Year
2024Credit points
10Campus offering
No unit offerings are currently available for this unit.Prerequisites
Nil
Unit rationale, description and aim
This unit is one of a suite of four units based on the latest research evidence on how gifted students learn and the most appropriate educational provision for talent development. This unit provides primary and secondary teachers with the knowledge and skills necessary to make optimal educational provision for gifted students. This will include the knowledge and skills required to appropriately differentiate teaching and pedagogy, curriculum, and programming, and to foster inclusive classroom cultures and climates that optimise talent development. The unit has a particular focus on providing equitable learning opportunities for gifted students with diverse learning profiles or who are from diverse backgrounds to ensure all gifted and talented students have the opportunity to come into the fullness of their own humanity.
The aim of the unit is three-fold: to provide teachers with the ability to (1) differentiate all aspects of educational provision, that is, provide the teaching, curriculum and classroom culture and climate that optimise talent development for the different types of gifted learning profiles; (2) analyse and evaluate the research relating to educational provision for gifted students; and (3) make informed decisions relating to educational provision on the basis of a range of information sources including formative assessment. This includes provision for those gifted students who are frequently excluded from access to talent development opportunities in the classroom.
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.
| Learning Outcome Number | Learning Outcome Description | Relevant Graduate Capabilities |
|---|---|---|
| LO1 | Explain, analyse, and evaluate evidence-based principles for differentiating regular educational provision for the various types of gifted learning profiles. | GC1, GC2, GC5, GC7, GC8, GC9, GC10, GC11 |
| LO2 | Apply evidence-based differentiation principles to curriculum development, through both acceleration and content differentiation strategies. | GC1, GC2, GC5, GC7, GC8, GC9, GC10, GC11 |
| LO3 | Apply evidence-based protocols to differentiate the regular classroom teaching and pedagogy to provide for gifted students. | GC1, GC2, GC5, GC7, GC8, GC9, GC10, GC11 |
| LO4 | Apply evidence-based protocols to differentiate the classroom culture and climate to provide for gifted students. | GC1, GC2, GC5, GC7, GC8, GC9, GC10, GC11 |
Australian Professional Standards for Teachers - Highly Accomplished
In connection to the learning outcomes, on successful completion of this unit, pre-service teachers should have developed the following industry specific knowledge based on the Australian Professional Standards for Teachers - Highly Accomplished standards:
| Industry Standard | Relating to | Relevant Learning Outcome |
|---|---|---|
| APST(HA)1.1 | Select from a flexible and effective repertoire of teaching strategies to suit the physical, social and intellectual development and characteristics of students. | LO1, LO2, LO3, LO4 |
| APST(HA)1.3 | Support colleagues to develop effective teaching strategies that address the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds. | LO2 |
| APST(HA)1.4 | 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. | LO2 |
| APST(HA)1.5 | 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. | LO1 |
| APST(HA)2.1 | Support colleagues using current and comprehensive knowledge of content and teaching strategies to develop and implement engaging learning and teaching programs. | LO2, LO3 |
| APST(HA)2.2 | Exhibit innovative practice in the selection and organisation of content and delivery of learning and teaching programs. | LO4 |
| APST(HA)2.3 | Support colleagues to plan and implement learning and teaching programs using contemporary knowledge and understanding of curriculum, assessment and reporting requirements. | LO3 |
| APST(HA)2.5 | Support colleagues to implement effective teaching strategies to improve students’ literacy and numeracy achievement. | LO2 |
| APST(HA)2.6 | Model high-level teaching knowledge and skills and work with colleagues to use current ICT to improve their teaching practice and make content relevant and meaningful. | LO1, LO3, LO4 |
| APST(HA)3.1 | Develop a culture of high expectations for all students by modelling and setting challenging learning goals | LO1, LO3, LO4 |
| APST(HA)3.2 | Work with colleagues to plan, evaluate and modify learning and teaching programs to create productive learning environments that engage all students. | LO1, LO4 |
| APST(HA)3.3 | Support colleagues to select and apply effective teaching strategies to develop knowledge, skills, problem solving and critical and creative thinking. | LO3 |
| APST(HA)3.4 | Assist colleagues to create, select and use a wide range of resources, including ICT, to engage students in their learning. | LO4 |
| APST(HA)3.5 | Assist colleagues to select a wide range of verbal and non-verbal communication strategies to support students’ understanding, engagement and achievement. | LO2 |
| APST(HA)3.6 | Work with colleagues to review current teaching and learning programs using student feedback, student assessment data, knowledge of curriculum and workplace practices. | LO1 |
