Unit rationale, description and aim
This unit is one of a suite of four units based on the latest research evidence around how gifted students learn and the most appropriate educational provision for talent development. This unit provides primary and secondary teachers with the knowledge necessary to understand the unique learning profiles of high-ability and gifted students including the learning profiles of twice-exceptional students, gifted indigenous learners and other cross-cultural gifted learners, as a matter of justice and equity. It has a particular focus on the knowledge and skills for identifying underachieving gifted students and gifted students from disadvantaged 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 to provide teachers with the ability to recognise and identify students who have gifted learning profiles, including the identification of underachieving gifted students and gifted students from disadvantaged backgrounds.
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.
Critically analyse, evaluate, and explain the vari...
Learning Outcome 01
Explain the multiple different forms of high abili...
Learning Outcome 02
Use a systematic and appropriate set of procedures...
Learning Outcome 03
Evaluate the efficacy of procedures intended to id...
Learning Outcome 04
Content
Topics will include:
Characteristics of knowing and learning /thinking patterns that lead to high-level and talented outcomes and a high-ability learning profile. Participants will be equipped to:
- understand what high ability knowing and learning in its multiple forms looks like in the classroom.
- understand how students achieve high-level outcomes in the classroom.
- describe the multiple forms (and combinations) of high ability knowing and learning and gifted learning profiles in the classroom: high verbal learning ability, high imagery-spatial learning ability, and high practical, performance or action learning ability.
- understand and recognise instances of ‘asynchronous development’.
The concept of twice-exceptional learning. Participants will be equipped to:
- explain the concept of twice-exceptional learning.
- describe the typical learning profiles of gifted students whose second exceptionality is due to a (1) learning difficulty; (2) psychological issue; (3) cultural or linguistic diversity; (4) socio-economic backgrounds; (5) living in rural and remote areas; 6) belonging to a First Nations community.
- modify assessment conditions appropriate for the various types of twice-exceptional students.
Identifying students who display high-level outcomes and students who display gifted learning profiles. Participants will be equipped to:
- use a systematic and appropriate set of procedures for identifying high-level outcomes and talented outcomes, including achievement tests and performance or authentic assessment tasks in context.
- use appropriate protocols to identify and compile a high-ability profile including the range of types of gifted learning profiles, using group and individual tests of reasoning skills or ‘aptitude’, authentic assessments, personality tests, identifying high-ability learning profiles in the classroom, teacher ratings, peer ratings and student self-ratings assessments.
- use appropriate protocols to interpret, compare and combine multiple assessment outcomes.
A personal theory of gifted learning and talent development in the classroom. Participants will be equipped to:
- review current research and theories on gifted learning and talent development to identify how, why, and when students achieve high-level outcomes in the classroom.
- understand the factors that influence the conversion of a gifted learning aptitude to talented outcomes in the classroom, including the endogenous personality factors and the exogenous environmental, social, and cultural factors.
- synthesize the personal theories of high ability knowing and learning and talent development.
- evaluate the extent to which regular educational provision accommodates each type of gifted learning profile.
Assessment strategy and rationale
The assessment tasks allow participants to demonstrate achievement against the unit learning outcomes by demonstrating academic and professional standards. The assessments focus on applying content knowledge and skillsto the identification of the multiple forms of giftedness and talent and to the recognition of high-level and talented outcomes. The two tasks are sequenced to allow progressive development from recognising giftedness and talent in its various forms to application of appropriate assessment to identify these students in regular classrooms.
Overview of assessments
Assessment Task 1: Written paper-essay Students w...
Assessment Task 1: Written paper-essay
Students will analyse contemporary theories of gifted learning and talent development in the classroom and the identification of multiple types of gifted learning profiles.
50%
Assessment Task 2: Written paper-essay Students w...
Assessment Task 2: Written paper-essay
Students will describe a research-validated protocol for identifying gifted learning ability and talented outcomes.
50%
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.
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:
Relating toSelect from a flexible and effective repertoire of teaching strategies to suit the physical, social and intellectual development and characteristics of students.
Relevant Learning OutcomeLO2, LO3
Relating toExpand understanding of how students learn using research and workplace knowledge.
