I. Course Number and Title:
EDU 6549
Materials and Methods for Teaching the Gifted
3 Semester Credit Hrs
II. Prerequisites:
EDU 6548 and BS Ed
III. Course Description:
Methods and Materials for Teaching the Gifted utilizes a workshop format which
provides “hands on” experiences in designing curricula based on the cognitive and
affective needs of gifted students. This course includes a study of program options on the
elementary and secondary levels with emphasis on the development of conceptual studies
and other activities relevant to elementary resource classes.
IV. Rationale:
Once gifted learners have the abilities to become our nation’s leaders, inventors, and
problem-solvers. Meaningful instruction based on the gifted students’ characteristics
must be provided in order for the children to develop their full potential. When gifted
children are not challenged, they tend to drop out mentally & physically. Dr. James Curry
says that when you compare gifted children’s ability with their performance in the regular
classroom, there is no more mentally challenge than intellectually gifted.
This course provides three of the twelve semester hours of credit required by Mississippi
College for certification to teach gifted children in a resource class using differentiated
curriculum. The content of the course enables the prospective teachers of the gifted to
design, initiate, and maintain such a program.
V. Learning Objectives:
A. BEHAVIORAL;
At the end of this course, the teacher should be able to:
1. Relate the Principles of a Differentiated Curriculum, Renzulli’s Enrichment
Triad, and the Suggested Teaching Strategies for Teachers of the Intellectually
Gifted to the cognitive and affective development of the gifted students.
2. Plan and organize instruction through the use of appropriate teaching methods
which meet the unique needs of intellectually gifted children.
3. Implement the use of conceptual units based on student interests.
4. Guide gifted students to identify and seek solutions for real problems utilizing
the creative problem-solving process.
5. Modify and adapt process skill lessons to age appropriate level based on
student need.
6. Implement a variety of teaching strategies geared to the learning styles of
gifted students.
B. AFFECTIVE:
At the end of this course, the teacher should:
1. Value the need for a differentiated curriculum for the gifted.
2. Have confidence in preparing stimulating learning experiences for the gifted.
3. Enjoy the challenge of teaching a class of intellectually gifted students.
4. Have a desire to keep abreast of new teaching techniques, research, and
information regarding the gifted.
VI. Academic Integrity:
The current Mississippi College Graduate Catalog states that students are expected to be
scrupulously honest. Details on the University’s rules and penalties for cheating and
plagiarism may be found under the heading Academic Information on Mississippi
College’s website. (The Student Handbook pages 30-33 details attendance and integrity.)
VII. Course Topics:
The major topics to be covered in EDU 6549 are:
A. Differentiated programming for the gifted learner
B. Joseph Renzulli’s Enrichment Triad Model
C. The Creative Problem-Solving Process
D. Barriers to creative thinking and methods to enhance creativity
E. Techniques to encourage critical thinking
F. Development of group dynamic skills
G. Research and independent projects for the gifted
VIII. INSTRUCTIONAL MATERIALS:
Instructional methods for EDU 6549 include:
Lecture, class discussion, modeling, simulation, group work, slide presentation, hands-on
activities, resource presenters, panel discussion, and out-of-class projects.
IX. Assignments:
A. Prepare and present a process skill teaching strategy.
The student will plan a 15-20 minute presentation based on the process skills
outlined and described in the Suggested Teaching Strategies for Teachers of the
Intellectually Gifted Handbook. Each student will select a different process skill.
Process skill sign up will begin as early as possible. A written evaluation will be
provide
B. Develop a researched video/collage/online diary and conceptual web/map.
The researched diary must be comprised of ample opportunities for multiple
disciplines and complex thought and differentiation from regular classroom
instruction and offer potential areas of investigation. The diaries will lead to the
concept web development.
The concept web should be based on Sandra Kaplan’s philosophy for teaching the
gifted. The web should include multiple disciplines, indicate possibilities of
complex thought, and offer potential areas of investigation. Verbal feedback will
be offered on the group webs. A written evaluation will be provided on the
individual webs.
C. List 10 real problems.
The problems should be ones gifted students could investigate and creatively seek
appropriate ways to solve. The problems should be written in the form of a
statement. No solutions to the problems should be offered. A written evaluation
will be provided.
D. Prepare a learning center or a categorical interest center.
The learning center should be based upon one of the process skills. The center
should look inviting and stimulating. It is designed for use in the gifted classroom.
The interest center is designed to provoke the gifted students’ curiosity and
interest in a field of study. The center is not a learning center but rather an
exploratory center. It is designed for use in the regular classroom. A written
evaluation will be provided.
E. Take a comprehensive test.
X. Evaluation:
Students will be evaluated on the assignments listed in Section IX. Each assignment will
count equally in determining the final grade except for the comprehensive test which will
count as two grades. The following grading scale will be used:
A
B
C
D
94% - 100%
86% - 92%
78% - 86%
70% - 77%
XI. Additional Course Information:
A. Magazines/ Journals in Mississippi College Library related to gifted education:
Gifted Child Quarterly
Exceptional Children
Gifted Child Today
B. Attendance Policy:
Class attendance is an essential part of your education at Mississippi
College. The Student Handbooks provides guidelines for tardies
and absences on pages 30-33. Each student should familiarize himself/herself
with the institution’s policy on attendance.
C. Special Accommodations:
If you need special accommodations due to learning, physical, psychological, or
other disabilities, please contact Student Counseling Services, Room 4, Alumni
Hall, at 601-925-7790.
C. Class Communication:
Jamie Dowd
Work Telephone: 601-925-3226
Home Telephone: 601-899-2044
Dowd@mc.edu
XII. Instructional Materials
A. Required Handbook
Suggested Teaching Strategies for Teachers of the Intellectually Gifted Office of Gifted
Education, Mississippi State Department of Education Jackson, Mississippi.
B. Bibliography
Clark, Barbara. Growing Up Gifted (5th ed.). New Jersey: Merrill.
Colangelo, N., and Davis, G. A. (Eds.) (1991)). Handbook of Gifted Education.
Boston: Allyn and Bacon.
Dudek, S. A., and Cote, R. (1994). Problem finding, Problem Solving, and
Creativitiy. Norwood, JJ: Ablex.
Gross, M. (1993). Exceptionally Gifted Children. New York, Routledge.
Kaplan, S. (1986). The Grid: A Model to Construct Differentiated Curriculum for
the Gifted. Mansfield Center, CT: Creative Learning Press.
Lewis, Barbara. (1995) The Kid’s Guide to Service Projects. Minneapolis, MN,
Free Spirit Publishing.
Oech, R. (1990). A Whack on the Side of the Head. New York, Warner Books.
Swartz, R. and Parks, S. (1994). Infusing the Teaching of Critical and Creative
Thinking into Elementary Instruction. Pacific Grove, CA: Critical Thinking Press
and Software.
Renzulli, J. (1997). The Enrichment Triad Model: A Guide for Developing
Defensible Programs for the Gifted and Talented. Mansfield Center, CT: Creative
Learning Press.
Bordessa, K. (2006) Team Challenges:170+ Group Activities To Build
Cooperation, Communication, and Creativity. Chicago, IL: Zephyr Press