| APST(HA)3.7 | Work with colleagues to provide appropriate and contextually relevant opportunities for parents/carers to be involved in their children’s learning. | LO2, LO4 |
| APST(HA)4.1 | Model effective practice and support colleagues to implement inclusive strategies that engage and support all students. | LO3 |
| APST(HA)7.1 | Maintain high ethical standards and support colleagues to interpret codes of ethics and exercise sound judgement in all school and community contexts. | LO1 |
| APST(HA)7.2 | Support colleagues to review and interpret legislative, administrative, and organisational requirements, policies and processes. | LO1 |
| APST(HA)7.3 | Demonstrate responsiveness in all communications with parents/carers about their children’s learning and well-being. | LO4 |
| APST(HA)7.4 | Contribute to professional networks and associations and build productive links with the wider community to improve teaching and learning. | LO2 |
Australian Professional Standards for Teachers - Lead
In connection to the learning outcomes, on successful completion of this unit, pre-service teachers should have developed the following industry specific knowledge based on the Australian Professional Standards for Teachers - Lead standards:
| Industry Standard | Relating to | Relevant Learning Outcome |
|---|---|---|
| APST(Lead)1.1 | 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. | LO3, LO4 |
| APST(Lead)1.3 | Evaluate and revise school learning and teaching programs, using expert and community knowledge and experience, to meet the needs of students with diverse linguistic, cultural, religious and socioeconomic backgrounds. | LO1 |
| APST(Lead)1.4 | Develop teaching programs that support equitable and ongoing participation of Aboriginal and Torres Strait Islander students by engaging in collaborative relationships with community representatives and parents/carers. | LO2, LO3 |
| APST(Lead)1.5 | Lead colleagues to evaluate the effectiveness of learning and teaching programs differentiated for the specific learning needs of students across the full range of abilities. | LO1, LO3 |
| APST(Lead)1.6 | Initiate and lead the review of school policies to support the engagement and full participation of students with disability and ensure compliance with legislative and/or system policies. | LO2, LO3 |
| APST(Lead)2.1 | Lead initiatives within the school to evaluate and improve knowledge of content and teaching strategies and demonstrate exemplary teaching of subjects using effective, research-based learning and teaching programs. | LO2, LO3 |
| APST(Lead)2.2 | Lead initiatives that utilise comprehensive content knowledge to improve the selection and sequencing of content into coherently organised learning and teaching programs. | LO2 |
| APST(Lead)2.3 | Lead colleagues to develop learning and teaching programs using comprehensive knowledge of curriculum, assessment and reporting requirements. | LO2 |
| APST(Lead)2.4 | Lead initiatives to assist colleagues with opportunities for students to develop understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. | LO2 |
| APST(Lead)2.5 | Monitor and evaluate the implementation of teaching strategies within the school to improve students’ achievement in literacy and numeracy using research-based knowledge and student data. | LO2 |
| APST(Lead)2.6 | Lead and support colleagues within the school to select and use ICT with effective teaching strategies to expand learning opportunities and content knowledge for all students | LO4 |
| APST(Lead)3.1 | Demonstrate exemplary practice and high expectations and lead colleagues to encourage students to pursue challenging goals in all aspects of their education. | LO3 |
| APST(Lead)3.2 | Exhibit exemplary practice and lead colleagues to plan, implement and review the effectiveness of their learning and teaching programs to develop students’ knowledge, understanding and skills. | LO3 |
| APST(Lead)3.3 | Work with colleagues to review, modify and expand their repertoire of teaching strategies to enable students to use knowledge, skills, problem solving and critical and creative thinking | LO3, LO4 |
| APST(Lead)3.4 | Model exemplary skills and lead colleagues in selecting, creating and evaluating resources, including ICT, for application by teachers within or beyond the school. | LO3, LO4 |
| APST(Lead)3.5 | Demonstrate and lead by example inclusive verbal and non-verbal communication using collaborative strategies and contextual knowledge to support students’ understanding, engagement and achievement. | LO2 |
| APST(Lead)3.6 | Conduct regular reviews of teaching and learning programs using multiple sources of evidence including: student assessment data, curriculum documents, teaching practices and feedback from parents/carers, students and colleagues. | LO2, LO4 |
| APST(Lead)3.7 | Initiate contextually relevant processes to establish programs that involve parents/carers in the education of their children and broader school priorities and activities. | LO4 |
| APST(Lead)4.1 | Demonstrate and lead by example the development of productive and inclusive learning environments across the school by reviewing inclusive strategies and exploring new approaches to engage and support all students. | LO3, LO4 |
Content
Topics will include:
Guiding principles for educational provision for high-ability and gifted students.
- how to optimise the likelihood of talented outcomes for the various types of gifted learning profiles using an integrated contemporary evidence-based framework.
