 CUIN 7352 : Curriculum and Management System for Gifted and Talented Students Instructor – Theresa Monaco, Ph. D. 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 assistanceAcademic 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
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| 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
Catalog Description:
Curriculum and Management Systems for Gifted and Talented Students
CR. 3. (3-0).
Prerequisite:
CUIN
6349., or consent of instructor.
Curriculum practices and management systems in the education
of gifted and talented students.
Text:
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Comprehensive Curriculum for Gifted Learners , (3rd Edition) By: Joyce Vantassell-Baska ISBN: 0-205-38865-5
Subscribe to the TAG-L list.
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/
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);
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);
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);
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);
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);
Understand the cultural and social economic factors that impact on the identification and instruction of the gifted students 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);
Understand the Cognitive, social characteristics, and learning styles of gifted and talented students. (Use and evaluate teaching models and strategies specifically suited to the unique 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);
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);
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);
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);
Work with individual gifted and talented students to facilitate 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);
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);
Set up evaluation (rubric) 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);
Reach out for new information and clues for improve effectiveness as a facilitator. Take 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);
Use learning theories specifically suited to gifted and talented students. (APA Learner-Centered Principles Domain I; NAGC Knowledge Base 3d, 3m);(Texas Standards 1.1s, 1.2s, 2.1s, 2.2s);
Understand the areas of creative and productive thought in critical thinking, leadership training, and visual/performing arts. (APA Learner-Centered Principles Domain I; NAGC Knowledge Base 2b, 2g, 2h);(Texas Standards 4.3k, 5.1k, 5.6k);
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);
Understand definitions/taxonomies of cognitive and affective skills as used in several major curriculum models for critical creative problem solving and decision making 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 1-18 ARE THE FACULTY AGREED OBJECTIVES FOR THIS COURSE
| Course Requirements: |
| Class 1 | Develop (outline) a curriculum that satisfy the issues of gifted programs and gifted students. You will prepare a differentiated unit of instruction at the end of the semester. Start planning how you will accommodate the gifted learner in your regular classroom. |
| Class 2 | Select a curriculum model and outline a unit of instruction for your students. You will prepare a differentiated unit of instruction at the end of the semester. Start planning how you will accommodate the gifted learner in your regular classroom. |
| Class 3 | Learning the features of Differentiated Curriculum. Develop your own differentiated curriculum that fit best with your gifted students. You will prepare a differentiated unit of instruction at the end of the semester. Start planning how you will accommodate the gifted learner in your regular classroom. |
| Class 4 | Identify one language arts OR language study curriculum activity for visual, auditory, and haptic learning styles. You will prepare a differentiated unit of instruction at the end of the semester. Start planning how you will accommodate the gifted learner in your regular classroom. |
| Class 5 | Identify one scientific OR mathematics curriculum activity for visual, auditory, and haptic learning styles. You will prepare a differentiated unit of instruction at the end of the semester. Start planning how you will accommodate the gifted learner in your regular classroom. |
| Class 6 | How can you develop leadership skills in your students in any unit of instruction? You will prepare a differentiated unit of instruction at the end of the semester. Start planning how you will accommodate the gifted learner in your regular classroom. |
| Class 7 | Identify one social studies OR art curriculum activity for visual, auditory, and haptic learning styles. You will prepare a differentiated unit of instruction at the end of the semester. Start planning how you will accommodate the gifted learner in your regular classroom. |
| Class 8 | Through Humanities Study, select and elaborate one strategy that you feel the most helpful in teaching gifted and talented students. You will prepare a differentiated unit of instruction at the end of the semester. Start planning how you will accommodate the gifted learner in your regular classroom. |
| Class 9 | Describe how you can include the creative needs of your students in any unit of instruction. You will prepare a differentiated unit of instruction at the end of the semester. Start planning how you will accommodate the gifted learner in your regular classroom. |
| Class 10 | What is your "vision" of an ideal curriculum that includes at least one gifted and talented student in your class. (Select a creative way to respond.) You will prepare a differentiated unit of instruction at the end of the semester. Start planning how you will accommodate the gifted learner in your regular classroom. |
| Class 11 | What do your administrators do that helps you the most in working with special population of gifted students? You will prepare a differentiated unit of instruction at the end of the semester. Start planning how you will accommodate the gifted learner in your regular classroom. |
| Class 12 | Develop (outline) an instruction management strategies using the Diagnostic-Prescriptive approaches and compacting. You will prepare a differentiated unit of instruction at the end of the semester. Start planning how you will accommodate the gifted learner in your regular classroom. |
| Class 13 | Assess learning styles and education leadership of gifted students in gifted programs. Post your differentiated unit of instruction on the discussion board. This unit must include activities for at least one gifted students in your classroom. |
- Classes 1 through 12 should help you achieve class 13.
- Maximum length suggested- 1 page.
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Discussion Board Participation.
| Course Content: |
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| 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.
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