Overview

Description

CALENDAR DESCRIPTION:

Conceptions and misconceptions related to the nature and education of individuals with extraordinary abilities will be introduced. Implications for teaching and learning will be examined. The nature and feasibility of curriculum differentiation, flexible pacing, and other educational options for these students will be critiqued. Grading will be on a pass/fail basis. Writing.

COURSE DETAILS:

Who is gifted? In what ways are “gifted” students, or those with high potential, similar to and different from their peers?  How can you support their learning and their peers’ too? These questions and more will be addressed in the readings, discussions, and assignments in this course.

We will examine definitions, controversies, research and practices surrounding the identification, development and education of highly able learners. Understanding these students as well as differentiating curriculum with and for them will be the major themes.

The course will involve a blend of face-to-face, online, self-directed and collaborative learning experiences. Written assignments based on assigned readings will be required for each class. This writing will become the basis for in-class activities with classmates.

The dates of all classes are shown in the Requirements section below.  Full attendance is required.

COURSE-LEVEL EDUCATIONAL GOALS:

 Students in this course will increase their:
  ·    Understanding of past and current definitions and conceptions of “giftedness”;
  ·    Ability to recognize highly able, gifted and creative students;
  ·    Ability to find, modify and/or design learning experiences appropriate for highly able, gifted and creative learners;
  ·    Understanding of the instruments and processes used to identify/select students for differentiated programs;
  ·    Understanding of issues related to the education of students with extraordinary abilities.

Grading

Materials

REQUIRED READING: