CUIN 8355 : Current Issues in Gifted Education 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 ADAStatement: 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

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: CUIN 8355: CR. 3. (3-0). Prerequisite: CUIN 6349, or consent of instructor.
A comparative analysis of local, regional, national and international issues in the education for gifted children.

Text:

1. Handbook of Gifted Education , By: Nicholas Colangelo and Gary Davis ISBN: 0-205-34063-6

2. 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)

3. Selected Research and Literature related to each class topic provided by the Instructor

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 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 Standards1.1k, 1.2k, 1.4k, 1.5, 2.5, 2.6, 2.7, 2.8);

2. 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);

3. 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 3.1s, 3.2s, 3.3s, 3.4, 3.5, 3.6, 4.1s, 4.2s, 4.3s, 5.7s, 5.8s);

4. Counsel 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 Standards1.1k, 1.2k, 1.4k, 1.5, 2.5, 2.6, 2.7, 2.8);

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

6. 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 3.1s, 3.2s, 3.3s, 3.4, 3.5, 3.6, 4.1s, 4.2s, 4.3s, 5.7s, 5.8s);

7. 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 3.1s, 3.2s, 3.3s, 3.4, 3.5, 3.6, 4.1s, 4.2s, 4.3s, 5.7s, 5.8s);

8. 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 Standards1.1k, 1.2k, 1.4k, 1.5, 2.5, 2.6, 2.7, 2.8);

9. 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 3.1s, 3.2s, 3.3s, 3.4, 3.5, 3.6);

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; Texas Standards 3.1s, 3.2s, 3.3s, 3.4, 3.5, 3.6, 4.1s, 4.2s, 4.3s, 5.7s, 5.8s);

11. 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 3.1s, 3.2s, 3.3s, 3.4, 3.5, 3.6, 4.1s, 4.2s, 4.3s, 5.7s, 5.8s);

12. 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 Standards1.1k, 1.2k, 1.4k, 1.5, 2.5, 2.6, 2.7, 2.8);

13. 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 3.1s, 3.2s, 3.3s, 3.4, 3.5, 3.6, 4.1s, 4.2s, 4.3s, 5.7s, 5.8s);

14. 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 Standards 3.1s, 3.2s, 3.3s, 3.4, 3.5, 3.6, 4.1s, 4.2s, 4.3s, 5.7s, 5.8s);

15. Use learning theories specifically suited to gifted and talented students. (APA Learner-Centered Principles Domain I; NAGC Knowledge Base 3d, 3m; (Texas Standards 3.1s, 3.2s, 3.3s, 3.4, 3.5, 3.6);

16. Understand the areas of creative and productive thought critical thinking leadership training and visual/performing arts. (APA Learner-Centered Principles Domain I; NAGC Knowledge Base 2b, 2g, 2h); (Texas Standards 3.1s, 3.2s, 3.3s, 3.4, 3.5, 3.6, 4.1s, 4.2s, 4.3s, 5.7s, 5.8s);

17. 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 3.1s, 3.2s, 3.3s, 3.4, 3.5, 3.6);

18. 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 Standards1.1k, 1.2k, 1.4k, 1.5, 2.5, 2.6, 2.7, 2.8)

The above objectives (1-10) are the faculty agreed objectives for this course of study. The professor of record added objectives 11 through 18. Some objectives are repeated in other courses for in-depth analysis.

• 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.