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Classroom Strategies:Gifted Education (EDUC90193)
Graduate courseworkPoints: 12.5Not available in 2017
Overview
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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.
Intended learning outcomes
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.
Generic skills
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.
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 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.
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
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.
- 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