Unit rationale, description and aim
The unit will explore the concept of giftedness and consider the complex needs and issues related to giftedness. Pre-service teachers will analyse and critique current programs and provisions for gifted and talented learners. Through exploring evidence based practice and current research pre-service teachers will develop specific competence in supporting gifted and talented students.
The aim of this unit is to assist pre-service teachers to develop an advanced understanding of the characteristics and needs of students who are gifted and talented.
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.
Apply a broad understanding of the definition of g...
Learning Outcome 01
Present a clear and coherent exposition of the cha...
Learning Outcome 02
Critically analyse and evaluate current programs m...
Learning Outcome 03
Exhibit coherent and advanced knowledge of giftedn...
Learning Outcome 04
Collaborate with families and other professionals ...
Learning Outcome 05
Content
Topics will include:
- Definition, characteristics and concepts of giftedness
- Diverse approaches to identification and assessment
- Policy, programs and provisions in gifted education, especially: differentiation; peer grouping; and acceleration
- Collaboration with families and other professionals, including reporting, assessment and tracking issues
- Key issues and barriers affecting gifted learners, including: access to services; gender issues; bias and stereotype; myths and misunderstandings; perfectionism, underachievement; asynchronous development; social and emotional issues; social rejection; diverse cultural perspectives of giftedness, and partnership with families
- Evidence-based literature and resources to support professional practice and learning.
Assessment strategy and rationale
A range of assessment procedures will be used to meet the unit learning outcomes and develop graduate attributes consistent with University assessment requirements and the development of Australian Professional Standards for Teachers - Graduate Level. Such procedures may include, but are not limited to, essays, reports, examinations, online activities, student presentations and case studies.
Minimum Achievement Standards
The assessment tasks for this unit are designed to demonstrate achievement of each learning outcome.
This unit requires that two assessment tasks be completed. The total of assessment tasks will amount to the equivalent of 5,000 words.
Overview of assessments
Assessment Task 1 Case Study of a gifted indivi...
Assessment Task 1
Case Study of a gifted individual, including description of abilities, identification of gifted characteristics, collaborative support, and differentiated planning to meet individual needs.
60%
Assessment Task 2 Critical analysis of a select...
Assessment Task 2
Critical analysis of a selected issue of relevance to collaborative practice and educational provisions for the gifted case study individual discussed in assessment task 1. For example social and emotional issues, twice exceptional learners, or cultural perspectives.
40%
Learning and teaching strategy and rationale
Pre-service teachers will be involved in a variety of teaching-learning strategies to progress and demonstrate their understandings in this unit. The unit will be offered nationally online. Where there are sufficient local enrolments, multi-mode delivery may be offered. The unit delivery will consist of a digital core with the expectation of students working with these materials for a minimum of three hours or equivalent each week.
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 (or equivalent in intensive mode). Students should anticipate engaging with the online materials, workshop/tutorial attendance (where applicable), readings, discussion forums and assignment preparation.
AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS - GRADUATE LEVEL
On successful completion of this unit, pre-service teachers should be able to: