WOGI - Guidance and Counseling

Week 1 Matrix
Key Questions	Guiding Objectives	Learning Activities	Evidence of Mastery	In Depth Required Reading	Resources (These ARE NOT required reading. They are for further study if you so choose.)
What does it mean to be gifted?	Identify common attitudes, biases, and pre-conceived expectations held about gifted children by teachers, parents, age-related peers, and throughout American society. Identify multiple ways attitudes and myths affect the everyday lives of gifted children, and impact educational services available to them. Identify at least five current definitions of giftedness. Note the impact each definition has in school, home, and society at large.	Learning Activity 1: Create one of the following: a poem a cartoon a short presentation a collage a picture a “news” article a VoiceThread a Prezi Approved file formats include: .PDF, Microsoft office files, image files (such as .jpg), .RTF, or a publicly available URL This product should demonstrate your definition of what a gifted learner is and isn’t. Be creative with your product, and remember you want to make the product that will help you demonstrate your definition best. Make sure you include one or two myths/realities to strengthen your definition.	Completed Discussion postings 1.1 & 1.2 Submitted Learning Activity 1	Giftedness and the Gifted: What's It All About? Giftedness As Asynchronous Development Distinguishing Myths From Realities: NRC/GT Research Common Myths About Gifted Students	Cross, Tracy L. (2002, Summer). Competing with myths about the social and emotional development of gifted students. Gifted Child Today. Retrieved from http://www.sengifted.org/articles_social/index.shtml Delisle, J. R. (1984). Gifted children speak out. New York: Walker and Company. Delisle, J., & Galbraith, J. (2002). *When gifted* kids don’t have all the answers. (pp. 6–36). Minneapolis: Free Spirit Publications. ERIC Clearinghouse on Handicapped and Gifted Children. (1990). #E476: Giftedness and the Gifted: What’s It All About? Retrieved from http://www.hoagiesgifted.org/eric/digestlist.html ERIC Clearinghouse on Handicapped and Gifted Children. (n.d.). Common Myths About Gifted Students. Retrieved from http://www.hoagiesgifted.org/eric/fact/myths.html K., Carolyn. (2007). What is Highly Gifted? Exceptionally Gifted? Profoundly Gifted? And What Does It Mean? Retrieved from http://www.hoagiesgifted.org/highly_profoundly.htm K., Carolyn. (2007). Why Should I Have My Child Tested? Retrieved from http://www.hoagiesgifted.org/why_test.htm National Association for Gifted Children. “What is gifted?” Retrieved from http://www.nagc.org/index.aspx?id=574&ir Piechowski, M. (2006). “Mellow out,” they say. If I only could.Madison, WI: Yunasa Books. Renzulli, J. (1998). The three-ring conception of giftedness. Retrieved from http://www.gifted.uconn.edu/sem/pdf/The_Three-Ring_Conception_of_Giftedness.pdf Sheard, S. (n.d.). What parents want teachers (and professionals) to know. Retrieved from http://giftedhomeschoolers.org/articles/gettingit.html Silverman, L. K. (1993). Counseling the gifted and talented(pp. 3–10). Denver: Love Publishing Company. Tolan, S. (n.d.). Giftedness as asynchronous development. Retrieved from http://www.stephanietolan.com/gt_as_asynch.htm Webb, J., Meckstroth, E., & Tolan, S. (1982). Guiding the gifted child(pp. 1–34). Columbus, OH: Ohio Psychology Publishing Co. *A Fable?* (n.d.). Retrieved from http://www.ri.net/gifted_talented/teachers.html

Week 1 Matrix

Key Questions

Guiding
Objectives

Learning
Activities

Evidence of
Mastery

In Depth
Required Reading

Resources
(These ARE NOT required reading. They are for further study if you so choose.)

What does it mean to be gifted?

Identify common attitudes, biases, and pre-conceived expectations held about gifted children by teachers, parents, age-related peers, and throughout American society.

Identify multiple ways attitudes and myths affect the everyday lives of gifted children, and impact educational services available to them.

