Dr. Margarta Bianco

Dr. Margarita Bianco Course Profile EPSY 5180

Profile Summary for EPSY 5180 Psychology of Gifted, Talented and Creative Children

I have chosen to profile EPSY 5180, Psychology of Gifted, Talented and Creative Children, for a number of reasons. First, I am passionate about helping school professionals better understand their students’ full range of potential – including their gifted abilities. This is especially important for K-‐12 students who are significantly underrepresented in programs for gifted / talented student (e.g., students with disabilities, students of color, English language learners). As such, when I was asked to redesign and teach this course, I was very intentional about my focus on issues of equity, diversity, underrepresented gifted learners and multicultural gifted education.

Teaching this course also allows me to reach a broad audience of school professionals. Although I typically teach graduate level courses for practicing teachers (or preservice teachers), this course now attracts graduate students from various disciplines1 allowing me to have a broader reach and larger impact. I truly enjoy incorporating their various perspectives into class discussions and differentiating assignments to meet their learning needs.

In order to model best practices in gifted education, this course is co-‐created with my students. In the first weeks of the class, students are presented with the syllabus outlining the discussion topics and readings. What is missing, however, is a detailed listing of assignments and associated point values. Instead, I present students with a list of possible assignments or the freedom to develop a proposal of study that meets their needs. Students are placed in small groups and asked to create a list of learning products, grading rubrics, and assign point value to their choices. I then use students’ choices and create an updated syllabus with learning products and due dates. Students frequently comment on the impact of having ownership of their learning.

~ I love how we were able to sort of re-design the syllabus and assignments so that the class best fit the needs of the group. I found all assignments to be very relevant

~ I loved how the instructor employed the power of choice numerous times in assignments. I really felt like this was my class!

In this profile, I have included the following materials:

• Course Syllabus and Assignment Packet • Sample Class Activities and course lectures (e.g., first day of class activity, critical topics stations, presentation

on creativity and learning units activity) • Samples of Students’ Work

o Sample “Passion Project” Proposal o Screenshots of websites students created as part of their passion projects o Screenshots of students’ school visit screencast presentations o Students’ mind maps o Students’ self-evaluation of course participation

• Sample Exit Cards and End of Course Feedback • Selected pages from a book chapter I co-authored

o I invited students from this course to contribute to this chapter by presenting examples of differentiated instruction for gifted English language learners.

1 Students in this course have come from the following areas of study: special education, urban community teacher education, early childhood education, linguistically diverse education, school psychology, counseling, principal licensure (ALPS), and students from outside the School of Education and Human Development in the College of Liberal Arts and Sciences (CLAS) graduate interdisciplinary studies program

Spring 2009/ Dr. Margarita Dr. Dr. Bianco Spring 2011 EPSY 5180: PSYCHOLOGY OF GIFTED, TALENTED AND CREATIVE CHILDREN

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EPSY 5180: PSYCHOLOGY OF GIFTED TALENTED and CREATIVE CHILDREN

Spring 2011

INSTRUCTOR: Dr. Margarita Bianco

OFFICE: LW 639

PHONE: '303-315-4956

E-MAIL: *[email protected]

OFFICE HOURS: By Appointment Credit Hours: 3

COURSE DESCRIPTION: EPSY 5180. Psychology of Gifted, Talented and Creative Children examines the nature of gifted, talented, and creative children from an educational psychology perspective. Topics addressed include historical antecedents, identification, characteristics of gifted learners, research initiatives, measurement issues, relevant programs and teaching strategies.

Course Objectives and Outcomes:

Upon completion of this course, students should:

1. Understand the historical foundations of gifted and talented education including points of view and contributions of individuals from diverse backgrounds

2. Know and understand typical characteristics of learners with gifts and talents, including those from diverse backgrounds, in intellectual, academic, creative, leadership, and artistic domains.

3. Have a general understanding of major theories of intelligence and giftedness 4. Describe and analyze developmental differences (cognitive, social-emotional) and learning needs and

patterns among gifted individuals at all critical stages of development. 5. Analyze the relationship of research and contemporary policies and practices in gifted education. 6. Develop an understanding of individual differences within the gifted population (i.e., gender, cultural

diversity, economic diversity, twice-exceptional) 7. Translate conceptions of giftedness into practical modes of operation in schools (i.e., operational definitions,

identification protocols, and selection procedures), homes, and clinical settings. 8. Examine identification systems for gifted learners according to legal, ethical, and practical policies and

procedures in schools. 9. Describe home and school interactions and interventions that impact the cognitive and affective

development of gifted learners. 10. Evaluate key teaching and learning models in regard to the gifted learner – including attention to

multicultural gifted education models. 11. Access print, electronic, or other sources of information that disseminate current research in gifted

education.


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12. Examine basic issues confronting the practice of gifted education in schools, including diversity, inclusion, anti-intellectualism, equity and excellence, and dominant cultural value systems and beliefs.

13. Understand and apply alternative forms and methods of communication that impact the learning of gifted students, including those from diverse backgrounds.

14. Develop a plan to use multicultural approaches to address home-school-community relations that support gifted programs and empower students and their families

15. Evaluate personal beliefs and professional experience related to multicultural gifted education issues

LEARNING RESOURCES: Required texts

Davis, G.A & Rimm, S.B. (2011). Education of the Gifted and Talented (6th). Boston: Pearson.

ISBN-10: 0135056071

ISBN-13: 9780135056073

[22 used copies available on Amazon for under $70.00]

Other resources (free downloads):

Overlooked Gems: A National Perspective on Low-Income Promising Learners. Proceedings from the National

Leadership Conference on Low-Income Promising Learners (Washington, DC, April 24-25, 2006).


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Available for free from : http://www.nagc.org/uploadedFiles/Publications/Overlooked%20Gems%20(password%20protected%20-%20gifted).pdf

Colangelo, N., Assouline, S.G. & Gross, M.U.M. (2005) A nation deceived: How schools hold back America’s

brightest students. The Templeton Foundation. Complete executive summary may be downloaded for free from the internet. http://www.nationdeceived.org/index.html.

