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); (Texas Standards (1.1k, 1.2k, 1.4k, 1.5, 2.5, 2.6, 2.7, 2.8);

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,); (Texas Standards 3.1s, 3.2s, 3.3s, 3.4, 3.5, 3.6);

3. Use assessment and evaluation data in providing appropriate individual programs (APA Learner-Centered Principles Domain V; 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 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); (Texas Standards 6.1s, 6.2s, 6.4s, 7.5s);

5. Advise gifted and talented students and their parents regarding the impact of school, home, and community on student learning. Plan appropriate instructional processes. (APA Learner-Centered Principles Domain II; NAGC Knowledge Base 3a, 3b, 3e); (Texas Standards 2.1s, 2.4s, 6.5s, 7.4s);

6. 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); (Texas Standards 4.4s, 5.5s, 6.5s, 7.2s);

7. 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); (Texas Standards 2.1k, 2.2k, 2.3k, 2.4k);

8. 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); (Texas Standards 2.5k, 3.3k, 6.5k);

9. Use and evaluate teaching models and strategies specifically suited to the unique Cognitive, social characteristics and learning styles of gifted and talented students. (APA Learner-Centered Principles Domain I; NAGC Knowledge Base 3j, 3k, 3n); (Texas Standards 4.1s, 4.2s, 5.1s, 5.2s, 5.3s, .4s, 5.5s, 5.6s, 5.7s, 5.8s);

10. 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); (Texas Standards 4.1k, 4.2k, 4.3k, 4.4k 4.5k 4.6k, 4.7k);

11. 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); (Texas Standards 4.1s, 4.2s);

12. 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,); Texas Standards 5.3s, 6.1s, 6.2s);

13. 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); (Texas Standards 41.s, 4.2s, 5.1s);

14. Work with individual gifted and talented students in facilitating and independent investigations based on student self selected interests and strengths. (APA Learner-Centered Principles Domain V; NAGC Knowledge Base 3b, 3g, 3i 3j, 3L 3n, 3o, 3p); (Texas Standards 4.1s, 4.2s, 4.3s, 5.4s, 5.5s);

15. 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); (Texas Standards 2.2s, 2.3s, 5.1s, 5.2s, 5.3s, 5.4s, 5.6s);

16. 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); (Texas Standards 3.1k, 3.1s, 4.5s);

17. 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); (Texas Standards1.1s, 1.2s, 1.3, 6.1s, 6.2k, 6.3k, 7.1k, 7.2k, 7.5k, 7.3s);

18. 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); (Texas Standards 4.2s, 4.4s, 5.7s, 5.8s);

19. 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); (Texas Standards 1.2k, 1.3k, 1.4k);

NB- THE OBJECTIVES 1-19 ARE THE FACULTY AGREED OBJECTIVES FOR THIS COURSE

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

*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.