"Preparing Educators for Diverse Cultural Contexts”

EDCI 5641

Methods and Models of Instruction for the Academically Intellectually Gifted (AIG)

Fall 2007 – Spring 2008

Evalee Parker
Induction Coordinator

North Carolina Central University

Department of Curriculum & Instruction; Professional Studies

Prerequisite: EDCI 5631 Characteristics of the Academically Intellectually Gifted (AIG) and NC Teacher’s License

Textbooks:

Van Tassel-Baska, Joyce. Curriculum for Gifted and Talented Students

Winebrenner, Susan. Teaching Gifted Kids in the Regular Classroom.

Nunley, Kathy. A Student’s Brain: The Parent/Teacher Manual (optional for Layer B)

Course Description

This course is designed to gain a depth of understanding about curriculum and program models featured in gifted education, to apply curriculum and program models, to analyze strengths and weaknesses of each model, to evaluate the appropriateness of each model, and to develop or design an implementation plan for these models. Models and strategies include layered curriculum, cooperative learning, seminar instruction, critical thinking, creative problem solving, problem and project-based learning, research techniques and independent study for gifted students. As a requirement of this course, candidates will design lesson plans on particular models and report on classroom implications.

This course is designed to address curricular and grouping issues in gifted education programs, and it is in this area, perhaps, that some of the most promising practices have been implemented for gifted and talented students. It is also designed to be experiential through school practica. Candidates will make connections between what they do and what is occurring in the classroom.

Student (Candidate) Learning Outcomes:

This course is aligned with the standards of NCDPI and the National Association of Gifted Education. Candidates will be able to:

Research a NC school system and analyze their policies on serving AIG students. Compare to your school system’s policies.
Apply, analyze, implement and evaluate various methods and models of gifted education
Instruct with sensitivity to the cultural and linguistic uniqueness of gifted learners
Gain a depth of understanding concerning curriculum and program models featured in gifted education
Analyze strengths and weaknesses of various models of gifted education
Design lesson plans on particular models of gifted education
Make connections between strategies teachers use and their impact on student learning

Course Assignments:

“C” Layer:

Models of Gifted Education: Create a visual presentation for our Poster Session Due: November 19 (in class)	You will be assigned one of the theorists to research his/her model of teaching gifted learners. Discuss the strengths/weaknesses of the model, how the model is implemented in the classroom/school, and how it might affect students’ learning.	After visiting the poster session, complete the theorist information chart in your team.
2. Learning Style Theory: Choose 2 Due: Nov. 30	Research Multiple Intelligence theory. How does this affect gifted education? What is “higher order” thinking? Compare and contrast Bloom and Marzano. Identify and summarize Bloom’s three types of learning (cognitive, affective, psychomotor) Make a chart of the four learning styles (VKAT) with explanation, activities/strategies for each	Create a chart that explains the assignment information and how this affects gifted education. Post in the discussion board and respond to two classmates’ postings
3. Methods of teaching Due: January 18	Contracts, Independent Study, Seminars, Learning Stations, Cooperative Learning, Problem Based Learning.	In class, visit the stations. Create an activity for two to use with your students.
4. Brain Friendly Teaching Choose 1 Due: January 31	Read A Student’s Brain: The Parent/ Teacher Manual. Create a display that highlights important or significant information you learned. Create a powerpoint or other presentation format about brain-friendly teaching to share with administration or faculty at your school.

“B” Layer:

Choose 1

Due: February 8

Design a Layered Curriculum® Unit for a topic of your choice

Design a Curriculum Unit that clearly demonstrated use of one of the models we examined.

Design a Curriculum Unit that incorporates at least three of the following: Foldables™, Cooperative Learning Structures, Brain-friendly strategies, learning stations, contracts, independent study, seminars, problem-based learning

Post unit in the Discussion Board. Respond to two classmates’ postings.

“A” Layer:

Required

Due: February 22

Problem/Project-Based Learning: Choose a neighboring school system to Durham. Find out their policies on serving AIG students. Compare and contrast these with the Durham Public School system.

Post in the discussion board and respond to two classmates’ postings

Readings/Reflections: Read the chapters assigned. For each chapter, write a reflection about what stood out or what was significant to you. Reflection should be at least one page, typed, and posted in the discussion board.

Van Tassel-Baska, Joyce. Curriculum for Gifted and Talented Students

Chapters 1, 4, 6, and 7

Attendance and Tardiness

Attendance is a good indicator of your seriousness and commitment. You will be expected to attend the face-to-face sessions. You will also be expected to check BlackBoard daily for assignments and updates. Late assignments will result in a loss of points.

Expectations

Listen and show respect for the questions, thoughts, and concerns of other class members.
Refrain from using cell phones in class; turn the phone off (use vibrate only if necessary for emergencies).
Attend class and be on time. Anyone who misses 2 classes will be dropped from the class in accordance with university policy. Tardiness is not acceptable as you miss important information and disrupt the class.
Know and comply with the university policy on honesty
Know and comply with the Inclement Weather Policy of the University
Leave the classroom clean and tidy.

VI. GRADING

Grades are based on points assigned to each completed course requirement.

Grading Components	Points
Layer C	50
Layer B	15
Layer A	15
Readings/Reflections	15
Attendance/Participation	5
TOTAL	100

A - 91-100 points B – 81-90 points

C – 71-80 points Below 70 – no credit

All assignments are due by Jan. 22 unless otherwise indicated.

REFERENCES

Nunley, Kathie F. Layered Curriculum. Morris Publishing, Kearney, NE. 2001

Tomlinson, Carol Ann. The Differentiated Classroom. ASCD, Alexandria, Va. 1999

Winebrenner, Susan & Pamela Espeland Teaching Gifted Kids in the Regular Classroom: Strategies and Techniques Every Teacher Can Use to Meet the Academic Needs of the Gifted and Talented Free Spirit Publishing, Minneapolis, MN. 2001

Wiggins, Grant & Jay McTighe. Understanding by Design. Pearson, Merril/Prentice Hall 2005

Matthews, Dona J. & Joanne F. Foster. Being Smart About Gifted Children: A Guidebook For Parents And Educators. Great Potential Press, Scotsdale, AZ. 2005

Neihart , Maureen. The Social and Emotional Development of Gifted Children: What Do We Know? Prufrock Press, Waco, TX. 2002

Tomlinson, Carol Ann, Sandra N. Kaplan, Joseph S. Renzulli, Jeanne H. Purcell, Jann H. Leppien, Deborah E. Burns The Parallel Curriculum. Corwin Press, 2002.