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CUIN 8356

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CUIN 8356 : Teaching the At-risk Gifted Students in the Regular Grade (K-12)
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 8356 CR. 3. (3-0). Prerequisite: CUIN 6349. , or consent of instructor.
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Text:

  1. 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)

  2. 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. Use learning theories specifically suited to at-risk gifted and talented and non-gifted and talented students. (APA Learner-Centered Principles Domain I; NAGC Knowledge Base 3d, 3m); (Texas Standards 4.1s, 4.2s, 5.1s, 5.2s, 5.3s, .4s, 5.5s, 5.6s, 5.7s, 5.8s).

  2. Analyze the nature and needs of at-risk gifted and talented students of varying abilities, characteristics, and cultures, (APA) Learner Centered Principles Domain V; NAGC Knowledge Base 3b, 3d, 3q, 3r); (Texas Standards 6.1s, 6.2s, 6.4s, 7.5s).

  3. Compare the cultural, social and economic factors that impact the identification and instructional strategies of at-risk gifted with particular emphasis on special populations. (APA Learner-Centered Principles Domain IV; NAGC Knowledge Base 2a, 2b, 2c, 2d, 2g, 2k) Texas Standards (1.1k, 1.2k, 1.4k, 1.5, 2.5, 2.6, 2.7, 2.8).

  4. Compare the cognitive and social characteristics and learning styles of at-risk gifted and talented students. (Use and evaluate teaching models and strategies specifically suited to the unique needs of at-risk 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).

  5. Analyze 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 (1.1k, 1.2k, 1.4k, 1.5, 2.5, 2.6, 2.7, 2.8).

  6. Use a concentration of basic disciplines such as English/Humanities, Math/Science, Social studies or other appropriate curriculum areas as a foundation for talent development. (APA Learner-Centered Principles Domain I; NAGC Knowledge Base 2j, 3f, 3k); (Texas Standards 4.1k, 4.2k, 4.3k, 4.4k 4.5k 4.6k, 4.7k).

  7. Identify the components of curriculum development and teaching strategies that include the at-risk gifted and non-identified gifted students. Conceptual Framework - Domain 1, Cognitive Factors. NAGC Knowledge Base 2a, 2b, 2c, 2d; (Texas Standards 4.1k, 4.2k, 4.3k, 4.4k 4.5k 4.6k, 4.7k).

  8. Relate the cognitive (Texas Assessment of Basic Skills) 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 (1.1k, 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 4.1s, 4.2s, 5.1s, 5.2s, 5.3s, .4s, 5.5s, 5.6s, 5.7s, 5.8s).

  10. Write and evaluate curriculum materials compatible with various programming modules for at-risk gifted and talented students of different abilities and culture (APA Learner-Centered Principles Domain I; NAGC Knowledge Base 3b, 3m, 3n, 3o); (Texas Standards 4.1k, 4.2k, 4.3k, 4.4k 4.5k 4.6k, 4.7k).

  11. Advise at-risk 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 6.1s, 6.2s, 6.4s, 7.5s).

  12. Synthesize evaluation and feedback processes with at-risk 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 (1.1k, 1.2k, 1.4k, 1.5, 2.5, 2.6, 2.7, 2.8).

  13. Use assessment and evaluation data to provide appropriate individual programs and feedbacks for at-risk gifted and talented students (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).

  14. Identify community resources and connect with other education agencies to develop mentor relationships. (APA Learner-Centered Principles Domain III; NAGC Knowledge Base 3a, 3b, 3c, 3e); Texas Standards (1.1k, 1.2k, 1.4k, 1.5, 2.5, 2.6, 2.7, 2.8).

  15. Create and maintain a climate and instructional organization conducive to the development of creative, intellectual, and emotional skills of at-risk gifted and talented students. (APA Learner-Centered Principles Domain V; NAGC Knowledge Base 3b, 3h, 3n); (Texas Standards 4.1s, 4.2s, 5.1s, 5.2s, 5.3s, 5.4s, 5.5s, 5.6s, 5.7s, 5.8s).

  16. Collaborate with individual at-risk 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 1.1k, 1.2k, 1.4k, 1.5, 2.5, 2.6, 2.7, 2.8).

  17. Research new information, taking into account at-risk gifted students’ cultural and other needs, and clues for improving effectiveness as a facilitator of creative and intellectual practices for other professionals. (APA Learner-Centered Principles Domain IV; NAGC Knowledge Base 3e, 3f, 3n); (Texas Standards 4.1k, 4.2k, 4.3k, 4.4k 4.5k 4.6k, 4.7k).

  18. Use group dynamics in interpersonal relationships concerning relevant instructional processes with professionals, for at-risk 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).

  19. How is the school in compliance (compare) with state/school guidelines that address the needs of at-risk gifted students or suggest how the school could be helped to comply with existing guidelines. Conceptual Framework - Domain 1, Cognitive Factors. Domain 1, Affective Factors NAGC Knowledge Base 2d, 2f, 3q, 3r20. (Texas Standards 4.1s, 4.2s, 5.1s, 5.2s, 5.3s, .4s, 5.5s, 5.6s, 5.7s, 5.8s).

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

Course Requirements:


Class 1 Select a curriculum model, and outline a unit of instruction for your at –risk gifted student (s) that includes non-at-risk students.
Class 2 Determine your at-risk gifted student (s) needs, based on any diagnostic assessment.
Class 3 Identify community resources, collaborate with community leaders and colleagues to teach the at-risk gifted student with academic/social/emotional deficit(s).
Class 4 Identify activities for your at-risk gifted student. Consider his/her visual, auditory, and haptic learning styles.
Class 5 Identify technologogical aids for at-risk gifted student (s). Develop (outline) a differentiated unit of instruction based on the needs of your at- risk gifted student (s).
Class 6 Develop (outline) a concept-based unit of instruction that synergizes with environmental affectors.
Class 7 Develop (outline) a feedback system for your at-risk gifted students.
Class 8 Evaluate a schools gifted program, with a particular regard for the at-risk gifted student. Include both strengths and weaknesses.
Class 9 Describe how you can teach the collaborative needs of your at-risk student (s) in any unit of instruction.
Class 10 Describe how you can develop positive parent-school relationships that enhance the classroom environment and home life of your at-risk gifted students in any unit of instruction?
Class 11 Select one strategy that you feel helps you the most in teaching culturally different at-risk gifted and talented students. (Select a creative method to respond. Remember paper/pencil is only one method of response).
Class 12 What do your administrators do that helps you the most in teaching your at-risk gifted students?
Class 13 Submit your paper to your favorite magazine/journal. See exemplary products for previously-published papers. Post on Discussion Board, with the publication's publishing guidelines as a verification.

  • 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 Publishable Manuscript OR Digital Storytelling (see class homepage for links)
  6. Optional clips
  7. Discussion Board (to discuss all class content) (Due weekly.)
  8. Chat Room meet every other 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.

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%
Chat or Fun Activity (See Calendar) 20%
Discussion Board  (Weekly) 20%
Publishable Manuscript OR Digital Storytelling (See Class 13) 15%
3 Readers for a Publishable Manuscript   5%
Final Exam Grade (See Calendar) 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