SPED 593 Directed Study for SPED 522 Learning Environments ...
Transcript of SPED 593 Directed Study for SPED 522 Learning Environments ...
Revised Syllabus Template, MAI, 1/11
Semester: Fall 2016 Course Name: Learning Environments and Social Interactions for Gifted Ed.
Credit Hours: 3.00 Course No. SPED 593 (Directed Study) for SPED 522
Classroom: TBA Class Meeting: TBA
Instructor: Dr. PJ Sedillo Office: 225 Rio Rancho
Office Hours: TBA Phone: 505-891-6907
Email: [email protected]
Course Catalog Description & Course Prerequisites
SPED 490 has been designed as one semester introduction to learn and explore about the learning environments and social interactions of teaching gifted student. Opportunities are provided for development of strategies based on principles and best practices for gifted students. (Three (3) credit hours.) Foundations of Gifted Education must be taken prior or in conjunction with this course.
School of Education Conceptual Framework 1 The NMHU School of Education believes in democratic access to an
education, both theoretical and authentic, that allows the reflective
learner to continue to develop cultural schemas and diverse cognitive
processing skills to construct a knowledge base, practice the skills and
develop professional dispositions in authentic settings needed to excel
in education, leadership, counseling or other self-determined
endeavors.
Required / Supplemental Materials & Supplies 2, 3
(a) Chalk & Wire license - All Undergraduate students admitted
during the fall of 2009 and after, are required to purchase Chalk &
Wire. All Graduate students admitted in the fall of 2010 and after are
required to purchase Chalk & Wire. Graduate students admitted to the
School of Education prior to fall 2010 must verify the status of Chalk
& Wire utilization in their program of study with course instructors. If
the program or course requires Chalk & Wire, then the student is
required to purchase a license. Please see below for more information
about Chalk & Wire.
Course Objectives, Requirements/Expectations
Required Course Text Deslie, J. & Galbraith, J (2013). When gifted kids don’t have all the answers: How to meet their social
and emotional needs. Minneapolis, MN: Free Spirit Publishing.
ISBN: 1-57542-107-0
1 SOE email from Associate Dean, 5/4/10 2 SOE email from Dean, 1/6/10 3 Email from C&W Coordinator, 8/9/10
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School of Education Themes (SOE):
Diversity (D) Practice (Pra) Reflective Practitioner (RP) Knowledge(K) Professionalism(Pro) Culturally Inclusive (CI)
Leadership (L) Authentic Settings (AS)
New Mexico Public Education Department Teacher Competencies
(NM-PED – TC) http://bit.ly/NMPED
North Central Association / Higher Learning Commission Student Traits (NCA) (a) Mastery of content knowledge and skills
(b) Effective communication skills
(c) Critical and reflective thinking skills (d) Effective use of technology
Course Outcomes correspond to: SOE NMPED-TC NCA KNOWLEDGE: (The student will be able to. . .)
1. list and describe the characteristics of the the gifted (both positive and negative)
2. will list interpersonal strategies that are most appropriate in teaching the gifted.
3. will analyze strategies for the characteristics that are appropriate in teaching gifted students.
4. will discuss social interactions of the gifted student. 5. will define learning opportunities, self-awareness, inter
cultural experiences and leadership. 6. will discuss strategies for evaluating strength and
weakness abilities. 7. will develop understand social interaction and coping
skills in individuals with gifts and talents to address personal and social issues, including discrimination and stereotyping.
Pra, RP, K,
Pro, CI, L, AS
6.64.18.10 A a, b, c,
SKILLS: (The student will be able to. . .) 1. critique strategies used for gifted learners
pertaining to social interactions and learning environments
2. evaluate appropriateness of strategies for gifted learners
3. apply strategies of appropriate educational interventions for gifted learners (to teachers; school administrators; parents; etc.)
