Text/ Other Required Materials/ Resources



EDUC 409Curriculum and Instruction for Gifted and Talented StudentsSpadoni College of EducationInstructor: Class Meetings: Office Location: Email: Phone: Spadoni College of Education Mission Statement: The Mission of the William L. Spadoni College of Education at Coastal Carolina University is both to embrace the teacher-scholar model in preparing students to be productive, responsible, reflective practitioners and leaders for professional careers in education; and to embrace a leadership role through collaboration, service, and faculty research with P-12 schools, institutions of higher education, community agencies, and professional associations. Catalog Course Description: EDUC 409: Curriculum and Instruction for Gifted and Talented Students (3). (Prereq.= EDUC 408) This course provides an overview of the background, purposes and current curriculum/instruction practices in the field of gifted education including theoretical applications to curriculum development for the gifted student. Problematic conditions and possible solutions are included. F, SPrerequisite: EDUC 408 Credits: 3313372517272000Conceptual Framework: The conceptual framework of all teacher preparation programs in the Spadoni College of Education is The Teacher as Reflective Practitioner. Through this framework, programs are directed toward the development of knowledge, skills, professional behaviors, and dispositions which will insure that all candidates are highly qualified and meet all university, state, and national expectations of pre and in-service teachers at the completion of their respective programs of study. Intertwined in our professional unit are the INTASC Principals, NCATE standards, the state-mandated ADEPT framework, NBPTS Principals (MED programs only) and nine of the Specialized Professional Associations standards. Text/ Other Required Materials/ ResourcesKarnes, F.A., & Stephens, K.R. (2008). Achieving Excellence: Educating the Gifted and Talented. Upper Saddle River, NJ: U Course Objectives: Build a repertoire of appropriate instructional strategies suitable for the gifted learner. Explore current theories and historical trends applicable to the study and development of gifted learners. Describe cognitive, social, and environmental characteristics of the gifted learner. Explain and evaluate major programs and models in gifted education. Understand the developmental and behavioral changes in gifted learners as they move through the educational system. Develop their understanding of state, local, and national legislation and policies which impact the gifted learner. Student Learning Outcomes: Upon completion of this course, candidates should be able to: AlignmentAssessmentStudents will define the development and characteristics of the gifted learner. CF 1, 3ADEPT 1INTASC 1Reading DiscussionQuizStudents will evaluate practices of identification, strategies of instruction, and methods of assessment as they apply to gifted learners.CF 1,3ADEPT 3INTASC 6, 8ISTE 1Reading DiscussionStudents will apply evidence to accurately make recommendations regarding interventions for gifted learners. CF 1, 2, 5ADEPT 1, 3, 7INTASC 6ISTE 5, 7Reading DiscussionQuizStudents will assess local, state, and national programs for the gifted learner and explain how the programs will impact their instruction and ultimately impact their gifted leaners. CF 1INTASC 7, 9ISTE 1Reading DiscussionInvestigating School DistrictsStudents will evaluate differentiated curriculum which best serves their gifted learners.CF 3INTASC 7, 9ISTE 1 Reading DiscussionQuizEvaluation of Instructional Model Standards Alignment InformationCF= Conceptual FrameworkADEPT = ADEPT Performance Standards (SC State Department of Education) INTASC= Interstate Teacher Assessment and Support ConsortiumISTE NETS-E=International Society for Technology in Education Educator StandardsCourse PoliciesAttendance and Participation:Written documentation is needed to confirm any and all excused absences such as: a recognized emergency or from a serious illness. It is the responsibility of each student to assume the loss of instruction when not in attendance. It is also the sole responsibility of each student to obtain any missed instructional materials and/or notes. It is advisable that you designate another classmate to collect your materials in your absence. Please note that the Coastal Carolina University catalog states that an instructor is permitted to assign an F to a student with unexcused absences in excess of 25% of regularly scheduled class meetings. Please see the LiveWell@Coastal program for matters both personal and academic that may prevent you from completing your course responsibilities: are expected to attend all classes, actively participate in all classes, demonstrate professional behavior in the classroom, and complete all assignments with professional quality and in a timely manner. When absence from class is unavoidable, students are responsible for getting all class information (e.g., handouts, announcements, notes, syllabus revisions, etc.) from another class member prior to the class meeting that follows the absence.The grade of F will be assigned for absences in excess of 25% of the regularly scheduled class meetings. Please notify the instructor with appropriate medical records for extended medical problems. For each absence beyond 3, one’s final grade will be lowered by one half a letter grade. Please note consistent tardiness will lead to an improvement plan, and if no change occurs, will lead to student being considered absent. NOTE: You are considered tardy if you arrive to class more than five minutes late to classThe use of electronic devices that produce sound or otherwise interfere with the learning of others (i.e., cell phones, pagers, etc.) is prohibited during class. Exceptions are made when using cellphones or computers as directed by instructor. This syllabus may change according to class needs.In-class Behavior:As prospective educators, your future students are entitled to be served by professionals prepared with knowledge you will gain in this course. Students in this course are expected to conduct themselves in a professional manner in relationship to the opinions, ideas, and values of fellow classmates. Examples of in-class behaviors that the instructor considers unprofessional include: (a) carrying on side conversations during class instruction and/or while another individual is speaking; (b) arriving late to class and disrupting others already engaged in the session’s activities; (c) attending class unprepared, causing a lack of meaningful participation and/or effort on the part of the student; and (d) texting, emailing, or browsing the internet during class. Each instance of using an electronic device for purposes other than expressly associated with course content in class will result in a deduction of 3 points from that student’s final course grade.Support for Students with DisabilitiesCoastal