GIFT 5900 - Foundations of
Education of the Gifted and Talented Students -
Prof
Jane Doe
Fall
2015
Course
Description: The focus
of this course is on gifted and creative in society and how they are
identified, with consideration of their psychological, social, and educational
characteristics; implications for instruction, administration, counseling, and
guidance are examined.
Course
Purpose: The
purpose of GIFT 5900 is to provide basic information for educators about the
characteristics and needs of the gifted.
Psychological, social, and educational implications are emphasized,
including specific information about strategies for identification. An overview of programming for
gifted/talented/creative students is provided, including information about
curriculum and instruction, administrative design, and counseling and guidance. Current issues in gifted education are discussed,
including state and national laws related to providing programs for the
gifted.
Required Texts:
American Psychological Association. (2009). Publication manual. (6th ed.).
Washington,
D.C.:
APA. ISBN-10: 9781433805615 ISBN-13: 978-1433805615
American Psychological Association. (2009). Concise rules of APA style.
Washington,
D.C.:
APA. ISBN-10: 143380560X ISBN-13:
978-1433805608
Clark, B. (2013). Growing up gifted. (8th ed.). Upper Saddle River, NJ: Pearson.
ISBN-10:
0131185721 ISBN-13: 978-0131185722
Colangelo, N.,
Assouline, S., & Gross, M. (2004). A nation deceived: How schools hold
back
America’s brightest students. Iowa City, Iowa: The
University of Iowa. Download from: www.nationdeceived.org
(free) or may be purchased in the University Bookstore.
Robinson, A., Shore, B., & Enersen, D.
(2007). Best practices in gifted
education: An
evidence-based guide. Waco, TX: Prufrock Press, Inc.
ISBN-10: 159363210X ISBN-13: 978-1593632106
Additional readings will be assigned by the
Instructor during the course
REQUIREMENTS:
There
is an expectation that all students will share their assignments/projects in
class.
Students will need to complete successfully:
1.
Attendance.
Students are expected to attend all regularly scheduled classes and participate
in the discussions.
2. Course
readings. Completion of all
specified readings in the texts.
Text material serves as important background material and is essential for
successfully making contributions to group discussions. Students will bring an
index card to each class pertaining to readings outlining three key ideas/concepts,
two interesting facts, and one question .
3. Critique and website analysis:
A) Critique of 1 article from peer
reviewed professional journals related to gifted education (e.g., Gifted Child
Quarterly, Journal of Education of the Gifted, Roeper Review, etc.)
The critique should be
approximately six pages long and should include:
·
Cover page, abstract, a brief summary of the
article, (2 separate pages)
·
Critical analysis of its strengths and
weaknesses, (2 pages)
·
Critique should follow A.P.A. style, including a
reference to the article (bibliographic entry). (1 page)
4. FINAL project. Choice
A) Create
an integrative educational plan for a student in your school district. The plan should include negotiables and
nonnegotiables as well as performance standards, products and evaluation
criteria. Include a personal reflection
regarding the process of creating this plan.
B) Interview
the parent of a gifted child. The report
should focus on the characteristics and needs of the child and should include a
preface describing your purpose for conducting the interview; the structured
questions used for the interview, and summarized responses. It should conclude
with your findings as related to the purposes for the project and your personal
reactions and reflections on the experience in light of the content of the
course.
C)
C) Interview with a parent or
student identified in a gifted program who is presently a sophomore, junior or
senior. Write a report identifying the strengths/weaknesses of being identified
as gifted and the influences on course selection/career planning. It should conclude with you recommendations
and your personal reactions and reflections on the experience in light of the
content of the course.
Submission/Presentation
Guidelines: All students may be required to submit
written assignments and perform classroom presentations. The dates for all assignments are listed in
the following pages of this syllabus.
Submission
of Electronic Materials: Course activities and written will be
submitted electronically and in hardcopy.
Please ensure your files are appropriately named and are submitted in a
Microsoft Office compatible file format (i.e., doc, .xls., .ppt, .docx, .xlsx.,
.pptx).
RESOURCES
APA formatting: APA Style.org website http://www.apastyle.org
English
Language Program
The English Language Program provides
the opportunity for students to acquire the level of oral and written English
Language skills expected of university students. Courses are offered for both native English
speakers and English language learners.
The
Writing Lab
The Writing Lab provides tutoring for students from any college in the
university who want help with academic writing assignments,.
Standards:
It is the expectation
that students will have knowledge and understanding of the NCATE/CEC, NAGC, and
IAGC Gifted Standards. It is the responsibility
of the student to download these
Standards and have copies available to use in class.
