Northeast Georgia RESA Gifted In-Field Endorsement

This is the 1st course in a series of 4, which meets all standards required for the addition of the Gifted In-field Endorsement to a Georgia professional teaching, service, or leadership certificate. Candidates in this course will acquire knowledge of the psychological characteristics of gifted learners and models for identifying giftedness. Cognitive characteristics, social emotional characteristics and behavioral characteristics of gifted children necessitate different instructional designs for gifted children. The course will address multiple intelligence theory and brain-based learning strategies. Studies of the lives of eminent persons, empirical studies of gifted children, and genetic studies of genius will be part of the course.

Text:Clark, B. (1997). Growing Up Gifted (5th ed). Upper Saddle River, New Jersey: Merrill.

Goals:

Candidates in this course will increase knowledge and develop skills to meet the following Standards of the Georgia Professional Standards Commission:

StandardI. Demonstrate competence in the knowledge of the origins and nature of various types and manifestations of giftedness, and the cognitive, social, emotional, and environmental factors that enhance or inhibit the development of giftedness in all populations.

Standard II. Demonstrate competence in the knowledge of the unique potentials of gifted students from underserved populations, including but not limited to at-risk gifted populations, gifted females, and those who are disabled, racially or ethnically diverse, economically disadvantaged and/or economic environment influences.

Standard III. Demonstrate competence in the knowledge of the historic and theoretical foundations of the study of giftedness, gifted learning theories, giftedness and creativity, current trends and issues, and potential future directions.

Standard IV. Demonstrate competence in understanding legal and professional guidelines at the national, state, and local levels that affect the education of gifted students.

Standard V. Demonstrate competence in the application of cognitive, social, emotional, and environmental factors that enhance or inhibit the instruction of gifted students.

Standard XV. Field experience in gifted education shall be integrated throughout the gifted program.

Standard XVI. Special Georgia Requirements. The program shall include all requirements specified in Rule 505-2.

Objectives:

Candidates will be able to:

  1. Discuss the cognitive, emotional, and social characteristics of gifted children.
  2. Define, recognize, and plan effective instruction based on the qualitative differences in the thinking of the gifted.
  3. Recognize and be able to define a range of behavioral characteristics of gifted individuals and ways of addressing those characteristics in the classroom.
  4. Demonstrate the ability to state desired educational outcomes for gifted students.
  5. Demonstrate methods of coordinating gifted instruction with that of the regular classroom.
  6. Develop appropriate curriculum materials of the gifted based upon the principles of curriculum differentiation outlined in rules for gifted education.
  7. Incorporate knowledge of the characteristics of gifted children into appropriate selection, use, and interpretation of measurement instruments and assessment activities.
  8. Demonstrate competency with appropriate technology, including computer applications for Internet access, presentation software, or other applications.

Requirements:

  1. Class participation is very important. The structure of the classroom will be designed for sharing information, class discussions, small group work and demonstrations. The atmosphere of the classroom will be collegial as we embark on learning and sharing information together. It will be important for each participant to bring in resources that focus on class topics.
  2. The following projects are assigned for the course:
  1. Case Study of a gifted child or youth
  2. Journal Topic Presentation
  3. Self-selected Project
  4. Philosophy of giftedness and gifted education
  5. Presentation on Professional Book related to characteristics of gifted students

The purpose of the projects is twofold. First, the projects are to assist you in demonstrating your knowledge of the material covered during the course. Second, the projects are designed to assist you with the implementation of what you have learned. Please try to vary your projects and avoid duplication of types of options. You also have the option of creating your own projects. Just present your idea prior to the due date for approval.

  1. All assignments need to have two copies of an evaluation rubric attached. (You may either use the sample rubric in the syllabus or create your own with the approval of the instructor.) One copy should be filled out as a self-evaluation and the other should be turned in for the instructor to use when evaluating your project. Although the journal topic presentations will be prepared and presented in groups, the other projects should be done individually.

