"Preparing
Educators for Diverse Cultural Contexts”
EDCI 5631
Characteristics of the Academically Intellectually Gifted (AIG)
Fall 2007
Evalee Parker
Induction Coordinator
North Carolina Central University
Department of
Curriculum & Instruction; Professional Studies
Location: Durham Public
Schools Staff Development Center
Prerequisite:
NC Teacher’s License
Textbooks: Essential Readings in Gifted Education:
Sternberg, Robert. Definitions and Conceptions of Giftedness
Renzulli, Joseph. Identification of Students for Gifted and Talented Programs
Baum, Susan. Twice-Exceptional and Special Populations of Gifted Students
Course Description
This course is designed to provide a rationale for gifted education, explore the historical foundations of gifted education, examine the varying definitions of giftedness, examine brain research and its implications on the learning process, explore the characteristics and needs of the gifted, examine screening and identification procedures, examine service delivery options for gifted students, understand appropriate management of the learning environment for gifted education and to gain a clear understanding of federal, state, and local laws and guidelines for gifted education.
This course is designed to familiarize candidates with the educational theories, practices and issues related to gifted education. It is also designed to be experiential through school observations and practica. Observations will take place within teacher’s own classrooms.
Candidates will make
connections between what they do and what is occurring in the
"out-of-school" society and in other classrooms. This course is an
assessment of teaching gifted students as a career through professional
observations, discussions of school systems, teachers' roles in
augmenting curricula, and an understanding of policy, procedures, and
standards of gifted education.
Student (Candidate) Learning Outcomes:
This course is aligned with the standards of NCDPI and the National Association of Gifted Education. Candidates will be able to:
This course will be instructed using the Layered Curriculum® approach. Students will complete the required number of activities in the “C” layer (in order) before moving to the “B” layer. “B” layer requirements should be met before moving to the “A” layer. Assignments should be posted by the due date. Students will read everyone’s posted assignments and choose two weekly to respond to.
Candidates will be
required to keep all assignments in a 2-inch binder that will become a
cumulative portfolio for the AIG licensure program.
Learning Objectives:
“C” Layer:
Learning Outcomes | Teaching Strategies | Evidence of Mastery |
Due August 25 |
|
Completed timeline or
summary Post in the discussion board and respond to two classmates’ postings. |
2. Definitions of
Giftedness –
Choose 1 Due August 31 |
|
Comparison chart Post in the discussion board and respond to two classmates’ postings. |
3. Characteristics
of the gifted – Choose 1 Due Sept. 6 |
|
List of
characteristics of giftedness or famous people – or analysis of film
character Response to 2 posted assignments |
4.
Identification of the Gifted Do both 1 & 2 Due Sept. 14 |
|
Report on
identification choice Post in the discussion board and respond to two classmates’ postings. |
5. Guidelines/
Laws of Gifted
Education Programs – Choose 1 Due Sept. 21 |
|
Summary Post in the discussion board and respond to two classmates’ postings. |
“B” Layer
Learning Outcomes | Teaching Strategies | Evidence of Mastery |
Choose 1 of the
following activities Due Oct. 5 |
|
choice Post in the discussion board and respond to two classmates’ postings. |
“A” Layer
Learning Outcomes | Teaching Strategies | Evidence of Mastery |
Required Due Oct. 19 |
|
Meta reflection Post in the discussion board and respond to two classmates’ postings. |
Readings/Reflections: Read the chapters assigned for each book. For each chapter, write a reflection about what stood out or what was significant to you. Reflection should be at least one page, typed, and posted in the discussion board.
Attendance and Tardiness
Attendance is a good indicator
of your seriousness and commitment. You will be expected to attend the
face-to-face sessions. You will also be expected to check BlackBoard
daily for assignments and updates. Late assignments will result in a
loss of points.
Expectations
VI. GRADING
Grades are based on points assigned to each completed course requirement.
Grading Components | Points |
Layer C | 50 |
Layer B | 10 |
Layer A | 10 |
Field Experience | 10 |
Readings/Reflections | 15 |
Attendance/Participation | 5 |
TOTAL | 100 |
A - 91-100
points
C – 71-80
points
To adhere to the field experience requirements of EDEC 5631, you will
Field Experience
logs/reflections are due October 30.
INTERVIEW
GUIDE
The following questions will assist you in getting started:
CLASSROOM OBSERVATION GUIDE
Observing One Student
Careful observation will include the student’s conversations, an awareness of the student’s movement within the area and his/her relations with others. It is often useful to time the observations in ten-minute periods.
For each observation, document
all observable behaviors of that one student. Write findings in a
narrative form. Minimum of 5 ten minute observation periods.
REFERENCES
Matthews, Dona J. & Joanne F. Foster. Being
Smart About Gifted Children: A Guidebook For Parents And Educators.
Great Potential Press, Scotsdale, AZ. 2005
Neihart , Maureen.
The Social and Emotional Development of Gifted Children: What Do We
Know? Prufrock Press, Waco, TX. 2002
Nunley, Kathie F. Layered
Curriculum. Morris Publishing, Kearney, NE. 2001
Tomlinson, Carol Ann. The
Differentiated Classroom. ASCD, Alexandria, Va. 1999
Tomlinson, Carol Ann, Sandra N. Kaplan, Joseph S.
Renzulli, Jeanne H. Purcell, Jann H. Leppien, Deborah E. Burns
The Parallel Curriculum.
Corwin Press, 2002.
Van Tassel-Baska, Joyce. Comprehensive Curriculum For Gifted
Learners.
Wiggins, Grant & Jay
McTighe.
Understanding by Design. Pearson, Merril/Prentice Hall 2005
Winebrenner, Susan &
Pamela Espeland.
Teaching Gifted Kids in the Regular Classroom: Strategies and
Techniques Every Teacher Can Use to Meet the Academic Needs of the
Gifted and Talented Free Spirit Publishing, Minneapolis, MN. 2001
ASSIGNMENT
SHEET
“C” Layer:
_____ History of Gifted
Education
_____ Response
to two postings
_____ Definitions of Giftedness _____ Response to two postings
_____ Characteristics of
the gifted
_____
Response to two postings
_____ Identification
of the Gifted 1 _____ Response to two postings
_____ Identification of the
Gifted 2 _____ Response to
two postings
_____ Guidelines/Laws of Gifted
Education Programs _____ Response to
two postings
“B” Layer:
_____ Choice
_____ Response to two postings
“A” Layer:
_____ Metareflection on
articles _____ Response to two postings
Field Experience:
_____ Observation/Narrative
_____ Interview 2 teachers
_____ Interview student