RELATED JOURNALS, NEWSLETTERS, & MAGAZINES:

2e Twice-Exceptional Newsletter

Gifted Child Quarterly

Gifted Child Today

Gifted Education Communicator

Roeper Review

Advanced Development Journal

Gifted Children

Gifted Education Press Quarterly

Highly Gifted Children

Imagine

Journal for the Education of the Gifted

Journal of Advanced Academics (formerly Journal of Secondary Gifted Education

Our Gifted Children

Parenting for High Potential

Teaching for High Potential

Understanding Our Gifted

RELATED WEBSITES:

National Association for Gifted Children - http://www.nagc.org

The National Foundation for Gifted and Creative Children - http://www.nfgcc.org


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Council for Exceptional Children - http://www.cec.sped.org Supporting the Emotional Needs of the Gifted - http://www.sengifted.org

The Gifted Development Center - http://www.gifteddevelopment.com GT World - http://www.gtworld.org/index.html#top Education: Gifted and Talented Students - http://www.kidsource.com/kidsource/pages/ed.gifted.html Hoagies Gifted Education Page http://www.hoagiesgifted.org/

http://www.cde.state.co.us/gt/index.htm

http://www.coloradogifted.org/

http://www.ditd.org (Davidson Institute: focus on highly gifted)

http://www.kidsource.com/kidsource/pages/ed.gifted.html

http://www.teachersfirst.com/gifted.shtml

SEHD Incomplete Policy Incomplete grades (I) are not given to replace low grades. To be eligible for an incomplete grade, students must (1) have successfully completed at least 75% of the course requirements, (2) have special circumstances (verification required) that preclude the student from attending classes and/or completing graded assignments, and (3) make arrangements to complete missing assignments with the original instructor before more than one year has elapsed since the end of the semester in which the course was taken. SEHD Incomplete Process 1.Students must be in close communication with the instructor PRIOR to the end of the semester regarding special circumstances precluding them from successfully completing the remainder of the course. Faculty may assign students an incomplete grade of “I” to signify that special circumstances beyond the student’s control prevented the student from completing a small portion of the course (no more than 25%) and that a final grade cannot yet be assigned. 2.IT IS THE STUDENT’S RESPONSIBILITY TO COLLABORATE WITH THE INSTRUCTOR TO COMPLETE AN INCOMPLETE AGREEMENT FORM (http://www.ucdenver.edu/academics/colleges/SchoolOfEducation/CurrentStudents/Pages/CurrentStudentResources.aspx) prior to the end of the semester for which the incomplete is given. A copy of the form, signed by both the student and the instructor should be submitted to the SEHD Student Services Center (LSC 701). Both the student and instructor should also keep a copy. The instructor sets the conditions under which the course work can be completed and the time limit for completion. The student is expected to complete the requirements within the established deadline. If the missing assignments are not completed within the allotted time, the “I” converts to an F on the student’s transcript. Students making up an incomplete should not re-register for the course. 3.Upon completion of the missing course work, a Change of Record Form is completed by the original instructor to change the “I” to a letter grade. Faculty should work with the Faculty Services Center to complete the Change of Record Form.

Academic Honesty:

Plagiarism is the use of another person’s words or ideas without crediting that person. Plagiarism and cheating will not be tolerated and may lead to failure on an assignment, in the class, and dismissal from the University. You are responsible for being attentive to or observant of campus policies about academic honesty as stated in the University’s Student Conduct Code. http://thunder1.cudenver.edu/studentlife/studentlife/discipline.html

Access, Disability, Communication:


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The University of Colorado Denver is committed to providing reasonable accommodation and access to programs and services to persons with disabilities. Students with disabilities who want academic accommodations must register with Disability Resources and Services (DRS), North Classroom 2514, phone: 303 556-3450, TTY: 303 556-4766. I will be happy to provide approved accommodations, once you provide me with a copy of DRS’s letter.

EMAIL POLICY

I am most accessible by email. You are welcome to email me at any point over the semester. I usually respond to emails within 24 hours or before, unless there is an automatic reply letting you know that I am out-of-town or otherwise not available. In those rare instances, my auto-reply message will indicate a date by which I will return and I will then get to your message within the two working day period.

** Absence from class: It is expected that students: a) arrive to class on time b) stay for the duration of the class period and, c) attend every class. Absence from class due to illness is occasionally unavoidable, however,

communication with the instructor is expected. In the event you must miss a class due to illness, it is your

responsibility to communicate with your peers to obtain notes or other resources provided in class.

It is expected that students will come prepared to class each session having read the readings and prepared to participate in any in-class assignments associated to those readings. Students are expected to contribute through in-class group work, asking questions, and supporting discussions by elaborating on the points of discussion and demonstrating an ability to extend the discussions to their professional roles.

ASSIGNMENTS / LEARNING ASSESSMENTS

ASSIGNMENT

DUE DATE POINT VALUE

1. Class Participation, Professional Responsibilities & Reading Reflection Groups http://www.screencast.com/t/NzU2OWVkMTg

On-going 10

2. School / Program visit & Jing Clip Presentation http://www.screencast.com/t/NjRhZjMyYmU

Read chapter 18 in text before completing this assignment

Submit on or before 3/20

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3. GT Seminar http://www.screencast.com/t/NzlmZWZkYTQ / Conference - Jing Clip Presentation

Submit on or before: 4/6

20

4. Passion Project – Literature Review, Website Development and Presentation of Learning

Presentations on-going Submit paper on or before April 20

Paper/ website 35 Presentation


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ASSIGNMENT

DUE DATE POINT VALUE 15

100

Resources for local seminars & presentations

http://www.jeffcopublicschools.org/programs/gifted_talented/topic_dates_seminars_2010-11.html

http://www.bvgt.org/events.html

FINAL COURSE GRADING SCALE:

In order to receive a course grade as indicated relative to the point distribution, all required activities and projects must be completed and submitted by the due date. You may submit any assignment early (2 weeks) for feedback before the due date.

A set of criterion has been provided for each assessment in this course. In some cases, the assessment is accompanied by a criterion sheet that provides details of the assignment components, criteria/standards for each component, points by component, and overall points. Projects will be judged on the basis of completeness, evidence of graduate level skills (analysis, synthesis, and evaluation) applied and overall quality. Grading will be subjected to the following scale:

A = Outstanding graduate work completed at the mastery level

B = Above average graduate work completed at the proficient level

C = Average graduate work completed at the apprentice level – classes at the C or lower level must be repeated

Pluses and Minuses (i.e. B+, A-) will be awarded

LATE WORK – all assignments turned in after the due date will not be subject to rewrites and will result in a 10% point deduction for each day late.