Pra, RP, K,
Pro, L, AS
6.64.18.10 A a, b, c, d
DISPOSITIONS: (The student will be able to. . .) 1. value professional development of knowledge &
competence of instructional social interaction strategies as an educator of the gifted
2. value professional collaboration for promoting positive learning environments in the education of gifted children and youth
3. value developing instructional social interaction strategies for school/personnel & family/community to enhance the effectiveness of outcomes for gifted learners
Pra, RP. K,
Pro, L, CI
6.64.18.10 A a, b, c, d
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Revised Syllabus Template, MAI, 1/11
Course Topics The main topics of this course are:
Learning environments Social interactions and coping skills in individuals who are gifted to address personal and social
issues Learning Styles of the Gifted Historical stereotypes, current discrimination, and implications for gifted education Social and emotional development on interpersonal relationships and learning of individuals
who are gifted. Intercultural experiences that allows individuals who are gifted to appreciate their own and
others’ language and cultural heritage
Learning Environments and Social Interactions
SPED 522 is the development of a sound understanding of learning environments and social interactions for the gifted. This course will actively introduce how to create learning environments for individuals with gifts and talents that foster cultural understanding, safety and emotional well-being, positive social interactions, and active engagement. In addition, educators of the gifted foster environments in which diversity is valued and individuals are taught to live harmoniously and productively in a culturally diverse world. Educators who take this course will learn how to shape environments, encourage independence, motivation, and self-advocacy of individuals who are gifted.
Assignments, Assessment, & Schedule
Class Preparation and Participation:
SPED 522 may be unlike any you’ve had before (or may have again). This course will engage you in a combination of independent and interactive collaborative activities and tasks on which both your learning and evaluation will depend. The primary basis for both learning instructional strategies in SPED 490 will be small and large group discussion, independent research and reading, and lots of reflective writing both in and out of class. Therefore, students are expected to be prepared for each class having completed any/all assignments by the specified assignment dates (see course schedule for specific assignments and due dates, in syllabus. NOTE: All assignments are due on the specified due dates. No credit will be given for any missed
assignments of any type. Missing &/or late assignments will not be accepted after their due dates. Print assignments can be delivered by classmates and/or emailed ([email protected]) on due dates only if not attending in person (emailing print assignments contingent on instructor approval only; print copies must be submitted to the instructor for credit).
Class Schedule and Due Dates (Subject to change): A. Schedule: TBA B. Month, Day (Day-Rio Rancho): Setting the stage: Introduction to Course / Syllabus; Cross-site
Groups; Intro & Core activities C. Weekly reading & writing assignments: 10 assignments (for f2f discussion) and class schedule:
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Course Schedule
Topic Readings Due Assignment Due
Week 1 TBA
Activity Intro/syllabus overview Inclusion
Week 2 TBA
Who, What, Where, When, How…Gifted?
Introduction/ Chapter 1 What is Giftedness?
Homework 1
Week 3 TBA
Identification Chapter 2 Identifying Gifted Kids
Homework 2
Week 4 TBA
You have now entered the fourth dimension.
Chapter 3 Emotional Dimensions of Giftedness
Homework 3
Week 5 TBA
Do you have to be gifted to teach the gifted?
Chapter 4 Being a Gifted Teacher
Homework 4 GIFTED GAME-Product Presentations
Week 6 TBA
Inside Out Chapter 5 Understanding Gifted Kids from the Inside Out
Homework 5
Week 7 TBA
Gifted as the underachiever
Chapter 6 Underachiever of Selective Consumer
Homework 6 Learning Environment-Product/Presentations
Week 8 TBA
Individual Meetings
March 9-13 Spring Break or Fall Break
Week 10 TBA
IDENTIFICATION PROJECT-Presentations
Week 11 TBA
Outside In Chapter 7 Understanding Gifted Kids from the Outside In
Homework 7 SUMMARY OF THE BOOK
Week 12 TBA
Safety First Chapter 8 Making It Safe to Be Smart: Creating the Gifted-Friendly Classroom
Homework 8
Week 13 TBA
Screenplay - Product
Week 14 TBA
Gifted Panel- Gifted Students Homework 9 Summary of Panel
Week 15 TBA
Gifted Panel – Parents of Gifted Homework 10 Summary of Panel
Week 16 TBA
NIGHT OF THE NOTABLE PRESENTATIONS
Final / Product-Paper- Presentations
Week 17 TBA
Individual Meetings NIGHT OF THE NOTABLE PRESENTATIONS
Presentations
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Course Grading Policy
Activities, Assessment & Evaluation: Total Possible Points = 280 pts.
