Classroom Strategies:Gifted Education

This subject is not offered in 2016.

170 hours

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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.

On subject completion you should be able to:

• critically analyse and evaluate contemporary theories of gifted and talented learning and development in terms of their relevance for teaching practice and education;
• develop and implement relevant selection and assessment procedures that are supported by current research in gifted and talented learning;
• recommend appropriate instructional and pedagogic procedures; and
• evaluate the effectiveness of assessment and education programmes intended for use with gifted learners from a contemporary research base.

A critical examination (review and analysis, approx 5,000 words) of an aspect in the education of gifted learners and its implications for teaching.

This subject has a minimum hurdle requirement of 80% attendance at all tutorials, seminars and workshops.

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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.

This subject is not available as a breadth subject.

On completion of this subject you should be able to:

• critically analyse contemporary approaches to the teaching of students who are gifted and talented in terms of current theories of gifted learning; develop a problem solving approach to design of effective pedagogy according to individual and group learning characteristics;
• develop skills in communicating effective instructional practice to teachers, parents and students;
• use the model of learning developed in lectures to implement effective teaching and pedagogy;
• work in a team with other educational professionals to analyse instructional and management procedures, assessment and education programmes;
• display positive attitudes to the implementation of effective instruction for students who are gifted and talented.