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CUIN 6349



CUIN 6349: Introduction to The Education of Gifted and Talented Students
127 Farish Hall

Instructor - Theresa Monaco, Ph. D.
Office Hours - By appointment
Office - 127 Farish Hall          Phone: (713) 743-4963 (Voice Mail)
E-mail - tmonaco@uh.edu
Mailbox - Dept. of Curriculum and Instruction, 127 Farish Hall
Mailing Address: 4800 Calhoun, Houston TX, 77204-5027

Personal Website: http://www.uh.edu/~tmonaco
Fax: (713) 743-4990

ADAStatement:

When possible, and in accordance with 504/ADA guidelines, we will attempt to provide reasonable academic accommodations to students who request and require them.  Please call the Center for Students with DisABILITIES at ext. 3-5400 for more assistance

This syllabus contains the following information about the course

Click on one of them or just simply scroll down to see whole page

Course Information
Conceptual Framework
Course Objectives
Class Content
Class Attendance
Student Evaluation & Grading Scale
Course Information:

Email List: Send a message to LISTSERV@LISTSERV.NODAK.EDU and in mail text write SUBSCRIBE TAG-L. You will be subscribed to the TAG-L list (TAG-L Talented and Gifted Education)

UH WebCT Student Help Site

PLEASE DO NOT HESITATE TO CALL OR EMAIL.

Catalog Description: Introduction to the Education of Gifted and Talented Students CR. 3. (3-0).
Perspectives and identification of instructional approaches in the education of gifted and talented students.


Text:

  1. Growing Up Gifted(7th Edition), By: Barbara Clark ISBN: 9780131185722

  2. Biographical Dictionary of Gifted Education(2nd Edition), Edited By: Theresa Monaco ISBN: 0-89824-434-X

    You may purchase directly from http://www.rfwp.com/1839.htm
Conceptual Framework:

The University of Houston-College of Education employs exemplary standards to exemplify what it explicates. In graduate programs, the domains and factors of the conceptual framework (cognitive, affective, development, personal/social and attention to individual differences) are "expanded to data- based decision-making skills documented in teaching practice". See the National Association for College Teachers / APA Learner-Centered Psychological Principles, knowledge base standards of the National Association for Gifted and Talented Children (NAGC) and Texas State Board of Education Gifted and Talented (SBOE) correlates. See http://www.tea.state.tx.us

Course Objectives:

The University of Houston College of Education (learning and leading) employ exemplary standards to exemplify what it explicates. At the graduate level, master teachers use research to make informed decisions about teaching. Upon completion of this course, class participants will demonstrate the use of research to develop their teaching skills and to identify and solve student learning problems.

The Conceptual Framework (domains/factors), National Association for Gifted Children (NAGC), Texas State Board of Education Gifted and Talented (TAGT), and the State Board of Education (SBOE) standards are coded to each objective. See http://www.tea.state.tx.us/

  1. Understand the nature, needs, and characteristics of gifted students of differing cognitive, social, emotional levels with associated cultural differences as researched by thirty-nine leaders in gifted education. (Conceptual Framework Domain 111, Developmental Factors; NAGC Knowledge Base 2a, 2b, 2f, 2g);(Texas Standards 1.1k, 1.2k, 1.4k, 1.5, 2.5, 2.6, 2.7, 2.8);

  2. Select and use evaluation/assessment instruments accounting for cultural differences, interpret data to professionals and to students and their parents (included in advocacy report and the case study) (Conceptual Framework - Domain 1V, Personal and Social Factors: NAGC Knowledge Base 2d, 3d ; Texas Standards 3.1s, 3.2s, 3.3s, 3.4, 3.5, 3.6);

  3. Use assessment/evaluation data in individual education programs (Conceptual Framework - Domain V, Individual Differences; NAGC Knowledge Base 3b,3d,3q,3r Texas Standards 3.1s, 3.2s, 3.3s, 3.4, 3.5, 3.6, 4.1s, 4.2s, 4.3s, 5.7s, 5.8s);

  4. Use group dynamics in interpersonal relationships in instructional processes with professionals, students and parents (case study) (Conceptual Framework - Domain 11, Affective Factors; NAGC Knowledge Base 3e, 3f, 3g, 3h ;Texas Standards 6.1s, 6.2s, 6.4s, 7.5s);