Evaluation:

Active participation through attendance and discussions is crucial for each participant to gain the maximum learning possible. Each participant is expected to strive for excellence in completing assignments and executing activities. Each participant will be encouraged to stretch their abilities and step out of their comfort zone as they begin to integrate new teaching methods into their classroom instruction. Emphasis will be on growth and development of skills through practice and reflection. Sample rubrics for assignments (which may be modified by the student with instructor’s permission) are provided for both students and the instructor to use in evaluating student performance. Students will be asked to create rubrics to use for the evaluation of their individual projects. If candidates miss a class, they are responsible from making up work missed. Candidates who may be missing more than one class might want to register for it at another time.

Assignments/Activities/Projects Information

Week 1

Topic: Introduction to Issues in Gifted Education

Readings: Clark, Chapter 1, Articles for session 1

Assignments: None

Week 2

Topic: History, Terminology, Perspectives, and New Concepts of Giftedness

Readings: Clark, Chapter 6, Articles for session 3

Assignments:Case Study Proposal is due.

Week 3

Topic: Nature and Nurture; Landmark Research Studies

Readings: Clark, Chapter 4, Articles for session 4

Assignments: none

Journal Presentation: Group 1 Nature vs. Nurture

Week 4

Topic: intelligence; Assessment of the Intelligence/s

Readings: Clark, Chapter2, Articles for session 5

Assignments: Project is due

Journal Presentation: Group 2 Enrichment vs. Acceleration

Week 5

Readings: Read a biography of a gifted person and prepare a book review report that summarizes the characteristics of the person using the four areas of giftedness (ability, achievement, creativity, and motivation). Articles for session 2

Assignment: Prepare a review of the book to be presented during the last class.

Week 6

Topic: Creativity; Assessment of Creativity

Readings: Clark, Chapter 3, Articles for session 6

Assignment: None

Journal Presentation: Group 3 Cooperative Learning and the Gifted

Week 7

Topic: Social/Emotional Issues in Giftedness; Assessment

Readings: Clark, Chapter 5, 7, & 8 Articles for Session 7

Assignment: None

Journal Presentation: Group 4 Excellence vs. Equity

Week 8

Topic: Giftedness and Gender Differences; Underachieving Gifted Students

Readings: Clark, Chapter 11, Articles for session 8

Assignment: Personal Philosophy of Gifted Education due

Journal Presentation: Group 5 Once Gifted/Always Gifted

Week 9

Topic: Cultural Diversity; Gifted Minorities; Low SES; ProdigiesReadings: Clark, Chapter 12, Articles for session 9

Assignment: Case Studies Due

Journal Presentation: Group 6 Ability Grouping Pros & Cons

Week 10

Topic: Gifted and Disabled; LD, ADD, ADHD

Readings: Clark, Chapters 9, 10

Assignment: None

Case Study Presentations and book reports

Case Study Information

Proposal:

You should answer the following questions in your proposal:

1. Who is your subject? Provide a brief description.

2. Why do you want to do a case study on this particular individual?

  1. How will you conduct this study? What literature will you need to consult? What specific topics will you need to study in order to understand this individual’s giftedness?
  2. What type of product do you expect to produce? What do you expect to learn from your study?
  3. How long will you work on this study? Be realistic and do not over plan.

Case Study:

Your case study should include all of the following information:

  1. Introduction, indicating why you chose this individual to study.
  2. Description of the sources of information used to describe the characteristics of giftedness exhibited by this individual. (This may include interviews, observations, test scores, school records, etc)
  3. A thorough description of the gifted characteristics exhibited by this individual.
  4. An analysis of the needs of this individual based on the characteristics, if applicable. If you study and adult, you may need to address needs other that educational ones.
  5. A plan for educational aeries or modifications needed to meet the individual needs of you subject, if applicable.
  6. A description of your actual experiences in carrying out your research and in completing your case study.

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