1. Core Reading/Writing Project: 10 assignments @ 5 pts. unit / = 50 pts. Documentation & reflection on weekly core readings
2. Gifted Game Project: 40 pts. (see description below) Independent Activity in which the student will create a game pertaining to the social emotional aspects of the gifted. Graduate students responsible for research paper on strategies for the social emotional aspects of the gifted (7-10 pages APA Format) Paper / Product / Presentation
3. Learning Environment: 30 pts. Make a 3-D learning environment for a gifted classroom. Have summarization of all locations within the classroom.
4. Identification Project: 40 pts. (2 Components: RD=15 pts.; FD=25 pts.): Develop a model / lesson/ activity/ procedure/ tool for a gifted learner(s) in a specified instructional setting (classroom, school: learning context) pertaining to social emotional implications. Paper / Product / Presentation
5. Screen Play: 40 pts. Create a screenplay about a pertaining to social and emotional lives of the gifted. Screenplay [ ˈskrēnˌplā ]
noun: screenplay · plural noun: screenplays the script of a movie, including acting instructions and scene directions
6. Reflective Final Paper: 50 pts. Undergraduates-the final assignment is a written reflection on your experience/s during this course. It must be tied into a favorite teacher and a negative teacher that you experienced in your life (use pseudonmyms). Graduate students responsible for research paper on gifted instructional strategies presented during the semester (7-10 pages APA Format) Paper / Product / Presentation
7. Class Participation/Interaction/Discussion-(See Rubric): 30 pts. Reflecting on core reading assignments
8. NO MIDTERM, FINAL EXAMINATION, or Tests will be administered. During the final exam period, individual conferences will occur during which your work, especially your final reflective paper, will be discussed and returned.
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IMPORTANT NOTES: 1. The instructor reserves the right to make adjustments to the reading/work schedule during the semester; any changes will be announced and discussed in class, as well as being available online. 2. High degree of professional quality is expected of all work, including in-class and external work submitted in class. A qualitative assessment will be applied for professional appearance and presentation of all submitted work. 3. Any students with special needs, especially regarding reading, writing and/or assessment procedures, please be sure to let me know ASAP, in class or we can schedule an appointment to talk. We will endeavor to make any / all approved
accommodations in an effort to support your participation and success in SPED 435/535.
Scoring Scale: Letter grades are based on 7% intervals (20pts.) per letter grade
A 280 – 260 B 259- 240 C 239 – 220 D 219 – 200 F < 199
Assignment Points Core Reading/ Writing Weekly homework: 10 @ 5 points each 50
Gifted Game Project 40
Learning Environments – 3D Classroom 30
Identification Project 40
Screen Play 40
Reflective Final Paper 50
Class Participation / Attendance 30
Total 280
Assignment Summary
Core Reading/Writing Project: 14 assignments @ 5 pts. /unit = 50 pts. Directions: For each Core Reading, you should complete a Concept Development Handout. Submissions will be randomly
selected for class discussion.
1. After each chapter students will summarize two concepts of interest and include a personal reflection. Students must be prepared to share homework during each class session
a. Graduate students should locate research to cite personal opinions/reflections
Definition: cite [ sīt ] verb
quote (a passage, book, or author) as evidence for or justification of an argument or statement, especially in a scholarly work
Gifted Game Project: Paper-Product-Presentation 40 pts. Directions:
Each student will create a game pertaining to social emotional aspects of the gifted. Knowledge, importance of the instructional strategies and other research/literature pertaining to the strategy is essential. Graduate students responsible for research paper on gifted instructional strategy (7-10 pages APA Format
Learning Environment – 3D: 30pts.
