CI6060 1
Course Name/Number: CI6060Description: This course is an introduction to teaching children and youth who are gifted, creative, or talented. This course provides an introduction to the historical foundations and issues related to the schooling, learning, and instruction of students identified as having special educational needs. The focus of this course is the foundational knowledge related to problems and characteristics of 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, Susan Ockerman
Prerequisites: N/A
Textbook(s): Clark, B. (2008). Growing up gifted: Developing the potential of children at home and at school. (7Ed.) Upper Saddle River, NJ: Prentice Hall.
Resource Materials: All resource materials are provided on BlackBoard.
Marker Assignments:
Learning Outcomes:
Upon completion of this course, the student will be able to:
How is this outcome assessed?
Articulate personal philosophy of gifted education
Instructor will use a rubric to evaluate the personal teaching philosophy of gifted education.
Describe the historical foundations, models, theories, and philosophies, including contributions from culturally diverse groups that form the basis of gifted and talented education
Instructor will use a rubric to evaluate the foundation of gifted education essay.
Summarize issues and trends regarding the relationship of gifted education to the organization and function of educational agencies
Instructor will use a rubric to evaluate the foundation of gifted education essay.
Describe typical and atypical human growth and development including similarities and differences of individuals with and without gifts and talents
Instructor will use a rubric to evaluate the foundation of gifted education essay.
Compare the similarities and differences among individuals with gifts and talents and their educational implications; effects of medication on individuals with gifts and talents
Define the cognitive and affective characteristics of individuals with gifts and talents in intellectual, academic, creative, leadership, and artistic domains
Instructor will use a rubric to evaluate the personal teaching philosophy of gifted education.
Summarize the impact gifts and talents can have on individual's life, academic, and social abilities, attitudes, interests, and values on instruction and career development
Instructor will use a rubric to evaluate the child profile assignment.
Describe the academic and affective characteristics of individuals with gifts and talents, and disabilities and the impact of multiple exceptionalities that may result in sensory, motor, or learning needs
Instructor will use a rubric to evaluate the child profile assignment..
Explain the importance of the teacher serving as a model for individuals with gifts and talents
Instructor will use a rubric to evaluate the personal teaching philosophy of gifted education.
Outline the organizations and publications, relevant to the field of gifted education for continuum of lifelong professional development
Instructor will use a rubric to evaluate the personal teaching philosophy of gifted education.
Access information on meeting the needs of students with gifts and talents by engaging in professional activities; maintaining knowledge of research and literature in special and gifted education; and participating in the activities of professional organizations related to gifted and talented education
Instructor will use a rubric to evaluate the child profile 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. Helping candidates come to terms with unintentional barriers and bias.
2. Embedding methods courses in schools and better integrating methods courses with field experiences.
3. Preparing teachers for urban schools.
4. Implementation of research-based strategies.
5. Academic language development
6. Reflection.
Alignment with Conceptual Framework:
· 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.
This course addresses these institutional standards: Preparing candidates who are able to use technology to support their practice.
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:
1.1 Teachers understand how and when students develop and gain knowledge,
acquire skills and develop behaviors for learning.
1.2 Teachers understand what students know and are able to do, and use this
knowledge to meet the needs of all students.
1.4 Teachers model respect for students’ diverse cultures, language skills and
experiences.
1.5 Teachers recognize characteristics of gifted students and students with
disabilities in order to assist in appropriate identification, instruction, and
intervention.
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:
Grade Points Description
A 93-100 excellent work of exceptional quality
B 84-92 effective work of commendable quality
C 76-83 fair work of acceptable but not distinguished quality
F 0-75 unsatisfactory work
I Incomplete written consent required prior to the end of the quarter
W Withdrawal written consent required by eighth week of the quarter
T Audit registered for a course, but not entitled to academic credit
Topics:
Course Structure:
Each week includes:
· A reading assignment
· 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
· An aspect of a performance assessment
1 / Generate a paper articulating your stance and personal philosophy regarding the education of individuals identified as gifted, creative, or talented. Include:
· Intra- and interpersonal differences and similarities among individuals identified as gifted, creative, or talented, and your perception of the implications of these similarities and differences
· Academic and affective characteristics, and the impact of multiple exceptionalities on education
· Organizations that you turn to for professional development
· Professional activities you will use to enhance your professional development
· Sources of information related to gifted and talented education.
2 / Foundation Essay: The candidate will describe the history of gifted education in chronological order, including significant events and people who have made major contributions to the field of gifted education up to and including present day (maximum length for this section is three pages). In the second section of this essay, the candidate will describe at least three major definitions of giftedness (major being defined as one published by a government agency or by influential people in the field of gifted education) and then analyze (compare/contrast) the variations in these definitions of giftedness (maximum of two pages). The maximum length of this paper will be no longer than five pages contained within the APA margin limits plus an additional page for references cited in APA format.
3 / Child Profile: For this assignment, each candidate will present a profile of a child currently identified as cognitively gifted, talented or creative. Specifically, the candidate will respond in this essay (to be no more than 5 pages in length with APA margin limits) to these probes:
· A brief history of the child, comparing and contrasting his/her growth and development to peers or siblings not identified as gifted, creative, or talented.
· The impact that having gifts and talents has had on the individual's life, academic and social abilities, attitudes, interests.
· The cognitive and affective characteristics of the child, including talents in intellectual, academic, creative, leadership, and artistic domains.
· A description of how the child is being served currently in his/her academic setting and how he/she would have been served 10 years ago, 50 years ago, and 100 years ago.
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).