$20.00

Presenter: Joyce Juntune, Ph.D., Texas A&M University
Core Area: Creativity & Instructional Strategies
Grade Level: Elementary & Secondary
Hours: 1

While we have spent energy on finding and implementing a variety of procedures to ensure that gifted children from poverty are identified for our gifted programs, much less energy has been put into building the skills for success that will enable them to flourish in the gifted program. In this course, Dr. Juntune explores strategies to change the way we work with low-SES students.

Visit the TAGT website to learn more about the Texas Association for the Gifted and Talented.

© Texas Association for the Gifted & Talented, Austin, Texas 2020

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Description

During this 1-hour course, Dr. Juntune shares the findings of research started at Texas A&M University and the interventions being implemented in El Paso ISD to change the way we view and serve gifted students from poverty.

In this course you will learn three steps to improving success rates for low SES:

  1. Mind Sketching: A teaching technique that encourages students to sketch out the concept behind their answer while they come up with the words to communicate it.
  2. Building Verbal Intelligence: Children living in poverty have a simple language structure and we must give them a complex language structure.
  3. How to design a Gifted Program Specifically For These Students

Visit the TAGT website to learn more about the Texas Association for the Gifted and Talented.

Presenter Bio

Dr. Joyce Juntune is a renowned consultant, trainer, professor, and lecturer with more than 45 years of experience in the field of education. She is an instructional associate professor at Texas A&M University, and she teaches graduate-level courses in her expert areas of intelligence, child and adolescent development, educational psychology, giftedness, and creativity. She has focused the majority of her career on the areas of intelligence and gifted and talented education. Dr. Juntune has served as the executive director for the National Association for Gifted Children and the Institute for Applied Creativity at Texas A&M University. 

Additional information

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855 reviews for Building Verbal Intelligence (Part 1) – Opening the Doors of Opportunity for Low SES Gifted Students

  1. Esmirna – MERCEDES ISD (verified owner)

    interesting information

  2. Jyotsna – CARROLLTON-FARMERS BRANCH ISD (verified owner)

    Great Information

  3. Terina – DONNA INDEPENDENT SCHOOL DISTRICT (verified owner)

    Helps with creating lessons and curriculum for the classroom.

  4. Rowena – DONNA INDEPENDENT SCHOOL DISTRICT (verified owner)

    very informative

  5. Shelley – MARION CITY (verified owner)

    Great strategies for working with students from poverty.

  6. Keith – PARMA CITY (verified owner)

    Was very intersting.

  7. Windy – CARROLLTON-FARMERS BRANCH ISD (verified owner)

    There are 4 quiz questions, each question multi-select answers. The first questions require 3 answers. I only missed one of the three choices on question #1 and I still got a 75% overall. I think the scoring should give partial credit for multi-select questions and answer choices. Since all of the questions are multi-select, I would end up with a 92%. Instead I am penalized for answering anything correctly on question number #1 and on the overall quiz grade.

  8. Cynthia – ECTOR COUNTY ISD (verified owner)

    I believe this course should be required for all teachers of gifted students, including teachers of English Learners. I also believe that administrators and district officials should be required to take this course as well, so that they understand the importance of the need to build verbal intelligence in our students.

  9. Amber – CARROLLTON-FARMERS BRANCH ISD (verified owner)

    It was very confusing and not easy to follow along with

  10. Tammy – CARROLLTON-FARMERS BRANCH ISD (verified owner)

    This is a fantastic look at intelligence in which I believe hits home in many different demographics but certainly helps to understanding the difficulty of properly identifying and placing those with gifted learners.

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