Each assignment or project will:

• be word processed or typed

• contain correct punctuation, grammar and spelling

• be received on or before the assigned due date

94-100 A 83-86 B 90-93 A- 80-82 B- 87-89 B+ 79 – 75 C 74 and below F


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• adhere to the standards of writing which acknowledge the use of the disability descriptor after the child or adult descriptor (People First language)

• incorporate technological applications

Required Computer Access:

Throughout the semester, you will receive communication via email and documents will be available on eCollege. Thus, internet access is required. Expect to engage in electronic discussions, submit your final assignments electronically, and to read email daily.

SCHEDULE *Please note- The schedule may change depending on guest speaker’s availability.

**Additional readings will be assigned throughout the semester. You will receive an email with the reading attached or directed to eCollege to download readings.

Week Topic Readings:

Davis & Rimm

Supplemental Readings (Check eCollege Library)

Activity, Assignment /

Project due 1 1. Gifted

Education: Matching Instruction with Needs.

Ch 1. Sapon-Sheving, 1996 Beyond gifted education: Building a shared agenda for school reform. Journal for the Education of the Gifted, 19 (2) 194-214.

2 2. Characteristics of Gifted Students & Identifying Gifted and Talented Students

Ch 2 & 3 PICK ONE Sally Reis, Joseph Renzulli. Myth 1: The Gifted and Talented Constitute One Single Homogeneous Group and Giftedness Is a Way of Being That Stays in the Person Over Time and Experiences. Gifted Child Quarterly, Volume 53, Number 4 (October 2009), pp. 233-235 James Borland. Myth 2: The Gifted Constitute 3% to 5% of the Population. Moreover, Giftedness Equals High IQ, Which Is a Stable Measure of Aptitude. Gifted Child Quarterly, Volume 53, Number 4 (October 2009), pp. 236-238 Carolyn Callahan. Myth 3: A Family of Identification Myths. Gifted Child Quarterly, Volume 53, Number 4 (October 2009), pp. 239-241, Frank Worrell. Myth 4: A Single Test Score or Indicator Tells Us All We Need to Know About Giftedness. Gifted Child Quarterly, Volume 53, Number 4 (October 2009), pp. 242-244

3 3. Program Ch 4. PICK ONE


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Week Topic Readings: Davis & Rimm



Project due Planning

Holly Hertberg-Davis. Myth 7: Differentiation in the Regular Classroom Is Equivalent to Gifted Programs and Is Sufficient. Gifted Child Quarterly, Volume 53, Number 4 (October 2009), pp. 251-253 Carol Tomlinson. Myth 8: The “Patch-On” Approach to Programming Is Effective. Gifted Child Quarterly, Volume 53, Number 4 (October 2009), pp. 254-256, Sandra Kaplan. Myth 9: There Is a Single Curriculum for the Gifted. Gifted Child Quarterly, Volume 53, Number 4 (October 2009), pp. 257-258,

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Acceleration Ch 5 Dorothy Sisk. Myth 13: The Regular Classroom Teacher Can “Go It Alone”. Gifted Child Quarterly, Volume 53, Number 4 (October 2009), pp. 269-271

5 Cultural Diversity and Children from Low Socioeconomic Backgrounds: The Invisible Gifted.

Ch 13 Briggs, Christine J.; Reis, Sally M.; Sullivan, Erin E. A National View of Promising Programs and Practices for Culturally, Linguistically, and Ethnically Diverse Gifted and Talented Students. Gifted Child Quarterly, Spring2008, Vol. 52 Issue 2, p131-145, Overlooked Gems (please read or at least skim through report) http://www.nagc.org/uploadedFiles/Publications/Overlooked%20Gems%20(password%20protected%20-%20gifted).pdf

6 Gifted Children with Disabilities.

Ch 15 Twice-Exceptional Students: Gifted Students with Disabilities An Introductory Resource Book. CDE : http://www.cde.state.co.us/artemis/ed14_16/ED14402T922005INTERNET.pdf. Bianco, Caruthers & Smiley (2009). Gifted Students With Asperger Syndrome: Strategies for Strength-Based Programming. Intervention in School & Clinic, Mar2009, Vol. 44 Issue 4, p206-215.

7 Underachievement: Diagnosis and Treatment.

Ch 12 Bianco, M. (2010). Strength-Based RTI: Conceptualizing a Multi-tiered System for Developing Gifted Potential, Theory into Practice

8 The Cultural Underachievement of Females.

Ch 14 Bianco, Harris, Garrison-Wade, Leech (in press), Gifted Girls: Gender Bias in Gifted Referrals

9 Creativity I: The Creative Person, Creative Process,

Ch 8 & 9 Donald Treffinger. Myth 5: Creativity Is Too Difficult to Measure. Gifted Child Quarterly, Volume 53, Number 4 (October 2009), pp. 245-247


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Project due and Creative Dramatics. Creativity II: Teaching for Creative Growth.

10 Teaching

Thinking Skill Leadership, Affective Learning, and Character Education

Ch 10 & 11 Tonya Moon. Myth 16: High-Stakes Tests Are Synonymous With Rigor and Difficulty. Gifted Child Quarterly, Volume 53, Number 4 (October 2009), pp. 277-279,

11 Understanding and Counseling Gifted Students. Parenting the Gifted Child.

Ch 16 & 17 PICK ONE Sidney Moon. Myth 15: High-Ability Students Don’t Face Problems and Challenges. Gifted Child Quarterly, Volume 53, Number 4 (October 2009), pp. 274-276 Jean Peterson. Myth 17: Gifted and Talented Individuals Do Not Have Unique Social and Emotional Needs. Gifted Child Quarterly, Volume 53, Number 4 (October 2009), pp. 280-282 Group Presentations – Special Populations

12 Enrichment and Grouping Curriculum Models.

Ch 6 & 7 PICK ONE Marcia Gentry. Myth 11: A Comprehensive Continuum of Gifted Education and Talent Development Services. Gifted Child Quarterly, Volume 53, Number 4 (October 2009), pp. 262-265 Joyce VanTassel-Baska. Myth 12: Gifted Programs Should Stick Out Like a Sore Thumb. Gifted Child Quarterly, Volume 53, Number 4 (October 2009), pp. 266-268 Group Presentations – Special Populations

13 TBA Rogers, K.B. ( 2007). Lessons Learned About Educating the Gifted and Talented: A Synthesis of the Research on Educational Practice. Gifted Child Quarterly, Fall2007, Vol. 51 Issue 4, p382-396, Group Presentations – Special Populations

14 TBA Group Presentations – Special Populations

15 Course Wrap- Group Presentations – Special Populations


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Project due Up

Selected Bibliography

Banks, J. A., and Banks, C. A. M. (Eds.) (1993, 2000). Multicultural education: Issues and perspectives. Boston, MA: Allyn & Bacon, 800-666-9433.

