CI6061
Course Name/Number: CI6061
Description: This course addresses the issues of learning environments, classroom
management, and classroom climate for students who are gifted, creative, or talented.
Participants are also introduced to instructional strategies and materials to support students
identified as gifted, creative, or talented.
Credit Hours: 3
Required or Elective: Required by the Gifted Endorsement
Faculty Members who Teach the course: Candice Sears, Dr. Tracy Alley
Prerequisites: N/A
Textbook(s): Tomlinson, C. A. (2003). Fulfilling the Promise of the Differentiated
Classroom: Strategies and Tools for Responsive Teaching. Alexandria, VA:
Association for Supervision and Curriculum Development
Resource Materials: All resource materials will be available on BlackBoard.
Marker Assignments:
Learning Outcomes:
Upon completion of this course, the student will be able to:
How is this outcome assessed?
1. Identify sources of differentiated materials for individuals with gifts and talents
This will be assessed through the gifted resources assignment.
2. Use technology for planning and managing the teaching and learning environment
The creating a teaching unit assignment will be assessed with a rubric.
3. Create lessons according to characteristics of individuals with gifts and talents by selecting,
adapting, and using instructional strategies and materials in a timely manner
The creating a teaching unit assignment will be assessed with a rubric
4. Teach individuals to use self-assessment and procedures to increase self-awareness, selfmanagement, self-control, self-reliance, self-esteem, self-advocacy, problem solving, social
skills, and cognitive strategies to meet their needs
The creating a teaching unit assignment will be assessed with a rubric
5. Choose and use technologies to modify the instructional process and use strategies to
facilitate effective integration into various settings
This outcome will be assessed through the adjusted lesson plan assignment.
6. Explain Group practices that support differentiated learning environments
This outcome will be assessed as a discussion board assignment through participation/
discussion on the topic. Students will be asked to research a particular grouping practice and
present their findings.
7. Identify strategies for crisis prevention and intervention
This outcome will be assessed through student reflections of crisis prevention and
intervention strategies. (Discussion/ Participation)
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CI6061
8. Articulate ways of behaving and communicating among cultures that can lead to
misinterpretation and misunderstanding
This outcome will be assessed using a rubric with the reflective essay assignment.
7. Identifying and prioritizing areas of the general and differentiated curricula and
accommodations for an individual with exceptional learning needs
This outcome will be assessed using a rubric with the reflective essay assignment
8. Engage community-based and service learning opportunities for individuals with gifts and
talents
This outcome will be assessed using a rubric with the reflective essay assignment
Alignment with Transformation Initiative
In view of this conceptual framework and our urban mission, the goal for our Transformation
Initiative is to improve the performance of students in high needs schools by preparing
educators who recognize the moral imperative to meet the needs of each student. We will
prepare educators who are committed to each student, caring about each individual, and
competent in evidence-based and data driven instruction. Themes addressed:
1. candidates come to terms with unintentional barriers and bias.
2. Preparing teachers for urban schools.
3. Implementation of research-based strategies.
4. Academic language development
5. Reflection.
Alignment with Conceptual Framework:
This course addresses these institutional standards: Preparing candidates who are able to
use technology to support their practice.
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with foundation knowledge, including knowledge of how each individual learns
and develops within a unique developmental context.
with content knowledge, able to articulate the central concepts, tools of inquiry,
and the structures of their discipline.
who successfully collaborate, demonstrate leadership, and engage in positive
systems change.
who demonstrate the moral imperative to teach all students and address the
responsibility to teach all students with tenacity.
able to address issues of diversity with equity and posses skills unique to urban
education including culturally responsive practice.
able to use technology to support their practice.
who use assessment and research to inform their efforts and improve student
outcomes.
who demonstrate pedagogical content knowledge, grounded in evidence- based
practices, and maximizing the opportunity for learning, and professionalism
Alignment with Specialized Program Association:
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This course aligns with the Ohio Standards for Gifted Endorsement in these ways:
Objectives for the course are derived from the Council for Exceptional Children standards for
the preparation of teachers of learners identified as gifted, creative or talented.
Alignment with Ohio Standards for the Teaching Profession:
4.1 Teachers align their instructional goals and activities with school and district
priorities and Ohio’s academic content standards.
4.2 Teachers use information about students’ learning and performance to plan
and deliver instruction that will close the achievement gap.
4.3 Teachers communicate clear learning goals and explicitly link learning
activities to those defined goals.
4.4 Teachers apply knowledge of how students think and learn to instructional
design and delivery.
4.5 Teachers differentiate instruction to support the learning needs of all students,
including students identified as gifted and students with disabilities.
4.6 Teachers create and select activities that are designed to help students develop
as independent learners and complex problem-solvers.
4.7 Teachers use resources effectively, including technology, to enhance student
learning.
5.1 Teachers treat all students fairly and establish an environment that is
respectful, supportive and caring.
5.2 Teachers create an environment that is physically and emotionally safe.
5.3 Teachers motivate students to work productively and assume responsibility
for their own learning.
5.4 Teachers create learning situations in which students work independently,
collaboratively or as a whole class.
5.5 Teachers maintain an environment that is conducive to learning for all
students.
Alignment with State Requirements: Gifted Endorsement program
Attendance Policies: Discussion Board Forums- Students are required to respond
interactively demonstrating comprehension and reflection based on how the
assigned readings apply to your experience as a teacher and/or learner. There
will be a variety of articles posted requiring a relevant, thoughtful response.
