go back and respond again. This time, your responses should be more sophisticated.
    (http://584spge.blogspot.com/2013/11/what-is-culturally-responsive-teacher.html)

    Final Exam (link to exam)
    Include any instructions for the final exam here

  • Carla

    To do list:

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What instructional practices can teacher education programs implement to foster their students’ understanding of the needs of racially, ethnically, and linguistically different (RELD) students? This course answers these questions by describing a set of characteristics that define a culturally responsive teacher. Through this module's activities you will become better prepared to teach to RELD students. \n\nObjectives\n\nUpon the completion of this module, you will be able to:\n\n1. Identify characteristics of culturally responsive teachers.\n2. Explain how culturally responsive teachers can meet the needs of RELD students. \n3. **Identify** connections between characteristics of RELD gifted and talented children and identification models.\n\n\n"},{"_id":"399b0d8f3cfb96fcc2000017","treeId":"3990570813680309c2000022","seq":1,"position":1,"parentId":"399b0c9e3cfb96fcc2000016","content":"Module 1 Activities\n(Emily's notes to herself: 1. Remove all the numbers and make each activity it's own item in Bb. 2. Add a statement in the overview or somewhere else prominent that instructs the students how to progress through the activities.)\n\nPlease progress through this module as indicated below. See Course Schedule for due dates.\n\n1.\tWatch the Module 1 Overview (This might look better in Bb if we add a still image of the overview that's linked to mediasite--like I did for the EN courses. )\n\n2.\tRespond to the What is a Culturally Responsive Teacher? blog post. \n (http://584spge.blogspot.com/2013/11/what-is-culturally-responsive-teacher.html)\n\n3.\tWatch A Hidden America: Children of the Mountains. 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Furthermore, many of today’s learning environments take advantage of technologies that allow teachers to connect with cultures and resources outside traditional classroom, thus globalizing instruction. As such, it is essential for teachers to be culturally responsive and teach young people to demonstrate critical thought, reflective judgment, and creative imagination while simultaneously exhibiting cross-cultural competence. Culturally responsive teachers use cultural knowledge, prior experiences, and learning styles of culturally different students to make learning more appropriate ad effective. \n\nObjectives\n\nUpon the completion of this module, you will be able to:\n\n1. Identify characteristics of culturally responsive classroom.\n2. Explain the differences between cultural sensitivity and culturally responsive teaching. \n3. Describe steps you can take to create a culturally responsive classroom. \n\n\nReadings\n\nRead Castellano & Frazier:\nChapter 2 pp 27-46\nChapter 3 pp 47-72\nChapter 5 pp 99-124\nChapter 11 pp 249-272\nChapter 18 pp 383-400\n"},{"_id":"399b5f973cfb96fcc2000019","treeId":"3990570813680309c2000022","seq":1,"position":1,"parentId":"399b54a73cfb96fcc2000018","content":"Module 2: What is a Culturally Responsive Teacher?\n\nOverview\n\nMost 21st century classrooms have transformed into places where RELD students come together to develop citizenship and career skills. Furthermore, many of today’s learning environments take advantage of technologies that allow teachers to connect with cultures and resources outside traditional classroom, thus globalizing instruction. As such, it is essential for teachers to be culturally responsive and teach young people to demonstrate critical thought, reflective judgment, and creative imagination while simultaneously exhibiting cross-cultural competence. 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Ch. 3: Making Education Relevant for Gifted Native Americans\n3. Ch. 5: High-Achieving Black Adolescents' Perceptions of How Teachers Impact Their Academic Achievement\n4. Ch. 11: Hispanic Students and Gifted Education\n5. Ch. 18: Cultural Competency \n\n\nBlog Post\nRespond to the What I Can Do to Address the Various Cultures in My Classroom blog post.\n(http://584spge.blogspot.com/2013/11/what-i-can-do-to-address-various.html)\n\nRemember\nStart working on your Student Interview and Paper assignment\n\n--------------------------------------------------------------------------------------------------\n**Remember** \n6.