WOGI - Guidance and Counseling

Week 8 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.)
How can advocates positively affect others’ understanding and acceptance of gifted children’s needs? What is different about parenting a gifted child?	Acquire and refine the knowledge and skills needed to advocate for gifted learners. Identify how parent, teacher, and educational advocates can positively affect gifted services and programming. Identify advocacy issues, needs, resources, educational laws, skills, and strategies. Support the necessity of self-advocacy by gifted students. Understand that gifted children naturally have unique needs that parents are challenged to address daily. Recognize that parents of gifted children need guidance and support to respond suitably to additional needs and demands of their children. Realize that parents of gifted children may experience isolation from other parents due to others’ lack of understanding; societal expectations and myths; jealousy; competition; and lack of acceptance that gifted children have special needs. Understand the significance of quote from Mr. Rogers: “The best thing parents can do for children is to listen to them.”	Learning Activity 8.1: Scan through the titles provided in the Required Reading, and decide which three you would provide to parents as “must reads” for this population. If you wish, you may go to Hoagies Gifted, the Davidson Institute, or other online sources to find different articles if you are not finding something you like here. Once you have decided on the three articles from the list in Required Reading, please do the following: List the 3 articles. Write a short 2-3 sentence synopsis of the article. Write why you would choose to give this particular article to parents as a support tool. Submit this to your instructor as Learning Activity 8.1. Learning Activity 8.2: After completing the assigned reading, create a product that incorporates what you have learned throughout this course, identifying some steps you could take to address both kids’ needs and parents’ needs differently than you have in the past.	Completed and submitted Learning Activity 8.1 Completed and submitted Learning Activity 8.2 Completed Discussion Forum 8.1 Completion of Post-test scoring an 80% or higher.	*Choose any 3 to read for Learning Activity 8.1* Cronin, A. (2002). Asynchronous Parenting. Davidson Institute for Talent Development. Spring 2002. Retrieved from http://www.davidsongifted.org/db/Articles_id_10223.aspx Ludwig, S. (2004). Getting more from your Parent-Teacher Conference. Duke Gifted Letter. 4(2). Winter 2004. Retrieved from http://www.dukegiftedletter.com/articles/vol4no2_connex.html Cooper, B. (2003). So, the thing is…I never wanted to be one of those moms. Retrieved from http://www.hoagiesgifted.org/those_moms.htm Sheard, W. (n.d.).The Care and Feeding of Gifted Parent Groups: A Guide for Gifted Coordinators, Teachers, and Parent Advocates Retrieved from http://www.nsgt.org/pdf/article_sheard_parent_groups.pdf Kearney, K. (1992). Life in the Asynchronous Family. Understanding Our Gifted, Vol. 4., No. 6, pg 1, 8-12. Retrieved from http://www.hoagiesgifted.org/asynchronous.htm Siegle, D. (2006). The Emotional Edge: Parenting Strategies to Motivate Underachieving Gifted Students. Duke Gifted Letter. 9(3). Spring 2009. Special Issue. Retrieved from http://www.dukegiftedletter.com/articles/vol6no4_ee.html The following five articles are the last of the reading for this course! They are short, but important. These articles focus on truths about working with the gifted, and discuss how to best support and advocate for gifted children and their education. Please read these articles, and then complete the activity below. Davidson Institute. (2006). Does No Child Left Behind Require that No Child Can Get Ahead? Retrieved from http://www.davidsongifted.org/db/Articles_id_10361.aspx Ybarra, L. (2005). Nine Truths About Working with Gifted Students. Leadership Compass. 2(3). Spring 2005. 4. Retrieved from http://www.nagc.org/index.aspx?id=654 National Association for Gifted Children. (n.d.).Take Five! Advocating for Gifted Programs in Local Schools, Retrieved from http://www.nagc.org/index.aspx?id=697 VanTassel-Baska. (n.d.). Ten Things All Administrators Should Know About Gifted Children, Retrieved from http://www.nagc.org/index.aspx?id=2423 Osborn, J. (2001). Educational Advocacy for Gifted Students. Davidson Institute. Retrieved from http://www.davidsongifted.org/db/Articles_id_10214.aspx	Chase, B., & Katz, B. (2002). The new public school parent: How to get the best education for your child. New York: Penguin Publishers. Davidson, J., & Davidson, B. (2004). Genius denied. New York: Simon & Schuster. Gilman, B. (2003). Empowering gifted minds: Educational advocacy that works. Denver: DeLeon Publishing. Riley, T. L. (1999). Put on your dancing shoes! Choreographing positive partnerships with parents of gifted children. Gifted Child Today, 22, 50–53. State of Florida, Department of Education: Acceleration Brief #311781. Clearinghouse Information Center, Room 628, Turlington Bldg., 325 West Gaines Street, Tallahassee, Florida 32399-0400 (Phone: 850-245-0477; SunCom: 205-0477; Fax: 850-245-0987; E-mail: cicbiscs@FLDOE.org)

Week 8 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.)