Bloom., B. (1956). Taxonomy of educational objectives. Handbook I: Cognitive domain. New York: Wiley, 800-225-5945.

Clark, B. (2001). Growing up gifted: Developing the potential of children at home and at school (6th ed.).

New York: Prentice-Hall.

Colangelo, N. (1997). Counseling gifted students: Issues and practices. In N. Colangelo & G.A. Davis

(Eds.), Handbook of gifted education (pp. 353-365). Boston, MA: Allyn & Bacon.

Colangelo, N. & Davis, G.H. (Eds.). (2003). Handbook of gifted education. Boston: Allyn & Bacon.

Cross, T. (1997). Psychological and social aspects of educating gifted students. Peabody Journal of

Education, 72(3), 180-200.

Davis, G.A., & Rimm, S.B. (2004). Education of the gifted and talented. Needham Heights, MA: Allyn &

Bacon.

Ford, D., and Harris, J. (1999). Multicultural gifted education. New York: Teachers College Press, 800-575-6566.

Ford. D.Y., Howard, T.C., Harris III, J.J., & Tyson, C.A. (2000). Creating culturally responsive classrooms for gifted minority students. Journal for the Education of the Gifted, 23(4), 397-427.

Ford, D.Y. & Harris III, J.J. (2000). A framework for infusing multicultural curriculum into gifted education. Roeper Review, 23(1),4-10.

Ford, D.Y. (2004). A challenge for culturally diverse families of gifted children: Forced choices between affiliation or achievement. Gifted Child Today, 27(3), 26-29.

Ford, D.Y. & Grantham, T.C. (2003). Providing access for gifted culturally diverse students: From deficit thinking to dynamic thinking. Theory into Practice, 42(3), 217-225.

Ford, D.Y. & Frazier Trotman, M. (2001). Teachers of gifted students: Suggested multicultural characteristics and competencies. Roeper Review, 23(4), 235-239.

Ford, D.Y. & Frazier Trotman, M. (2000). The Office for Civil Rights and non-discriminatory testing, policies, and procedures: Implications for gifted education. Roeper Review, 23(2), 109-112.

Ford, D.Y., Howard, T.C. Tyson, C.A., & Harris III, J.J. (2000). Creating culturally responsive classrooms for gifted minority students. Journal for the Education of the Gifted, 23(4), 397-427.

Ford, D.Y., & Harris III, J.J. (2000). A framework for infusing multicultural curriculum into gifted education. Roeper Review, 23(1), 4-10.


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Ford, D.Y., Tyson, C.A., Howard, T.C., & Harris III, J.J. (2000). Multicultural literature and gifted Black students: Promoting self-understanding, awareness, and pride. Roeper Review, 22(4), 235-240.

Gardner, H. Frames of Mind: The theory of multiple intelligences. New York: Basic Books, 1983.

Gear, G. “The effects of teachers’ accuracy in the identification of gifted children. Gifted Child Quarterly.

1978, Vol. 22, pp. 90-97.

Naglieri, J. A. & Ford, D.Y. (2003). Addressing under-representation of gifted minority children using the Naglieri Nonverbal Ability Test (NNAT). Gifted Child Quarterly, 47, 155-160

National Commission on Excellence in Education. A nation at risk: The imperative for educational reform.

Washington DC: Government Printing Office, 1983.

Renzulli, J. S. “What Is This Thing Called Giftedness, and How Do We Develop It? A Twenty- Five Year

Perspective.” Journal for the Education of the Gifted. Fall 1999, Vol. 23, No. 1, pp. 3-54.

Terman, L. M., et al. Genetic Studies of Genius: Mental and physical traits of a thousand gifted children.

Stanford, California: Stanford University Press, 1926.

Terman, L. M. Genetic Studies of Genius: The Gifted Group at Mid-Life. Stanford, California: Stanford

University Press, 1959.

Terman, L., & Oden, M. The Stanford studies of the gifted. In P. Witty (Ed.), The gifted child. Lexington,

MA: Health, 1951.

Tomlinson, C. A. How to Differentiate Instruction in Mixed-Ability Classrooms (2nd ed.).Alexandria, VA:

Association for Supervision and Curriculum Development, 2001.

Winebrenner, S. Teaching Gifted Kids in the Regular Classroom: Strategies and Techniques Every

Teacher Can Use to Meet the Academic Needs of the Gifted and Talented. Minneapolis, MN: Free

Spirit Publishing Inc., 1992.

PSYCHOLOGY OF GIFTED, TALENTED & CREATIVE

CHILDREN SPRING 2011

ASSIGNMENT PACKET

Dr. Bianco, Spring, 2011

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ASSIGNMENTS

ASSIGNMENT

DUE DATE POINT VALUE

1. Class Participation, Professional Responsibilities On-going 15 2. School / Program visit & Jing Clip Presentation Read chapter 18 in text before completing this assignment **View other presentations on eCollege and comment

Submit to eCollege discussion board on or before 3/20

25

3. Passion Project

• Proposal

• Literature Review Paper

• Website on Topic

Proposal Literature Review paper submitted on or before April 20 Website link on eCollege Discussion Board by April 20

Proposal 10 Paper 35 Website 15

100

Bonus Points = 10

Logan EXPO visit Thursday Feb. 17 http://www.theloganschool.org/

OR

MindMap (hand drawn or computer based) summarizing any chapter in your textbook


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Class Participation

& Reading Reflection Discussion Groups = 15 points

This course is designed to be a mix of lectures, discussions, readings, activities, and presentations. As such, each student’s active and knowledgeable participation is critical. Students will be expected to do the readings prior to the class so they can comfortably participate in discussions and questions. Reading reflection groups will be determined and will alternate throughout the semester.

SCHOOL OR PROGRAM VISIT (individual or group) Due ON OR BEFORE MARCH 20

25 points

This open-ended visit can be to any one of the following:

GT School, GT Program or GT Class Visit


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READ CHAPTER 18, PROGRAM EVALUATION, BEFORE YOU SCHEDULE YOUR SCHOOL / PROGRAM VISIT.

