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CUIN 6350


CUIN 6350: Problems in the Education of Gifted and Talented Students

This syllabus contains the following information about the course

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

CUIN 6350: Problems in the Education of Gifted and Talented Students

Section: # See class schedule

Semester: See current course calendar

Instructor: Theresa M. Monaco, Ph.D.

Phone: (713) 743-4963 (Voice Mail)

E-Mail: tmonaco@uh.edu

Personal Website: http://www.uh.edu/~tmonaco

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)

Mailing Address:
4800 Calhoun
Houston TX
77204-5027

Fax: (713) 743-4990

UH WebCT Student Help Site

PLEASE DO NOT HESITATE TO CALL OR EMAIL.

Americans with Disabilities Act (ADA) Statement: Special Accommodations: For students who need special accommodations for lectures, assignments, and course tests/examinations contact the Director for the Center for Students with Disabilities, at 713/743-5400. This center is located in room 307 in the Student Services Center

Catalog Description: Problems in the Education of Gifted and Talented Students CR. 3. (3-0). Prerequisite: 6349, or consent of instructor.
Education practices to meet the unique needs of gifted and talented education.

Text:

  1. Guiding The Gifted Child, By: James Webb, Ph.D. ISBN: 0-910707-00-6

  2. When Gifted Kids Don't Have All The Answers, By: Jim Delisle, Ph.D., & Judy Galbraith, M.A. ISBN: 1-57542-107-0

  3. SELECTED RESEARCH AND LITERATURE RELATED TO EACH CLASS TOPIC PROVIDED BY THE INSTRUCTOR



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 and needs of gifted and talented students of varying abilities, characteristics, and cultures in the United States and Great Britain (Conceptual Framework - Domain III, Developmental Factors); (APA Learner-Centered Principles Domain III; NAGC Knowledge Base 2a, 2b, 2f, 2g);

  2. Use assessment and evaluation data in providing appropriate individual education programs in the United States and Great Britain (Conceptual Framework - Domain V, Individual Differences) (APA Learner-Centered Principles Domain III; NAGC Knowledge Base 2a, 2b, 2f, 2g);

  3. Advise gifted and talented students and their parents regarding the impact of school, home, and community on student learning and plan appropriate instructional processes in the United States and Great Britain (Conceptual Framework - Domain 11, Affective Factors); (APA Learner-Centered Principles Domain II; NAGC Knowledge Base 3a, 3b, 3e);

  4. Use community resources, articulate with other educational agencies, and develop mentor relationships (Conceptual Framework - Domain 111, Developmental Factors); (APA Learner-Centered Principles Domain III; NAGC Knowledge Base 3a, 3b, 3c, 3e);

  5. Analyze and use current research in education of gifted and talented students in the United States and Great Britain with special attention to the unique cognitive and social characteristics of gifted and talented students. (APA Learner-Centered Principles Domain I; NAGC Knowledge Base 3j, 3m, 3n, 3o);

  6. Understand the cultural and social economic factors that impact on the identification and instruction of the gifted student with particular emphasis on special populations. (APA Learner-Centered Principles Domain IV; NAGC Knowledge Base 2a, 2b, 2c, 2d, 2g, 2k);

  7. Organize, manage, and evaluate various programming alternatives, including the appropriate use of technology. (APA Learner-Centered Principles Domain I; NAGC Knowledge Base 3b, 3c, 3g 3j, 3k 3m);

  8. Demonstrate the ability to collaborate with general education professionals in the development and coordination of programs for gifted/talented students. (APA Learner-Centered Principles Domain IV; NAGC Knowledge Base3a, 3b, 3e, 3f, 3m,);

  9. Relate the cognitive and affective dimensions of learning to curriculum content subject areas and to the learning environment. (APA Learner-Centered Principles Domain II; NAGC Knowledge Base 2b, 3c, 3o, 3p);

  10. Write and evaluate curriculum materials compatible with various programming modules for gifted and talented students of different abilities and culture (APA Learner-Centered Principles Domain I; NAGC Knowledge Base 3b, 3m, 3n, 3o);

  11. Create and maintain climate and instructional organization conducive to the development of creative, intellectual, and emotional skills of gifted and talented students. (APA Learner-Centered Principles Domain IV; NAGC Knowledge Base 3g, 3h, 3n);

