Year
2021Credit points
10Campus offering
No unit offerings are currently available for this unit.Prerequisites
NilIncompatible
EDFD667 Gifted Education: Contexts and Issues, EDFD669 Gifted Education: Profiling Provisions and Partnerships
Unit rationale, description and aim
At a time of rapid ongoing change in society and education, the role of an educator or allied professional with specialist knowledge and skills is critical to helping all young people, especially those with special gifts and talents, to attain the knowledge and skills they need for successful, lifelong learning.
In this unit, within the Inclusive Practice specialisation of the Graduate Certificate in Education and Master of Education, students will consider historical and contemporary theories of giftedness and talent as well as definitions and models, characteristics and profiles, individual differences, educational provisions and effective evidence-based approaches to teaching and learning. Students will also explore collaborative approaches to supporting individuals with special gifts and talents including strategies responsive to the needs of Indigenous children and adolescents as well as young people with additional learning and/or social-emotional needs. In addition, students will have opportunities to examine important issues related to individual differences and the provision of educational support within the broader socio-cultural context including gender, culture, language, disability, social justice, equity and respect for human dignity.
The aim of this unit is to support students in developing the required advanced knowledge, understanding and skills they need in order to support the learning of all young people, especially those with special gifts and talents.
Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
On successful completion of this unit, students should be able to:
LO1 - Articulate understandings of historical and contemporary theories, definitions, models, and collaborative approaches to the development and education of young people with special gifts and talents with particular consideration for the contribution of allied professionals (e.g., counsellors and psychologists) as well as principles of social justice, equity and respect for human dignity (GA1, GA2, GA4, GA5, GA8, GA9, GA10; APST 1.2, 7.1, 7.2)
LO2 - Explain the characteristics and diverse profiles of young people with special gifts and talents as well as the developmental, cultural, social and educational issues that they and their families often experience (GA1, GA2, GA4, GA5, GA8, GA9, GA10; APST 1.1, 1.2, 1.3, 1.4, 5.4, 7.1, 7.2)
LO3 - Analyse approaches to the identification of young people with special gifts and talents including those who are Indigenous as well as those with additional learning and/or social-emotional needs (GA1, GA2, GA4, GA5, GA8, GA9, GA10; APST 1.1, 1.2, 1.3, 1.4, 1.5, 2.3, 3.1, 3.2, 3.7, 5.4, 7.1, 7.2)
LO4 - Apply collaborative developments and provision of evidence-based supports for young people with special gifts and talents including those who are Indigenous as well as those with additional learning and/or social-emotional needs (GA1, GA2, GA4, GA5, GA8, GA9, GA10; APST 1.1, 1.2, 1.3, 1.4, 1.5, 2.3, 3.1, 3.2, 3.7, 5.4, 7.1, 7.2).
Graduate attributes
GA1 - demonstrate respect for the dignity of each individual and for human diversity
GA2 - recognise their responsibility to the common good, the environment and society
GA4 - think critically and reflectively
GA5 - demonstrate values, knowledge, skills and attitudes appropriate to the discipline and/or profession
GA8 - locate, organise, analyse, synthesise and evaluate information
GA9 - demonstrate effective communication in oral and written English language and visual media
GA10 - utilise information and communication and other relevant technologies effectively.
AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS - HIGHLY ACCOMPLISHED/LEAD
On successful completion of this unit, students should have gained evidence towards the following standards:
1.1 Physical, social and intellectual development and characteristics of students (Lead) Lead colleagues to select and develop teaching strategies to improve student learning using knowledge of the physical, social and intellectual development and characteristics of students. |
1.2 Understand how students learn (Highly Accomplished) Expand understanding of how students learn using research and workplace knowledge. |
1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds (Highly Accomplished) Support colleagues to develop effective teaching strategies that address the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds. |
1.4 Strategies for teaching Aboriginal and Torres Strait Islander students (Highly Accomplished) Provide advice and support colleagues in the implementation of effective teaching strategies for Aboriginal and Torres Strait Islander students using knowledge of and support from community representatives. |
1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities (Highly Accomplished) Evaluate learning and teaching programs, using student assessment data, that are differentiated for the specific learning needs of students across the full range of abilities. |
2.3 Curriculum, assessment and reporting (Highly Accomplished) Support colleagues to plan and implement learning and teaching programs using contemporary knowledge and understanding of curriculum, assessment and reporting requirements. |
3.1 Establish challenging learning goals (Highly Accomplished) Develop a culture of high expectations for all students by modelling and setting challenging learning goals |
3.2 Plan, structure and sequence learning programs (Highly Accomplished) Work with colleagues to plan, evaluate and modify learning and teaching programs to create productive learning environments that engage all students. |
3.7 Engage parents/carers in the educative process (Highly Accomplished) Work with colleagues to provide appropriate and contextually relevant opportunities for parents/carers to be involved in their children’s learning. |
5.4 Interpret student data (Highly Accomplished) Work with colleagues to use data from internal and external student assessments for evaluating learning and teaching, identifying interventions and modifying teaching practice. |
7.1 Meet professional ethics and responsibilities (Highly Accomplished) Maintain high ethical standards and support colleagues to interpret codes of ethics and exercise sound judgement in all school and community contexts. |
7.2 Comply with legislative administrative and organizational requirements (Highly Accomplished) Support colleagues to review and interpret legislative, administrative, and organisational requirements, policies and processes. |
Content
Topics will include:
- Historical and contemporary theories, definitions, and models related to the development and education of young people with special gifts and talents
- Principles of social justice, equity and respect for human dignity related to the education of young people with special gifts and talents
- Characteristics and diverse profiles of young people with special gifts and talents including the developmental, cultural, social and educational issues that they and their families often experience (e.g., issues related to gender, culture, Indigeneity, language, uneven development and underachievement, learning difficulties or disability, as well as relative social and emotional maturity)
- Approaches to the assessment and profiling (identification) of young people with special gifts and talents including those who are Indigenous as well as those with additional learning and/or social-emotional needs
- Evidence-based assessment and reporting strategies that are responsive to the needs of young people with special gifts and talents and their parents/guardians
- Approaches to the collaborative development and provision of effective evidence-based supports for young people with special gifts and talents including those who are Indigenous as well as those with additional learning and/or social-emotional needs
- The roles of the child or adolescent, family members, educators and allied professionals (e.g., counsellors and psychologists) in collaboratively identifying, planning and supporting a young person with special gifts and talents
Learning and teaching strategy and rationale
This unit is offered in multi-mode and will be supported by a unit LEO (learning environment online) site. Engagement for learning is the key driver in the delivery of this curriculum. The unit will facilitate active participation in pedagogical approaches that demonstrate alignment of teaching, learning and assessment and may incorporate a combination of strategies including individual and group work, activity-based workshops, formal presentations and online activities and engagement.
