Watson School of Education AIG Foundations Courses

 

EDN 553: Social-Emotional Development & Support of Gifted Learners

(August 20-December 10, 2009)

 

&

 

EDN 552: Introduction to Gifted Education

(Summer 1: May 14-June 16, 2009)

 

Watson School of Education

AIG Licensure Program

 

 

"The truly creative mind in any field is no more / than this: A human creature born abnormally, / inhumanly sensitive. To him...

 

a touch is a blow,

a sound is a noise,

a misfortune is a tragedy,

a joy is an ecstasy,

a friend is a lover,

a lover is a god,

and failure is death.

 

Add to this cruelly delicate organism the overpowering / necessity to create, create, create- - -so that

without the creating of music or poetry or books or / buildings or something of meaning, his very breadth

is cut off from him. He must create, must pour out / creation. By some strange, unknown, inward

urgency he is not really alive unless his is creating."

 

--Pearl S. Buck--

 

 

2009 WSE-AIG Conference Presentation

Assessment:Building a Framework for Successful Learning

 

 

 

 

EDN 553: Social-Emotional Development & Support of Gifted Learners

 

Fall  2009

R / 5:00-7:15 pm

E. J. Caropreso

EB 241

910.962.7830

 

Fall 2009 Syllabus

 

Blackboard Log in

 

Fall 2008 Syllabus

 

Fall 2007 Syllabus

General Resources

 

    Sharon Begley: "But I did everything right!"

 

    2009 Conference Presentations

FAQs

About.com Gifted Blog

Quotes about Gifted Learners

Watson School of Education PDS EC Contact List

 

NAGC Conference Materials/Resources

Websites

What do gifted kids (& adults) look like? (act like, talk like, sound like...!)

 

    Using Drawing to Identify Gifted Children

    Asynchronous Development: Looks like...

    Music & Movement (psychomotor exceptionality)

Links to Abstracts, Articles & Other Readings

 

    Dabrowski's Theory: Assorted Articles

 

    Twice Exceptional Gifted Learners

Resilience

Assignments & Materials

    

    Final Course Project

 

    Models in Development

EJC's Models

 

 

 

EDN 552: Introduction to Gifted Education

 

Summer 1 - 2009 / MR 5:00-9:45 pm

(See syllabus for schedule of f2f & online dates)

 

E. J. Caropreso

EB 241

910.962.7830

 

 

Tony

by Kaye Starbird

 

Tony's drying dishes / and cleaning out the hall / And all he did was use the phone / to make a friendly call./

 

For Tony's being punished / (which happens more and more) / Because he's only four years old / and much too smart for four./

A case of what I mean is this: / His parents thought it prattle / When Tony asked if he could phone / his uncle in Seattle./

So Tony's parents answered "Sure" / Only to check too late / and find he'd talked from coast to coast / for fifty minutes straight,/

which started Tony hollering. / He wasn't fresh or bad, / He'd asked to call Seattle, / and they let him, and he had.

 

Tony's in the corner / upon the Naughty Stool, / all because he tried to do / the work in nursery school.

 

When Tony tired of coloring, / To vary his routine / Miss Keith, his teacher, had him make / a bowl of plasticine. /

But even though he made the bowl / Miss Keith looked fierce and smitten / to note that on the back of it /

MADE IN JAPAN was written. / And since it didn't seem to help / when Tony told Miss Keith / he only wrote what all cheap bowls/

had written underneath... / Not really liking fierceness much, / He took a pencil, WHOOM / and fired it in a rubber band /

across the silent room.

 

Tony's in the corner / Where he's been sent again / Because - at four - he reads and writes / like someone nine or ten.

 

Upset about the Bowl Affair, / Miss Keith - appearing grimmer - / Decided Tony might enjoy / a lovely first grade primer. /

The trouble was that later on / when she was less forbidding / and asked if Tony liked the book, / he answered "Are you kidding? /

My dog can run. My ball is fun. / My kitten is a pet. / See Mother cook. See baby look. / How boring can you get?" /

And just to warn some future child / the story wasn't bearable, / he scribbled on the title page: / "Don't read this book. It's terrible."/

Since Tony, what with this and that, / was no example-setter, / the teacher said to stay at home / until he acted better. /

Which didn't bother Tony much, / for what could be forlorner / than spending half your waking hours / restricted to a corner?

 

So now he's sweeping sidewalks / and beating scatter rugs, / and though he keeps his mind alert / by watching birds and bugs. /

 

He's sick of being punished / (which happens more and more) / because he's only four years old / and much too smart for four. /

He's sick of how his mother says / in accents sad and moan-y: / "He's brilliant, but / I don't know what / we'll ever DO with Tony.

("Tony" Copyright © Kaye Starbird; http://www.hoagiesgifted.org/tony.htm)

 

If Dr. Seuss had a Gifted Child ....

by Mary Beth Northrup

 

Dear Mom-I-am, dear Mom-I-am, we have a problem, Mom-I-am. / Your son won't do what he must do. He drives me crazy, yes it's true!

He will stall and squirm and hum, and leave all of his work undone. / He dreams and will not pay attention, have you considered medication?

 

With other kids he does not play, he is alone much of the day. / Something does not seem quite right, because I know he must be bright.

He seems to learn, despite the rest, but the work is not his best. / He is disruptive, yes it's true. He just won't do what he must do!

 

Yes, teacher, I can really see, how frustrating all this must be, / A child who does not meet the norm, a child whose mold won't fit the form.

I've had him tested on WISC-III, by your approved test agency. / He scores far higher than the mean, there's more to this that can be seen.

 

So help us, help us find the way, to teach this child best if we may. / He is not like the rest you see, he acts and thinks far differently.

We need another way to teach him, another way to finally reach him. / Not the normal thing you do, but something altogether new!

 

What! Something new - go bar the door! We've not done it that way before! / If we do this thing for you, then all the rest will want it too!

Change our ways, that can't be done. Same for all, not changed for some. / All children are gifted, yes it's true! Just MAKE him do what he must do!

 

Please, please, teacher, hear me through. The laws say you must help us, too. / His needs are different than the rest, we CAN help him to do his best.

We can make this easy too, it will not be more work for you. / This can work out, you will see. Try it, try it, please, for me?

 

All right, all right, if I must. I still maintain this is not just. / But first there is red tape you see, tests and checks and IEP.

And after weeks and months of proving, finally we can begin moving. / Then I'll try it and we'll see, if this method is the key.

 

Hey, I see something, yes I do! We have found something he will do! / No more fiddle, squirm and hum, no more worksheets left undone.

He's zipping through, he's learning fast, he's doing his best work at last. / Why did I put up a fight? I guess dear Mom, that you were right.

Copyright © 1998 by MaryBeth_Northrup-EMN002@email.mot.com 

Summer 2009 Syllabus

Knowledge Model

Summer I 2008 Syllabus

Summer I 2007 Syllabus

 

Assignments

General Resources

Guest Speaker Resources

Identification Resources

Identification & Development Resources

Gifted Learner Profiles