www.stfrancis.edu · College of Education · Regional Educational Academy for Leadership
Social and Emotional Development of Gifted and Talented Students
- Template 2019
- Section TMPL
- 3 Credits
- 12/18/2019 to 07/29/2100
- Modified 10/27/2022
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.
This course addresses the social and emotional characteristics and needs of gifted and talented students. Candidates will develop an understanding of the social and emotional issues (e.g., perfectionism, anxiety, underachievement) gifted and talented learners may experience. Candidates will develop strategies and tools to support the affective needs of gifted and talented students and learn how to create a safe, inclusive learning environment.
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 strategies and tools to assist in developing learning opportunities that meet the social and emotional needs of gifted and talented students.
SERVING THE COMMUNITY
Candidates will identify and learn how to provide stakeholders with appropriate resources to support the social and emotional needs of gifted and talented students.
FINDING OUR PROFESSIONAL SELVES
Candidates will develop curriculum modifications and classroom environments for gifted and talented learners that can be shared 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:
- Identify and explain the affective issues that may be experienced by gifted and talented students. (NAGC 4.1.2, 6.3.4)
- Analyze how culture, diversity, and economic factors have an impact on the social and emotional needs of gifted and talented students. (NAGC 1.2.1, 4.4.1, 6.3.4, IPTS K3.3, CEC 3.3)
- Develop and apply targeted strategies that address the social and emotional needs of gifted and talented students. (NAGC 4.2.3, 6.3.4, IPTS K3.4, CEC 5.5)
- Design lessons that support the social and emotional development of gifted and talented students. (NAGC 4.1.5, 4.2.3, 6.3.4, IPTS P3.6)
- Identify services that meet and promote the cognitive, social, and emotional needs of gifted and talented students. (NAGC 4.2.3, IPTS P3.5, CEC 5.5)
- Incorporate learning environment components that promote healthy social and emotional development of gifted and talented learners. (NAGC 4.1.3, 4.3.1, IPTS P3.1, 5.4, CEC 2.0)
- Identify and provide stakeholders with resources to support the social and emotional needs of gifted and talented students. (NAGC 1.5.1, CEC 7.7)
Discussions and Reflections
Candidates will respond to weekly discussion and reflection prompts.
- Course Outcomes: 1, 2, 3, 4, 5, 6, 7, 8
- Standards: NAGC 1.2.1, 1.5.1, 4.1.2, 4.1.3, 4.1.5, 4.2.3, 4.3.1, 6.3.4; IPTS K3.3, K3.4, P3.1, P3.5, P3.6, P5.4 , CEC 2.0, 3.3, 5.5, 7.7
Candidates will choose a theory of intelligence and discuss how the theory will be implemented in their classroom.
- Course Outcomes: 1
- Standards: NAGC 4.1.2, 6.3.4
Candidates will plan a single lesson, designed to be a part of a unit, that utilizes the use of a novel, short story, biography or film. Along with the lesson, candidates will describe how the novel, short story, biography or film is an appropriate choice for encouraging the growth of the social and emotional needs of gifted and talented students.
- Course Outcomes: 1, 4
- Standards: NAGC 4.1.2, 4.1.5, 4.2.3, 6.3.4; IPTS P3.6
Using a technology tool, candidates will create a poster or video that is appropriate for classroom viewing and highlights positive attributes for building supportive relationships and friendships. Candidates will also provide the rationale for the elements of their poster or video.
- Course Outcome: 1
- Standards: NAGC 4.1.2, 6.3.4
Candidates will plan and develop a project focused on underachievement. Three project options will be available and the goal of each project is to assist in better understanding and supporting gifted and talented underachievers.
- Course Outcomes: 1, 3
- Standards: NAGC 4.1.2, 4.2.3, 6.3.4; IPTS K3.4, CEC 5.5
Case Study Concept Map
Candidates will create a concept map that includes attention to academic, social and emotional elements, and align strategies for support specific to a gifted/talented student from a typically underserved population.
- Course Outcomes: 1, 2, 3
- Standards: NAGC 1.2.1, 1.2.3, 1.3.2, 2.4.4, 3.3.1, 3.6.2
Critical Reflection and Action Plan
Candidates will respond to one prompt from a provided list and develop an action plan to support the affective needs of gifted/talented learners in their school.
- Course Outcomes: 1, 2, 3, 4, 5, 6, 7, 8
- Standards: NAGC 1.2.1, 1.5.1, 4.1.2, 4.1.3, 4.1.5, 4.2.3, 4.3.1, 6.3.4; IPTS K3.3, K3.4, P3.1, P3.5, P3.6, P5.4; CEC 2.0, 3.3, 5.5, 7.7
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