This is a 10-credit point unit and has been designed to ensure that the time needed to complete the required volume of learning to the requisite standard is approximately 150 hours in total across the semester. To achieve a passing standard in this unit, students will find it helpful to engage in the full range of learning activities and assessments utilised in this unit, as described in the learning and teaching strategy and the assessment strategy. The learning and teaching and assessment strategies include a range of approaches to support your learning such as reading, reflection, discussion, webinars, podcasts, video, workshops, and assignments etc.
Assessment strategy and rationale
The assessment tasks are used to meet the unit learning outcomes and develop graduate attributes and professional standards and criteria consistent with University assessment requirements.
The assessment will relate directly to the achievement of the outcomes above. Some flexibility may be exercised in the assessment tasks to align with the needs of the students; for example, some students may be working in schools or other educational contexts, in an administrative role or currently on leave from teaching in a school. The total assessment will be equivalent to 5,500 words. In order to pass this unit, students are required to submit or participate in all assessment tasks. The first task is a literature review of contemporary literature related to gifts and talents; the second task is a case study of a student with particular gifts or talents.
Overview of assessments
| Brief Description of Kind and Purpose of Assessment Tasks | Weighting | Learning Outcomes | Graduate Attributes |
|---|---|---|---|
Assessment Task 1 Literature Review Students are required to conduct a critical review of recent theory and research and demonstrate their understanding of students with special gifts and talents (including a consideration of definitions, identification, assessment and profiling, and models of support) | 50% | LO1, LO2 | GA1, GA2, GA4, GA5, GA8, GA9, GA10 |
Assessment Task 2 Case Study Students are required to analyse a case study of a student with special gifts and/or talents and develop an evidence-based individual education adjustment plan. Evidence is required of the graduate’s reasoning for the overall plan, for the selection of teaching and learning approaches, strategies and resources, and for the activation of an appropriate support network within the school community. | 50% | LO2, LO3, LO4 | GA1, GA2, GA4, GA5, GA8, GA9, GA10 |
There are two assessment tasks, each worth 50% of the final grade for the unit.
Representative texts and references
Ambrose, D. (2016). Twenty-first century contextual influences on the life trajectories of the gifted and talented. In Ambrose, D. & Sternberg, R. J. (Eds.). (2016). Giftedness and talent in the 21st century: Adapting to the turbulence of globalization (pp. 15-42). Rotterdam, Netherlands: Sense. (e-book)
Ambrose, D. (2017). Interdisciplinary exploration supports Sternberg’s expansion of giftedness. Roeper Review, 39(3), 178-182.
Ballam, N. & Moltzen, R. (2017). Introduction to giftedness and talent: Australasian perspectives. In N. Ballam & R. Moltzen, R. (Eds.), Giftedness and talent. Australasian perspectives (pp. 1-5). Singapore: Springer. (e-book)
Henderson, L., & Jarvis, J. (2016). The gifted dimension of the Australian Professional Standards for Teachers: Implications for professional learning. Australian Journal of Teacher Education, 41(8), 60-83.
Johnsen, S. K. (2015). Practical strategies for teaching independent study. In H. E. Vidergo & C. R. Harris (Eds.), Applied practice for educators of gifted and able students (pp. 273-306). Rotterdam, Netherlands: Sense. (e-book)
Mihyeon, K. (2016). A meta-analysis of the effects of enrichment programs on gifted students. Gifted Child Quarterly, 60(2), 102-116.
Olszewski-Kubilius, P., Subotni, R. F., Worrell, F. C. (2016). The role of domains in the conceptualisation of talent (pp. 81-99). In Ambrose, D. & Sternberg, R. J. (Eds.). (2016). Giftedness and talent in the 21st century: Adapting to the turbulence of globalization (pp. 81-99). Rotterdam, Netherlands: Sense. (e-book)
Videgor, H. E. & Krupnik-Gottlieb, M. (2015). High order thinking, problem based and project based learning in blended learning environments. In H. E. Vidergo & C. R. Harris (Eds.), Applied practice for educators of gifted and able students (pp. 217-232). Rotterdam, Netherlands: Sense. (e-book)
Williams, L. (2017). Supporting the development of academic talent: The perspectives of students, parents and teachers. In N. Ballam & R. Moltzen, R. (Eds.), Giftedness and talent. Australasian perspectives (pp. 277-304). Singapore: Springer. (e-book)
Wormald, C. (2017) An enigma: Barriers to the identification of students who are gifted with a learning disability. In N. Ballam & R. Moltzen R. (Eds.), Giftedness and talent. Australasian perspectives (pp. 331-351). Singapore: Springer. (e-book