Relevant Learning OutcomeLO1
Relating toSupport colleagues to develop effective teaching strategies that address the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds.
Relevant Learning OutcomeLO2
Relating toProvide 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.
Relevant Learning OutcomeLO2
Relating toEvaluate learning and teaching programs, using student assessment data, that are differentiated for the specific learning needs of students across the full range of abilities.
Relevant Learning OutcomeLO1, LO4
Relating toDevelop a culture of high expectations for all students by modelling and setting challenging learning goals
Relevant Learning OutcomeLO3
Relating toWork with colleagues to plan, evaluate and modify learning and teaching programs to create productive learning environments that engage all students.
Relevant Learning OutcomeLO3, LO4
Relating toSupport colleagues to select and apply effective teaching strategies to develop knowledge, skills, problem solving and critical and creative thinking.
Relevant Learning OutcomeLO3, LO4
Relating toWork with colleagues to review current teaching and learning programs using student feedback, student assessment data, knowledge of curriculum and workplace practices.
Relevant Learning OutcomeLO1, LO2
Relating toDevelop and apply a comprehensive range of assessment strategies to diagnose learning needs, comply with curriculum requirements and support colleagues to evaluate the effectiveness of their approaches to assessment.
Relevant Learning OutcomeLO1, LO4
Relating toOrganise assessment moderation activities that support consistent and comparable judgements of student learning
Relevant Learning OutcomeLO3
Relating toWork with colleagues to use data from internal and external student assessments for evaluating learning and teaching, identifying interventions and modifying teaching practice.
Relevant Learning OutcomeLO1, LO4
Relating toWork with colleagues to construct accurate, informative and timely reports to students and parents/carers about student learning and achievement.
Relevant Learning OutcomeLO3
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:
Relating toLead colleagues to select and develop teaching strategies to improve student learning using knowledge of the physical, social and intellectual development and characteristics of students.
Relevant Learning OutcomeLO1, LO2, LO3
Relating toLead processes to evaluate the effectiveness of teaching programs using research and workplace knowledge about how students learn.
Relevant Learning OutcomeLO1, LO2, LO4
Relating toDevelop 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.
Relevant Learning OutcomeLO2, LO4
Relating toLead colleagues to evaluate the effectiveness of learning and teaching programs differentiated for the specific learning needs of students across the full range of abilities.
Relevant Learning OutcomeLO2
Relating toInitiate 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.
Relevant Learning OutcomeLO2, LO4
Relating toDemonstrate exemplary practice and high expectations and lead colleagues to encourage students to pursue challenging goals in all aspects of their education.
Relevant Learning OutcomeLO3
Relating toConduct 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.
Relevant Learning OutcomeLO3
Relating toEvaluate school assessment policies and strategies to support colleagues with: using assessment data to diagnose learning needs, complying with curriculum, system and/or school assessment requirements and using a range of assessment strategies.
Relevant Learning OutcomeLO1
Relating toModel exemplary practice and initiate programs to support colleagues in applying a range of timely, effective and appropriate feedback strategies.
Relevant Learning OutcomeLO3
Relating toLead and evaluate moderation activities that ensure consistent and comparable judgements of student learning to meet curriculum and school or system requirements.
Relevant Learning OutcomeLO3
Relating toCo-ordinate student performance and program evaluation using internal and external student assessment data to improve teaching practice.
Relevant Learning OutcomeLO1
Relating toEvaluate and revise reporting and accountability mechanisms in the school to meet the needs of students, parents/carers and colleagues.
Relevant Learning OutcomeLO3
Relating toModel exemplary ethical behaviour and exercise informed judgements in all professional dealings with students, colleagues and the community.
Relevant Learning OutcomeLO3
Relating toInitiate, develop and implement relevant policies and processes to support colleagues’ compliance with and understanding of existing and new legislative, administrative, organisational and professional responsibilities
Relevant Learning OutcomeLO1, LO4
Relating toIdentify, initiate and build on opportunities that engage parents/ carers in both the progress of their children’s learning and in the educational priorities of the school.
Relevant Learning OutcomeLO4
Relating toTake a leadership role in professional and community networks and support the involvement of colleagues in external learning opportunities.
Relevant Learning OutcomeLO3