15:294:531
The Gifted Child (3)
Provides an overview of the field of gifted
education and addresses the core cognitive characteristics of gifted
children in general and domain-specific areas; their educational needs
in respect to programs, services, and curricula; the support structures
necessary to facilitate their talent development from families to
mentors to personality variables; and the foundations of the field of
gifted education itself, ranging from its theoretical and research base
to its grounding in legislation and administration of programs. Course
assignments will feature short papers and products to be used in
practice.
Note: This course addresses the NCATE Gifted Teacher Education Standards 1 and 2 fully and Standards 3, 4, 5, and 8 partially.
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15:294:532
The Social and Emotional Development of Gifted Children (3)
This course is designed to provide a strong background in the theory and
research related to working with gifted children on affective
development. It will feature core affective characteristics and needs,
and demonstrate the connections to students' cognitive make-up.
Emphasis will be on affective approaches to use in the classroom as well
as more formalized programs and services in guidance and counseling
deemed essential for their talent development. Case studies used
throughout the course will highlight the special issues and concerns for
addressing the social and emotional needs of this population of
learners, culminating in a case study done by participants. Special
emphasis will be placed on special populations of gifted
learners--twice exceptional learners, students from poverty and minority
groups, and underachievers.
Note: This course addresses the NCATE Gifted Teacher Education Standards 3, 4, 5, and 7.
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15:294:533
Curriculum and Instruction for the Gifted (3)
Provides educators with the basic frameworks
for developing curriculum for gifted learners K-12. The course features a
design model that engages participants in articulating goals, outcomes,
task and product demands, strategies, and assessments for gifted
learners, based on their characteristics and needs. Strategies for
adapting, remodeling, and aligning the school curriculum in each core
content area will be shared. Major strategies that have proven
effective with the gifted will also be presented, including inquiry
models, independent and collaborative group work, and question-asking. The course will enable participants to develop a scope and sequence, an
IEP, and connected lesson plans for gifted students at relevant stages
of development.
Note: This course addresses NCATE Gifted Teacher Education Standards 4, 5, 6, 7, and 8.
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15:294:534
Gifted Program Development (3)
This course is designed to provide educators with the basic tools to
design and develop research-based programs and services for the gifted. It focuses on the development of systems necessary to start gifted
programs and keep them operating over time in school contexts including
an identification system, curriculum and instructional management
systems, guidance and counseling, and an assessment and evaluation
system. The role of grouping and acceleration as supportive aspects of
gifted programming will also be featured. Participants in collaborative
groups of three will develop a gifted plan for their school district as
a part of the course, using a problem-based learning scenario as the
basis for their work.
Note: This course addresses the NCATE Gifted Teacher Education Standards 5, 6, 8, 9, and 10.
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15:294:535
Clinical Placement and Capstone (3)
This capstone course is designed for those who are preparing for
classroom teaching, administration, and/or wish to build additional
areas of expertise in gifted education. Students will submit a brief
written practicum project proposal prior to the first seminar meeting,
and complete a 200-hour, project-based field activity focused on gifted
learning. Further requirements include participation in practicum
seminar sessions and completion of project-related written assignments.
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