How can advocates positively affect others’ understanding and acceptance of gifted children’s needs?

What is different about parenting a gifted child?

Acquire and refine the knowledge and skills needed to advocate for gifted learners.

Identify how parent, teacher, and educational advocates can positively affect gifted services and programming.

Identify advocacy issues, needs, resources, educational laws, skills, and strategies.

Support the necessity of self-advocacy by gifted students.

Understand that gifted children naturally have unique needs that parents are challenged to address daily.

Recognize that parents of gifted children need guidance and support to respond suitably to additional needs and demands of their children.

Realize that parents of gifted children may experience isolation from other parents due to others’ lack of understanding; societal expectations and myths; jealousy; competition; and lack of acceptance that gifted children have special needs.

Understand the significance of quote from Mr. Rogers: “The best thing parents can do for children is to listen to them.”

Learning Activity 8.1:
Scan through the titles provided in the Required Reading, and decide which three you would provide to parents as “must reads” for this population. If you wish, you may go to Hoagies Gifted, the Davidson Institute, or other online sources to find different articles if you are not finding something you like here.

Once you have decided on the three articles from the list in Required Reading, please do the following:

List the 3 articles.
Write a short 2-3 sentence synopsis of the article.
Write why you would choose to give this particular article to parents as a support tool.

Submit this to your instructor as Learning Activity 8.1.

Learning Activity 8.2:
After completing the assigned reading, create a product that incorporates what you have learned throughout this course, identifying some steps you could take to address both kids’ needs and parents’ needs differently than you have in the past.

Completed and submitted Learning Activity 8.1

Completed and submitted Learning Activity 8.2

Completed Discussion Forum 8.1

Completion of Post-test scoring an 80% or higher.

Choose any 3 to read for Learning Activity 8.1

Cronin, A. (2002). Asynchronous Parenting. Davidson Institute for Talent Development. Spring 2002. Retrieved from http://www.davidsongifted.org/db/Articles_id_10223.aspx

Ludwig, S. (2004). Getting more from your Parent-Teacher Conference. Duke Gifted Letter. 4(2). Winter 2004. Retrieved from http://www.dukegiftedletter.com/articles/vol4no2_connex.html

Cooper, B. (2003). So, the thing is…I never wanted to be one of those moms. Retrieved from http://www.hoagiesgifted.org/those_moms.htm

Sheard, W. (n.d.).The Care and Feeding of Gifted Parent Groups: A Guide for Gifted Coordinators, Teachers, and Parent Advocates Retrieved from http://www.nsgt.org/pdf/article_sheard_parent_groups.pdf

Kearney, K. (1992). Life in the Asynchronous Family. Understanding Our Gifted, Vol. 4., No. 6, pg 1, 8-12. Retrieved from http://www.hoagiesgifted.org/asynchronous.htm

Siegle, D. (2006). The Emotional Edge: Parenting Strategies to Motivate Underachieving Gifted Students. Duke Gifted Letter. 9(3). Spring 2009. Special Issue. Retrieved from http://www.dukegiftedletter.com/articles/vol6no4_ee.html

The following five articles are the last of the reading for this course! They are short, but important. These articles focus on truths about working with the gifted, and discuss how to best support and advocate for gifted children and their education. Please read these articles, and then complete the activity below.