Carolina University is committed to equitable access and inclusion of individuals with disabilities in accordance with the Americans with Disabilities Act and Section 504 of the Rehabilitation Act. Individuals seeking reasonable accommodations should contact Accessibility & Disability Services (843-349-2503 or?).Student ServicesAcademic Support:Link to Learning Assistance Center?Link to Kimbel Library WebsiteLink to ?Counseling ServicesTechnology SupportLink to Technical Support from Student Computing ServicesLink to A list of on-campus HelpDesks and the Help Request Form?Other Student ServicesLink to Office of the RegistrarLink to Financial Aid and ScholarshipsLink to Student Activities and LeadershipLink to Dean of Students OfficeUniversity Resource for Course PoliciesStudents have the responsibility to know and observe the requirements of Coastal Carolina University Code of Student Conduct, the Statement of Community Standards, and the Honor Pledge. The Coastal Carolina University Code of Student Conduct: Please read and abide by the Coastal Carolina University Code of Student Conduct: Academic Integrity CodeCoastal Carolina University is an academic community that expects the highest standards of honesty, integrity and personal responsibility. Members of this community are accountable for their actions and are committed to creating an atmosphere of mutual respect and trust.Honor Pledge (required of all entering CCU students)On my honor, I pledge:That I will take responsibility for my personal behavior; andThat I will actively oppose every instance of academic dishonesty as defined in the Code of Student Conduct.From this day forward, my signature on any University document, including tests, papers and other work submitted for a grade is a confirmation of this honor pledge. Class Web-Site: We will be using the Moodle site for course support. Students will receive instructions how to download work, access assignments, and interact with others in the class. Late Work: All assignments must be submitted on time. Reading reflections and class presentations will receive a zero if they are late, and other assignments will be penalized 10% of the assignment’s worth for each day it is late. Respect: This class relies on class discussion and group interaction. While students are permitted and, in fact, encouraged to disagree with one another and the instructor during these discussions, students must do so in a way that demonstrates respect and a willingness to hear differing opinions. Plagiarism: Plagiarism occurs anytime when credit is not given to another for their work. Any time graphics, facts, statistics, or any other work are used, credit must be given. Plagiarism is a serious issue both in the university and K-12 classroom and assignments containing plagiarized work will not be accepted and will be reported to the Coastal Carolina University Academic Integrity Officer.Inclement Weather Policy for EDUC 409In the event of hazardous?weather, faculty, staff, and students are requested to listen to local radio and television stations or visit the Coastal Carolina University website for official University closing announcements. Announcements about hazardous?weather?are also posted on the University’s homepage. Review the?Hazardous?Weather?and Emergency Conditions Leave Policy?(FAST-HREO-220).?Instructors may refer to the?Contingency Instruction website?or Section VIII N. Contingency Instruction for information about what to do if class has been cancelled.In the event that the university is closed due to poor weather conditions, log onto the Moodle Course page for EDUC 409. Remember to upload any assignments that are due for that session to avoid a deduction of points for lateness. Information will be available on our course Moodle indicating whether instruction will be provided online synchronously, asynchronously, or canceled altogether. University Grading System: Course credit will be awarded only for earned grades of A, B+, B, C+, C, D+, D or F. The following points will earn credit:Grading Scale100 – 90% PointsA89 – 88% PointsB+87 – 80% PointsB79 – 75% PointsC+74 – 70% PointsC69 – 66% PointsD+65 – 60% PointsDBelow 59% Points FNote: This syllabus may be modified as deemed necessary by the instructor. Course TopicsIdentifying gifted and talented learnersInstructional strategies and programming modelsSpecialized programsCurriculum development Program evaluationParenting gifted childrenClass AssignmentsReading Discussions (70 points = 14 @ 5 points each): Reading reflections will be used to learn to use and respond to text. The discussions must be completed each week and should incorporate ideas from the text and your peers. Quizzes (45 points = 3 @ 15 points each): Quizzes will be focused on material from the text and supporting readings. Each quiz contains eight multiple choice questions. You have a total of 20 minutes to complete the quiz by the deadline; each quiz must be completed in one sitting. Evaluation of Instructional Model (50 points): The student will evaluate one instructional model and a coordinating strategy that specifically addresses the gifted students. Students should view this as a research project accessing sources outside the course.Investigating Local School Districts (10 points): In a small groups, you will investigate various local school district’s gifted education programs and policies. As a class, the different groups will compare the various program options, identification strategies, and philosophies between the school districts.NAGC Policy Statement Reflection (5 points): You will read the policy statement for gifted students with learning disabilities available on the NAGC website () and write a reflection on the material. How will this new information effect each your classroom practice, attitudes, or policy advocacy?Class ScheduleWeekDateTopicsAssignments1Course IntroductionSyllabus ReviewIntroduction Post2Who are Gifted Learners? Characteristics of Gifted LearnersReading Discussion3Gifted Children with DisabilitiesReading Discussion4Developmental Stages of the Gifted LearnerReading Discussion5History of Gifted EducationReading Discussion Quiz 16Current Theories and Trends related to Gifted EducationReading Discussion7Legislation related to Gifted EducationReading Discussion8Gifted Education Programming ModelsReading DiscussionNAGC Policy Statement Reflection9Instructional Strategies for Gifted LearnersReading Discussion10Instructional Strategies for Gifted LearnersReading Discussion Quiz 211Teaching Models for Gifted LearnersReading Discussion12Teaching Models for Gifted LearnersReading DiscussionInvestigating Local School Districts13Curriculum development in Gifted EducationReading Discussion14Assessing and Improving Gifted Services: Program EvaluationReading DiscussionEvaluation of Model15Teachers of the Gifted and Talented LearnerParenting Gifted LearnersReading Discussion 16Quiz 3 ................
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