Unit convenor and teaching staff |
Unit convenor and teaching staff
Unit Convenor, Lecturer and Tutor
Rosalind Walsh
Contact via iLearn Dialogue Box or email
X5B 370
TBA
Tutor
Lisa Cocks
Contact via iLearn Dialogue Box or email
TBA
TBA
Tutor
Laura Richards
Contact via iLearn Dialogue Box or email
TBA
TBA
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Credit points |
Credit points
3
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Prerequisites |
Prerequisites
24cp including (EDUC105 or EDUC107)
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Corequisites |
Corequisites
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Co-badged status |
Co-badged status
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Unit description |
Unit description
This unit examines the contemporary research and writing on teaching gifted and talented student. Students translate this knowledge into effective teaching and learning strategies through practical workshops and assessments. Current systemic policies in this field are also reviewed.
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Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
On successful completion of this unit, you will be able to:
Name | Weighting | Due |
---|---|---|
Identification Methods | 30% | 11 September, 2015 |
Teacher Resource Package | 30% | 30 October, 2015 |
Online Engagement | 10% | Weekly |
Final Examination | 30% | Exam period |
Due: 11 September, 2015
Weighting: 30%
Students will critically evaluate TWO different approaches, models, methods or definitions of giftedness which could be used to both identify and guide the teaching of gifted and talented students in the classroom.
Due: 30 October, 2015
Weighting: 30%
Students will select ONE Gifted Special Population group and develop a Teacher Resource Package which is intended for presentation as part of professional development for the staff at either Preschool, Primary or Secondary School level.
Due: Weekly
Weighting: 10%
A series of online quizzes that students will complete each week.
Due: Exam period
Weighting: 30%
The exam will consist of both
related to the lectures and readings for the unit.
Delivery
The unit comprises :
Resources
Compulsory Text: Teaching the Gifted and Talented Student. (2013). Compiled by Alperstein, D. Frenchs Forest: Pearson Australia.
Compiled from:
Clark, B. (2013). Growing Up Gifted: Developing the Potential of Children at Home and at School (8th Ed). Boston: Pearson.
Davis, G.A., Rimm, S.B. & Siegle, D. (2011). Education of the Gifted and Talented (6th Ed.). Upper Saddle River, USA: Pearson Education.
VanTassel-Baska, J. & Stambaugh, T. (2006). Comprehensive Curriculum for Gifted Learners (3rd Ed.). Boston: Pearson/Allyn and Bacon.
Changes made relative to previous offerings: As a result of the change from a thirteen week to an eleven week schedule, the following changes have been made to the 2015 offering of EDUC270:
· The unit now includes one hour of an online "flipped classroom" component where students will engage with material prior to the one hour tutorial.
· The schedule of assessment tasks has been modified from three to four items in order that the new online component can be assessed.
Wk |
Lecture Topics |
Tutorial Topics |
3 |
Conceptions of giftedness |
Definitions of giftedness |
4
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Characteristics of gifted students |
Who are these students? |
5 |
Identification issues
|
Models and methods for identifying gifted students |
6
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Differentiating the curriculum for the gifted (I) |
Models for differentiating the curriculum |
7
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Differentiating the curriculum for the gifted (II) |
Methods for differentiating the curriculum |
8 |
Gifted student diversity (I): Underachievement, Cultural Diversity and Economic Disadvantage |
Ways to provide for diversity in the classroom
|
9
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Gifted student diversity (II): Female Underachievement; Gifted Children with Disabilities |
Ways to provide for diversity in the classroom |
10 |
Socio-affective development of the gifted student |
Social and emotional issues in the classroom |
11
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Creativity and giftedness |
Strategies to incorporate creative learning in the classroom |
12 |
Teaching thinking skills in the classroom |
Types of thinking skills and implementation |
13
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Classroom application and assessment: Programs, mentoring, ICT and other resources Exam revision |
Integration of curriculum models and activities in the classroom Reflection: What are the qualities of teachers of gifted students?
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Online (optional)
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Evaluation of gifted programs and ongoing programming for gifted students |
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Macquarie University policies and procedures are accessible from Policy Central. Students should be aware of the following policies in particular with regard to Learning and Teaching:
Academic Honesty Policy http://mq.edu.au/policy/docs/academic_honesty/policy.html
Assessment Policy http://mq.edu.au/policy/docs/assessment/policy.html
Grading Policy http://mq.edu.au/policy/docs/grading/policy.html
Grade Appeal Policy http://mq.edu.au/policy/docs/gradeappeal/policy.html
Grievance Management Policy http://mq.edu.au/policy/docs/grievance_management/policy.html
Disruption to Studies Policy http://www.mq.edu.au/policy/docs/disruption_studies/policy.html The Disruption to Studies Policy is effective from March 3 2014 and replaces the Special Consideration Policy.
