Graduate Courses (Gifted Education 294)
|
|
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.
|
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. This course carries 15 field hours as a practicum assignment.
Note: This course addresses the NCATE Gifted Teacher Education Standards 3, 4, 5, and 7.
|
15:294:533
Curriculum and Instruction for the Gifted (3)
This course is designed to provide educators with a fundamental understanding for adapting, existing curricula, creating new curricula and an overview of research-based instructional strategies for differentiating instruction for gifted and talented students in order to match curricula and task demands to gifted behaviors and characteristics. Course content includes principles of differentiation, macro approaches of enrichment and acceleration, and a variety of research-based curriculum and instructional strategies. Considerations for assessing student growth are also provided. The course builds on the background knowledge about the nature of gifted students, their characteristics and instructional needs. Course content focuses on major strategies that have proven to be effective with students with gifts and talents, including inquiry models, problem-solving models, and creative and critical thinking models. Key content process, product, and concept considerations will be shared as well as implementation issues in working with diverse gifted learners. This course carries 15 field hours as a practicum assignment.
Note: This course addresses NCATE Gifted Teacher Education Standards 4, 5, 6, 7, and 8.
|
15:294:534
Gifted Program Development (3)
This course is designed as a systems course related to gifted program development and planning. It provides educators with 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. Participants 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. This course carries 15 field hours as a practicum assignment.
Note: This course addresses the NCATE Gifted Teacher Education Standards 5, 6, 8, 9, and 10.
|
15:294:535
Clinical Placement and Practicum (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 to
the instructor and complete a 200-hour project-based field activity focused on
gifted education. Further requirements include participation in practicum
seminar sessions and completion of project-related written assignments.
Prerequisites: 15:294:531, 15:294:532, 15:274:533, 15:294:534.
|
15:294:540
Special Topics in Gifted Education (1.5)
Explores current topics of interest to
individuals who work with gifted students in a school setting. There is a
strong focus on the practical application of course content to enhance the
professional practice of educators and administrators.
|
15:294:542
Twice Exceptional Learners (3)
Twice exceptional learners exhibit both gifted behaviors and show evidence of learning or physical disabilities. Disabilities may include physical disabilities, specific learning disabilities, emotional or behavioral disorders, speech and language disorders, ADHD, or autism spectrum disorders. These unique students often struggle in classrooms and may be overlooked for gifted and/or special education services when their high abilities and disabilities mask each other. This course will provide the foundational and pedagogical knowledge and skills necessary for educators to meet the needs of this special population of learners in schools and classrooms.
|
Courses 