  12. Set up evaluation and feedback process with students so that opportunities for independence, self-initiated, learning, and self-evaluation are maximized. (APA Learner-Centered Principles Domain II; NAGC Knowledge Base 3i, 3j);

  13. Be willing to reach out for new information and to reach for clues for improving effectiveness as a facilitator of others creative and intellectual, taking into account cultural differences and needs. (APA Learner-Centered Principles Domain IV; NAGC Knowledge Base 3e, 3f, 3n);

  14. Use a concentration of basic disciplines such as English/Humanities, Math/Science, Social studies or other appropriate curriculum areas as a foundation of talent development. (APA Learner-Centered Principles Domain I; NAGC Knowledge Base 2j, 3f, 3k);

  15. Become familiar with definitions/taxonomies of cognitive and affective skills as used several major curriculum models for critical creative problem solving and decision making instruction. Include models developed in the US and other countries. (APA Learner-Centered Principles Domain I; NAGC Knowledge Base 2b, 2c, 2f, 2g);

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

Course Requirements:


Class 1 What "new learning(s)" did you acquire in the required, selected readings and/or the PowerPoint slides and fun activities. for this class. You may substitute a related student problem solved in your classroom. Use Discussion Board and References.
Class 2 What "new learning(s)" did you acquire in the required, selected readings and/or the PowerPoint slides and fun activities for this class. You may substitute a related student problem solved in your classroom. Use Discussion Board and References.
Class 3 What "new learning(s)" did you acquire in the required, selected readings and/or the PowerPoint slides and fun activities for this class. You may substitute a related student problem solved in your classroom. Use Discussion Board and References.
Class 4 What "new learning(s)" did you acquire in the required, selected readings and/or the PowerPoint slides and fun activities for this class. You may substitute a related student problem solved in your classroom. Use Discussion Board and References.
Class 5 What "new learning(s)" did you acquire in the required, selected readings and/or the PowerPoint slides and fun activities for this class. You may substitute a related student problem solved in your classroom. Use Discussion Board and References.
Class 6 What "new learning(s)" did you acquire in the required, selected readings and/or the PowerPoint slides and fun activities for this class. You may substitute a related student problem solved in your classroom. Use Discussion Board and References.
Class 7 What "new learning(s)" did you acquire in the required, selected readings and/or the PowerPoint slides and fun activities for this class. You may substitute a related student problem solved in your classroom. Use Discussion Board and References.
Class 8 What "new learning(s)" did you acquire in the required, selected readings and/or the PowerPoint slides and fun activities for this class. You may substitute a related student problem solved in your classroom. Use Discussion Board and References.
Class 9 What "new learning(s)" did you acquire in the required, selected readings and/or the PowerPoint slides and fun activities for this class. You may substitute a related student problem solved in your classroom. Use Discussion Board and References.
Class 10 What "new learning(s)" did you acquire in the required, selected readings and/or the PowerPoint slides and fun activities for this class. You may substitute a related student problem solved in your classroom. Use Discussion Board and References.
Class 11 What "new learning(s)" did you acquire in the required, selected readings and/or the PowerPoint slides and fun activities for this class. You may substitute a related student problem solved in your classroom. Use Discussion Board and References.
Class 12 What "new learning(s)" did you acquire in the required, selected readings and/or the PowerPoint slides and fun activities for this class. You may substitute a related student problem solved in your classroom. Use Discussion Board and References.
Class 13 Each participant will describe their "vision" of an ideal problem solving unit that helps teachers teach students who are having classroom academic and social problems. Use Discussion Board and References.

  • Classes 1 through 12 should help you achieve class 13.
  • Maximum length suggested- 1 page.
  • Discussion Board Participation.

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 differentiated Unit of Instruction
  6. Optional clips
  7. Discussion Board (to discuss all class content. (Due weekly.)
  8. Chat Room (see calendar) the chat room is an opportunity to research a data-based opinion to use in school meetings. The Instructor serves as a moderator. 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. 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%
Requirements (See Classes) 20%
Chat Room or Fun Activity (See Calendar) 10%
Discussion Board (Weekly) 10%
Final Exam Grade (See Calendar) 20%
Problem Solving Unit (Final Project) 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