EDUC 634: Gifted Program Development and Evaluation
Credit hours (3)
Instructional Method: HNybrid/Lecture
Cross Listed: EDSP 634
This course focuses on critical issues, current research, and future directions in
the field of gifted education. Assignments are structured to help participants develop
the knowledge, conceptual understandings, and skills to assess, identify and nurture
gifted learners, including those students who are typically underserved.
Detailed Description of Course
This hybrid, lecture course focuses on current issues related to the recognition and
education of gifted learners. The topics will vary, based on the nature of current
issues in gifted education (e.g. current research, trends, and issues, as well as
legislation and litigation concerning children identified as gifted and talented).
Course topics include:
鈥� Special Populations of Gifted;
鈥� Critical Thinking, Creativity, & Problem Solving for Gifted Learners;
鈥� Addressing the needs of Gifted Learners in the General Education Classroom;
鈥� Social/Emotional Needs of Gifted Learners; and
鈥� Content-area Instruction for Gifted Learners
Detailed Description of Conduct of Course
鈥� Course readings will serve as primary course content 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 be utilized to 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.
Student Learning Outcomes
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� State a personal and professional rationale for why differentiation is required
to meet the needs of students in heterogeneous classrooms; (CAEP #3; 8VAC20-542-300
#8; NAGC-CEC #9)
鈥� Pre-assess readiness, interest, and learning profile in order to strategically plan
appropriately differentiated curriculum and instruction; (CAEP # 2, #6; 8VAC20-542-300
#3; NAGC-CEC #8)
鈥� Differentiate content, process, product, and learning environment for gifted learners;
(CAEP #7, #8; 8VAC20-542-300 #4; NAGC-CEC #4, #5)
鈥� Develop curriculum for gifted learners development that demonstrate creative and
critical thinking as applied to student learning both in and out of the classroom,
including inquiry-based instruction, questioning strategies, and problem-solving skills;
(CAEP #7, #8; 8VAC20-542-300 #4, #5; NAGC-CEC #5, #7)
鈥� Develop accelerated and enrichment opportunities that recognize gifted students鈥�
needs for advanced content and pacing of instruction, original research or production,
problem finding and solving, higher level thinking that leads to the generation of
products, and a focus on issues, themes, and ideas integrated within and across disciplines;
(CAEP #4, #5; 8VAC20-542-300 #5; NAGC-CEC #3, #4)
鈥� Develop advanced and complex content that is paced and sequenced to respond to gifted
students鈥� persistent intellectual, artistic, or technical curiosity; exceptional problem
solving abilities; rapid acquisition and mastery of information; conceptual thinking
processes; and imaginative expression across a broad range of disciplines; (CAEP #4,
#5; 8VAC20-542-300 #4, #5; NAGC-CEC #3, #7)
鈥� Establish administrative and parental support for a differentiated classroom; (CAEP
#10; 8VAC20-542-300 #1, #8; NAGC-CEC #10)
鈥� Implement and manage differentiation in the multicultural, heterogeneous classroom;
(CAEP #3; NAGC-CEC #5)
鈥� Evaluate student academic growth and learner outcomes through appropriate multiple
criteria, including a variety of pre-and post-assessments; (CAEP #6; 8VAC20-542-300
#3; NAGC-CEC #8)
鈥� Use current and advanced technologies to enhance student performance and academic
growth; (8VAC20-542-300 #7, #8) 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.
Other Course Information
This course will be cross-listed with EDSP 634
Review and Approval
March 17, 2014
Revised
June, 2022