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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

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

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

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

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.