For this assignment, you will visit a special school, program or class for gifted, talented, creative learners. You have many options in terms of where you go and what you would like to gain from it. The visit can be done in small groups (2-3) or individually. Obviously, you will need to contact the school and make those arrangements for a visit. See the list below for possible choices – and if there is a program you know about not specifically mentioned that you would like to visit, please let me know in advance.

Create a 5-minute Jing clip [www.jingproject.com] discussing your visit and what you observed and learned [please note – although you can visit in small groups, you must create individual Jing clips of your presentation]. Your Jing clip should be creative (have fun with this) and minimally discuss where you went (include photos), why you selected that site, what you observed relative to the learning in this class, and what you learned from your visit.

You may also want to address the following:

a. Evidence of differentiation (content, process, product) b. Meeting the needs of gifted learners’ social and emotional development c. How is the school / class meeting the creative needs of gifted learners? d. Evidence of using best practices in gifted education

a. Teaching & Learning strategies e. Evidence of parent involvement f. Assessment (for identification, for product evaluation, etc.)


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How does what you observed relate to your readings and what you know about best practices for gifted multicultural education.

You will submit your Jing clip as a link to the Program Visit Discussion Board on eCollege ON OR BEFORE MARCH 20

Possible School Sites

Brideun School for Exceptional Children, Lafayette grades 1 - 8, specializes in twice exceptional children Challenge School Denver (Cherry Creek) grades K-8, gifted, testing required (CogAT) Community School for the Gifted Littleton preschool (2 1/2 years old) through middle school, (303) 730-7288 The Discovery Program Denver grades 2 - 8 The Logan School for Creative Learning Denver grades K to 8; testing required; (303) 340-2444 Mackintosh Academy Littleton grades pre-school to 8; IQ test (optional under age 6); accept twice exceptional children Peak to Peak Charter School Lafayette grades K to 12; (303) 453-4600 Polaris Program at Ebert Denver highly gifted, public school, grades 1 - 5; nomination and testing from Denver Public Schools Renaissance Academy Colorado Springs gifted (Stanford Binet or Wechsler); (719) 475-2510 Ricks Center for Gifted Children Denver (at the University of Denver) (303) 871-2982 Rocky Mountain School for the Gifted and Creative Boulder (303) 545-9230 Stargate School Denver (Adams 12 School District) Chartered educational K-8 facility, for intellectually gifted and talented students, (303) 450-3936

Evaluation: Jing clip of Program Visit 20 points

CATEGORY Exceeds Expectations

Meets Expectations

Below Expectations

Requirements All requirements met and exceeded expectations

All requirements are met.

Requirement was not completely met.

More than one requirement was not completely met.


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CATEGORY Exceeds Expectations

Meets Expectations

Below Expectations

Content / Comprehensiveness & Degree of Analysis

Covers topic in-depth with details and examples – including how this visit relates to course readings. Subject knowledge is excellent.

Includes essential knowledge about the topic. Subject knowledge appears to be good.

Includes essential information about the topic but there are factual errors or was not connected to class learning.

Content is minimal OR there are several factual errors.

Creativity and Professional Presentation

Product shows a great deal of original thought. Ideas are presented creatively. Excellent professional presentation.

Product shows some original thought. Work shows new ideas and insights and is creatively presented Professional presentation meets expectations.

Minimal requirements were not met


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Individual Passion Projects:

Your Independent Learning Plan

Proposal due in dropbox: March 3

Final products due: April 20

This assignment is designed so that you can maximize your learning on a topic of interest to you. After you have given some thought to what topic you want to explore in depth, complete the independent learning project proposal and submit to your instructor (via dropbox) by March 3

Think about what interests you within the topic of gifted education and gifted learners. For example, perhaps you want to explore gifted students with learning disabilities in greater depth. You would write a comprehensive literature review on this topic and develop a Google site (or other website) with article summaries and helpful resources for teachers, parents, and / or students.

Present your suggestions in your proposal and I will help guide your learning.

Your instructor will offer feedback and contact you by phone or email to discuss your proposal and offer suggestions, additional resources, and guidance.


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Individual Project

Your Professional Learning Plan - Proposal

Please submit this plan to your instructor on or before March 3

Name: Date: Phone number(s):

Describe Your Professional Development Goal-

1. What topic do you want to explore in depth?

a. Why is this topic important to you?

b. How will exploring this topic affect you? Your students’ achievement or development?

Evaluating Outcomes and Sharing with Others

2. What experiences do you have with writing a literature review? 3. What resources have you consulted regarding how to create a literature review? 4. What experience do you have with creating a website? 5. Have you visited the sites suggested in this packet to learn how to build a website?

Resources Needed

6. What literature base will you consult (provide brief bibliography related to your topic)?

7. Which (free) website or wiki space will you use to build your online resource?

8. What other resources or support will you need that I might provide?

Resources for writing a literature review

http://www.unc.edu/depts/wcweb/handouts/literature_review.html


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http://www.suite101.com/content/how-to-write-a-literature-review-a53399

A short video http://www.lib.ncsu.edu/tutorials/lit-review/

http://writing.wisc.edu/Handbook/ReviewofLiterature.html

Sample literature reviews

http://www.york.cuny.edu/~washton/student/Org-Behavior/lit_rev_eg.pdf

http://faculty.mwsu.edu/psychology/Laura.Spiller/Experimental/sample_apa_style_litreview.pdf

http://www.library.american.edu/Help/tutorials/lit_review/critical_thinking.pdf

Free Website Builders

http://www.webs.com/

http://www.google.com/sites/help/intl/en/overview.html

Literature Review Grading Rubric EPSY 5180

DescriptDescript ion of Assignment:ion of Assignment:

You are to locate research articles on your pre-approved topic. You are to write a 5 – 10 page summary the general theme(s) of these articles as it pertains to your topic. A reference sheet, listing the articles should also be included (this does not count toward your page limit). The literature review should be in APA 6th format.

Grading of Assignment:Grading of Assignment:

The following rubric will be used to assess your literature review. To calculate your grade, take your total points earned and divide by 35 (the total points possible), resulting in a percentage.

COPY AND PASTE THIS AND APPEND TO YOUR LITERATURE REVIEW

Rating Score

55 44 22--33 11--22


10

ASSIGNMENT BASICS

Articles Information is gathered from multiple, research-based sources (no websites).

Information is gathered from multiple sources.

Information is gathered from a limited number of sources.

Information is gathered from a single source.

SUMMARY

Theme Well organized, demonstrates logical sequencing and structure.

Well organized, but demonstrates illogical sequencing or structure.

Weakly organized with no logical sequencing or structure.

