EDUC / EDSP 571
Teaching the Gifted Learner
1. Catalog Entry
EDUC / EDSP 571
Teaching the Gifted Learner
Co-listed: EDUC / EDSP 471
Credit hours (3)
This course provides an introduction to the field of gifted education and the characteristics and needs of gifted learners.
2. Detailed Description of Course
This hybrid/online course focuses on gifted learners and on how they differ cognitively,
affectively, developmentally, and behaviorally from other learners. The course emphasizes
the historical and theoretical foundations of gifted education, including varying
conceptions of giftedness and how these conceptions apply to gifted learners from
diverse cultural and linguistic backgrounds. Course topics include the following:
鈥� Historical and current understandings and definitions of giftedness that recognize
varied expressions of advanced aptitudes;
鈥� Current issues and trends, including diversity and inclusion, connecting general,
special, and gifted and talented education;
鈥� Cognitive and affective (social-emotional) needs of gifted students as well as differences
between gifted students;
鈥� Gifted behaviors in special populations (i.e., those who are culturally and linguistically
diverse, economically disadvantaged, highly gifted, or have special needs or multiple
exceptionalities);
鈥� Development of differentiated educational plans for gifted learners;
鈥� Strategies for encouraging collaboration among parents, professional colleagues,
and gifted students;
鈥� Characteristics of effective learning environments to promote academic and social
development for gifted learners; and
鈥� Unresolved issues in the field of gifted education.
3. Detailed Description of Conduct of Course
鈥� Course readings will serve as primary course content and will be the basis for class
discussions, including both synchronous and asynchronous online discussions.
鈥� Literature reviews, case studies, and demonstration lessons will be used in conjunction
with material related to gifted education.
鈥� A variety of written and/or multimedia assignments (research reviews, reflective
writings, narrative responses, journals, formal papers, book talks) will be used to
help students refine their personal understandings of effective practices in gifted
education.
鈥� Group and individual tasks will be used to process and reinforce information/skills.
鈥� Lectures by the professor will supplement and reinforce course readings.
鈥� Videos will provide additional content for personal reflection and/or class discussion.
鈥� Internet searches will provide an additional source for acquiring related course
content.
4. Goals and Objectives of the Course
Goals, objectives, and assignments in this course address CAEP Standards, Virginia Licensure Regulations for School Personnel (8VAC20-542-300), and the NAGC-CEC Teacher Knowledge & Skill Standards for Gifted and Talented Education (which were adopted by NCATE in 2006).
At the conclusion of this course, the teacher/teacher candidate will have had the
opportunity to develop competencies in the following knowledge and skills and will
be able to:
鈥� Understand current and historical conceptualization of giftedness; (8VAC20-542-300
#1; NAGC-CEC #1)
鈥� Identify key issues and trends, including diversity and inclusion, connecting general,
special, and gifted and talented education; (8VAC20-542-300 #1, #6; NAGC-CEC #1)
鈥� Recognize varied expressions of advanced aptitudes, skills, creativity, and conceptual
understandings; (CAEP #2; 8VAC20-542-300 #2; NAGC-CEC #2, #3)
鈥� Recognize the various cognitive and affective (social-emotional) needs of gifted
students as well as differences between gifted students; (CAEP #2; 8VAC20-542-300
#2; NAGC-CEC #2, #3)
鈥� Recognize gifted behaviors in special populations (i.e., those who are culturally
and linguistically diverse, economically disadvantaged, highly gifted, or have special
needs or multiple exceptionalities; (CAEP #2; 8VAC20-542-300 #2; NAGC-CEC #2, #3)
鈥� Explain strategies for encouraging collaboration among parents, professional colleagues,
and gifted students; (CAEP #10; 8VAC20-542-300 #1; NAGC-CEC #10)
鈥� Recognize characteristics of effective learning environments to promote academic
and social development for gifted learners; (CAEP #3; 8VAC20-542-300 #5; NAGC-CEC
#5) and
鈥� Demonstrate proficiency in grammar, usage, and mechanics across both oral and written
assignments, communications for a variety of purposes, and proficiency in writing
as a tool for effective instructional planning and assessment (8VAC20-542-300 #7,
#8).
5. Assessment Measures
All instructors of this course will assess learning in this class in a variety of
ways. These include, but are not limited to, the following:
鈥� Response journals to assigned readings to support students in processing and reflecting
on course content;
鈥� Written assignments such as case study analyses, literature reviews, position statements,
and reflections on local/national policy and standards;
鈥� Small group projects;
鈥� Class participation in discussions and small group activities;
鈥� A research paper related to course content;
鈥� Oral presentations (individual or in a group); and
鈥� Mid-term and/or final examination/s on course content.
Technological proficiency must be demonstrated in written assignments, electronic
mail communications, and correspondence.
6. Other Course Information
This course will be cross-listed with EDUC 571. This course will be co-listed with EDSP 471 and EDUC 471.
Review and Approval
March 17, 2014