CI6064
Course Name/Number : CI6064 Gifted: Practicum
Description: This practicum consists of an approved 75 hour field experience and an online
seminar class. The field experience provides candidates an opportunity to practice the skills
and demonstrate the appropriate dispositions for meeting the needs of students who are
gifted, creative, or talented. Students apply theories and methods in the teaching of gifted,
talented, or creative students in a classroom setting by engaging in teaching and action
research activities. Teaching is self-evaluated by the student, and reviewed by the mentor
and university instructor.
The seminar will place emphasis on deriving instructional recommendations from online
discussion of readings, self-reflections, and teaching and assessment activities for gifted,
talented, or creative students conducted as part of their action research project. The
methodology of instruction will provide direct opportunities for students to apply constructs
learned to their field experience. Participants will also develop, use, and publish lesson plans.
Discussion and reflection about gifted instructional practices will be accomplished through
journal writing, contemporary readings on gifted assessment and instruction for students,
PreK to Grade 12.
Credit Hours: 3
Required or Elective: Required by the Gifted Endorsement
Faculty Members who Teach the course: Candice Sears, Dr. Elizabeth Moore, Susan
Ockerman
Prerequisites: Students must have completed 6 hours within the program prior to registering
for Practicum.
Textbook(s): There are no textbooks for this course.
Resource Materials: All resource materials are available on the course site.
Marker Assignments:
Learning Outcomes:
Upon completion of this course, the student will be able to:
How is this outcome assessed?
1. Conduct self-evaluation of instruction and program activities for continued improvement
Reflection essay and student performance assessment evaluation
2. Conduct professional activities in compliance with applicable laws and policies, practice
within the CEC Code of Ethics and other standards of the profession, acts ethically in
advocating for appropriate services
Mentor observations and University Supervisor observations, mentor performance
assessment evaluations
3. Demonstrate teacher attitudes that influence positive behavior of individuals with gifts
and talents
Mentor observations and University Supervisor observations, mentor performance
assessment evaluations
4. Establish and maintain rapport with individuals with gifts and talents using communication
strategies and resources to facilitate understanding of the subject matter especially for
students whose primary language is not the dominant language
Mentor observations and University Supervisor observations, mentor performance
assessment evaluations
1
CI6064
5. Design learning environments that encourage active participation in individual and group
activities, supporting intra- and inter-cultural experiences; creates a safe, equitable, positive,
and supportive learning environment that encourages self-advocacy and increased
independence
Mentor observations/ mentor review of lesson plans and University Supervisor observations/
University Supervisor review of lesson plans, mentor performance assessment evaluations
6. Evaluate instruction, learner products and portfolios, and monitors progress for individuals
with talents or gifts
Mentor observations/ mentor review of lesson plans and University Supervisor observations/
University Supervisor review of lesson plans, mentor performance assessment evaluations
7. Prepare lesson plans for individuals with gifts and talents that include cognitively complex
learning experiences, affective, and ethical taxonomies and individualized learning objectives
Mentor observations/ mentor review of lesson plans and University Supervisor observations/
University Supervisor review of lesson plans, mentor performance assessment evaluations
8. Integrate affective, social, and career skills with academic curricula and identifies realistic
expectations for personal and social behavior in various settings and involves the individual
and family in setting instructional goals and monitoring progress
Mentor observations/ mentor review of lesson plans and University Supervisor observations/
University Supervisor review of lesson plans, mentor performance assessment evaluations
9. Develop and select instructional models to differentiate specific content areas, resources,
and strategies that respond to cultural, linguistic, and gender differences
Mentor observations/ mentor review of lesson plans and University Supervisor observations/
University Supervisor review of lesson plans, mentor performance assessment evaluations
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. Helping candidates come to terms with unintentional barriers and bias.
2. Implementing a reliable and valid Teacher Performance Assessment to improve the c
consistency and quality of teacher effectiveness.
3. Embedding methods courses in schools and better integrating methods courses with field
experiences.
4. Adding more and earlier field experiences.
5. Preparing teachers for urban schools.
6. Implementation of research-based strategies.
7. Academic language development
8. Reflection
2
CI6064
Alignment with Conceptual Framework:
This course addresses these institutional standards: Preparing candidates who are able to
use technology to support their practice.
Candidates of the University of Cincinnati are committed, caring, competent educators