\tReview the Student Interview and Paper assignment\n\n\n"},{"_id":"39905b2e13680309c2000028","treeId":"3990570813680309c2000022","seq":1,"position":4,"parentId":null,"content":"Module 3\n\nWhat is the Power of Resiliency?\n"},{"_id":"399b75333cfb96fcc200001a","treeId":"3990570813680309c2000022","seq":1,"position":1,"parentId":"39905b2e13680309c2000028","content":"Overview\n\nOne of the hallmarks of a successful gifted person is resiliency. In order to achieve one’s goals, a person must learn how to overcome obstacles in a healthy manner. The question that this module addresses “Is resiliency a natural trait or is it something that can be taught?” Culturally responsive teachers are able to identify a child’s cultural profile and develop the requisite self-reliance skills that enable someone to achieve. One model that fosters the development of resiliency is Castellano’s Perservance model. Although originally developed with the Hispanic gifted youth in mind, the elements of this model can be applied to any RELD population. As you move through this module, you should consider the characteristics of a resilient person and think about how you develop those skills in your classroom. \n\n\nObjectives\n\nUpon the completion of this module, you will be able to:\n\n 1. Identify characteristics of culturally responsive classroom.\n 2. Explain the differences between cultural sensitivity and culturally responsive teaching. \n 3. Describe steps you can take to create a culturally responsive classroom. \n\nReadings\n\nRead Castellano & Frazier:\nChapter 1 pp 3-26\nChapter 4 pp 73-98\nChapter 15 pp 317-332\n\n\n\n"},{"_id":"399b763d3cfb96fcc200001b","treeId":"3990570813680309c2000022","seq":1,"position":1,"parentId":"399b75333cfb96fcc200001a","content":"Module 3: What is the Power of Resiliency? \n\nOverview\nOne of the hallmarks of a successful gifted person is resiliency. In order to achieve one’s goals, a person must learn how to overcome obstacles in a healthy manner. The question that this module addresses “Is resiliency a natural trait or is it something that can be taught?” Culturally responsive teachers are able to identify a child’s cultural profile and develop the requisite self-reliance skills that enable someone to achieve. One model that fosters the development of resiliency is Castellano’s Perservance model. Although originally developed with the Hispanic gifted youth in mind, the elements of this model can be applied to any RELD population. As you move through this module, you should consider the characteristics of a resilient person and think about how you develop those skills in your classroom. \n\n(Insert video overview here)\n\nObjectives\nUpon the completion of this module, you will be able to:\n•Identify characteristics of culturally responsive classroom.\n•Explain the differences between cultural sensitivity and culturally responsive teaching. \n•Describe steps you can take to create a culturally responsive classroom. \n\nBlog Post\nRespond to the How Do We Identify RELD Giftedness? post. \n(http://584spge.blogspot.com/2013/11/how-do-we-identify-reld-giftedness.html)\n\nWatch\nWatch the 20th Biennial World Conference Keynote - Dr. Sally Reis\n(http://www.youtube.com/watch?v=dw8eezu5eBk&feature=youtu.be)\n\nReadings\nRead the following chapters from the Castellano & Frazier text:\n1. Ch. 1: Issues in research on Asian Americans\n2. Ch. 4: American Indian Students\n3. Ch. 15: Misdiagnosis of Culturally Diverse Students\n\nBlog Post\nRespond to the How Does the Perseverance Model Fit? blog post.\n(http://584spge.blogspot.com/2013/11/how-does-perseverance-model-fit.html)\n\t\nRemember\nContinue working on your Student Interview and Paper assignment\n "},{"_id":"39905b7b13680309c2000029","treeId":"3990570813680309c2000022","seq":1,"position":5,"parentId":null,"content":"Module 4\n\nGifted Girls and Underachievement"},{"_id":"3a7d4ba521f9f6a79700001e","treeId":"3990570813680309c2000022","seq":1,"position":1,"parentId":"39905b7b13680309c2000029","content":"**Overview**\n\nGifted females often struggle with balancing societal pressures to be the perfect girl and pursuing their own goals. During their teenage years, many gifted girls succumb to peer pressure and begin to mask their giftedness. They see being socially accepted and maintaining their academic prowess as mutually exclusive. To counter this trend, educators can create culturally sensitive programming that promotes a positive female identity. As you move through this module, you will begin to develop ideas aimed at addressing this critical need. Think about the gifted girls in your school and consider how you can prevent underachievement. \n\n**Objectives**\n\nUpon the completion of this module, you will be able to:\n\n1. Identify the needs of gifted females\n2. Describe steps you can take to create programming that address gifted females’ needs. \n2. Explain how being a culturally responsive teacher can address gifted underachievement.