www.stfrancis.edu · College of Education · Regional Educational Academy for Leadership
Curriculum and Instruction for Gifted and Talented Students
- Template 2019
- Section TMPL
- 3 Credits
- 12/18/2019 to 07/29/2100
- Modified 07/19/2020
As a Catholic university rooted in the liberal arts, we are a welcoming community of learners challenged by Franciscan values and charism, engaged in a continuous pursuit of knowledge, faith, wisdom, and justice, and ever mindful of a tradition that emphasizes reverence for creation, compassion and peacemaking. We strive for academic excellence in all programs, preparing women and men to contribute to the world through service and leadership.
Introduces the theory and research-based models of curriculum and instruction related to gifted and talented students. Provides candidates with the knowledge and skills to select, adapt, design, and deliver appropriate curriculum for academically gifted and talented students. Current methodologies and resources developed to enrich and accelerate the learning of gifted and talented students will be explored.
College of Education Mission
The mission of the College of Education is to prepare competent and caring educators who understand students, serve the community and develop professionally to become ethical decision-makers and leaders.
Candidates will utilize researched-based models of curriculum and instruction to assist in developing learning opportunities that meet the needs of gifted and talented students.
SERVING THE COMMUNITY
Candidates will identify and learn how to provide stakeholders with appropriate resources to enrich the learning opportunities of gifted and talented students.
FINDING OUR PROFESSIONAL SELVES
Candidates will develop and share curriculum modifications for advanced learners with colleagues.
Access to standards referenced in this section can be found HERE
By the conclusion of the course, each participant will be able to do the following:
Recognize the implications that characteristics of gifted learners have on the need for differentiated curriculum and instruction.
- NAGC 1.1.1., 1.2.1., 1.1., 2.4.4.
- IPTS 2.1, 2.5
Translate theoretical concepts into practical applications to optimize learning for gifted and talented students.
- NAGC 3.2.2., 3.3.1., 3.3.3, 3.4.1., 3.4.2., 3.4.3., 3.4.4.
- IPTS 4.1, 4.4, 6.1, 6.2, 6.3
Implement evidence-based practices and tools to align curriculum and instruction to gifted and talented learners’ aptitudes, abilities, and interests.
- NAGC 1.3.1., 2.1.1, 2.4.1., 2.4.4., 3.1.1., 3.1.3., 3.1.4, 3.1.5, 3.2.1, 3.3.1
- IPTS 1.2, 1.3, 1.4, 2.1, 2.3., 4.1., 4.3, 6.1, 6.2, 6.3
Incorporate gifted and talented pedagogy and practices to enhance student growth.
- NAGC 1.6.1, 2.4.1., 2.4.2., 3.1.6., 3.4.1., 3.4.2., 3.4.3.
- IPTS 6.1, 6.2., 6.3
Create core content curriculum modifications for advanced learners.
- NAGC 2.4.1, 2.4.1, 3.1.1., 3.1.2., 3.1.3., 3.1.4., 3.3.2, 3.6.1
- IPTS 1.1, 1.2, 1.3, 1.4, 3.4, 4.3, 4.4
Outline culturally sensitive and developmentally appropriate curricula to support diverse gifted and talented students.
- NAGC 1.2.1., 1.3.2., 1.6.2, 4.4.1., 3.1.3., 3.5.1., 3.5.3.
- IPTS 1.7, 2.2, 3.3
Utilize the elements of a differentiated plan of study to meet the needs of the gifted and talented learner.
- NAGC 1.7.1., 2.4.1., 3.1.2., 3.1.3., 3.1.4., 3.1.5., 3.3.1., 3.4.1., 3.4.2., 3.4.3., 3.4.4.
- IPTS 4.3, 4.4, 4.5, 6.1, 6.2, 6.3
Create and evaluate assessment methods aligned with curriculum for gifted and talented students.
- NAGC 2.2.2., 2.2.4., 2.4.1, 2.4.2, 3.1.5., 3.1.6.
- IPTS 8.1, 8.2, 8.3, 8.4
Implement the NAGC Pre-K-Grade 12 Gifted Programming Standards to refine curriculum, instruction, and assessment practices.
- NAGC 1(all), 2.4.1, 2.4.2, 2.4.4, 3(all), 4 (all), 5.1.1, 5.1.2
REQUIRED: Stephens, K. R., & Karnes, F. A. (2016). Introduction to curriculum design in gifted education. Waco, TX: Prufrock Press.
Discussions and Reflections
Candidates will respond to weekly discussion and reflection prompts.
- Course outcomes: 1, 2, 3, 4, 5, 6, 8
- Standards: NAGC 1.2, 3.3.1.; IPTS 2.1, 2.2, 2.5, 3.4, 4.1, 4.4, 8.3
Analysis of Curricula for Gifted and Talented Learners
Candidates will review the curriculum offerings, including goals and objectives (overall or in a particular content area), for advanced learners and determine if the characteristics and needs of gifted learners are addressed.
- Course outcomes: 1, 2, 3, 4, 8, 9
- Standards: NAGC 1.2.1, 1.6.1, 2.4.1, 2.4.3, 2.4.4, 3.1.1, 3.1.2, 3.1.3, 3.1.4, 3.2.1 ,3.2.2; IPTS 1.1, 1.5, 1.7, 2.1, 2.5, 3.5, 3.6
NAGC Programming Standards Outcomes Evidence-Based Practices & Teaching Development
Candidates will utilize the NAGC Programming Standards Outcomes and Evidence-based Practices and professional curriculum and instructional practices, to evaluate alignment to Standard 3.
