Units

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Sample subject outline - Semester 2 2012

Note: Subject outlines often change before the semester begins. Below is a sample outline.

Rationale

This elective addresses the education of gifted students by exploring the appropriate curriculum interventions necessary to meet their specific needs. Some 10-15% of students are identified as gifted and require specialist educational interventions to ensure that the curriculum offers the appropriate challenge to develop their potential and to avoid boredom, frustration or underachievement. In order to establish appropriate curriculum and pedagogical approaches an understanding of the nature of giftedness is also necessary.

Aims

The unit aims to provide you with opportunities to develop an understanding of giftedness and the necessary educational provisioning.

Objectives

On successful completion of this unit, you should be able to:

1. Demonstrate an understanding of the meaning of giftedness and principles underpinning the identification of the broad range of gifted students including low socio-economic status, rural isolation, physical disability or Indigenous backgrounds; TPA 1.1 - 1.9

2. Describe the key principles and range of curriculum models used in supporting the education of gifted students; TPA 1.1 - 1.9

3. Identify, discuss and critique the range of educational practices such as acceleration, enrichment, grouping, selective schooling and home schooling advocated for the education of gifted students; TPA 1.2, 1.6, 4.5

4. Demonstrate an understanding of the range of special issues in the education of gifted students including girls, indigenous students, and underachievers. TPA 2.1, 2.5, 2.10

5. Demonstrate the capability to develop/design and/or evaluate a program or intervention in operation. TPA 1.1, 1.3, 3.1-3.10

Content

Characteristics of gifted students
Contemporary views of giftedness and intelligence have changed radically in the last few decades. The specific learning needs, intellectual characteristics, the role of the environment, innate abilities and social or personality characteristics are active areas of research contributing to enhanced teacher knowledge.

Program planning, implementation and evaluation
Strategies for school policy development, identification, curriculum differentiation, monitoring, and evaluation of programs are essential knowledge.

Strategies for teaching the gifted student
Many strategies are commonplace in effective programs for gifted students and these include acceleration, enrichment, early entry, compacting, problematisation of activities and grouping.

Curriculum models
A range of school wide curriculum models are addressed and include Autonomous learner model, Enrichment Triad, Purdue Three-stage model as well as structural implementations such as multi-age and vertical curriculum.

Special needs groups
The provision of appropriate interventions for girls, Indigenous students, ESL students, underachievers and students from low SES are addressed.

Approaches to Teaching and Learning

Multiple approaches will be adopted including class discussions, seminars, independent problem based project work, field experiences and formal lectures. Tasks will be based on assigned readings from texts and journals and where appropriate, ICT based learning will be implemented.

Assessment

Two assessment tasks will be used in this unit:

Assessment name: Portfolio
Description: Portfolio comprising reflections on each workshop, readings, lectures, field experiences and presentations accompanied by collections of useful resources for teaching gifted students. The portfolio will be progressively developed throughout semester and submitted as necessary for formative evaluation.
Length: Approximately 1000 words excluding appendices
Due dates: 1 Page overview for formative assessment - week 10; Portfolio - week 12.
Relates to objectives: 1, 2, 3, 4, & 5
Weight: 40%
Internal or external: Internal
Group or individual: Individual
Due date: Weeks 10 & 12

Assessment name: Case study
Description: Undertake either a case study of a program developed for the education of a gifted student or the development/adaptation of a unit of work illustrating how learning can be differentiated for gifted students. This unit of work would be equivalent to a normal term's program in one content area or integrated unit. A seminar presentation (15%) and written report (45%) will be required.
Length: Approx 2000 words or equivalent
Due dates: Draft proposal - beginning of week 8; final assignment - week 13.
Relates to objectives: 1, 2, 3, 4, & 5
Weight: 60%
Internal or external: Internal
Group or individual: Individual
Due date: Weeks 8 & 13

Academic Honesty

QUT is committed to maintaining high academic standards to protect the value of its qualifications. To assist you in assuring the academic integrity of your assessment you are encouraged to make use of the support materials and services available to help you consider and check your assessment items. Important information about the university's approach to academic integrity of assessment is on your unit Blackboard site.

A breach of academic integrity is regarded as Student Misconduct and can lead to the imposition of penalties.

Resource materials

Davis G. A., & Rimm, S. B. (2004). Education of the gifted and talented. (5th ed.). Boston: Pearson.

National Association for Gifted Children (1998). Pre-K-Grade 12 Gifted Program

Standards. URL: www.nagc.orgprek12.rtf [Accessed 30.8.2003]

Van Tassel-Baska, Joyce (1998). Excellence in educating gifted and talented learners (3rd Ed.). Denver: Love Publishing Company.

Risk assessment statement

There are no out of the ordinary risks associated with this unit.

Disclaimer - Offer of some units is subject to viability, and information in these Unit Outlines is subject to change prior to commencement of semester.

Last modified: 30-Apr-2012