Description
What makes gifted students different from the rest of your students? Aside from the legal definition of gifted, your gifted students tend to behave and think differently than others. For each gifted student, there are cultural, racial, and economic factors that all affect them academically and relationally. Their gifted traits can have both positive and negative aspects.
In this 3-hour course, Colleen Boyle gives an overview of common characteristics of gifted children and discusses their strengths, weaknesses, and potential hangups. You will learn how to help gifted students work through common struggles and use evidence-based data to create solutions to help them succeed.
After taking this course, educators will walk away knowing:
- Key characteristics of gifted students
- Theories of asynchronous development
- Types of overexcitabilities and their influence on classroom performance
- The impact of giftedness on relationships
- How outside factors affect giftedness
- Strategies for managing perfectionism and underachievement
ODE teacher competencies: d, e
NAGC teacher preparation standards: 1.1, 1.2, 2.1, 5.5
Colleen Boyle is the president of the Ohio Association for Gifted Children. She has been an educator for more than 20 years, nearly all in gifted education in schools in Ohio and Texas as well as with the Department of Defense Education Activity. Colleen holds a B.S. in elementary education, an M.Ed. in gifted education and educational administration, and a Ph.D. in educational psychology. She currently serves as a supervisor of gifted and talented programs with Columbus City Schools. Colleen is a past president of Gifted Coordinators of Central Ohio. She enjoys working with educators and families to plan appropriate interventions for gifted learners. Her research interests include the social-emotional aspects of gifted learners, educational and psychological assessment, and giftedness within families. Colleen enjoys traveling and doting on her twin niece and nephew whenever she gets the chance.
