Programs and Curriculum Development for Gifted Students Example Course Requirements

A.

Date

Topics and Tasks: Tasks are for that session unless otherwise indicated.

1 (4:30pm – 8:45pm)

Review course and requirements Pre-test Course introduction

2 (4:30pm – 8:45pm)

What does gifted curriculum look like? Tasks: Read Chapter 1: Curriculum for the Gifted: Past, Present, and Future Directions Tasks: Select a unit (minimum of five lessons) you teach or would like to teach or plan to develop a unit from scratch. This will be the basis for the annotated unit task. Have this unit or the plans for this unit in class with you. Answer four questions for the unit on which you will be working: 1) What will students know that they did not know before they studied this unit? (Nomenclature, vocabulary, facts, details--) 2) What will students understand that they did not understand before they studied this unit? (Enduring understanding, concepts, principles) 3) What will students be able to do that they could not do before studying this unit? (Answer in two categories: a) academic skills application and b) real world application.) 4) Explain why studying this unit will result in an experience and learning that will be worth remembering for a lifetime. *These questions will be included as an introduction to your Annotated Unit Plan.

3 (4:30pm – 8:45pm)

How is curriculum differentiated and/or accelerated for gifted learners? Read the chapter related to your academic area: Chapter 6: Reading and Language Arts Curriculum for the Gifted Chapter 9: Social Studies Curriculum for the Gifted Chapter 10: Science Curriculum for the Gifted Chapter 8: Mathematics Curriculum for the Gifted Chapter 7: Language Study for Gifted Learners (foreign language) Chapter 12: Arts Curriculum for the Gifted Tasks: 1) Be ready to respond to the chapter you chose. 2) Be ready to report on New York Times web site.

4 Electronic Class: Survey

How is a gifted curriculum developed? Tasks: Read Chapter 3: Curriculum Development Processes 1) Be prepared to explain on the 13th how something in this chapter has influenced a change--deletion or addition--to the unit on which you are working. If this chapter generated no modification, be ready to explain why. 2) Talk to at least three teachers of the gifted in your department, school, or system. Find out what they teach (grade, course title, level), how long they have been teaching, and how the curriculum they teach is different from that taught to regular ed children. Where did the curriculum come from and/or how was the curriculum developed? Email the results to both of my Email addresses by May 10th and to one class member. Receiver, respond to the results of the survey and copy me on the reply on or before May 12th.

5 (4:30pm – 8:45pm)

What influences the development of curriculum for gifted learners? Chapter 2—Curriculum Design Issues in Developing a Curriculum for the Gifted Tasks: 1) Be ready to respond to the chapter, 2) Be ready to report on the Yale University web site, and 3) Be ready to give an update on the status of your annotated unit.

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6 (4:30pm – 8:45pm)

What instructional strategies are most effective with gifted learners? Chapter 19—Instructional Strategies in Program for the Gifted Tasks: 1) Be ready to respond to the chapter, 2) Be ready to report on a web site of your choice.

7 (4:30pm – 8:45pm)

What are the elements that must be developed for a successful curriculum for gifted learners? Chapter 4—Key Curriculum Products Tasks: 1) Be ready to explain how close or far your annotated unit is to meeting the requirements outlined in Chapter 4, and 2) Be ready to report on Roger Taylor web site. Suggested due date: Program brochure

8 (4:30pm – 8:45pm)

How is a curriculum for a twice-labeled child developed? Chapter 15—Accommodating Special Populations of Gifted Students through Tailored Curriculum Experiences. Tasks: 1) Be ready to respond to Chapter 15 and 2) Be ready to report on EDSITEment web site

Suggested due date: Field Experience/Ethnography 9

(8:00am – 11:45am)

Are we meeting the critical and analytical skills benchmark? Chapter 16—Teaching Critical Thinking, Problem-Solving and Research. Tasks: 1) Be ready to explain how the issues raised in Chapter 16 are addressed in your annotated lesson plan and 2) Be ready to report on Library of Congress web site.

Suggested due date: Annotated unit 10

(4:30pm – 8:45pm)

How are the affective needs of gifted students addressed? Chapter 13—Affective Curriculum and Instruction for Gifted Learners

Non-negotiable due date: Kiosk presentation Tasks: 1) Be ready to respond to Chapter 15 and 2) Be ready to share and defend your kiosk presentation.

11 (4:30pm – 8:45pm)

How do we make the curriculum for gifted learners rich and rigorous? Chapter 14—Developing Interdisciplinary Curriculum through Humanities Study Tasks: 1) Be ready to respond to Chapter 14 and 2) Be ready to report on National Gallery of Art web site.

Suggested due date: Personal Portfolio 12

(4:30pm – 8:45pm)

If everything is complete, you will be ready for what I will ask you to do. Anything not already submitted is due on June 5—no exceptions.

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