In addition, a number of other policies can be found in the Learning and Teaching Category of Policy Central.
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/support/student_conduct/
Results shown in iLearn, or released directly by your Unit Convenor, are not confirmed as they are subject to final approval by the University. Once approved, final results will be sent to your student email address and will be made available in eStudent. For more information visit ask.mq.edu.au.
Grading
Academic Senate has a set of guidelines on the distribution of grades across the range from fail to high distinction. Your final result will include one of these grades plus a standardised numerical grade (SNG).
For an explanation of the policy see http://www.mq.edu.au/policy/docs/grading/policy.html
Criteria for awarding grades for assessment tasks
Assignments will be awarded grades ranging from HD to F according to guidelines set out in the University Calendar. For a description og grades see
http://mq.edu.au/policy/docs/grading/policy.html
Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/
Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.
Special consideration
The Special Consideration provision aims to support students who experience serious and unavoidable disruption such that they do not reach their usual demonstrated performance level.
The University recognises that at times an event or set of circumstances may occur that:
· could not have reasonably been anticipated, avoided or guarded against by the student;
· was beyond the student’s control;
· caused substantial disruption to the student’s capacity for effective study and/or completion of required work;
· substantially interfered with the otherwise satisfactory fulfilment of unit or program requirements and
· was of at least three (3) consecutive days duration within a study period and/or prevented completion of a formal examination.
Information related to special consideration can be found at: http://www.mq.edu.au/policy/docs/special_consideration/policy.html or https://ask.mq.edu.au The relevant application form can be found at: http://www.reg.mq.edu.au/academic-index.html
Applications for extensions must be made via https://ask.mq.edu.au BEFORE the submission date.
Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.
School of Education Contact person
Karen Gregory: Academic Disability Liaison Officer, School of Education,
Ph: 9850 8608
For all student enquiries, visit Student Connect at ask.mq.edu.au
For help with University computer systems and technology, visit http://informatics.mq.edu.au/help/.
When using the University's IT, you must adhere to the Acceptable Use Policy. The policy applies to all who connect to the MQ network including students.
Our graduates will also be capable of creative thinking and of creating knowledge. They will be imaginative and open to experience and capable of innovation at work and in the community. We want them to be engaged in applying their critical, creative thinking.
This graduate capability is supported by:
We want our graduates to have emotional intelligence and sound interpersonal skills and to demonstrate discernment and common sense in their professional and personal judgement. They will exercise initiative as needed. They will be capable of risk assessment, and be able to handle ambiguity and complexity, enabling them to be adaptable in diverse and changing environments.
This graduate capability is supported by:
Our graduates will have enquiring minds and a literate curiosity which will lead them to pursue knowledge for its own sake. They will continue to pursue learning in their careers and as they participate in the world. They will be capable of reflecting on their experiences and relationships with others and the environment, learning from them, and growing - personally, professionally and socially.
This graduate capability is supported by:
Our graduates will take with them the intellectual development, depth and breadth of knowledge, scholarly understanding, and specific subject content in their chosen fields to make them competent and confident in their subject or profession. They will be able to demonstrate, where relevant, professional technical competence and meet professional standards. They will be able to articulate the structure of knowledge of their discipline, be able to adapt discipline-specific knowledge to novel situations, and be able to contribute from their discipline to inter-disciplinary solutions to problems.
This graduate capability is supported by:
We want our graduates to be capable of reasoning, questioning and analysing, and to integrate and synthesise learning and knowledge from a range of sources and environments; to be able to critique constraints, assumptions and limitations; to be able to think independently and systemically in relation to scholarly activity, in the workplace, and in the world. We want them to have a level of scientific and information technology literacy.
This graduate capability is supported by:
Our graduates should be capable of researching; of analysing, and interpreting and assessing data and information in various forms; of drawing connections across fields of knowledge; and they should be able to relate their knowledge to complex situations at work or in the world, in order to diagnose and solve problems. We want them to have the confidence to take the initiative in doing so, within an awareness of their own limitations.
This graduate capability is supported by:
We want to develop in our students the ability to communicate and convey their views in forms effective with different audiences. We want our graduates to take with them the capability to read, listen, question, gather and evaluate information resources in a variety of formats, assess, write clearly, speak effectively, and to use visual communication and communication technologies as appropriate.
This graduate capability is supported by:
Changes made relative to previous offerings: As a result of the change from a thirteen week to an eleven week schedule, the following changes have been made to the 2015 offering of EDUC270:
· The unit now includes one hour of an online "flipped classroom" component where students will engage with material prior to the one hour tutorial.
· The schedule of assessment tasks has been modified from three to four items in order that the new online component can be assessed.