Online contributions will be evaluated based on a theoretical and practical
perspective.
Academic Integrity Policy The University Rules, including the Student Code of Conduct,
and other policies of the department, college, and university related to academic integrity
will be enforced. Any violation of these regulations, including acts of plagiarism, cheating,
or falsifying field work will be dealt with according to the severity of the misconduct.
Dishonesty in any form may result in a failing grade in a course and/or suspension or
dismissal from a program (e.g., graduate or undergraduate).
Electronic Communication Policy; All communication outside of class will be conducted via
email to the student’s bearcat online account. Replies will be within 72 hours, whenever
possible. At times I am engaged in national activities that preclude access to email.
Grading: Description of Assessment and/or Evaluation of Student Learning:
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CI6061
Grade
A
B
C
F
I
W
T
Points
93-100
84-92
76-83
0-75
Incomplete
Withdrawal
Audit
Description
excellent work of exceptional quality
effective work of commendable quality
fair work of acceptable but not distinguished quality
unsatisfactory work
written consent required prior to the end of the quarter
written consent required by eighth week of the quarter
registered for a course, but not entitled to academic
credit
Topics:
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Each week includes:
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A reading assignment
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Questions requiring a short response to demonstrate
understanding of the readings

A think-aloud to demonstrate ability to apply content to
your personal teaching situation
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An aspect of a performance assessment
Teacher Work Sample The Teacher Work Sample should demonstrate
all of the items that a reflective practitioner committed to meeting the
needs of gifted, creative, or talented children in the classroom would
address for planning. Build, explain, and reflect on your lesson and the
results. The lesson plan should demonstrate evidence that you are not
only aware of the diversity in your classroom, but have taken steps to
create a responsive lesson.
Reflective Essay
Create a reflective essay that articulates various elements creating a
classroom environment for students identified as gifted, creative, or
talented. The essay should include evidence that the author
understands student traits (e.g., readiness, interest, learning profile, and
the role of affect). Describe how student traits are linked to critical
elements of a responsive classroom (e.g., content, process, product and
the learning environment.) Each of these competencies should be
addressed:

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4K2 Technology for planning and managing the teaching and
learning environment
 4S3 Choosing and using technology to modify the instructional
process and use
strategies to facilitate effective integration into various settings
5K3 Grouping practices that support differentiated learning
environments
 5K4 Strategies for crisis prevention and intervention
 6K3 Ways of behaving and communicating among cultures that
can lead to misinterpretation and misunderstanding
 7K2 Identifying and prioritizing areas of the general and
differentiated curricula and accommodations for an individual
with exceptional learning needs
 7K3 Community-based and service learning opportunities for
individuals with gifts and talents
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CI6061
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Special Needs Policy – ―If you have a disability (e.g., visual impairment, hearing impairment, physical
impairment, communication disorder, and/or specific learning disability, etc.) which may influence your
performance in this course, you must meet with the Disability Services Office (DSO) to arrange for
reasonable accommodations to ensure an equitable opportunity to meet all the requirements of this
course. If you require accommodations due to disability, please contact DSO at 513-556-6823, Campus
Location: 210 University Pavilion. You will be provided an Accommodation Form indicating your
accommodation needs for the quarter. Please present this form to me AS SOON AS POSSIBLE to ensure
your accommodation needs are discussed, agreed upon, and provided.‖ (see
http://www.uc.edu/aess/programs_services/disability.html).
Religious Observance and Class Attendance – ―Any UC student who is unable to attend classes or
participate in any examination, study or work requirement on some particular day(s) because of his or
her religious belief should be given the opportunity either to make up the work that was missed or to do
alternative work that is intrinsically no more difficult than the original exam or assignment — provided
that the makeup work does not create an unreasonable burden upon University of Cincinnati and its
faculty. Upon request and timely notice, students should be provided reasonable accommodation.‖ (see
http://www.uc.edu/registrar/policies_and_procedures/religious_observances_statement.html).
"I" (Incomplete) – No grades of ―Incomplete‖ will be assigned unless there are extreme circumstances
AND a contract to complete the work is developed and signed by the student and the instructor prior to
the last week of class. It is the student’s responsibility to approach the instructor with the request for an
incomplete. Please note that a grade of ―I‖ will automatically be converted to an ―F‖ grade one
calendar year after the initial grade was assigned. (see
http://www.uc.edu/registrar/faculty_resources/grading_scales.html).
Copyright – ―Copyright infringement is a violation of the Student Code of Conduct - Misuse of
Information Technology. Students who are found to be illegally sharing files will be subject to a
procedural review to determine responsibility under the Code. If responsible, this offense will become
part of each student's permanent judicial file with the University.‖ (see
http://www.uc.edu/conduct/Copyright_Infringement.html).
“AESS (Academic Excellence & Support Services) provides comprehensive, student-centered and
university-wide programs, resources and services designed to promote transformative academic
excellence through individual and group support. AESS comprises Disability Services and the Learning
Assistance Center. We encourage any student with a disability who needs academic assistance to
contact Disability Services. Learning Assistance is here to help all students who need help with tutoring,
study skills, or other services. Additionally, our services are designed to help all UC students become
successful independent learners, as well as assist in the retention and graduation of all students.
Disability services, tutoring, and other learning resources are free to students!‖ (see
http://www.uc.edu/aess.html).