"Preparing
Educators for Diverse Cultural Contexts”
EDCI 5641
Methods and Models of Instruction for the Academically Intellectually Gifted (AIG)
Fall 2007 – Spring 2008
Evalee Parker
Induction Coordinator
North Carolina Central University
Department of
Curriculum & Instruction; Professional Studies
Prerequisite: EDCI 5631
Characteristics of the Academically Intellectually Gifted (AIG) and NC
Teacher’s License
Textbooks:
Van Tassel-Baska, Joyce. Curriculum for Gifted and Talented Students
Winebrenner, Susan. Teaching Gifted Kids in the Regular Classroom.
Nunley, Kathy. A Student’s
Brain: The Parent/Teacher Manual
(optional for Layer B)
Course Description
This course is designed to gain a depth of understanding about curriculum and program models featured in gifted education, to apply curriculum and program models, to analyze strengths and weaknesses of each model, to evaluate the appropriateness of each model, and to develop or design an implementation plan for these models. Models and strategies include layered curriculum, cooperative learning, seminar instruction, critical thinking, creative problem solving, problem and project-based learning, research techniques and independent study for gifted students. As a requirement of this course, candidates will design lesson plans on particular models and report on classroom implications.
This course is designed to
address curricular and grouping issues in gifted education programs,
and it is in this area, perhaps, that some of the most promising
practices have been implemented for gifted and talented students. It is
also designed to be experiential through school practica.
Candidates will make connections between what they do and what is
occurring in the classroom.
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:
Course Assignments:
“C” Layer:
(in class) |
You will be assigned one of the theorists to research his/her model of teaching gifted learners. Discuss the strengths/weaknesses of the model, how the model is implemented in the classroom/school, and how it might affect students’ learning. | After
visiting the poster session, complete the theorist information chart in
your team. |
2.
Learning Style Theory:
Choose 2 Due: Nov. 30 |
|
Create a chart that explains the assignment information and how this affects gifted education. Post in the discussion board and respond to two classmates’ postings |
3. Methods of teaching Due:
January 18 |
Contracts, Independent Study, Seminars, Learning Stations, Cooperative Learning, Problem Based Learning. | In class, visit the
stations. Create an activity for two to use with your students. |
4. Brain
Friendly Teaching Choose 1 Due: January 31 |
Read A Student’s
Brain: The Parent/ Teacher Manual. Create a display that highlights
important or significant information you learned. Create a powerpoint or
other presentation format about brain-friendly teaching to share with
administration or faculty at your school. |
“B” Layer:
Choose 1 Due: February 8 |
Design a
Layered Curriculum® Unit for a topic of your choice Design a Curriculum Unit
that clearly demonstrated use of one of the models we examined. Design a Curriculum Unit that incorporates at least three of the following: Foldables™, Cooperative Learning Structures, Brain-friendly strategies, learning stations, contracts, independent study, seminars, problem-based learning |
Post unit in the Discussion Board. Respond to two classmates’ postings. |
“A” Layer:
Required Due: February 22 |
Problem/Project-Based Learning: Choose a neighboring school system to Durham. Find out their policies on serving AIG students. Compare and contrast these with the Durham Public School system. | Post in the discussion board and respond to two classmates’ postings |
Readings/Reflections: Read the chapters assigned. 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.
Van Tassel-Baska, Joyce. Curriculum for Gifted and Talented Students
Chapters 1, 4, 6, and 7
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 | 15 |
Layer A | 15 |
Readings/Reflections | 15 |
Attendance/Participation | 5 |
TOTAL | 100 |
A - 91-100
points
C – 71-80
points
All assignments are due by
Jan. 22 unless otherwise indicated.
REFERENCES
Nunley, Kathie F. Layered
Curriculum. Morris Publishing, Kearney, NE. 2001
Tomlinson, Carol Ann. The
Differentiated Classroom. ASCD, Alexandria, Va. 1999
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
Wiggins, Grant & Jay
McTighe.
Understanding by Design. Pearson, Merril/Prentice Hall 2005
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
Tomlinson, Carol Ann, Sandra N. Kaplan, Joseph S. Renzulli, Jeanne H. Purcell, Jann H. Leppien, Deborah E. Burns The Parallel Curriculum. Corwin Press, 2002.