\n\n\n**Readings**\n\nChapter 6 pp. 125-152\nChapter 9 pp. 195-226\nChapter 19 pp. 383-400\n"},{"_id":"3a7dcb4821f9f6a79700001f","treeId":"3990570813680309c2000022","seq":1,"position":1,"parentId":"3a7d4ba521f9f6a79700001e","content":"Module 4: Gifted Girls and Underachievement \n\nPlease progress through this module as indicated below. See Course Schedule for due dates.\n\nOverview\nGifted females often struggle with balancing societal pressures to be the perfect girl and pursuing their own goals. During the teenage year, many gifted girls succumb to peer pressure and begin to mask their giftedness. They see being socially accepted and maintaining their academic prowess as mutually exclusive. To counter this trend, educators can create culturally sensitive programming that promotes a positive female identity. As you move through this module, you will begin to develop ideas aimed at addressing this critical need. Think about the gifted girls in your school and consider how you can prevent underachievement. \n\n(insert video overview here)\n\nObjectives\nUpon the completion of this module, you will be able to:\n•Identify the needs of gifted females\n•Describe steps you can take to create programming that address gifted females’ needs. \n•Explain how being a culturally responsive teacher can address gifted underachievement.\n\nBlog Post\nRespond to the I Have Never Been A Gifted Female blog post. \n(http://584spge.blogspot.com/2013/12/ive-never-been-gifted-female.html)\n\nReadings\nRead the following chapters from the Castellano & Frazier text:\n1. Ch. 6: Integral Practice and Radical Programming with Highly Gifted Learners\n2. Ch. 9: \"I Used to be Gifted\"\n3. Ch. 19: Academic Underachievement of Gifted Students\n\nWatch and Respond\nWatch Gifted Girls: Challenge and Potential by Susan Weaver and respond to the blog post.\n(http://584spge.blogspot.com/2013/12/what-can-we-do-for-gifted-females.html)\n\nWatch\nWatch this short video about gifted underachievement. \n(https://www.youtube.com/watch?v=KTiwv6I9vcU)\n\nWatch this short video about Asian-American underachievement\n(http://www.youtube.com/watch?v=oaJ_chUbC3g&feature=youtu.be)\n\nAssignment\nSubmit your Student Interview and Paper by clicking on the Assignments link on the course menu and selecting Student Interview and Paper. \n"},{"_id":"39905d4713680309c200002a","treeId":"3990570813680309c2000022","seq":1,"position":6,"parentId":null,"content":"Module 5\n\nTwice-Exceptional Learners"},{"_id":"3a7dedbc21f9f6a797000020","treeId":"3990570813680309c2000022","seq":1,"position":1,"parentId":"39905d4713680309c200002a","content":"**Overview**\n\nAssistive technology and other compensatory measures can assist twice-exceptional students to apply coping strategies that can be used to overcome their weaknesses. For example, the child who is experiencing physical delays may not be able to write an essay, but may be highly successful when allowed to use a computer for written expression. Determine the child’s areas of weakness and develop strategies to help the child ‘go around’ their disability. During this module you will learn how to differentiate your instruction to maximize a twice-exceptional child’s potential. \n\n**Objectives**\n\nUpon the completion of this module, you will be able to:\n* Identify the needs of gifted females\n* Describe steps you can take to create programming that address gifted females’ needs. \n* Explain how being a culturally responsive teacher can address gifted underachievement.\n\n**Readings**\n\nChapter 7 pp. 153-174\nChapter 8 pp. 175-194\nChapter 10 pp. 227-248"},{"_id":"3a7df4a521f9f6a797000021","treeId":"3990570813680309c2000022","seq":1,"position":1,"parentId":"3a7dedbc21f9f6a797000020","content":"Module 5: Twice-Exceptional Learners \n\nPlease progress through this module as indicated below. See Course Schedule for due dates.