Illinois Association for Gifted Children
Professional Standards:
Illinois Academic Learning
Standards/Common Core Standards:
http://isbe.net/ils/Default.htm
Council
for Exceptional Students/NCATE Standards for Gifts and Talents:
https://www.nagc.org/index.aspx?id=1862
NAGC
Gifted Program Standards-PreK-12:
https://www.nagc.org/index.aspx?id=546
RUBRIC
for EVALUATION of FINAL PROJECT
|
Dimension linked with standard |
Target |
Acceptable |
Not Acceptable |
|
Understanding of characteristics/needs of
gifted (5pts) |
Provides a deep understanding of
the characteristics and needs of gifted; included in introduction/project
description. (5) |
Provides some understanding of the
needs of gifted; included in introduction/project description.
(5-4) |
Characteristics and needs of gifted are not
apparent or connection is not clear in introduction/project description.
(3-0) |
|
Knowledge of appropriate educational
opportunities for gifted students (6pts) |
Project description/analysis
demonstrates extensive knowledge of appropriate educational
opportunities for gifted students (interview, gifted plan or
identification). (6-5pts) |
Project description/analysis
demonstrates general knowledge of appropriate educational
opportunities for gifted students (interview, gifted plan or identification).
(5-4pts) |
Project description/analysis demonstrates little or no knowledge
of appropriate educational opportunities for gifted students
(interview, gifted plan or identification). (3-0pts) |
|
Application of current information, theory and
research pertaining to gifted/talented students (6 pts) |
Demonstrates extensive knowledge of and the
ability to use current information, theory, and research with a practical
application relating to gifted/talented students (interview, gifted plan or
identification). (6-5pts) |
Demonstrates general knowledge of and the ability to use current
information, theory, and research with a
practical application relating to gifted/talented students (interview,
gifted plan or identification). (5-4pts)
|
Demonstrates little knowledge of and the
ability to use current information, theory, and research with a practical
application relating to gifted/talented students (interview, gifted plan or
identification). (3-0pts) |
|
Personal Reflection/Connection (3pts) |
Ideas are clearly and thoroughly expressed
about personal perspectives regarding gifted (3pts) |
Ideas are expressed about personal perspectives
regarding gifted (2pts) |
Ideas are vaguely expressed about personal
perspectives regarding gifted (1pt) |
Project
Author:___________________________________________ Points: _____20
Comments
RUBRIC
for EVALUATION of WEBSITES
|
Name
of Website and Address (URL) |
Address, authorship and credibility of author
is indicated |
Address, authorship is indicated, credibility
not addressed |
|
Purpose
of Website and Possible uses of this site. |
Purpose is addressed. (Information/persuasion)
Bias issue is addressed. Ways to use this site explained. |
Purpose stated. Ways to use site are not fully
explained. |
|
Reliability |
Reliability questions fully answered.
(Citations, references, links, consistent information, text well-written). |
Reliability questions not fully addressed. |
|
Intended
Audience |
Audience is defined. |
Audience not defined. |
|
Usefulness
of Site |
Usefulness to the intended audience is fully
explained. (How can it be used? By whom-multiple audiences?) |
Usefulness not fully explained. |
Author___________________________________
Points________/10
GIFT
5900 WEEKLY OUTLINE
|
Date |
Topic |
Reading
Due |
Assignment
Due |
|
Week 1 8/27 |
Introductions/Overview
of Syllabus |
|
|
|
Week 2 9/3 |
Concepts of intelligence Definitions of Gifted Talent development |
Read Chapter 1 (Clark) |
|
|
Week 3 9/10 |
Library
Research: Finding peer-reviewed
articles; testing materials |
Download GERRIC Module 1: READ and complete the
self-assessment Begin /Prepare critiques Read Chap. 2 (Robinson) |
|
|
Week 4 9/17 |
Characteristics of gifted learners Gifted beginnings Early childhood Family influences |
Read Chapter 2 (Clark) |
|
|
Week 5 9/24 |
Social-emotional development/needs Social-emotional characteristics Moral development |
Read Chapter 3 (Clark) Read Chap. 1-6(V1-Nation) |
DUE:
General critique and website critique due (2) |
|
