The Gifted Education Seminar is a 45 hour course of study replacing the former Gifted Education Institute. The Illinois State Board of Education invites classroom teachers to deepen their understanding of how to teach and reach gifted and talented students. The goal of the training, "Educators will be able to create an environment to identify gifted and talented learners, address their diverse needs, and measure student growth in the classroom," will be accomplished through the exploration of topics including perspectives of gifted, knowing the gifted, curriculum models, and differentiation.
Benefit to Educators
• Receive two books:
o Achieving Excellence Educating the Gifted and Talented by Frances A. Karnes and
Kristen R. Stephens
o Differentiation: Simplified, Realistic, and Effective by Bertie Kingore
• 45 CPDUs or Aurora University Credit – 3 hours of Graduate Credit (educator responsible to pay for University Credit)
• Receive a certificate of completion for the Gifted Education Seminar
Educators must bring to Training:
This training involves the use of a USB drive, so attendees must bring a laptop with a USB drive. (Limited laptops available at PDC for your use. If you cannot bring a laptop, contact Cheryl Duggan at firstname.lastname@example.org or call 630-495-6080 and reference the Gifted Seminar.)
THINGS TO KNOW! IMPORTANT!
1. The GES involves 45 hours of training. The face-to-face training comprises 36 hours of instruction (we will be together for 39 hours, 36 of which will be training). The remaining 9 hours involve participants working on their own time with GES media. Thus, participants need to know that they will need 9 additional hours of time during the GES course to engage with the USB independently, outside of class.
2. All participants, whether participating in the seminar for credit or for CPDUs will complete an E-journal and a project. These are due on or before July 6. That will give the instructor time to evaluate journals, projects and meet Aurora University grading deadlines.
This course will equip educational leaders with the knowledge, skills and strategies necessary to conduct a review of the senior high school year and effect improvements that can vastly increase the lifelong value of this culmination of the students’ K-12 education. Participants will rethink approaches to working with high school seniors, building upon a philosophical framework that embraces the themes of transition, self-advocacy, and community service. Participants will learn how to implement a yearlong service project, identify and address important transition issues, design a Senior Institute, encourage project-based and student-directed learning, and foster powerful mentoring relationships that can positively affect the entire school culture.