Introduces students to the study of teaching Gifted and Talented students in the mainstream classroom. This unit focuses on the teacher's task of meeting the learning needs of able learners and the need to differentiate the curriculum to provide a challenging and motivating learning environment. Students will become aware of the methods by which able children are identified and how to address the social and emotional needs they exhibit in the educational environment.
- Definitions of giftedness and talent
- Clarification of ideas about giftedness/talent and their implications for schooling and parenting
Identification of children with specific talents, utilising:
- school performance measures
- specific checklists, involving parent/peer/teacher/self-nomination
- intelligence tests (issues of suitability and validity)
- Individual behaviour, learning and emotional characteristics of gifted children
- Social and emotional aspects of giftedness: peer relations; social-emotional needs; building appropriate self-esteem and motivational levels; counselling support
- recognition and remediation
- awareness of talented students within Australian minority groups
- Differentiating the curriculum to meet the learning needs of gifted children
- Development of knowledge and skills associated with fostering talented behaviour
- Collaborative home-school/community partnerships to support gifted and talented students
- State and national policies on the education of gifted children.
Unit Learning Outcomes express learning achievement in terms of what a student should know, understand and be able to do on completion of a unit. These outcomes are aligned with the graduate attributes. The unit learning outcomes and graduate attributes are also the basis of evaluating prior learning.
Learning outcomes and graduate attributes
|On completion of this unit, students should be able to:||GA1||GA2||GA3||GA4||GA5||GA6||GA7|
|1||evaluate a range of current methods by which gifted and talented children can be identified||Intellectual rigour||Knowledge of a discipline||Lifelong learning|
|2||explain the cognitive and the social and emotional characteristics and educational needs of gifted and talented students||Intellectual rigour||Knowledge of a discipline||Lifelong learning|
|3||understand and discuss models of curriculum differentiation and communicate an appropriate rationale for acceleration of gifted and talented students||Intellectual rigour||Knowledge of a discipline||Lifelong learning|
|4||analyse and evaluate a range of extension and enrichment approaches||Intellectual rigour||Knowledge of a discipline||Lifelong learning|
|5||demonstrate an understanding of the benefits of developing collaborative home-school/community partnerships to support gifted and talented students.||Intellectual rigour||Knowledge of a discipline||Lifelong learning|
- Primary Students: Gross, M, Macleod, B, Drummond, D & Merrick, C, 2001, Gifted students in primary schools: Differentiating the curriculum, GERRIC, University of New South Wales, Sydney, NSW.
- Secondary Students: Gross, M, Sleap, B & Pretorius, M, 2001, Gifted students in secondary schools: Differentiating the curriculum, 2nd edn, GERRIC, University of New South Wales, Sydney, NSW.
- Vialle, W. & Rogers, K.B., 2009, Educating the Gifted Learner, 1st edn, David Barlow Publishing, Macksville, NSW, Australia. ISBN: 978 1921 333 194.
Teaching and assessment
|Structured online learning Self paced (Self paced)|
Commonwealth Supported courses
For information regarding Student Contribution Amounts please visit the Student Contribution Amounts.
Commencing 2016 Commonwealth Supported only. Student contribution band: 1
Please check the international course and fee list to determine the relevant fees.