Note: This is an archived Handbook entry from 2011.
|Dates & Locations:|| |
This subject has the following teaching availabilities in 2011:March, Parkville - Taught on campus.
Timetable can be viewed here. For information about these dates, click here.
|Time Commitment:||Contact Hours: 18 hours. |
Total Time Commitment: Attendance at all classes (tutorial/seminars/practical classes/lectures/labs) is obligatory. Failure to attend 80% of classes will normally result in failure in the subject.
|Recommended Background Knowledge:||None|
|Non Allowed Subjects:||None|
|Core Participation Requirements:||
For the purposes of considering request for Reasonable Adjustments under the Disability Standards for Education (Cwth 2005), and Students Experiencing Academic Disadvantage Policy, academic requirements for this subject are articulated in the Subject Description, Subject Objectives, Generic Skills and Assessment Requirements of this entry.
The University is dedicated to provide support to those with special requirements. Further details on the disability support scheme can be found at the HDisability Liaison Unit websiteH: Hhttp://www.services.unimelb.edu.au/disability/H
CoordinatorDr John Munro
ContactEducation Student Centre
|Subject Overview:||This subject examines the teaching of students who are intellectually gifted and talented. It examines (1) a general model for teaching gifted learners; (2) using the learning characteristics of gifted and talented students to identify the most appropriate instructional and pedagogic procedures; (3) implementing differentiated teaching and assessment based on identified categories of gifted learning (verbal gifted knowledge, mathematical gifted knowledge, nonverbal gifted knowledge); (4) the influence of culture on gifted and talented teaching procedures (teaching indigenous gifted students, students from other cultures; (5) gifted learning disabled students, their learning characteristics, identification and teaching; (6) classroom environment procedures likely to facilitate gifted learning (for example, grouping strategies, classroom management, peer and teacher/student relationships.|
|Objectives:||On subject completion you should be able to: |
|Assessment:||A critical examination (review and analysis, approx 4,000 words) of an aspect in the education of gifted learners and its implications for teaching.|
|Recommended Texts:||Davis, G.A. & Rimm, S.B. (2003). Education of the gifted and talented. Boston, MA: Allyn and Bacon. |
Heller, K.A., Monks, F.J., Sternberg, R.J. & Subotnik, R.F. (Eds.). (2000). International Handbook of Giftedness and Talent, Second Edition, (pp. 3-21). Amsterdam: Elsevier.
Maker, J. & Neilson, A.B. (1996). Curriculum Development and Teaching Strategies for Gifted Learners. Austin, TX: Pro-Ed.
Montgomery, D. (2003). Gifted and talented children with special educational needs: double exceptionality. London: David Fulton.
|Breadth Options:|| |
This subject is not available as a breadth subject.
|Fees Information:||Subject EFTSL, Level, Discipline & Census Date|
|Generic Skills:||On completion of this subject you should be able to: |
|Links to further information:||www.edfac.unimelb.edu.au|
Master of Education (Stream 100B)Coursework |
Master of Education (Stream 150)
Postgraduate Certificate in Education (Generalist)
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