Students
EDUC270 – Teaching the Gifted and Talented Student
2017 – S2 Day
General Information
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| 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
TBA
Tutor
Laura Richards
Contact via iLearn Dialogue Box or email
TBA
TBA
Fay Hadley
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|---|---|
| Credit points |
Credit points
3
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| Prerequisites |
Prerequisites
(24cp at 100 level or above) including (EDUC105 or EDUC106) or (admission to BEd(Prim) or BEd(Sec))
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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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Important Academic Dates
Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
Learning Outcomes
On successful completion of this unit, you will be able to:
- Knowledge and understanding of theory and research as it relates to the education of gifted and talented students.
- Familiarity with the relevant policies to do with the teaching of gifted and talented students in NSW schools.
- Knowledge of a range of practical differentiation strategies and models suitable for classroom implementation to meet the needs of gifted and talented students.
Assessment Tasks
| Name | Weighting | Hurdle | Due |
|---|---|---|---|
| Identification Methods | 30% | No | 10 September, 2017 |
| Special Populations | 30% | No | 29 October, 2017 |
| Final Examination | 40% | No | Exam period |
Identification Methods
Due: 10 September, 2017
Weighting: 30%
Students will 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. This presentation will focus on identification methods appropriate for the school they have described.
On successful completion you will be able to:
- Knowledge and understanding of theory and research as it relates to the education of gifted and talented students.
- Familiarity with the relevant policies to do with the teaching of gifted and talented students in NSW schools.
- Knowledge of a range of practical differentiation strategies and models suitable for classroom implementation to meet the needs of gifted and talented students.
Special Populations
Due: 29 October, 2017
Weighting: 30%
Students will select ONE special population (e.g., gifted girls, gifted indigenous students, underachievers, GLD) and critically analyse the current Australian research on ways to meet the needs of these students within their classrooms.
On successful completion you will be able to:
- Knowledge and understanding of theory and research as it relates to the education of gifted and talented students.
- Familiarity with the relevant policies to do with the teaching of gifted and talented students in NSW schools.
- Knowledge of a range of practical differentiation strategies and models suitable for classroom implementation to meet the needs of gifted and talented students.
Final Examination
Due: Exam period
Weighting: 40%
The exam will consist of:
- multiple choice questions
- short answer questions
related to the lectures, tutorials and readings for the unit.
On successful completion you will be able to:
- Knowledge and understanding of theory and research as it relates to the education of gifted and talented students.
- Familiarity with the relevant policies to do with the teaching of gifted and talented students in NSW schools.
- Knowledge of a range of practical differentiation strategies and models suitable for classroom implementation to meet the needs of gifted and talented students.
Delivery and Resources
Delivery
The unit comprises :
- 1 hour lecture
- 1 x 1 hour tutorial each week
- 1 x 1 hour online component
Students are expected to attend each tutorial, and an attendance roll will be taken. Where a student has difficulty meeting attendance requirements, they should be prepared to substantiate their reasons by supplying relevant documentation to the unit convenor.
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.
Unit Schedule
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Wk |
Lecture Topics |
Tutorial Topics |
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3 |
Conceptions of giftedness |
Definitions of giftedness |
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4
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Characteristics of gifted students |
Who are these students? |
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5 |
Identification issues
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Models and methods for identifying gifted students |
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6
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Differentiating the curriculum for the gifted (I) |
Models for differentiating the curriculum |
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7
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Differentiating the curriculum for the gifted (II) |
Methods for differentiating the curriculum |
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8 |
Gifted student diversity (I): Underachievement, Cultural Diversity and Economic Disadvantage |
Ways to provide for diversity in the classroom
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9
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Gifted student diversity (II): Female Underachievement; Gifted Children with Disabilities |
Ways to provide for diversity in the classroom |
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10 |
Socio-affective development of the gifted student |
Social and emotional issues in the classroom |
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11
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Creativity and giftedness |
Strategies to incorporate creative learning in the classroom |
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12 |
Teaching thinking skills in the classroom |
Types of thinking skills and implementation |
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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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Policies and Procedures
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_2016.html
Grade Appeal Policy http://mq.edu.au/policy/docs/gradeappeal/policy.html
Complaint Management Procedure for Students and Members of the Public http://www.mq.edu.au/policy/docs/complaint_management/procedure.html
Disruption to Studies Policy (in effect until Dec 4th, 2017): http://www.mq.edu.au/policy/docs/disruption_studies/policy.html
Special Consideration Policy (in effect from Dec 4th, 2017): https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policies/special-consideration
In addition, a number of other policies can be found in the Learning and Teaching Category of Policy Central.
Student Code of Conduct
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/support/student_conduct/
Results
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
Student Support
Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/
Learning Skills
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.
Student Services and Support
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
Student Enquiries
For all student enquiries, visit Student Connect at ask.mq.edu.au
IT Help
For help with University computer systems and technology, visit http://www.mq.edu.au/about_us/offices_and_units/information_technology/help/.
When using the University's IT, you must adhere to the Acceptable Use of IT Resources Policy. The policy applies to all who connect to the MQ network including students.
Graduate Capabilities
Creative and Innovative
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:
Learning outcomes
- Knowledge and understanding of theory and research as it relates to the education of gifted and talented students.
- Knowledge of a range of practical differentiation strategies and models suitable for classroom implementation to meet the needs of gifted and talented students.
Assessment task
- Special Populations
Commitment to Continuous Learning
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:
Learning outcome
- Familiarity with the relevant policies to do with the teaching of gifted and talented students in NSW schools.
Assessment tasks
- Identification Methods
- Special Populations
- Final Examination
Discipline Specific Knowledge and Skills
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:
Learning outcomes
- Knowledge and understanding of theory and research as it relates to the education of gifted and talented students.
- Familiarity with the relevant policies to do with the teaching of gifted and talented students in NSW schools.
- Knowledge of a range of practical differentiation strategies and models suitable for classroom implementation to meet the needs of gifted and talented students.
Assessment tasks
- Identification Methods
- Special Populations
- Final Examination
Critical, Analytical and Integrative Thinking
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:
Learning outcomes
- Knowledge and understanding of theory and research as it relates to the education of gifted and talented students.
- Familiarity with the relevant policies to do with the teaching of gifted and talented students in NSW schools.
- Knowledge of a range of practical differentiation strategies and models suitable for classroom implementation to meet the needs of gifted and talented students.
Assessment tasks
- Identification Methods
- Special Populations
- Final Examination
Problem Solving and Research Capability
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:
Learning outcomes
- Knowledge and understanding of theory and research as it relates to the education of gifted and talented students.
- Familiarity with the relevant policies to do with the teaching of gifted and talented students in NSW schools.
- Knowledge of a range of practical differentiation strategies and models suitable for classroom implementation to meet the needs of gifted and talented students.
Assessment tasks
- Identification Methods
- Special Populations
- Final Examination
Effective Communication
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:
Learning outcomes
- Knowledge and understanding of theory and research as it relates to the education of gifted and talented students.
- Familiarity with the relevant policies to do with the teaching of gifted and talented students in NSW schools.
- Knowledge of a range of practical differentiation strategies and models suitable for classroom implementation to meet the needs of gifted and talented students.
Assessment tasks
- Identification Methods
- Special Populations
- Final Examination
Changes from Previous Offering
Following feedback from students in 2016, the final exam now includes multiple choice questions that relate to readings from throughout the unit. New assessment tasks have been designed.