No organization, sequencing, or structure.

Background/Foundation Detailed conclusions are reached from the evidence offered.

Conclusions are reached from the evidence offered.

There is some indication of conclusions from the evidence offered.

No conclusions are made from the evidence offered.

Reference Sheet Information is cited properly and in APA format.

Information is cited properly.

Information is cited, but has errors.

Information is not cited or is cited incorrectly.

PRESENTATION

Length Adheres to 5 – 10 page criteria.

Exceed or does not meet 5 – 10 page criteria by ½ page or less.

Exceed or does not meet 5 – 10 page criteria by ½ to 1 page.

Exceed or does not meet 5 – 10 page criteria by more than 1 page.


11

Format Font, spacing, and APA format are correct.

Font and spacing, font and APA, or spacing and APA are correct.

Font, spacing, or APA format is correct.

Font, spacing, and APAP format are incorrect.

Grammar There is 1 or less grammatical error.

There are 2 grammatical errors.

There are 3 grammatical errors.

There are 4 or more grammatical errors.

TOTAL POINTS

Website grading rubric

CATEGORY Exceeds Expectations Meets Expectations Below Expectations Content The site has a well-‐stated

clear purpose and theme that is carried out throughout the site.

The site has a clearly stated purpose and theme, but may have one or two elements that do not seem to be related to it.

The purpose and theme of the site is somewhat muddy or vague.

The site lacks a purpose and theme.

Content Accuracy All information provided by the student on the Web site is accurate and all the requirements of the assignment have been met.

Almost all the information provided by the student on the Web site is accurate and all requirements of the assignment have been met.

Almost all of the information provided by the student on the Web site is accurate and almost all of the requirements have been met.

There are several inaccuracies in the content provided by the students OR many of the requirements were not met.

Links (content) All links point to high quality, up-‐to-‐date, credible sites.

Almost all links point to high quality, up-‐to-‐date, credible sites.

Most links point to high quality, up-‐to-‐date, credible sites.

Less than 3/4 of the links point to high quality, up-‐to-‐date, credible sites.

Background Background is exceptionally attractive, consistent across pages, adds to the theme or purpose of the site, and does not detract from readability.

Background is attractive, consistent across pages, adds to the theme or purpose of the site, and does not detract from readability.

Background is consistent across pages and does not detract from readability.

Background detracts from the readability of the site.

Dr. Margarta Bianco

Margarita Bianco EPSY 5180 Spring 2011 First Class Activity

Class # 1 Activity Visual Imagery

Objective: Students will begin to explore and challenge their own biases and assumptions about gifted learners.

Rationale: I developed this activity as a way to help teachers explore their own biases (e.g., gender, disability, race, ethnicity, English language proficiency) and stereotypes about gifted learners and their teachers. This activity was informed by my research in two areas: a) the effects of teacher biases on referrals to gifted programsi and b) the underrepresentation of teachers of colorii.

Procedure: After introductions and icebreaker activities for the first day of class, the instructor asks students to close their eyes and listen carefully as they are guided through a visual imagery activity. Students are instructed to not speak to each other during this activity.

Instructor script for visual imagery activity – The following is read to students as they have their eyes closed and the room is quiet. The script is read slowly with many pauses to allow students time to “look at and see” the images. Imagine you are walking into school that has been identified as having exemplary programs for gifted and advanced learners. As you walk through the halls take notice of the students and teachers You decide to enter one classroom and stay there and observe all the details [pause]. Now focus on the teacher. Notice every detail. Give the teacher a name. Your attention is now drawn to the students. Scan the room and notice every detail. Focus on one student and pay attention to every detail. What is the student wearing? Eye color? Hair color? Now listen carefully as the student is speaking to other students. What is the student saying? Continue your observations of this student capturing every detail. Now Stop. Open your eyes. Do not speak to anyone. Complete the handout I have just distributed without sharing your work with others.

Visual Imagery Handout

1. Describe in detail the student’s physical attributes (age, grade, physical appearance, etc.) 2. What was the student’s name? 3. What language was the child speaking? 4. Describe in detail the teacher’s physical attributes.

Margarita Bianco EPSY 5180 Spring 2011 First Class Activity

5. What is the teacher’s name? After students have completed the handout, they are placed in small groups to discuss and share their observations.

In small groups:

1. Discuss your observations, starting with your description of the student you “found”. Characteristics? Name? Discuss your observations of the teacher. Characteristics? Name?

2. What commonalities were found across you observations?

Once students have been given an opportunity to share their observations in small groups, each groups then shares the highlights of the discussion with the entire class. As we engage in discussion, I create a table on the whiteboard to capture their data.

Gender Race / Ethnicity Language Student Teacher

The gifted student is typically: a) Male; b) White; and, c) Native English speaker. The teacher is: a) Female; b) White, and c) Native English speaker. I have conducted this activity numerous times over the years and without fail, the data from students’ discussions mirror the national demographic of gifted programs and the underrepresentation of girls, students of color, and English language learners in gifted programs. It also highlights the underrepresentation of teachers of color in U.S. public schools – especially in the field of gifted education. Once the data has been captured, we engage in a class discussion about these findings and their assumptions about gifted learners. I explain that throughout the semester we will revisit this topic by exploring the research and applying this information to their own practice in schools. This activity sets the stage for the rest of the semester in which we examine the topics outlined in the syllabus from a multicultural gifted education lens.

i Bianco, M. (2005). The effects of disability labels on special education and general education teachers' referrals for gifted programs. Learning Disability Quarterly, 28(4), 285-‐293.

Bianco, M., & Leech, N. (2010) Twice-‐exceptional learners: Effects of teacher preparation and disability labels on gifted referrals. Teacher Education and Special Education 33(4), 319-‐

334

Bianco, M., Harris, Bryn, Garrison-‐Wade, D., & Leech, N. (2011). Gifted girls: Gender bias in gifted referrals. Roeper Review, 33 (1) 170

ii Bianco, M., Leech, N, & Mitchell, K. (2011). Pathways to teaching: African American male teens explore teaching as a career. The Journal of Negro Education, 80(3), 368-‐383

Dr. Margarta Bianco

Bianco EPSY 5180 Spring 2011 Class Activity Rotating Stations Addressing Critical Issues in Gifted Education

STATION 1

Issue: Recruitment / retention problems for racially, culturally and linguistically diverse gifted learners

Scenario: You are currently working in DPS. The GT Coordinator is concerned about the underrepresentation of culturally and linguistically diverse learners identified as GT; She has convened a meeting to brainstorm possible solutions to a) recruiting and b) retaining diverse learners in the GT program. Based on your readings and knowledge of GT programs brainstorm a list of suggestions you will make at this meeting. Capture your thoughts on the large poster paper provided (list your group member names).