  5. Advise gifted and talented student regarding the impact of school, home, and community on student learning and identify appropriate instructional processes. (Conceptual Framework - Domain 11, Affective Factors; Knowledge Base 3a, 3b, 3e; Texas Standards 2.1s, 2.4s, 6.5s, 7.4s);

  6. Identify community (local, regional and national) resources and plan a mentor relationship. (Conceptual Framework - Domain 111, Developmental Factors; NAGC Knowledge Base 3a, 3b, 3c, 3e; Texas Standards 4.4s, 5.5s, 6.5s, 7.2s);

  7. Use current research in education of the gifted students to services individual difference . In the case study student will use learning strategies suited to his/her cognitive, social and learning style profile. (Conceptual Framework - Domain 1, Cognitive Factors; NAGC Knowledge Base 3 j, 3m, 3n, 3o; Texas Standards 2.5k, 3.3k, 6.5k);

  8. Develop an awareness of different teaching/learning models when recommending gifted programs to a school, school district or parent organization. (Conceptual Framework- Domains I, 11, III, IV, &V, Cognitive Affective Factors, Developmental Factors, Personal, Social and Individual Differences); NAGC Knowledge Base 3a, 3b, 3c, 3e; Texas Standards;(3.1k, 3.2k, 3.3k, 3.4k, 3.5k);

  9. Understand local, regional and national school districts' practices in identification, curriculum delivery, student product development and evaluation of programs for gifted students. (Conceptual Framework-Domains III & Developmental Factors and individual differences; NAGC Knowledge Base 3a, 3b, 3c, 3e; Texas Standards 4.5s);

  10. Use appropriate gifted education cultural diversity strategies in staff development with colleagues. (APA Centered Principles Domain IV; NAGC Knowledge Base 3a, 3d, 3e, 3f);(Texas Standards; 6.3k, 6.3s, 7.1s);

NB-THE OBJECTIVES 1-10 ARE THE FACULTY AGREED OBJECTIVES FOR THIS COURSE

Course Content:
  1. Class Introduction (excerpts from text)
  2. Text Readings
  3. Power Point slides outline the content of each class
  4. Selected Readings and References (You may select topic related research from your favorite website) You may substitute your own class related research/reading.
  5. Weekly Progress Report on class content
  6. Optional clips
  7. Discussion Board (to discuss all class content (1-6 Above); including questions at the end of each chapter) (Due weekly.)
  8. Chat Room (see calendar) OR, IF ABSENT Fun activities (one for each missed class) Whenever the links do not work, create your own activity based on an idea you got from the chapter.
  9. The class Calendar is our daily contact link. Details are linked to each day as noted.
  10. The instructor will meet with class participants as often as requested (daily, weekly, bi-weekly) to clarify course/class content.
  11. Do not forget the click on References or go to your favorite search engine for class related references. Put the web site (topic related) on discussion board.
  12. Click on Exemplary Product for examples of rubrics on class assignments, ex. mid-terms, papers, etc.
  13. Case Study presentation - brief presentation of a student you think is identified as gifted by the school or a child you think should be identified as gifted. Include critical elements in the development of his/her life. Correlate to the characteristic of gifted students in your textbook.
  14. Biographical Dictionary - Select at least five contributors from the "Biographical Dictionary of Gifted Education" and briefly tell how they contributed to the education of gifted students.
  15. All class activities must be completed by the University of Houston's grade schedule due date, i.e. no Incompletes.
Course Attendance:

*REGULAR CLASS PARTICIPATION ON DISCUSSION BOARD IS EXPECTED OF ALL.

Student Evaluation & Grading Scale:

The evaluation of students will be based upon the successful completion of all course requirements. The course activities, and the percentage of the final grade are listed below. PLEASE FIND THE CALENDAR ASAP.
The Mid-term, Final and other course information is posted on this course menu.

Activity Rubric: Activity score based on written accuracy, grammar, and persuasive presentation. See course syllabus.

Activities Grade value
Orientation (See Class Schedule) 0%
Mid-Term Exam (See Class Calendar) 20%
Advocacy Report/Presentation (due at MidTerm) 10%
Chat Room or Fun Activity (See Calendar) 10%
Discussion Board (Weekly) 10%
Biographical Selection (due at/before Final Exam) 10%
Case Study Presentation (due at/before Final Exam) 20%
Final Exam Grade (See Calendar) 20%
TOTAL 100%
Score Grade
95-100 A
90-94 A-
87-89 B+
84-86 B
80-83 B-
77-79 C+
74-76 C
70-73 C-
65-69 D
60-64 D-
Below F