\n\nOverview\nAssistive technology and other compensatory measures can assist twice-exceptional students to apply coping strategies that can be used to overcome their weaknesses. For example, the child who is experiencing physical delays may not be able to write an essay, but may be highly successful when allowed to use a computer for written expression. Determine the child’s areas of weakness and develop strategies to help the child ‘go around’ their disability. During this module you will learn how to differentiate your instruction to maximize a twice-exceptional child’s potential. \n\n(Insert video overview here.)\n\nObjectives\nUpon the completion of this module, you will be able to:\n•Identify the needs of gifted females\n•Describe steps you can take to create programming that address gifted females’ needs. \n•Explain how being a culturally responsive teacher can address gifted underachievement.\n\nBlog Post\nRespond to the Tell Me What You Know About 2e Students blog post.\n(http://584spge.blogspot.com/2013/12/what-do-you-already-know-about-twice.html)\n\nBlog Post\nRespond to the What is Twice-Exceptionality? blog post. \n(http://584spge.blogspot.com/2013/12/what-is-twice-exceptionality.html)\n\n\nReadings\nRead the following chapters from the Castellano & Frazier text:\n1. Ch. 7: Twice-Exceptional Children\n2. Ch. 8: Family and Educational Systems in the Identification and Development of High Ability in Infants through Grade Three\n3. Ch. 10: Gifted and Talented Students on the Autism Spectrum\n\nBlog Post\nRespond to the Physical Disabilities and Giftedness blog post\n(http://584spge.blogspot.com/2013/12/physical-disabilities-and-giftedness.html)\n\nWatch\nWatch this video by one of the leaders in the field on twice-exceptionality Dr. Megan Nicpon (http://www.youtube.com/watch?v=jVZcgpflj5w)\n\nMid Term Exam (link to exam)\nInclude any exam instructions here. \n\n"},{"_id":"39905d7313680309c200002b","treeId":"3990570813680309c2000022","seq":1,"position":7,"parentId":null,"content":"Module 6\n\nGlobal Perspectives"},{"_id":"3a7e007521f9f6a797000022","treeId":"3990570813680309c2000022","seq":1,"position":1,"parentId":"39905d7313680309c200002b","content":"**Overview**\nGifted education has an international perspective. While most of our practices in our classrooms do not impact students across the globe, there are many international cultures in our classrooms. Over the past twenty years, the United States has gone through another influx of immigrants. They have brought their culture to our shores and our classrooms. As you move through this module you will become familiar with many of the issues in identifying and serving gifted students of all nationalities.\n\n**Objectives**\n\nUpon the completion of this module, you will be able to:\n\n* Identify the several perspective related to the issues for international gifted students \n* Describe programming that promotes ELL gifted students. \n* Explain how being a culturally responsive teacher can meet the needs of gifted students ELL students. \n\n**Readings**\n\nChapter 13 pp. 287-304\nChapter 16 pp. 333-352\nChapter 17 pp. 353-382"},{"_id":"3a7e02ac21f9f6a797000023","treeId":"3990570813680309c2000022","seq":1,"position":1,"parentId":"3a7e007521f9f6a797000022","content":"Module 6: Global Perspectives\n\nPlease progress through this module as indicated below. See Course Schedule for due dates.\n\nOverview\nGifted education has an international perspective. While most of our practices in our classrooms do not impact students across the globe, there are many international cultures in our classrooms. Over the past twenty years, the United States has gone through another influx of immigrants. They have brought their culture to our shores and our classrooms. As you move through this module you will become familiar with many of the issues in identifying and serving gifted students of all nationalities.\n\n(Insert video overview here.)\n\nObjectives\nUpon the completion of this module, you will be able to:\n•Identify the several perspective related to the issues for international gifted students\n•Describe programming that promotes ELL gifted students. \n•Explain how being a culturally responsive teacher can meet the needs of gifted students ELL students. \n\nBlog Post\nRespond to the What is the Impact of Immigration on Gifted Programs? blog post\n(http://584spge.blogspot.com/2013/12/what-is-impact-of-immigration-on-gifted.html)\n\nReadings\nRead the following chapters from the Castellano & Frazier text:\n1. Ch. 13: Our Diversity, Our Treasure \n2. Ch. 16: Global Perspectives on Gifted Education\n3. Ch. 17: Using Mathematics as an Equalizer for Gifted Latino/a Adolescent Learners\n\nBlog Post\nRespond to the What are Some Type I, Type II, and Type III Activities blog