STATION 2

ISSUE: 12 TRAITS OF GIFTEDNESS Using the 12 Traits of Giftedness handout, think about how these traits might look different if the student…… • has a learning disability, emotional or behavioral disability, attention deficit disorder • Comes from – or is influenced by a culture other than European American • First language is not English • Lives in poverty or is homeless

As a group, capture your thoughts on the handout provided at this station (put your group members’ names on your sheet)

Bianco EPSY 5180 Spring 2011 Class Activity Rotating Stations Addressing Critical Issues in Gifted Education

STATION 3

ISSUE: CHARACTERISTICS OFTEN FOUND IN FAMILIES OF GIFTED CHILDREN Review the handout listing the characteristics often found in families of gifted children. This comes from a leading textbook in the field of gifted education. When I first read this list, I immediately recognized how these traits do NOT fit with many diverse families based on cultural norms and values within certain groups. As a group, go through each of these family traits and think about how these traits may differ due to cultural differences (values, norms, etc). Also, as a group, discuss the implications of having this information in a textbook for future teachers. What are the implications? List your discussion points on the sheet that is provided.

STATION 4

Read the brief case study on Ramirez [Ford & Harris (1999) – The case of Ramirez, pg 150 You are the part of a school team designed to address Ramirez’s learning needs. As a team discuss the following and capture your notes on the sheet provided:

1. What are the major concerns regarding Ramirez (academically, socially, emotionally)? 2. What factors have contributed to his challenges in school? 3. How could these have been prevented? 4. What characteristics of GT learners has Rameriz displayed? How and why do you think these were overlooked?

Discuss – 5. Capture your discussion notes on the sheet provided.

Dr. Margarta Bianco

Margarita Bianco / Assistant Professor I 1University of Colorado Denver Annual Award for Excellence in

Teaching

Creativity & Mind Mapping

Example of students' work

The following examples of students' work come from my spring, 2011 EPSY 5180,Psychology of Gifted, Talented, and Creative Children.I wanted students to experiment with using various forms of mind maps as a way tosummarize their readings in a creative way. In the weeks prior to this activity, weexplored the research on using various types of mind maps as a way to stimulatecreativity. I had been encouraging students to take notes using mind maps insteadof more traditional note taking methods as a way to unlock their thinking abouttopics.For this assignment, students were provided links to several free, web-based mind-mapping applications and had the choice of free hand mind mapping or using a webbased tool.

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Exit Card EPSY5180

Class 5

Date:

1. Please rate today's class from 1-6 (6 being the highest) in terms of challenging your thinking

about important issues in education - and specifically gifted education. If you rated today's

class 5 or below, please provide some feedback regarding what could have made this a ((6".

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obtain in this class. -1-6

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everyone's voice is heard) - 1-6

Any comments for the instructor?

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EPSY 5180 - Spring 2011

End Semester Course Evaluation

Thank you for your active participation this semester. In order to reflect on thisclass and my teaching, I am asking that you complete this (additional) courseevaluation. Although you will also complete the more traditional FCQs, I do not getthat feedback for many months.

Please rate the presentation of course materials

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1 2 3 4 5 ~

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Exit Card EPSV5180

Class5

Date:



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EPSY 5180 SPRING 2011Self-assessment professional responsibmties

Based on my overall participation in this course, I should receive9 of 10 points.

Thank you.

-.

EPSY 5180 Psychology of Gifted, Talented & Creative Children Two former students who were previously enrolled in EPSY 5180 wrote the following letters in support of my nomination for the Teaching Excellence Award. As a result of taking EPSY 5180, both these young women found their passion for teaching gifted learners. As a result, both of these students are now teaching gifted learners in two different school districts. I have since invited both of them to guest speak in my classes and also invited them to contribute to a book chapter. Wilson, C.L. & Bianco, M. (2010). Special education and the linguistically diverse student. In H. Zainuddin, N., Yahya, C.A., Morales-Jones, & E.N., Ariza, Fundamentals of teaching English to speakers of other languages in K-12 mainstream classrooms (3rded, p 339-356). Dubuque, IA: Kendall / Hunt.

Student Letters

D E N V E R P U B L I C S C H O O L S MUNROE ELEMENTARY SCHOOL

3440 W E S T V I R G I N I A A V E N U E D E N V E R , CO 80219

720 . 424 . 5230

Munroe E l emen t a r y S choo l 3440 Wes t V i r g i n i a Avenue Denve r , Co lo r ado 80219 720 . 424 . 5230

February 11, 2012 Members of the University of Colorado Denver Excellence in Teaching Committee Denver Campus Award for Excellence in Teaching Committee University of Colorado Denver - Denver Campus Denver, CO 80201

Dear Members of the University of Colorado Denver Campus Award for Excellence in Teaching Committee:

I am writing this letter of recommendation in support of Dr. Margarita Bianco's nomination for the University of Colorado Denver Award for Excellence in Teaching.

I have known Dr. Bianco for the past five years, as a graduate student in the University of

Colorado Denver's School of Education and Human Development and as a fellow professional in the field of teaching. During a period in which I worked very closely with her was in her course, EPSY Psychology of Gifted, Talented and Creative Children. Following that course she has served as a professional mentor and advisor to me as an educator.

Dr. Bianco is a highly dedicated professional who knows how to motivate her students to strive for excellence. Both in the lecture hall and in person, Dr. Bianco is a dynamic and powerful communicator who possesses the gift of being able to make complex ideals understandable and applicable. She consistently differentiates her instruction to ensure that every student is challenged to his or her highest potential. Her classes are challenging, engaging, and collaborative. I remember the first hour of the first class was dedicated to reshaping typecasts that we all had in the classroom regarding what we thought of as "gifted." This activity was eye-opening and served as a catalyst for my current convictions as a Denver Public Schools educator. She single-handedly reshaped the way we define giftedness and how we behave as advocates for our students, particularly our multicultural gifted students in urban settings.

