A Professional Education Syllabus
3 credit hours
EDU 591 Nature and Needs of Gifted Students
Instructor: Chrystal Phillips
Email:
Phone: Berry Shoals Intermediate School
(864) 949-2300
FAX (864) 949-2304
Home (864) 433-1487
Mobile (864) 275-4450
Education 591: Nature and Needs of Gifted Students Spring 2013
The Conceptual Framework
The “Ideal” Educator
All Converse College courses in professional education are designed to help the student meet the goals established in the Conceptual Framework. That framework follows from the “Founder’s Ideal,” in which Dexter Edgar Converse said his desire was that Converse students “may be enabled to see clearly, decide wisely, and to act justly.” Those three "towering" ideas are at the heart of the Conceptual Framework guiding instruction in all Converse professional education courses, both undergraduate and graduate. These ideas define our concept of The “Ideal” Educator.
The Institutional Standards
Professional education courses and experiences, combined with liberal arts courses, are designed to promote the acquisition of knowledge, skills, and dispositions essential for The “Ideal” Educator. These learning outcomes are embodied in the following “Institutional Standards” that are met through the instructional program, including this course.
The “Ideal” Educator:
1. Demonstrates knowledge of and respect for individual differences by differentiating instruction for the diverse needs of all learners.
2. Demonstrates knowledge of and competence in innovative instructional strategies.
3. Demonstrates knowledge of content and standards by integrating them into planning and instruction.
4. Demonstrates knowledge of technology and the value of its use by integrating it into a variety of areas.
5. Demonstrates knowledge of and competence in assessment and evaluation of students, instruction, and self through the utilization of informal and formal methods.
6. Demonstrates skills in management.
7. Demonstrates a positive attitude toward professionalism.
The Honor Code
The Honor Code applies to all Converse students. Any observed cheating must be reported. See the undergraduate or graduate student handbook for policies and procedures relating to violations of the Honor Code.
Academic Accommodations
Students with documented disabilities may request academic accommodations by contacting the Director of Academic Support at 864-577-2028 (ext. 2028 on campus).
Course Description
I. Context: Education 591 Nature and Needs of the Gifted is the basic survey course in the education of gifted and talented students and is one of the two graduate level courses in gifted education which are required for South Carolina teacher endorsement in gifted and talented education. During this course, teachers working toward endorsement will work in “face-to-face course to study and discuss the history of gifted education, the nature and needs of gifted students, and to discover ways in which these needs may be met. This course examines the characteristics and educational needs of children and youth who are gifted, including those from special populations. Emphasis is on giftedness as defined historically, nationally and locally. The course also explores changing views of intelligence and talent development related to policy and practice in gifted education as well as the processes of identification and programming.
Through examination of the nature and needs of the gifted learner, this course provides an in-depth study of the unique learning and behavioral characteristics of gifted and talented children and youth and the methodologies for serving the cognitive and affective needs of these students. This course includes theory and practice related to identification, diverse and underserved populations, educational and community programs, and effective provisions for this exceptionality.
II. Process: Course participants will read and respond independently to a variety of selections related to the nature and needs of gifted students. They will work in cooperative groups to research a “special population” of gifted to present to the class, and will produce communication tools to use with colleagues, students, and/or parents to share information about gifted/talented students. Student discourse will enhance understanding of the key concepts introduced in the class. As a final project, participants will apply knowledge learned in the class as they complete a case study about a gifted individual. To address diversity issues the instructor of this course will model strategies proven to be effective with all special populations of gifted students, students of all ethnicities and special needs students in the delivery of the course content. Students will be expected to incorporate these strategies in their teaching for the purpose of meeting the cognitive, social, and emotional needs of students. The use of technology will be required in the development of course tasks and projects.
III. Content: The content of the course will focus on characteristics, needs, problems, developmental patterns and accommodations for gifted and talented students including special groups within the population. Current regulations and best practices governing gifted and talented programs, identification, curriculum and instruction, and program models will be presented. A wide variety of resources and documents will be analyzed, including videos, DVD’s and PowerPoint presentations. Course goals and objectives correspond to the NAGC professional Standards for graduate programs in gifted education.
Goal:
To provide South Carolina teachers with the understandings, skills and perspectives that will increase their effectiveness in recognizing and working with gifted and talented students
Text (not required to purchase)
Education of the Gifted and Talented, Sixth Edition
Authors: Gary A. Davis and Sylvia B. Rimm
Cost $90-$100
Overview of Course
Education 591 is the basic survey course in the education of gifted and talented students and is one of the two graduate-level courses in gifted education which are required for teacher endorsement in gifted and talented education. Nature and Needs of the Gifted provides the historical and philosophical background for the field, as well as, rationales for gifted education. The course focuses on characteristics, needs, problems, developmental patterns and accommodations for gifted and talented students including special groups within the population. Current regulations and best practices governing gifted and talented programs, identification, curriculum and instruction, and program models will be presented.