post. \n(http://584spge.blogspot.com/2013/12/what-are-some-type-i-type-ii-and-type.html)\n\nWatch\nWatch the Immigration and Education video\n(http://tv.adobe.com/watch/adobe-youth-voices/immigration-and-education/)\n\nWatch this Introduction to English as an Additional Language video\n(http://www.education.vic.gov.au/school/teachers/teachingresources/diversity/eal/Pages/eal.aspx)"},{"_id":"39905dcd13680309c200002c","treeId":"3990570813680309c2000022","seq":1,"position":8,"parentId":null,"content":"Module 7\n\nTying It All Together"},{"_id":"3a7e199070c0926428000024","treeId":"3990570813680309c2000022","seq":1,"position":1,"parentId":"39905dcd13680309c200002c","content":"**Overview**\n\nBy now you should have a greater appreciation for being a culturally responsive teacher. During this module, you will be introduced so some new material and have the opportunity to return to content from the beginning of the course. As you respond to the information from the beginning of the course, it is my hope that your responses will be more sophisticated. \n\n**Objectives**\n\nUpon the completion of this module, you will be able to:\n\n 1. Identify the characteristics of LGBT students. \n 2. Describe what it means to be a culturally responsive teacher. \n 3. Reflect on your growth as a teacher of the gifted and explain how you can create a culturally responsive classroom. \n\n**Readings**\n\nChapter 13 pp. 287-304\nChapter 16 pp. 333-352\nChapter 19 pp. 353-382\n\n**(These readings are the same as Module 6. Not sure if they should be. Might want to check with the CE.)**Good catch!\n"},{"_id":"3a7e202570c0926428000025","treeId":"3990570813680309c2000022","seq":1,"position":1,"parentId":"3a7e199070c0926428000024","content":"Module 7: Tying it All Together\n\nPlease progress through this module as indicated below. See Course Schedule for due dates.\n\nOverview\nBy now you should have a greater appreciation for being a culturally responsive teacher. During this module, you will be introduced so some new material and have the opportunity to return to content from the beginning of the course. As you respond to the information from the beginning of the course, it is my hope is you’re your responses will be more sophisticated. \n\nObjectives\nUpon the completion of this module, you will be able to:\n•Identify the characteristics of LGBT students. \n•Describe what it means to be a culturally responsive teacher. \n•Reflect on your growth as a teacher of the gifted and explain how you can create a culturally responsive classroom. \n\nBlog Post\nRespond to the Gifted Education and LGBT Populations blog post\n(http://584spge.blogspot.com/2013/12/gifted-education-and-lgbt-populations.html)\n\nReadings\nReading the following chapters from the Castellano & Frazier text:\n1. Ch. 13: Our Diversity, Our Treasure\n2. Ch. 16: Global Perspectives on Gifted Education\n3. Ch. 17: Using Mathematics as an Equalizer for Gifted Latina/a Adolescent Learners\n\nBlog Post\nEarlier in the semester you responded to the What Can I do to Address the Various Cultures in my Classroom post. Now it is time to go back and respond again. This time, your responses should be more sophisticated. \n(http://584spge.blogspot.com/2013/11/what-i-can-do-to-address-various.html)\n\nEarlier in the semester you responded to the What is a Culturally Responsive Teacher? blog post. Now it is time to go back and respond again. This time, your responses should be more sophisticated. \n(http://584spge.blogspot.com/2013/11/what-is-culturally-responsive-teacher.html)\n\n\nFinal Exam (link to exam)\nInclude any instructions for the final exam here\n\n"},{"_id":"39905e2413680309c200002d","treeId":"3990570813680309c2000022","seq":1,"position":9,"parentId":null,"content":"Questions for the CE\n1. Module 4: The reading for chapter 19 has chapter 18 page numbers. Which chapter should the students read in module 4?\n2. Modules 6 and 7 have the same assigned readings. Is this a mistake?\n3. Modules 4 & 5 have the same Objectives\n4. Do you want to grade using a rubric built in blackboard or use a paper-based rubric?\n5. What is the location for the face-to-face meetings? (i.e. Hall and room number)"},{"_id":"399ce24d45b809145a00001d","treeId":"3990570813680309c2000022","seq":1,"position":1,"parentId":"39905e2413680309c200002d","content":"Do the students need to know any details for the How to Become a Culturally Responsive Teacher mind map ? Or will everything be covered when meeting face-to-face?"}],"tree":{"_id":"3990570813680309c2000022","name":"SPE 584","publicUrl":"spe-584"}}