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CUIN 6385

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CUIN 6385 : Teaching Creatively with 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

ADA Statement:

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

Academic Dishonesty Statement:

Students are expected to abide by the university’s academic honesty policy in all matters concerning this course. (http://www.uh.edu/dos/hdbk/acad/achonpol.html). In particular, plagiarism, “representing as one’s work the work of another without acknowledging the source, whether intentional or unintentional, will not be tolerated. Penalties include failure Of the entire assignment and referral to the department chair for consideration of additional action.

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
Course Requirements
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: CUIN 6385 CR. 3. (3-0). Prerequisite: None
Selected Topics in Curriculum and Instruction. Credit 1-3 per semester or more by concurrent enrollment. (l-0;3-0). May be repeated for credit when topics vary.

Text:

  1. Fostering Creativity in Children K-8. Theory and Practice , By: Mervin D. Lynch and Carole Ruth Harris ISBN: 0-205-30600-4

  2. A Whack on the Side of the Head , By: Roger von Oech ISBN: 0-446-67455-9

  3. Creativity Is Forever , By: Gary A. Davis ISBN: 0-757-51090-6

  4. The Origins of Creativity , By: Karl H. Pfenninger, Valerie R. Shubik, Bruce Adolphe ISBN: 0-198-50715-1

  5. Texas Essential Knowledge and Skills (TEKS/TAKS)

  6. Subscribe to the TAG-L list. Send E-mail 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)

  7. 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, (APA) Learner Centered Principles Domain III, NAGC Knowledge Base 2a, 2b, 2f, 2g);

  2. Select and use assessment and evaluation instruments according to cultural differences, and properly interpret data to professional and students and their parents (including use of the case study technique) APA Learner –Centered Principles Domain IV; NAGC Knowledge Base 2d, 3d,);

  3. Use assessment and evaluation data in providing appropriate individual programs (APA Learner-Centered Principles Domain V; NAGC Knowledge Base 3b, 3d, 3q, 3r);

  4. Use group dynamics in interpersonal relationships concerning relevant instructional processes with professionals, gifted and talented students, and their parents (APA Learner-Centered Principles Domain II; NAGC Knowledge Base 3e, 3f, 3g, 3h);

  5. Use community resources, articulate with other education agencies and develop mentor relationships. (APA Learner-Centered Principles Domain III; NAGC Knowledge Base 3a, 3b, 3c, 3e);

  6. 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);

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

  8. 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);

  9. 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);

  10. Use learning theories specifically suited to gifted and talented students. (APA Learner-Centered Principles Domain I; NAGC Knowledge Base 3d, 3m);

  11. Develop a unit of instruction that provides your students with creative, fun, activities (with rubrics) based on specific theory of creativity and learning objectives based on the (TEKS/TAKS) Texas Essential Knowledge Skills.

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

Course Requirements:


Class 1 Each participant will complete the selected readings (literature and research) and participate in daily oral and THREE written analysis of CLASS PARTICIPATION. (See objectives 1, 3, 6, 7, 8).
Class 2 Each participant will demonstrate knowledge of assessing a students problem addressed in Curriculum objectives using rubrics. (See objective 2, 3, 9, 10, 11).
Class 3 Each participant will develop AND present to class, a unit of instruction that addresses a students problem in a group activity. TEKS/TAKS Other theorists have other elements. Find one that you like. (See objective 1, 7, 9, 10,).
Class 4 Each participant will demonstrate knowledge of course textual materials, readings, and lecture/discussion information, by satisfactorily responding to a mid-term and a final examination. (See objective 1-11).
Class 5 SELECT Any theory cited in a database.
Class 6 IDENTIFY COMPONENT (S) of creativity identified by your Theorist (Ex. E. Paul Torrance’s flexibility, fluency, elaboration, originality).
Class 7 CONVERT the SKILL (S) you want to teach objectives.
Class 8 IDENTIFY a way for ASSESSING student learning.
Class 9 PRESENT your unit to the class participants during class time DEVELOP A PRODUCT EVALUTION PROCESS.
Class 10 How can you develop a creative unit teaching TEKS/TAKS strategies?
Class 11 Select and elaborate on one strategy that you feel helps you the most in teaching gifted and talented students. (Select a creative method to respond).
Class 12 What do your administrators do that helps you the most in working with gifted students?
Class 13 What is your "vision" of an ideal creative unit that teaches the TEKS/TAKS?

  • 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 (1-6 Above); including questions at the end of each chapter) (Due weekly.)
  8. Chat Room meet every Sunday 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.

Activities Grade value
Orientation (See Class Schedule) 0%
Mid-Term Exam (See Class Calendar) 20%
Requirements (See Classes) 20%
Chat Room or Fun Activity (Sunday  3 PM) (See Calendar) 10%
Discussion Board (Weekly) 10%
Ideal School District (Final Project) 20%
Final Exam Grade (See Calendar) 20%
TOTAL 100%
Score Grade
95-100 A
90-95 A-
87-89 B+
84-86 B
80-83 B-
77-79 C+
74-76 C
70-73 C-
65-69 D
60-65 D-
Below F
Student Calendar:

To be announced before each semester