Handbook home
Understanding & Identifying Gifted Lrng (EDUC90192)
Graduate courseworkPoints: 12.5Not available in 2017
Overview
Fees | Look up fees |
---|
This subject examines definitions and models of giftedness and talent, the learning and socio-emotional characteristics of gifted children and their educational needs. The implications of these for programs, provisions, means of identification and school curriculum are outlined issues both in Australia and internationally are reviewed. Students taking this subject have opportunities to interact with gifted children and their parents and teachers. This subject provides an introduction to the study of the education of gifted and talented children. It examines (1) definitions of gifted learning; (2) models for resolving giftedness and talent; (3) the learning characteristics of students identified as gifted (cognitive, metacognitive, affective and social) and developmental trends in these areas; (4) the types of knowledge that are likely to lead to gifted learning; (5) procedures for identifying gifted learners and their learning characteristics; (6) the influence of culture on gifted and talented learning (gifted indigenous learners, cross cultural gifted learning; (7) the implications for teaching, curriculum programming and school level organisation at curriculum provision.
Intended learning outcomes
On subject completion you should be able to:
- critically analyse and evaluate contemporary theories of gifted and talented learning and development,
- develop and implement relevant selection and assessment procedures that are supported by current research in gifted and talented learning,
- comprehend, analyse and apply emotional and social influences on gifted and talented learning,
- comprehend and use developmental trends (cognitive, metacognitive, affective and social) in the emergence of giftedness and talent.
Generic skills
On completion of this subject you should be able to:
- critically analyse contemporary theories of gifted learning and approaches to the identification of students who are gifted,
- develop a problem solving approach to the evaluation of gifted learners,
- develop skills in communicating effective learning criteria and the nature of particular instances of gifted learning to teachers, parents and students,
- work in a team with other educational professionals to analyse gifted and talented learning and identify the implications for assessment and education programmes,
- display positive attitudes to gifted and talented learning.
Last updated: 10 February 2024
Eligibility and requirements
Prerequisites
None
Corequisites
None
Non-allowed subjects
None
Inherent requirements (core participation requirements)
The University of Melbourne is committed to providing students with reasonable adjustments to assessment and participation under the Disability Standards for Education (2005), and the Assessment and Results Policy (MPF1326). Students are expected to meet the core participation requirements for their course. These can be viewed under Entry and Participation Requirements for the course outlines in the Handbook.
Further details on how to seek academic adjustments can be found on the Student Equity and Disability Support website: http://services.unimelb.edu.au/student-equity/home
Last updated: 10 February 2024
Assessment
Additional details
A critical examination (review and analysis, approx 5,000 words) of an aspect in gifted and talented learning and its implications for identification.
This subject has a minimum hurdle requirement of 80% attendance at all tutorials, seminars and workshops.
Last updated: 10 February 2024
Dates & times
Not available in 2017
Time commitment details
170 hours
Last updated: 10 February 2024
Further information
- Texts
Prescribed texts
None
Recommended texts and other resources
Castellano, J.A. (2003). Special populations in gifted education: working with diverse gifted learners. Boston: Allyn and Bacon.
Davis, G.A. & Rimm, S.B. (1998). Education of the Gifted and Talented. (4th Ed). Needham Heights, MA: Allyn & Bacon.
George, D. (2003). Gifted education: identification and provision. London: David Fulton.
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.
- Related Handbook entries
This subject contributes to the following:
Type Name Course Master of Education Course Master of Education - Links to additional information
Last updated: 10 February 2024