Meeting Pattern

Online/Google Classroom

Description

This course serves as an introduction to the history and philosophy of gifted and talented education. It addresses characteristics of children with gifts and talents, types of giftedness, and current topics and trends related to the field of gifted education.

This course has been approved by ND Standards and Practices and will satisfy one of the course requirements on the Program of Study for ND Gifted endorsement. If seeking a ND endorsement in gifted education, please refer to the ND Standards and Practices requirements. The program of study form and directions can be found here.  

Syllabus, Objectives, and Outcomes

Course Outcomes Based on Combined CEC & NAGC Standards:

• Students will establish and effectively communicate their understanding of the historical and philosophical foundations in the field of G/T education; this includes major contributions to research and theories/models of G/T; current laws and policies affecting this field; issues within the field; cultural impact on field, including anti-intellectualism; and trends in G/T education. (GT1.1, GT1.2, GT1.3, GT2.1, GT2.2, GT7.1, GT7.2)
• Students will know and develop an appreciation for the unique cognitive, affective, and asynchronous developmental characteristics of G/T children and youth within the domains of leadership, academic, intellectual, artistry, and creativity by (1) studying the role of culture and family’s influence on their development, and (2) critically analyzing the similarities and differences between the various domains of giftedness in comparison to the general population. (GT1.2, GT1.3, GT1.4, GT2.1, GT2.2, GT2.3, GT3.1, GT.2, GT3.3, GT6.1, GT7.2)
• Students will articulate their understanding of the academic and affective characteristics and learning needs of students with gifts/talents, including those reflecting cultural diversity and those with multiple exceptionalities. (GT1.2, GT1.3, GT1.4, GT1.5, GT2.1, GT2.2, GT2.3, GT3.1, GT3.2, GT3.3, GT4.1, GT4.3, GT7.1)
• Students will synthesize and effectively communicate their understanding of the reciprocal influences of societal beliefs and the social-emotional development of children with gifts/talents, both interpersonally and intrapersonally. (GT1.2, GT1.3, GT1.4, GT1.5, GT2.1, GT2.2, GT2.3, GT3.1, GT3.2, GT3.3, GT4.1, GT4.3, GT7.1)
• Students will evaluate and communicate the development of language in children with gifts/talents within the context of their family and culture. (GT2.1, GT2.2, GT2.3, GT4.4, GT7.1, GT7.2)
• Students will critically analyze current research in the field of G/T, and will evaluate personal bias and practices in order to encourage respect for children with gifts/talents. (GT2.1, GT2.2, GT2.3, GT7.1, GT7.2)
  

Recommended Textbooks:

For all students:

• Neihart, M., Reis, S.M., Robinson, N., & Moon, S.M. (2002). The social and emotional development of gifted children: What do we know? Waco, TX: Prufrock Press.
• Rose, T. (2015). The end of average: How we succeed in a world that values sameness. New York: Harper Collins.

For those in middle/secondary education:

• Dixon, F.A., & Moon, S.M. (2006). The handbook of secondary gifted education. Waco, TX: Prufrock Press Inc.

Highly Recommended Textbook:

●       Rimm, S., Siegle, D., Davis, G., (2018). Education of the gifted and talented (7th ed.). Upper Saddle River, NJ: Pearson.

*Additional Readings will be provided on website assignments and within the Google Classroom system.

Course Details and Explanation:

There are four modules in this course, as well as one culminating project. It is recommended that students look ahead and create a sort of pacing guide to chunk out the learning and ensure plenty of time to accomplish all projects. Be aware of the deadlines built into this course. Their purpose is to keep you on track so you are able to successfully complete this course on time. Should extra time be required for unexpected circumstances (illness, family emergency, etc.), please reach out to me.

• The first two modules will require plenty of reading and reflection.
• The third and fourth modules will also require reading and reflection. In addition, each module has a substantial project that will require research.

The culminating project will bring together all the learning for the course and will likely require further research.