- Course outcomes: 3, 8, 9
- Standards: NAGC Standards 1, 3, 4; IPTS 2.1, 2.5, 4.1, 6.2
Synopsis of Gifted Child Today Article
Candidates will select featured articles from Gifted Child Today and create a synopsis of key ideas and the application of the material to curriculum and instruction.
- Course outcomes: 2, 3, 4, 5
- Standards: NAGC 1.3.1, 3.2.1, 3.3.1., 3.3.2, 3.4.4, 3.5.3., 3.6.1; IPTS 1.1, 1.7, 2.2, 2.3, 2.5, 3.4, 4.4, 4.6, 5.3, 6.2
Presentation of Varied Curriculum Models for Gifted and Talented Learners
Candidates will research a specific curriculum model and synthesize information to share with colleagues via a slide presentation.
- Course outcomes: 2, 3, 4, 5
- Standards: NAGC 2.2.2, 2.2.4, 3.1.2, 3.1.4, 3.2.2., 3.3.1., 3.3.3; IPTS 3.4, 4.4, 6.2, 8.1
Differentiated Lessons for Gifted and Talented Learners
Candidates will use the knowledge of the specific characteristics and needs of selected students to develop differentiated lessons based on techniques and strategies from the assigned readings.
- Course outcomes: 1, 2, 3, 4, 5, 6, 7, 8
- Standards: NAGC 1.2.1, 1.3.2., 1.6.1, 1.6.2., 2.4.1, 3.1.3, 3.1.5., 3.1.6, 3.2.2., 3.4.1, 3.4.2, 3.4.3, 3.4.4; IPTS 2.1, 2.2, 2.3, 2.5, 3.4, 4.4, 6.1, 8. 3
Candidates will choose a Creativity Technique and explain how the technique may be utilized in a classroom setting enhancing the learning of gifted and talented students.
- Course outcomes: 2, 3, 4, 5
- Standards: NAGC 3.1.4., 3.2.1., 3.2.2., 3.4.2, 3.4.3, 3.4.4, 4.2.2
Revision of Curriculum
Candidates will choose a unit of study from a selected curriculum and create a detailed outline that incorporates revisions aligned to one of the curriculum models studied in this course.
- Course outcomes: 1, 2, 3, 4, 5, 6, 7, 8
- Standards: NAGC 1.2.1, 1.6.1, 2.4.1, 2.4.2., 3.1.3, 3.1.6, 3.2.2., 3.4.1, 3.4.2, 3.4.3, 3.4.4, 3.5.1, 4.4.1; IPTS 2.1, 2.2, 2.3, 2.5, 3.4, 4.4, 6.1, 8.3
Policies for the College of Education at University of St. Francis
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- Method of Instruction
- Expectations of Candidates
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- Minimum Standards for Writing
- Computer and Digital Information Literacy Skills
Course Evaluations | Surveys
Information gathered through course evaluations and surveys is an important part of maintaining quality and continuous improvement in courses, and it is the University’s expectation that students will thoughtfully participate in this evaluation process.
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A complete listing of university policies and procedures can be found in the University of St. Francis Catalog and Student Handbooks.
Academic integrity requires that all academic work be wholly the product of an identified individual or individuals. Collaboration is only acceptable when it is explicitly acknowledged. Ethical conduct is the obligation of every member of the University community, and breaches of academic integrity constitute serious offenses. Since a lack of integrity hinders the student’s academic development, it cannot be tolerated under any circumstances. Violations include but are not limited to: cheating, fabrication, facilitating academic dishonesty, plagiarism, and denying others access to information or material. See the University of St. Francis Catalog for further clarification and information on grievance procedures.
Services and Accommodations for Students with Disabilities (ADA)
The University strives to be in compliance with the Americans with Disabilities Act (ADA) and the ADA Amendments Act (ADAAA). A student who requires special accommodations or arrangements due to a disability should contact the Office of Disability Services. This contact preferably should occur no later than the first week of classes. Early contact before the semester starts is encouraged to allow sufficient time to provide accommodations. Extra time is needed for some types of accommodations such as sign language interpreters or special text formatting. Should a need arrive after the start of a semester; the student is encouraged to contact the Office of Disability Services as soon as possible. Note that accommodations are not retroactive. Each case will be reviewed on an individual basis to determine reasonable and appropriate accommodations.
USF is committed to ensuring the full participation of all students in its programs, regardless of the course format. If you have a documented disability and need a reasonable accommodation to participate in a course, complete course requirements, or benefit from the University’s programs or services, please contact the Office of Disability Services at 815-740-3631 or [email protected] . The Office of Disability Services is in the Academic Resource Center (ARC) and is located on the second floor of the LaVerne and Dorothy Brown Library in room L214. Consultations are welcome, please contact the Office of Disability Services for an appointment.
Academic Support Services
The Academic Resource Center (ARC) located in Room L214 in the Library (815-740-5060) offers various types of academic services. Online and distance learning students can contact ARC for appropriate resources. ARC serves students who need tutoring in many areas of study including writing and math. Library services include a number of online services and full text databases. Call the Library at 815-740-5041 for additional information. If you need academic-related resources or assistance, please contact the Academic Resource Center.
Notice of Copyright
This course may contain copyrighted materials that are intended to support the learning experiences of students currently enrolled in the course. No student may retain or further disseminate any copyrighted materials, in their entirety or any portion thereof, under penalty of law.
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