EDUC 7721 Characteristics of Gifted Students

This course is the first in the sequence of three leading to the Georgia In-field Gifted Endorsement, and serves as an introduction to the field of gifted education, with a focus on gifted learners. The goal of this course is to specifically develop participants' understanding of the defining characteristics and needs of diverse populations of gifted students. Introduction to the foundations of gifted education, including relevant definitions of the term "gifted and talented." Current issues and trends at the local, state, national, and international levels impacted gifted education.

Credits

3

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. Provide definitions of the term "gifted and talented" based on theory and practice. (CCLO 3 & 8; InTASC Standard 1& 9; NAGC - CEC Standard 1, 2)
2. Identify historical events, trends in education, and definitive research studies that have shaped the field of gifted education. (CCLO 1, 3, 5, 8; InTASC Standard 1, 3, 5, 7, 8, 9; NAGC - CEC Standard 1)
3. Identify the major characteristics (behavioral and developmental) of gifted students in preschool through secondary education, and how giftedness may manifest differently across this population of students. (CCLO 3 & 4; InTASC Standard 1, 2, 7; NAGC - CEC Standard 2, 3)
4. Identify the characteristics and unique needs of special populations of gifted students (i.e., culturally diverse, underachieving, highly gifted, etc.). (CCLO 3 & 4; InTASC Standard 1, 2, 7; NAGC - CEC Standard 2, 3, 6)
5. Identify issues and/or concerns related to screening and identification of gifted students, including those from linguistically and culturally diverse backgrounds. (CCLO 4 & 6; InTASC Standard 1, 2, 6, 7; NAGC - CEC Standard 1, 6, 8)
6. Relate characteristics of gifted students to respective cognitive, academic, social, and emotional needs and make educational recommendations in response to those needs. (CCLO 1, 2, 3, 4, 5, 6, 7; InTASC Standard 1, 3, 4, 5, 7, 8, 10; NAGC - CEC Standard 2, 3, 4, 5, 6, 7)
7. Relate the concept of creativity to gifted education. (CCLO 2 & 8; InTASC Standard 4, 5, 9; NAGC - CEC Standard 2,7)
8. Provide a rationale for gifted programming. (CCLO 8 & 9; InTASC Standard 9; NAGC - CEC Standard 1, 2, 7, 9)
9. Explain existing national and Georgia state policies/laws pertaining to gifted education, and identify existing school programming options for gifted students. (CCLO 8 & 10; InTASC Standard 3, 9, 10; NAGC - CEC Standard 1, 5, 7)
10. Explain what a differentiated curriculum is and how it relates to gifted students. (CCLO 1, 2, 3, 4, 5, 8, 10; InTASC Standard 1, 2, 3, 4, 5, 7, 8, 9, 10; NAGC - CEC Standard 2, 3, 4, 5, 6, 7)
11. Identify current trends and issues in education (including high-stakes assessment, push for inclusion, acceleration versus enrichment) at the local, state, national, and international level, and describe how they affect the education of gifted students. (CCLO 8 & 9; InTASC Standard 8 & 9; NAGC - CEC Standard 1, 4, 7, 9)
12. Describe the desired characteristics of school personnel who work with gifted students. (CCLO 8 & 9; InTASC Standard 8 & 9; NAGC - CEC Standards 1-10)
13. Provide advice related to home and school concerns for parents of gifted children. (CCLO 3, 4, 5, 10; InTASC Standard 1, 2, 3, 5, 7, 8, 10; NAGC - CEC Standard 2, 10)