A Course Syllabus
For
EdSp 4480
Curriculum and Methods for the Teaching of Gifted/Talented/Creative Students
(3 Semester Hours)
in
Special Education
Department of Educational Leadership and Human Development
Of the
College of Education
Course Description: Teaching methods and curricula used for educating students who are
gifted/talented/creative.
Prerequisites: EdSp 4380; EdSp 5350 (may be taken concurrently with EdSp 5410)
University of Central Missouri
Warrensburg, Missouri
Special Education
Educational Leadership and Human Development
EdSp 4480
Curriculum and Methods for the Teaching of Gifted/Talented/Creative Students
(3 Semester Hours)
Catalog Description: Teaching methods and curriculum design for the gifted, talented,
creative child
Conceptual Framework:
Belief Statement
The Central educator is a competent, caring, reflective practitioner committed to the
premise that all can learn.
Mission
As a cornerstone of the institution for over 130 years, the University of Central Missouri's
Teacher Education Program develops teachers and other school professionals who are
well grounded in theory, display competence in content knowledge and instructional
strategies, and possess the dispositions to ensure success for all learners. The Teacher
Education Program prepares individuals as professional educators for an ever-changing,
culturally diverse population. Faculty and candidates provide support and service to
schools in meeting their present and future challenges by developing communities that
learn through research and scholarly activities. Educator preparation is a campus-wide
responsibility, a commitment that reflects the honor and worth of serving a vital
profession.
Course Objectives
Missouri Standards for Teacher Education Programs (MoSTEP)
1.2.1 The preservice teacher understands the central concepts, tools of inquiry and
structures of the disciplin within the context of a global society and creates learning
experiences that make these aspects of subject matter meaningful for students.
1.2.2 the preservice teacher understands how students learn and develop, and provides
learning opportunities that support the intellectual, social, and personal development of
all students.
1.2.3 The preservice teacher understands how students differ in their approaches to
learning and creates instructional opportunities that are adapted to diverse learners.
1.2.4.2The preservice teacher creates lessons and activities that recognize individual
needs of diverse learners and variations in learning styles and performance
1.2.5 the preservice teacher uses a variety of instructional strategies to encourage
students’ development of critical thinking, problem solving, and performance skills.
1.2.6 the preservice teacher uses an understanding of individual and group motivation and
behavior to create a learning environment that encourages positive social interaction,
active engagement in learning, and self-motivation.
1.2.7 the preservice teacher models effective verbal, nonverbal, and media
communication techniques to foster active inquiry, collaboration, and supportive
interaction in the classroom.
1.2.8 the preservice teacher understands and uses formal and informal assessment
strategies to evaluate and ensure the continuous intellectual, social, and physical
development of the learner.
1.2.9 The preservice teacher is a reflective practitioner who continually assesses the
effects of choices and actions on others. This reflective practitioner actively seeks out
opportunities to grow professionally and utilizes the assessment and professional growth
to generate more learning for more students.
1.2.10 the preservice teacher fosters relationships with school colleagues, parents, and
educational partners in the larger community to support student learning and well-being.
MoSTEP 1.2.1.1: Gifted Education Competencies
4. Program Development and Administration
4.1 program/services prototypes, grouping
practices, and educational principles that offer appropriate foundations for the development of a
defensible program/service for gifted education.
4.2 strategies to develop and implement program/service goals and objectives for all gifted learners,
including those from diverse cultural and/or linguistic backgrounds.
4.3 strategies to conduct program/service evaluation for continued improvement.
4.4 strategies for advocating for students who are gifted and for enhancing community perceptions,
interactions, and involvement regarding gifted education.
4.5 structuring, directing, and supervising the activities of para-educators, volunteers and tutors.
4.6 preparations of budgets, grants, and reports.
4.7 strategies to promote collegial understanding of the academic and affective needs of gifted students
among classroom teachers, administrators, and boards of education.
6. Instructional Strategies, Learning Environments and Social Interactions
6.1 models for delivery of appropriately differentiated content, process, product, affect, and learning
environment (i.e., unique, complex, and abstract) designed to meet the unique cognitive and affective
needs of gifted learners.
6.2 strategies for establishing an environment in which creativity and giftedness can emerge and where
students can feel challenged and safe to acknowledge, explore, and express their uniqueness.
6.3 research-supported instructional strategies and practices (e.g., accelerated presentation pace, and
minimal drill and practice.
6.4 strategies to design cognitively complex discussion questions, projects, and assignments that promote
such skills as reflective evaluative, and creative thinking and problem solving.
6.5 understanding of the unique and sophisticated means by which individuals with gifts and talents,
including those from culturally diverse backgrounds, may demonstrate their learning.
6.6 strategies for making differentiated educational decisions utilizing current research-based methods
for assessing and reporting on the progress of students who are gifted.
6.7 strategies for enabling students who are gifted to develop the attitudes and skills needed for future
success (i.e., production of knowledge; independent life-long learning; self-evaluation; setting, pursuing,
and achieving appropriate personal and academic goals).
6.8 strategies for developing learning experiences that are concept-based, open-ended, and flexibly
paced.
6.9 strategies for addressing the unmet social and emotional issues facing gifted students that differ from
those of the general population.
8. Professional and Ethical Practice
8.1 personal cultural biases and differences that affect one’s teaching.
8.2 organizations and publications, relevant to the field of gifted education.
8.3 continuum of life-long professional development.
8.4 ethical practice for educators of gifted and talented learners.
8.5 resources for information on meeting the needs of students with gifts and talents.
8.6 self-evaluation of instruction.
8.7 opportunities for staff development to enhance teaching and personal involvement.
8.8 need to maintain confidentiality of communication about individuals with gifts and talents.
8.9 importance of using verbal, nonverbal, and written language effectively.
9. Collaboration
9.1 culturally responsive factors that promote effective communication and collaboration with
individuals, families, school personnel, and community members.
9.2 models and strategies for consultation, conferencing, and collaboration with families and individuals
with gifts and talents.
9.3 group problem solving skills used to develop, implement, and evaluate collaborative activities.
Course Outline:
1.
Models for delivery of service to gifted/talented/creative students
a. Regular Classroom
b. Cluster grouping within regular classroom
c. Resource room or other pullout program(s)
d. Self-contained classroom
e. Technology considerations
2.
Curriculum differentiation for gifted/talented/creative
a. Content: Appropriately differentiated content such as thematic,
multidisciplinary activities
b. Process: Research supported methods used and thinking processes
developed: abstract ideas, complexity of thought, variety of activities,
effective strengths.
c. Learning environment: The psychological and physical environment for
learning (independent learners, various learning styles, roles of the
teacher)
d. Product: End product expected of the gifted, talented, creative child: real
problems, real audiences, appropriate evaluation and show casing.
3.
Curriculum development using a thematic or unit approach with infused
technology strategies for students and teachers
4.
Teaching-learning models
a. Betts – autonomous Learner Model
b.
c.
d.
e.
f.
g.
h.
Bloom – Cognitive Taxonomy
Clark – Integrative Education Model
Kohlberg – Hierarchy of Moral Development
Parnes – Creative Problem Solving
Renzulli – Enrichment Triad Model
Taba – Teaching Strategies Program
Taylor – Multiple Talent Approach
Course Requirements:
At the conclusion of the course the student will be complete the following, or
comparable, tasks.
1. List the four models for delivery of services to the gifted/talented/creative as
presented in class and enumerate all of the advantages of disadvantages of each particular
model.
2. Recognize, recall, related and synthesize the concepts inherent in curricular
differentiation for the gifted/talented/creative students as presented in the textbook,
lectures, class discussion and research as measured by multiple choice, true-false, short
answer or essay type instruments.
3. Design one thematic unit of activities that is appropriate for use in a
gifted/talented/creative program. Students will identify specific cognitive processes
associated with each planned activity.
4. Using the developed thematic unit of activities, design an authentic assessment
component.
Differential Requirements for Students Receiving Graduate Credit:
Graduate students will be required to supplement their paper by visiting a gifted program
and presenting their written report and field research to the class.
1. Given a list of the teaching-learning models for the education of the
gifted/talented/creative student, as presented in class, the graduate student will be able to
provide a written analysis of the major elements of each of the models.
2. The graduate student will write a four page position paper describing and defending
a selected teaching-learning model. The last two pages of the four page report will
describe and defend the model the student believes the local school board, representing
the tax payers, would recommend.
Grading Standards
Instructor will present project grading rubrics and weight of assignments at the start of
the course.
Textbook
Piirto, J. (1999). Talented children and adults: Their development and education. Upper
Saddle River, NJ: Prentice Hall
Bibliography
Archambault, J., Westberg, K., Brown, S., Hallmark, B., Zhang, W., & Emmons, C.
(1993). Classroom practices used with gifted third and fourth grade students. Journal for
the Education of the Gifted, 16, 103-119.
Clasen, D.R., & Clasen, R.E. (1997). Mentoring: A time-honored option for education of
the gifted and talented. In N. Colangelo & A.D. Davis (Eds.), Handbook of gifted
education (2nd ed., pp. 218-229). Boston: Allyn and Bacon.
Dale, E. (1993, 2nd Ed.). Computers and gifted/talented individuals. In Lindsey, J.D.
(Ed.). Computers and exceptional individuals. 201-224. Austin: Pro-Ed.
Feldhesen, J.F. (1998). Programs and service at the elementary level. In J. VanTasselBaska (Ed.), Excellence in educating gifted and talented learners (3rd ed., pp. 211-223).
Denver: Love.
Reis, S., & Purcell, J. (1993). An analysis of content elimination and strategies used by
elementary classroom teachers in the curriculum compacting process. Journal for the
Education of the Gifted, 16, 147-170.
Slavin, R. (1990). Ability grouping, cooperative learning and gifted. Journal for the
Education of the Gifted, 14, 3-8.
VanTassel-Baska, J. (1994). Comprehensive curriculum for gifted learners. Needham
Heights, MA: Allyn and Bacon.
Waldron, K. (1991). Teaching techniques for the learning disabled/gifted student.
Learning Disabilities Research and Practice, 6, 40-43.
Walsh, M. (1991, June 19). College-credit law for high school students assailed.
Education Week, p 21.
Yong, F., & McIntyre, J. (1992). A comparative study of the learning style preferences of
students with learning disabilities and students who are gifted. Journal of Learning
Disabilities, 25, 124-132.
Academic Honesty: Instructor will adhere to Central’s Academic Honesty Policy as
described in the Student Calendar/Handbook.
ADA: Students who require academic accommodations as the result of a disability should
contact the Coordinator of Accessibility Services, Union 220, voice?TDD 660-543-4421.
The Central educator is a competent, caring practitioner
committed to the premise that all can learn.