EDSP / EDUC 632
Curriculum Differentiation and Instructional Methods for Gifted Learners
1. Catalog Entry
EDSP / EDUC 632
Curriculum Differentiation and Instructional Methods for Gifted Learners
Credit hours (3)
This course explores the design, delivery and implementation of differentiated curriculum and instruction for gifted learners.
2. Detailed Description of Course
This hybrid, lecture course focuses on the development and implementation of differentiated
curriculum and differentiated instructional methods for gifted learners. Candidates
will adapt and modify existing curricula for gifted learners as well as learn to design
new curricular materials for gifted learners. Additionally, candidates will develop
and demonstrate their proficiency in using instructional strategies reflecting evidence-based
practices for gifted students. Course topics include:
• Accelerated and enrichment opportunities that recognize gifted students’ needs for
advanced content and pacing of instruction, original research or production, problem
finding and solving, higher-level thinking, and a focus on issues, themes, and ideas
integrated within and across disciplines;
• A variety of curricular and instructional models (such as Bloom’s Taxonomy, Bruner’s
Structure of the Disciplines, Krathwohl’s Affective Domain, Taba’s Concept Development,
Parnes’ Creative Problem Solving, and Kohlberg’s Moral Dilemmas) that support and
promote gifted students’ persistent intellectual, artistic, or technical curiosity;
exceptional problem-solving abilities; rapid acquisition and mastery of information;
conceptual thinking processes; and imaginative expression across a broad range of
disciplines; and
• The evaluation of student academic growth and learner outcomes through appropriate
multiple criteria, including a variety of pre- and post-assessment options.
3. Detailed Description of Conduct of Course
• Course readings will serve as primary course content and will be the basis for class
discussions, including both synchronous and asynchronous online discussions.
• Literature reviews, case studies, and demonstration lessons will be used in conjunction
with material related to gifted education.
• A variety of written and/or multimedia assignments (research reviews, reflective
writings, narrative responses, journals, formal papers, book talks) will be used to
help students refine their personal understandings of effective practices in gifted
education.
• Group and individual tasks will be used to process and reinforce information/skills.
• Lectures by the professor will supplement and reinforce course readings.
• Videos will provide additional content for personal reflection and/or class discussion.
• Internet searches will provide an additional source for acquiring related course
content.
4. Goals and Objectives of the Course
Goals, objectives, and assignments in this course address CAEP Standards, Virginia Licensure Regulations for School Personnel (8VAC20-542-300), and the NAGC-CEC Teacher Knowledge & Skill Standards for Gifted and Talented Education (which were adopted by NCATE in 2006).
At the conclusion of this course, the teacher/teacher candidate will have had the
opportunity to develop competencies in the following knowledge and skills and will
be able to:
• State a personal and professional rationale for why differentiation is required
to meet the needs of students in heterogeneous classrooms; (CAEP #3; 8VAC20-542-300
#8; NAGC-CEC #9)
• Pre-assess readiness, interest, and learning profile in order to strategically plan
appropriately differentiated curriculum and instruction; (CAEP # 2, #6; 8VAC20-542-300
#3; NAGC-CEC #8)
• Differentiate content, process, product, and learning environment for gifted learners;
(CAEP #7, #8; 8VAC20-542-300 #4; NAGC-CEC #4, #5)
• Develop curriculum for gifted learners development that demonstrate creative and
critical thinking as applied to student learning both in and out of the classroom,
including inquiry-based instruction, questioning strategies, and problem-solving skills;
(CAEP #7, #8; 8VAC20-542-300 #4, #5; NAGC-CEC #5, #7)
• Develop accelerated and enrichment opportunities that recognize gifted students’
needs for advanced content and pacing of instruction, original research or production,
problem finding and solving, higher level thinking that leads to the generation of
products, and a focus on issues, themes, and ideas integrated within and across disciplines;
(CAEP #4, #5; 8VAC20-542-300 #5; NAGC-CEC #3, #4)
• Develop advanced and complex content that is paced and sequenced to respond to gifted
students’ persistent intellectual, artistic, or technical curiosity; exceptional problem
solving abilities; rapid acquisition and mastery of information; conceptual thinking
processes; and imaginative expression across a broad range of disciplines; (CAEP #4,
#5; 8VAC20-542-300 #4, #5; NAGC-CEC #3, #7)
• Establish administrative and parental support for a differentiated classroom; (CAEP
#10; 8VAC20-542-300 #1, #8; NAGC-CEC #10)
• Implement and manage differentiation in the multicultural, heterogeneous classroom;
(CAEP #3; NAGC-CEC #5)
• Evaluate student academic growth and learner outcomes through appropriate multiple
criteria, including a variety of pre-and post-assessments; (CAEP #6; 8VAC20-542-300
#3; NAGC-CEC #8)
• Use current and advanced technologies to enhance student performance and academic
growth; (8VAC20-542-300 #7, #8) and
• Demonstrate proficiency in grammar, usage, and mechanics across both oral and written
assignments, communications for a variety of purposes, and proficiency in writing
as a tool for effective instructional planning and assessment (8VAC20-542-300 #7,
#8).
5. Assessment Measures
All instructors of this course will assess learning in this class in a variety of
ways. These include, but are not limited to, the following:
• Response journals to assigned readings to support students in processing and reflecting
on course content;
• Written assignments such as case study analyses, literature reviews, position statements,
and reflections on local/national policy and standards;
• Small group projects;
• Class participation in discussions and small group activities;
• A research paper related to course content;
• Oral presentations (individual or in a group); and
• Mid-term and/or final examination/s on course content.
Technological proficiency must be demonstrated in written assignments, electronic
mail communications, and correspondence.
6. Other Course Information
This course will be cross-listed with EDUC 632.
Review and Approval
March 17, 2014