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Curriculum Provision for Gifted Students (EDUC90208)
Graduate courseworkPoints: 12.5Not available in 2017
Overview
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This subject examines the implementation of curriculum most likely to foster gifted learning. Topics include curriculum and program organization, differentiated curricula, educational processes and structures likely to optimise gifted learning.
Gifted curriculum options including acceleration (part and full), ability grouping for enrichment and mixed-ability cooperative grouping will be explored. Students will be introduced to an integrated approach to curriculum differentiation and learn the skills required to monitor and evaluate the effectiveness of their differentiation at any time and to fine tune and modify the changes. Critical analysis and evaluation of contemporary curricula and programs in terms of their relevance for teaching practice and education with gifted and talented students will be investigated.
Intended learning outcomes
On subject completion students should be able to:
- critically analyse and evaluate contemporary curricula and programs in terms of their relevance for teaching practice and education with gifted and talented students,
- develop procedures for curriculum and program evaluation that take account of how students who are gifted learn,
- evaluate and recommend selectively a range of differentiation structures such as ability grouping, alternate assignments, cluster grouping, compacting, contracting, cooperative learning, early entrance, enrichment, flexible grouping, grade level acceleration, mentoring workshops and subject/content acceleration.
- apply curriculum differentiation procedures to curriculum, for example, to differentiate content in terms of depth complexity and novelty, differentiate thinking skills and differentiate learning outcomes,
- develop, implement and evaluate a range of approaches and procedures for matching gifted and talented learners with curriculum,
- recommend appropriate instructional and pedagogic procedures.
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 report (5,000 words) that reviews and evaluates issues within the domain of the administration and implementation of programs intended to foster gifted learning.
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
There are no specifically prescribed or recommended texts for this subject.
- Related Handbook entries
This subject contributes to the following:
Type Name Course Master of Education Course Master of Education
Last updated: 10 February 2024