Differentiating the curriculum or content to cater to high-ability and gifted students.
- using a contemporary evidence-based framework for differentiating the regular curriculum.
- evaluating and using selectively various existing curriculum programs, such as the Enrichment Triad Model and the Autonomous Learner models.
- analysing, evaluating, and using selectively a range of online resources to support differentiating the curriculum.
- using evidence-based protocols to differentiate the content to be learned by applying the protocols to a range of curriculum domains and topics to match specific gifted learning profiles.
Differentiating regular classroom teaching at each phase of learning to foster high-level outcomes for high-ability and gifted students.
- how to systematically differentiate pedagogy.
- using evidence-based protocols to differentiate the regular curriculum by implementing appropriate acceleration strategies.
- how to systematically differentiate regular classroom teaching according to specific gifted learning profiles.
- how to foster talented outcomes using evidence-based procedures and evaluate the relevant research on the differentiation of pedagogy.
- applying evidence-based protocols to differentiate the teaching of a range of curriculum domains and topics to match specific gifted learning profiles at each phase of learning.
Differentiating classroom culture and climate to support high-ability learning.
- how to systematically differentiate the classroom climate and culture.
- the factors that influence the classroom culture and climate needed for talented outcomes.
Learning and teaching strategy and rationale
The unit will be delivered via a flexible mode based on sound principles of adult learning. It will synthesise both asynchronous and face-to-face teaching in the online mode in a flipped learning and teaching format maximising accessibility and meaningful interaction and networking opportunities to share practice.
The unit content is organised into modules, and modules will be supported by seminar-style tutorials. Introductory tutorials will introduce module topics, followed by tutorials that ask participants to analyse module content, discuss how it has extended their knowledge and reflect on its application in their teaching and in the broader educational provision in their schools. Participants will then review the content covered in the module in consolidation tutorials, reflect on how it has extended their knowledge and identify new ideas and activities they might initiate to trial in their practice and school.
Assessment strategy and rationale
The goals of this unit are for students to acquire an evidence-based knowledge of educational provision for individuals with high ability and gifted learning profiles and to apply this knowledge. The unit’s two-fold assessment strategy targets this directly:
Assessment Task 1 assesses students’ knowledge of the content and their ability to analyse and evaluate it and to synthesise an overarching personal theory of educational provision for students who have high ability and gifted learning profiles. Assessment Task 2 assesses students’ skill to apply an evidence-based knowledge of educational provision for individuals with high ability and gifted learning profiles strategically and systematically to lead to talent development.
Overview of assessments
| Brief Description of Kind and Purpose of Assessment Tasks | Weighting | Learning Outcomes | Graduate Capabilities |
|---|---|---|---|
Assessment Task 1: Written paper-essay This task requires students to analyse and evaluate approaches to curriculum, pedagogic and classroom climate and culture differentiation for high ability and gifted students from an evidence-based perspective. | 50% | LO1, LO2, LO3, LO4 | GC1, GC2, GC5, GC7, GC8, GC9, GC10, GC11 |
Assessment Task 2: Written paper-essay This task examines students’ ability to apply strategically the various aspects of evidence-based educational provision for high ability and gifted students. | 50% | LO1, LO2, LO3, LO4 | GC1, GC2, GC5, GC7, GC8, GC9, GC10, GC11 |
Representative texts and references
Callahan, C.M., & Hertberg-Davis, H.L. (Eds.). (2017). Fundamentals of gifted education: Considering multiple perspectives (2nd ed.). Routledge.
Kaufman, S. B. (Ed.). (2018). Twice exceptional: Supporting and educating bright and creative students with learning difficulties. Oxford University Press.
Kettler, T., & Taliaferro, C. (2022). Personalized learning in gifted education: Differentiated instruction that maximizes students' potential. Routledge.
Lafferty, K. (2023). The teacher’s guide to gifted and talented education: Practical strategies for the classroom. Routledge Taylor & Francis.
Margot, K., & Melin, J. (2020). Gifted education and gifted students: A guide for in-service and preservice teachers. Routledge.
Mofield, E., & Phelps, V. (2023). Coaching in gifted education: Tools for building capacity and catalyzing change. Taylor & Francis.
Neal, T. (Ed.). (2023). Strategies and considerations for educating the academically gifted.IGI Global.
Stambaugh, T., & Mofield, E. (2022). A teacher's guide to curriculum design for gifted and advanced learners: Advanced content models for differentiating curriculum. Routledge.
Trail, B.A. (2022). Twice-exceptional gifted children: understanding, teaching, and counseling gifted students (2nd ed.). Routledge.