What is especially unique about her courses is that she models the best practices that she imparts onto her students. For example, in the gifted and talented course that I took with her, we were able to design project menus and units for our own classrooms as well as design a project menu for ourselves for the culminating passion project at the end of the semester. This project-based learning environment provided us with tangible evidence as to the efficacy of collaboration and projects for a successful classroom. This not only taught me how to be a great educator but it led me to participate in a huge international trip to Sierra Leone, West Africa. The skills Dr. Bianco provided me with afforded me the chance to teach classes to teachers abroad about best practices as an educator. She not only assisted me in preparing for the trip but gave me the confidence to GO!

Dr. Bianco not only makes an investment into her students while they participate in her classes, but she often assists them for years to come with career decisions and post-graduate professional development opportunities. For example, Dr. Bianco has personally invited me to be a guest lecturer at

D E N V E R P U B L I C S C H O O L S MUNROE ELEMENTARY SCHOOL

3440 W E S T V I R G I N I A A V E N U E D E N V E R , CO 80219

720 . 424 . 5230

Munroe E l emen t a r y S choo l 3440 Wes t V i r g i n i a Avenue Denve r , Co lo r ado 80219 720 . 424 . 5230

the university as well as giving me an extraordinary opportunity to have my name published alongside hers in a project for a well-known text and course with TeSOL. In addition to these extraordinary opportunities she also encouraged me to participate in the National Association for Gifted Children's annual conference panel on gifted children in title I schools.

Dr. Bianco has played a major role in helping me choose a career in multicultural gifted education. I currently service students in the classroom as a full time 5th grade teacher in Denver Public Schools. My role as a classroom teacher has expanded to enhancing and promoting the giftedness of our English Language Learners at Munroe using the tools that Dr. Bianco provided me with from my coursework with her. I am one student that Dr. Bianco had and her impact on me alone has positively influenced the Denver community by challenging hundreds of students. Through her work she is touching the lives of hundreds of educators who impact hundreds and hundreds of students. Her positive reach has enhanced our Colorado community in school districts stretching as far out as Aspen Valley. Dr. Bianco's creativity and innovation in teaching extends beyond a traditional lecture. She provides experiences with real-world guest speakers, connections with local leaders in the industry, tours to local schools, as well as the ability to introduce her students to many individuals across the front range. She has demonstrated to me time and again that she is an exceptional communicator and gifted teacher. In my opinion, she is the perfect model for a teacher in the school of education.

In closing, it is with sincere conviction and honor that I enthusiastically recommend that Dr.

Margarita Bianco to be selected as a recipient of the University of Colorado Denver Award for Excellence in Teaching. Sincerely, Emily P. Oldenburg 5th Grade Teacher Munroe Elementary School Denver Public Schools 303.847.6989

February 17, 2012 Dear Members of the University of Colorado Denver Camus Award for Excellence in Teaching Committee, I am writing this letter with honor and admiration for my former professor and mentor, Dr. Margarita Bianco. Dr. Bianco has changed my journey in life, my career, and my passion for teaching. I was given the great opportunity to take Dr. Bianco’s EPSY Psychology of Gifted, Talented and Creative Children course during Grad School. In this class, she awoke my true passion for life and for my studies. She opened my eyes and heart to the gifted world. When I say this, I want to be clear in that she made me see who I am from the inside- out. She saw my own gifts that I had to offer the world and enlightened them to shine. She gave me the greatest gift a teacher could give a student; she gave me the ability to look inside myself and search for who I am and the passion I have for being Gifted and working with Gifted children. . In her course, she made sure to meet with me individually and provided one-on-one support with my course studies along with information about the GT community and networking needs to pursue my passion as a GT teacher. In my journey, through Dr. Bianco’s course, I found my current career and life path. I am currently a GT Specialist for the State of Colorado and am a Second Grade Gifted and Talented Teacher at Kyffin Elementary, in a GT Center School in Jefferson County Public Schools. I found my passion through her course, through her mentorship, and her supportive nature. Dr. Bianco provided individual support and encouragement that lead to the foundation of my career. She gave me the opportunity to be published amongst a chapter she was writing in a textbook, allowing for my own research to be appreciated and developed. She has strengthened my leadership skills and presentational skills, inviting me to guest speak each year within her course. I am able to share my knowledge and passion of being a GT teacher with her Grad students. Dr. Bianco provided effective teaching and assessment support to all her students. She made the students in her course part of the learning process by including us in our goals, outcomes, and passions for study. She co-construct the course with all our help. She modeled best teaching practices by allowing our personal ideas and passions to be solely created with in our passion projects. Today, I use this same teaching method in my own classroom and give my students the opportunity to create and design their own passion projects. I am a firm believer that when a teacher awakens the soul of a student, it is because they have involved that student in their own learning process; this is what Dr. Bianco has done year after year in her course with her students. The creativity and innovation that is found throughout Dr. Bianco’s’ course is contributed to the overall teacher that she is and the person she exuberates. She allowed for free thought, conscious ideas, supreme creativity in a cooperative learning environment in which alike thinkers could thrive and flourish through discussion and intellect. The syllabus, projects and assessments that she provided helped us as students to increase our knowledge of the history, subjects, and topics of the GT world.

Kyffin Elementary 205 Flora Way

Golden, CO. 80401

Ms. Willow George 2nd Gifted & Talented Teacher

303- 982-5765

l Page 2 June 7, 2012

The way she co-constructed the learning process of her course with the students, encouraged the students to have control over their own learning. Creating a powerful learning environment where lifelong learners could flourish through her example. Her impact of teaching does not just extend from her classroom or her course; she has greatly affected the GT community of Colorado and the nation. She challenged students to think deeply and critically about important topics while awakening their thought to the underrepresentation of minority students within the gifted community. Dr. Bianco challenged students to become better writers, presenters, and thinkers. She graded each of us on our own merit with fair and exemplar expectations that were always clearly stated. She created a caring and challenging environment in which students could thrive and find passion in what they loved while guiding instruction with enriched activities, discussions and projects which were directly correlated to the teaching at hand. Albert Einstein stated, “It is the supreme art of the teacher to awaken joy in creative expression and knowledge.” This defines in true meaning, what Dr. Margarita Bianco has done for my life and my career path. She awoke joy in creative expression and knowledge within me. I believe she has given this same opportunity year after year to all her students. With this said, she would be an ideal candidate for University of Colorado Denver Camus Award for Excellence in Teaching. Sincerely,

Willow George

Ms. Willow George 2nd Gifted and Talented Teacher Kyffin Elementary Former Student of Dr. Margarita Bianco

Dr. Margarta Bianco

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Transcript of Dr. Margarta Bianco