Identify at least five current definitions of giftedness. Note the impact each definition has in school, home, and society at large.

Learning Activity 1: Create one of the following:

a poem
a cartoon
a short presentation
a collage
a picture
a “news” article
a VoiceThread
a Prezi
Approved file formats include: .PDF, Microsoft office files, image files (such as .jpg), .RTF, or a publicly available URL

This product should demonstrate your definition of what a gifted learner is and isn’t. Be creative with your product, and remember you want to make the product that will help you demonstrate your definition best. Make sure you include one or two myths/realities to strengthen your definition.

Completed Discussion postings 1.1 & 1.2

Submitted Learning Activity 1

Giftedness and the Gifted: What's It All About?

Giftedness As Asynchronous Development

Distinguishing Myths From Realities: NRC/GT
Research

Common Myths About Gifted Students

Cross, Tracy L. (2002, Summer). Competing with myths about the social and emotional development of gifted students. Gifted Child Today. Retrieved from http://www.sengifted.org/articles_social/index.shtml

Delisle, J. R. (1984). Gifted children speak out.
New York: Walker and Company.

Delisle, J., & Galbraith, J. (2002). When gifted
kids don’t have all the answers. (pp. 6–36). Minneapolis: Free Spirit Publications.

ERIC Clearinghouse on Handicapped and Gifted Children. (1990). #E476: Giftedness and the Gifted: What’s It All About? Retrieved from http://www.hoagiesgifted.org/eric/digestlist.html

ERIC Clearinghouse on Handicapped and Gifted Children. (n.d.). Common Myths About Gifted Students. Retrieved from http://www.hoagiesgifted.org/eric/fact/myths.html

K., Carolyn. (2007). What is Highly Gifted? Exceptionally Gifted? Profoundly Gifted? And What Does It Mean? Retrieved from http://www.hoagiesgifted.org/highly_profoundly.htm

K., Carolyn. (2007). Why Should I Have My Child Tested? Retrieved from http://www.hoagiesgifted.org/why_test.htm

National Association for Gifted Children.
“What is gifted?” Retrieved from http://www.nagc.org/index.aspx?id=574&ir

Piechowski, M. (2006). “Mellow out,” they say. If I only could.Madison, WI: Yunasa Books.

Renzulli, J. (1998). The three-ring conception of giftedness. Retrieved from http://www.gifted.uconn.edu/sem/pdf/The_Three-Ring_Conception_of_Giftedness.pdf

Sheard, S. (n.d.). What parents want teachers (and professionals) to know. Retrieved from
http://giftedhomeschoolers.org/articles/gettingit.html

Silverman, L. K. (1993). Counseling the gifted and talented(pp. 3–10). Denver: Love
Publishing Company.

Tolan, S. (n.d.). Giftedness as asynchronous development. Retrieved from http://www.stephanietolan.com/gt_as_asynch.htm

Webb, J., Meckstroth, E., & Tolan, S. (1982).
Guiding the gifted child(pp. 1–34). Columbus, OH: Ohio Psychology Publishing Co.

A Fable? (n.d.). Retrieved from http://www.ri.net/gifted_talented/teachers.html

Assignments for Week 1

Review Week 1 Matrix

Complete Guidance and Counseling for the Gifted Pre-Test

Read Week 1 Reading Assignments

Complete Discussion Forum 1.1

Introduce yourself in the All About Me and discuss interesting findings from your completed inventory.

Post a follow-up response to another participant's original thread.

Complete and submit Week 1 Learning Activity

Create a poem, cartoon, short presentation, collage, picture, or “news” article that demonstrates your definition of what a gifted learner is and isn’t. Be creative with your product, and remember you want to make the product that will help you demonstrate your definition best. Make sure you include one or two myths/realities to strengthen your definition. Submit this assignment as Learning Activity 1.

Complete Discussion Forum 1.2

Based on what you have read and your experiences with gifted students, what is your definition of giftedness? Write your response and a follow-up to another participant. You may post your Learning Activity 1 product to Discussion Forum 1.2, as well, simply to share (optional).

Post a follow-up response to another participant's original thread/learning product.