Requirements and Assessment Procedures
Requirements/Objectives / Evaluation TypeThe student will…
Keep a journal in which you will respond to essential readings posed by the instructor. / · Instructor/Peer
· To be used to guide class/group discussions
· 5 points
Develop a small group presentation on a special population from within the gifted population. Limit this presentation to 15 minutes. / · Instructor
· Criteria: Special Population Scoring Guide
· 20 points
Critique three self-selected articles relating to issues of curriculum, instruction, or assessment of academically gifted and talented students. / · Instructor
· Criteria
· 15 points
Design a brochure for teachers to acquaint them with the five most prevalent special populations of gifted students;
the characteristics; accommodations, and causes. / · Instructor
· Criteria: Teacher Education Brochure Scoring Guide
· 20 points
Complete a case study describing a gifted student in four areas of development: physical, social, emotional and intellectual. Evidence of giftedness, strengths, weaknesses, and recommendations for the future will be included. / · Instructor
· Criteria: Case Study Scoring Guide
· 40 points
Grading Scale
A=95-100 A-=90-94 B+=88-89 B=85-87 B-=80-84
C+=78-79 C=74-77 C-=70-73 F=0-69
The state stipulates that in order to receive three renewal credits for the course, the participant must earn an overall grade of A or B.
Case Study -- Due March 19, 2013
**Remember to protect the confidentiality of the student by using initials or a pseudonym. Identify sources by role e.g. teacher, parent, and white-out names on test data.
I. Introduction (4 points)
Include age, race, grade, siblings and parent information such as education, occupation, and length of residency in your district. Explain why you chose this particular student. Include any other pertinent information that does not belong in the four areas of development.
II. Physical Development (4 points)
Describe the physical attributes of the student such as weight and height in comparison to peers, fine and gross motor development, pattern of absences, significant health problems, and allergies. Indicate whether student had multiple ear infections as a baby and toddler. Give examples to provide evidence for your description.
III. Emotional/Psychological Development (4 points)
Provide information about student’s range of emotions (are they appropriately expressed?), sense of identity, self-concept, and self-esteem. Give examples to illustrate your descriptions.
IV. Social Development (4 points)
Provide information on how the student interacts with peers and adults; whether student participates actively in the classroom; student’s involvement in school-related or out-of-school activities. Give examples.
V. Intellectual Development (4 points)
Include test information and analyze it in this section. What are the student’s interests in-and out-of-school? Favorite subjects? Least favorite? What has the student read? What games does the student play? Give examples.
VI. Evidence of Giftedness (5 points)
Examining the four areas of development, what evidence leads you to believe the student is gifted?
VII. Strengths/Weaknesses (5 points)
List the strengths and weaknesses from the four areas of development.
VIII. Recommendations (5 points)
What recommendations can you make related to the student’s strengths and weaknesses? These can be academic and non-academic.
IX. Sources (5 points)
List by number (at least 5) sources of information for your case study and include yourself. After each area of development, list the numbers of the sources of information in parentheses.
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Case Study Scoring Guide
BeginningBelow 25 / Developing
25 – 30 / Competent
31 – 35 / Exemplary
36 - 40
Introduction / 1 2 3 4
Physical Development / 1 2 3 4
Emotional/Psychological Development / 1 2 3 4
Social Development / 1 2 3 4
Intellectual Development / 1 2 3 4
Evidence of Giftedness / 1 2 3 4 5
Strengths/Weaknesses / 1 2 3 4 5
Recommendations / 1 2 3 4 5
Sources / 1 2 3 4 5
Total Points: 40 *Spelling and grammar: points will be deducted for errors
Teacher Education Brochure Scoring Guide
Included five prevalent populations; characteristics; accommodations; cautions / 1 / 2 / 3 / 4 / 5Focuses on the five most prevalent populations in district. / 1 / 2 / 3 / 4 / 5
Attractive; eye catching; used graphics / 1 / 2 / 3 / 4 / 5
Provides article titles and internet sources appropriate for teachers of gifted students / 1 / 2 / 3 / 4 / 5
Total Points (20)
Journal Scoring Guide
Includes entries for all reading assignments, key points, and insightful responses in the form of comments/questions / 1 / 2 / 3 / 4 / 5Total Points (5)
Special Population Scoring Guide
Evidence of research on special population / 1 / 2 / 3 / 4 / 5Highlights characteristics, needs, and strategies / 1 / 2 / 3 / 4 / 5
Creative presentation / 1 / 2 / 3 / 4 / 5
Participation by all group members / 1 / 2 / 3 / 4 / 5
Total Points (20)
Guidelines for Article Critiques
1. Locate a professional educational journal related to the field of gifted education.
2. Read an article of interest to you in the area of curriculum, instruction, or assessment of academically gifted and talented students.
3. Develop a critique of the article including:
a. Name of journal
b. Title of article
c. Date of publication
d. Author
e. Page numbers
f. Brief summary of the article
g. Three ideas or concepts for agreement or disagreement
h. Citing of experiences, authorities, research, or administrators to support your opinion.
i. Brief reflection as to why you would or would not utilize the ideas proposed in the article.
Winter 2013Week # / Topic
1— Jan 8 / Introduction
History/Rationale
2— Jan 15 / Definitions of Giftedness
3— Jan 22 / Characteristics of Gifted
4— Jan 26
(Saturday) / Identification
(Assign Case Study)
5— Jan 29 / Special Populations
6— Feb 5 / Group Presentations
7— Feb 9
(Saturday) / Teacher Education Brochure
8— Feb 12 / Research Class
9— Feb 19 / Program Planning
Curriculum Models
10—Feb 26 / Parenting, Understanding and Counseling Gifted Students
11—March 5 / Research Class
12— March 12 / Program Evaluation
13— March 19 / Final Projects Due
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