Week 6 10/1 |
Creativity concepts Characteristics of the creative Developing creativity Measuring creativity |
Read Chapter 4 (Clark) Read Chap. 9 (Robinson) Download GERRIC Module 2: Primary and Secondary
READ and complete the self-assessment |
|
|
Week 7 10/8 |
Curriculum Standards and gifted education Excellence and equity? Myths of Gifted |
Read Chapter 5
(Clark) Download GERRIC Module 2: Primary and Secondary
READ and complete the self-assessment Read article:
http://eric.hoagiesgifted.org/sol.html |
|
|
Week 8 10/15 |
Recognizing giftedness Identification of gifted learners Assessing abilities and intelligence |
Read Chapter 6 (Clark) Read Chap. 5 (V2-Nation) Visit Indiana University website on
intelligence |
|
|
Week 9 10/22 |
Recognizing giftedness Identification of gifted learners Assessing abilities and intelligence |
Read Chapter 26 (Robinson) Chap. 6, 10 (V2-Nation) |
Bring assessments-what is used and why? DUE: Index
cards due (readings) Clark & Robinson |
|
Week 10 10/29 |
Multicultural education Racially and ethnically diverse Economically disadvantaged |
Read Chapter 7 (Clark) Read Chap. 1,2,3 (V2-Nation) Read Chap. 27 (Robinson) |
|
|
Week 11 11/5 |
Gifted and disabilities
(2E) Underachievement Gender issues |
Read Chapter 8 (Clark) Read Chapter 3
& 4 (Robinson) |
|
|
Week 12 11/12 |
No face-to-face |
Work on individual project-Submit draft copy of
project for peer review on D2L Read Chapter 9 (Clark) |
|
|
Week 13 11/19 |
Program models Curricular modifications Program organization-Elementary Program organization-middle and high school Homeschooling Optimizing learning/brain
research |
Read Chapter 9 (Clark) Read Chapter 7 & 8 (Robinson) Read
Appendix –(V2-Nation) Work on individual project |
|
|
Week 14 11/26 |
Developing effective programs Teachers of the gifted Gifted coordinator Gifted advisory |
Read Chapter 10
(Clark) Read Chapter 5 (Robinson) Read Chap. 9
(V2-Nation) |
DUE: Draft copy of individual project to
instructor-hardcopy & electronic DUE: Index cards due-readings |
|
Week 15 12/2 |
Gaining support for gifted programs Assessment and program evaluation Presentation
of projects Course evaluation |
Spread the word!! |
DUE:
Project |
Faculty Information:
Student
Outcomes:
Successful completion of the course will be reflected in the students’ ability to:
1. Define giftedness and describe related
educational implications.
CEC/NAGC (NCATE): 1, 2, 3
NAGC Program: 3
IAGC: 1,
2, 3, 4
COE: 1, 2, 3, 4, 5, 7, 13
IPTS: 1, 2, 3, 4
ISBE Core Technology: 5,7
2. Demonstrate their understanding of the
characteristics and needs of the gifted.
CEC/NAGC (NCATE): 1, 2, 3
NAGC Program: 3
IAGC: 1,
2, 3, 4
COE: 1, 2, 3, 4, 5, 7, 13
3. Discuss the need for appropriate educational
opportunities for gifted students.
CEC/NAGC (NCATE): 1, 2, 3, 4, 5, 6, 7, 8, 10
NAGC Program: 1, 4
IAGC: 1,
2, 3, 4, 5, 6, 7, 8, 9
COE: 1, 2, 3, 4, 5, 6, 7, 8, 9, 13
4. Demonstrate their knowledge of various
strategies for identification and discuss
strengths and limitations of each.
CEC/NAGC (NCATE): 1, 2, 3, 5, 6, 10
NAGC Program: 1, 4
IAGC: 1,
2, 3, 9
COE: 1, 2, 3, 4, 13
5. Describe programming alternatives for the
gifted, with particular reference to
curriculum and instruction and administrative
design.
CEC/NAGC (NCATE): 1, 2, 3, 4, 5, 6, 9, 10
NAGC Program: 1, 4
IAGC: 1, 2,
3, 4, 5, 6, 7, 8, 9, 11
COE: 1, 2, 3, 4, 5, 6, 7, 8, 9, 11, 13, 14
6. Display their knowledge of techniques for
developing gifts and talents in the
classroom.
CEC/NAGC (NCATE): 1, 2, 3, 4, 5, 6, 9, 10
NAGC Program: 1, 4
IAGC: 1,
2, 3, 4, 5, 6, 7, 8, 9, 11
COE: 1, 2, 3, 4, 5, 6, 7, 8, 9, 11, 13, 14
7. Discuss current issues in gifted education,
including state and national legislation.
CEC/NAGC (NCATE): 1, 9
NAGC Program: 1, 4
IAGC: 1,
10, 11
COE: 1, 12, 13,
8. Demonstrate
knowledge of and the ability to use current information, theory, and research in
practical applications relating to gifted/talented students.
CEC/NAGC (NCATE): 1, 2, 3, 4, 5, 6, 9, 10
NAGC Program: 1, 4
IAGC: 1,
2, 3, 4, 5, 6, 7, 8, 9, 11
COE: 1, 2, 3, 4, 5, 6, 7, 8, 9, 11, 13, 14
9. Demonstrate their understanding of local
(district and state) identification and programming for the gifted.
CEC/NAGC (NCATE): 1, 2, 3, 4, 5, 6, 7, 8, 10
NAGC Program: 1, 4
IAGC: 1,
2, 3, 4, 5, 6, 7, 8, 9
COE: 1, 2, 3, 4, 5, 6, 7, 8, 9, 13