EDUC 4423 Programs, Curriculum and Methods for Gifted Students

This course focuses on effective programs, curriculum, and instructional strategies to facilitate the development of gifted learners from diverse backgrounds and with strengths in varied domains. Central to the course is information concerning the differentiation of instruction for gifted learners based on their characteristics and needs, as well as theory and practices in instructional design and modification. Both theory and practice are considered within the context of the delivery models defined in the State of Georgia’s guidelines for gifted education.

Credits

3

Prerequisite

EDUC 4421 and EDUC 4422 or permission of instructor

Typically Offered

fall, spring, summer

Student Learning Outcomes

SCHOOL OF EDUCATION OUTCOMES (See School of Education Syllabus A – IV)

COURSE OUTCOMES (COs)

Both written products and discussion are central to the intended outcomes for the course.  Course outcomes are aligned with Piedmont College's CCLOs, the National Association for Gifted Children - Council for Exceptional Children standards for Teachers of the Gifted, and the national InTASC standards for teacher candidates. Upon successful completion of the course, students will be able to:

1. Identify and explain the underlying principles related to curriculum modification for gifted students. (CCLO 1 & 3; InTASC Standard 1 & 3; NAGC - CEC Standard 1 & 3)
2. Identify and explain the underlying principles related to differentiated instruction for gifted students. (CCLO 2, 3, 4; InTASC Standard 1, 2, 4, 5, 7; NAGC - CEC Standard 1, 3, 4)
3. Understand and evaluate appropriate resources, materials, learning activities, teaching strategies, and assessments that meet the needs of gifted learners from diverse backgrounds. (CCLO 3, 4, 5, 6; InTASC  Standard 1, 2, 5, 6, 7, 8; NAGC - CEC Standard 1, 2, 3, 4)
4. Design instructional plans for facilitating qualitatively differentiated curriculum for gifted learners. (CCLO 1, 4, 5; InTASC Standard 1, 2, 3, 5, 7, 8; NAGC - CEC Standard 1, 3, 4)
5. Differentiate existing instructional materials with respect to content, process, products, and learning environment (CCLO 3, 4, 5; InTASC Standard 1, 2, 5, 7, 8; NAGC - CEC Standard 1, 3, 4)
6. Discuss current social, cultural, political, and economic issues, policies, and practices and their relationship to program planning and instruction of gifted students. (CCLO 8; InTASC Standard 9; NAGC - CEC Standard 6)
7. Understand current trends related to gifted program design, implementation, and evaluation. (CCLO 8; InTASC Standard 9; NAGC - CEC Standard 2, 3, 5, 6)
8. Demonstrate knowledge of state policies and delivery models for gifted education as defined in the state of Georgia’s rules and regulations. (CCLO 8; InTASC Standard 9; NAGC - CEC Standard 3)
9. Identify and describe theoretical models, programs, prototypes and educational principles that offer appropriate foundations for the development of differentiated programming and curriculum for gifted students.  (CCLO 8; InTASC Standard 9; NAGC - CEC Standard 3 & 5)