Unit rationale, description and aim
Special Education is one of the more challenging, dynamic, growing areas of education and is reflected in early childhood, primary and secondary learning contexts with many students with disability and diverse needs requiring high-quality differentiated teaching and personalised learning approaches. Evidenced-based, research-informed scholarly practice is promoted in careful planning, delivering and evaluating universally-designed programs to engage all students in achieving their goals, particularly those often marginalised. In this specialisation, pre-service teachers are encouraged to work collaboratively with students, their families and other professionals to build whole-of-community networking, designed to improve each student’s cross-curricula lifelong learning outcomes and wellbeing.
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 what it meant by giftedness, the processes that influence it and how it can be identified in the classroom. Through exploring evidence-based practice and current research pre-service teachers will develop specific competence in supporting high potential, gifted 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 display high potential and giftedness. This unit is designed to enhance pre-service teachers’ understanding of social-emotional issues that can contribute to under-achievement and their role in differentiating curriculum for a strengths-based approach in facilitating all students to achieve their potential.
Campus offering
No unit offerings are currently available for this unit.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 h...
Learning Outcome 01
Present a clear and coherent exposition of the cha...
Learning Outcome 02
Demonstrate an understanding of relevant issues th...
Learning Outcome 03
Critically analyse and evaluate current programs m...
Learning Outcome 04
Develop strategies for collaborating with families...
Learning Outcome 05
Content
Topics will include:
- Definition, characteristics and concepts of high potential and giftedness in students and relevant frameworks, such as Gagne’s (2012) Differentiated Model of Giftedness and Talent.
- Diverse approaches to identification and assessment such as Renzulli’s (2005) A developmental model for promoting creative productivity
- Differentiation, UDL, personalised support planning, adjustments, peer grouping; and
- Collaboration with families and other professionals, including reporting, assessment and tracking issues
- Key issues and barriers affecting high potential, emerging abilities and gifted students, 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
Assessment strategy and rationale
Criterion-referenced assessment strategy will be used to ascertain the extent to which students achieve stated outcomes. In order to pass this unit, you are required to view all online lectures, tutorials, links and resources, and contribute to online discussion forums, unless there are documented extenuating circumstances, and complete each of the assessments, gaining an overall passing grade. The assessment tasks for this unit are designed to demonstrate achievement of each learning outcome.
Minimum Achievement Standard
The assessment tasks for this unit are designed to demonstrate achievement of each learning outcome. Learning Outcome 4 (critically analyse and evaluate current frameworks and approaches, making recommendations for improvements) and Learning Outcome 5 (develop strategies for collaborating with families and other professionals to enhance the support for high potential and giftedness in students in working effectively, sensitively and confidentially) are only assessed in Assessment Task 3. In order to pass this unit, students are required to complete all assessment tasks, pass Assessment Task 3 and gain an overall pass result.
Electronic Submission, Marking and Return
Electronic submission and marking of assignments through Turnitin will be used.
Overview of assessments
Assessment Task 1: Case Study Reports Write two...
Assessment Task 1: Case Study Reports
Write two case study reports for two learners suitable for an educational professional, such as the class teacher or centre director. The reports should include:
- Identification and assessment of the learner
- description of the learner’s abilities
- identification of high potential and gifted characteristics
- typical myths and misconceptions of the high potential and gifted characteristics of your learner <
20%
Assessment Task 2: Literature Review Select one...
Assessment Task 2: Literature Review
Select one of the following approaches that aligns with one case study individual from assessment task 1:
- Meeting the social and emotional needs of the learner
- Curriculum differentiation
- Twice exceptional learners
- Cultural perspectives
- Planning for successful acceleration
Review the literature on evidence-based practice and research to reflect coherent and advanced knowledge of high potential and giftedness.
30%
Assessment Task 3: Enhancing Learning Referring ...
Assessment Task 3: Enhancing Learning
Referring to research, investigate strategies to support your learners for a chosen curriculum area/s to meet individual needs. Justify how the strategies support and challenges the learner, the possible benefits and issues that may arise. Prepare a report to families elaborating on the strategies their child will be engaging in and exemplars of what it would look like in the classroom setting and how families can assist at home. Include in this report the likely benefits and possible issues.
50%
Learning and teaching strategy and rationale
The unit will consist of the equivalent of 150 hours of study (equivalent of one-hour lecture and a two hour tutorial online, private study, contribution to online discussion, preparation of assessment) facilitating the application of knowledge, skills and strategies. Required readings and activities are on Canvas. Learning and teaching strategies include a combination of online lectures, webinars, and other online activities. The rationale for an inquiry-orientation and cooperative learning approach is to enhance knowledge, skills and raise fundamental awareness and questions about diverse student learning experiences and equip pre-service teachers to address them with heightened ethical awareness.
Technology Enhanced Learning
All lectures will be recorded and made available via Canvas.
AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS - GRADUATE LEVEL
On successful completion of this unit, pre-service teachers should be able to:
ACECQA CURRICULUM SPECIFICATIONS
On successful completion of this unit, pre-service teachers should have developed the following specific knowledge:
Representative texts and references
Required text(s)
Australian Curriculum https://www.australiancurriculum.edu.au/
Australian Curriculum, Assessment and Reporting Authority (ACARA) www.acara.edu.au
Recommended references
Ballam, N., & Moltzen, R. (Eds). (2017). Giftedness and talent: Australasian perspectives (1st ed.). Singapore: Springer Singapore.
Davis, G., Rimm, S., & Siegle, D. (2018). Education of the gifted and talented (7th ed.). New York, NY: Pearson Education.
Harrison, C. (2006). Young gifted children – Their search for complexity and connection. Southern Highlands, NSW: Inscript Publishing.
Munro, J. (2017). Students who dare to learn differently: Then, now and in the future. Centre for Strategic Education: Seminar series paper.
Piechowski, M. (2010). “Mellow out,” they say. If I only could. Intensities and sensitivities of the young and bright. Madison, WI: Yunasa Books.
Porter, L. (2005). Gifted young children: A guide for teachers and parents (2nd ed.). Crows Nest, NSW: Allen & Unwin.
Silverman, L. (2014). Giftedness 101. New York, NY: Springer.
VanTassel-Baska, J., & Little, C. (Eds.). (2011). Content-based curriculum for gifted learners. Waco, Tx: Prufrock Press.
Vialle, W. (Ed). (2011). Giftedness from an Indigenous perspective. Sydney, NSW: Australian Association for the Education of the Gifted and Talented.