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:
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:
1. Teachers understand student learning and development, and
respect the diversity of the students they teach.
2. Teachers know and understand the content area for which they
have instructional responsibility.
3. Teachers understand and use varied assessments to inform
instruction, evaluate and ensure student learning.
4. Teachers plan and deliver effective instruction that advances
the learning of each individual student.
5. Teachers create learning environments that
3
CI6064
promote high levels of learning and achievement for all students.
6. Teachers collaborate and communicate with other educators, administrators, students
and parents and the community to support student learning.
7. Teachers assume responsibility for professional growth, performance, and involvement as
an individual and as a member of a learning community.
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. Students may select 3 of the 4 articles in
which to respond. 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:
Please note evaluation will be based on the following distribution:

Discussion Board Forums
30%

Reflection Paper
25%

Videotapes (2)
40%

Forms~ log, dispositions, use of
technology, consensus assessment
5%
-----100%
Incomplete or late Assignments~
Assignments must be submitted by the end of the week specified.
Incomplete coursework will result in the student receiving an ‘I’ for the
course.
Grade of Incomplete~
While incompletes are strongly discouraged, they may be permitted if
circumstances warrant. However, failure to complete all work by the end of
4
CI6064
the quarter without discussing the matter with the instructor will result in the
missing work assigned a score of zero and averaged with the completed
work.
Grading~
Pass/Fail
This course is pass or fail. Candidates must complete all assignments and
submit all required forms. In addition, a passing grade requires that each skill or
disposition be demonstrated at the “satisfactory” level as a minimum. Candidates
must also demonstrate dispositions documented on the Candidate Dispositions
Progress Report.
Topics:
Description of Course Requirements:
1
Discussion Board Forums
Practicum: Teaching Children and Youth who are Gifted, Creative,
and Talented consists of an approved 75 hour supervised field
experience and documented on the Field-Experience Placement Log.
2
During the practicum, candidates have the opportunity to interact with
students who have been identified as gifted, creative, or talented and
participation in a seminar with other practicum students.
Key elements of this experience include developing and maintaining a
professional relationship with the mentor and other members of the
teaching team, interacting in the role of instructor, and showing respect
and understanding when communicating with parents. Practicum allows
students to demonstrate skills and dispositions related to the knowledge
objectives of other courses.
The practicum will be guided by a team: graduate student, the on-site
mentor, and the university supervisor. You will record (DVD) twice
during the quarter. After you've completed each taping assignment,
please mail the recording to the university supervisor. Feedback will be
provided by the university supervisor and on-site mentor. This is a
supervised experience. You will work under the direct guidance of a
mentor teacher. Your placement must include students who have been
identified as gifted, creative, or talented through a district or school
identification process. It may not be completed with students who are
“felt” or “understood” to be gifted, creative, or talented.
3. Recorded Tapings (2)
3
You are required to submit two recordings of your interactions with
students. These videos will be approximately 20 minutes in length.
One will be submitted by the end of week three; the second will be
submitted by the end of week six. Please include the following
forms (located under course documents) with the video (VHS or
DVD):
· Class Profile form
5
CI6064
·
·
·
4
6
Lesson plan –use the format of your choice
Self-evaluation
Mentor evaluation
Final Reflection on Experience Paper – For this assignment
regarding your
Practicum experience, you may wish to include, but are not limited to,
the following probe questions in your paper:

What were the most effective teaching strategies used in
this experience?

How did you incorporate the feedback from your mentor?

Did your actual learning exceed your original
expectations?
What did you learn about yourself as a teacher of students
identified as gifted, creative, or talented?
Additional Forms (blank forms are available under course documents)
5
To be submitted by student

Field Experience Placement Form (approved before fieldexperience begins)

Field Experience Placement Log documenting 75 hours
of approved field-experience
To be submitted by mentor

Candidate Dispositions Progress Report

Candidate Use of Technology

Practicum Performance Assessment (consensus)
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).
CI6064
7
"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).