Davidson Institute. (2006). Does No Child Left Behind Require that No Child Can Get Ahead? Retrieved from http://www.davidsongifted.org/db/Articles_id_10361.aspx

Ybarra, L. (2005). Nine Truths About Working with Gifted Students. Leadership Compass. 2(3). Spring 2005. 4. Retrieved from http://www.nagc.org/index.aspx?id=654

National Association for Gifted Children. (n.d.).Take Five! Advocating for Gifted Programs in Local Schools, Retrieved from http://www.nagc.org/index.aspx?id=697

VanTassel-Baska. (n.d.). Ten Things All Administrators Should Know About Gifted Children, Retrieved from http://www.nagc.org/index.aspx?id=2423

Osborn, J. (2001). Educational Advocacy for Gifted Students. Davidson Institute. Retrieved from http://www.davidsongifted.org/db/Articles_id_10214.aspx

Chase, B., & Katz, B. (2002). The new public school parent: How to get the best education for your child. New York: Penguin Publishers.

Davidson, J., & Davidson, B. (2004). Genius denied. New York: Simon & Schuster.

Gilman, B. (2003). Empowering gifted minds: Educational advocacy that works. Denver: DeLeon Publishing.

Riley, T. L. (1999). Put on your dancing shoes! Choreographing positive partnerships with parents of gifted children. Gifted Child Today, 22, 50–53.

State of Florida, Department of Education: Acceleration Brief #311781. Clearinghouse Information Center, Room 628, Turlington Bldg., 325 West Gaines Street, Tallahassee, Florida 32399-0400 (Phone: 850-245-0477; SunCom: 205-0477; Fax: 850-245-0987; E-mail: cicbiscs@FLDOE.org)

Assignments for Week 8

Review Week 8 Matrix

Read Week 8: Parenting, Family Dynamics, and Advocating

Complete Learning Activity 8.1

Scan through the titles provided in the Required Reading, and decide which three you would provide to parents as “must reads” for this population. If you wish, you may go to Hoagies Gifted, the Davidson Institute, or other online sources to find different articles if you are not finding something you like here.

Once you have decided on the three articles from the list in Required Reading, please do the following:

List the 3 articles.

Write a short 2-3 sentence synopsis of the article.

Write why you would choose to give this particular article to parents as a support tool.

Submit this to your instructor as Learning Activity 8.1.

Complete Learning Activity 8.2

After completing the assigned reading, please do the following.

As we navigate to the end of this gifted course, it’s important that you begin to review and recall all that you have learned, including these last readings. You are to create a product that incorporates what you have learned throughout this course, identifying some steps you could take to address both kids’ needs and parents’ needs differently than you have in the past.

Share any fears and prejudices you have held as a teacher about gifted kids and parents of gifted children. What have been your personal experiences with parents—both positive and negative? Discuss how parents and teachers end up “on either side of the street” regarding educational services for gifted kids.

What specific information from this module has positively affected your understanding, acceptance, and subsequent relationships with gifted students and parents.

As before in this course, you will have choice in how you present this information. Please create what is most comfortable for you, and/or makes the most sense. Some options for products are listed here for you to consider.

Options:

Mind map – a collage of words and pictures showing new information and the relationships between the concepts from this course. Mind maps are a wonderful way of getting all that you’ve learned down on paper in a way that is meaningful to you. It’s a great way to review, as well!

PowerPoint

Prezi

Glogster

Poem

Cartoon

Poster (make sure you can scan or take a digital image to email your instructor)

Essay

Approved file formats include: .PDF, Microsoft office files, image files (such as .jpg), .RTF, or a publicly available URL

However you decide to create this last activity (before your post-test), make sure you are addressing the areas stated above.

Complete Discussion Forum 8.1

You have covered allot of ground as you near the end of this course, and are no doubt a bit of a weary traveler! Before you leave Gifted and Counseling, please share your thoughts on one last reflection before you taking the post-test.

Mister Rogers (yes, the famous Fred Rogers from Mister Rogers Neighborhood) was a very wise man. He studied children and education for years, and made some significant contributions to how parents guide their children and help them develop. One of the “pearls of wisdom” he offered parents was this.

"The best thing parents can do for children is to listen to them."

Although he was not speaking specifically of gifted children, what do you think he meant by this comment? How is it particularly relevant to supporting gifted children? Do you agree with the quote, or might you say something different?

Please post these comments to Discussion Forum 8.1.

Make sure you respond to one of your colleagues about their comments, as well.

Complete Guidance and Counseling for the Gifted Post-Test

Once you have finished your discussion post activity, you may proceed to the Guidance and Counseling Post-Test. Remember, in order to earn credit for this course, you must get an 80% or higher on the test.

Complete Guidance and Counseling for the Gifted Course Evaluation

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