Each student will create a 3D gifted classroom. Make sure you incorporate how gifted students learn best. Suggestions (set up classroom like a brain, MI classroom, Fung Shui, theme, “skies the limit”). Make the classroom to scale and aesthetically pleasing. Chanel your inner creativity. Paper/Product/Presentation
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Identification Project: Group Activity= 40 pts. Directions: Develop a model/ lesson / activity /procedure/ of strategies for gifted learners in a specified instructional setting,
school/learning context. Utilize the core readings as well as any additional readings. Your ultimate goal will be to develop a working tool for gifted/talented learners that can be appropriately modified as
circumstances change. Turn in a summary of your discovery (paper)
Included in this process: The actual “tool”
tool [tool]
1. device for doing work: an object designed to do a specific kind of work such as cutting or chopping by directing manually applied force or by means of a motor
2. means to end: something used as a means of achieving something 3. something used for job: something used in the course of somebody's everyday work
Synonyms: instrument, implement, device, means, utensil, apparatus, contrivance, gizmo
The underlying model/rationale/theoretical/practical basis The procedures for application
Screen Play: 40 pts. Directions:
A weekly record, especially a personal record of the discussion topic will include experiences and observations in journal form. (See-Discussion Forum Rubric)
Reflective Final Paper Project: 40 pts. Directions: Guidelines: The final assignment is a written reflection on your experience/s during this course. In your reflection, you
should identify at least two (2) issues, concepts or experiences with respect to the potential relationship between your developing knowledge of gifted learners and professional practice with respect to identification & instruction. Describe your concepts, include your interpretation of how your developing knowledge may impact your professional practice, especially with respect to gifted/talented learners; include an explanation of their significance or relevance for you as a developing or practicing educator. Comprehension is essential. Finally, your reflection needs to tie in your favorite
movie or book, and you must include these words within your reflection Affect / Effect and Definite/Definitive Graduate students responsible for research paper on a gifted instructional strategy (7-10 pages APA Format) Paper/Product/Presentation
Class Participation/Interaction/ Discussion: 25 pts. Directions:
A. The primary basis for both learning and assessment will be small and large group discussion, independent research and reading, and lots of writing both in and out of class. Therefore, students are expected to be prepared, and actively engaged with positive contributions for each class having completed any/all assignments by the specified assignment dates (see course schedule for specific assignments and due dates, in syllabus).
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Assignment Rubrics
Name: ________________________ Date/s: ____________________ 1. Core Reading /Writing Assignment 50pts: total score __________ x 10 = _____________
Degree Excellent: Significantly Exceeds Expectation
Superior: Exceeds Expectations
Good: One + Aspect/s Above Expectations
Average: Meets Expectations
Needs Improvement: Missing or Limited Features
Incomplete or Unacceptable
Criterion 5 4 3 2 1 0
Completion 5 4 3 2 1 0
Organization 5 4 3 2 1 0
Quality 5 4 3 2 1 0
Assignment 1: 3 divided by total ________=__________ Assignment 2: 3 divided by total ________=__________ Assignment 3: 3 divided by total ________=__________ Assignment 4: 3 divided by total ________=__________ Assignment 5: 3 divided by total ________=__________ Assignment 6: 3 divided by total ________=__________ Assignment 7: 3 divided by total ________=__________ Assignment 8: 3 divided by total ________=__________ Assignment 9: 3 divided by total ________=__________ Assignment 10: 3 divided by total ________=__________
2. Gifted Game Project 40 pts. : Score: __________
Degree Excellent: Significantly Exceeds Expectation
Superior: Exceeds Expectations
Good: One + Aspect/s Above Expectations
Average: Meets Expectations
Needs Improvement: Missing or Limited Features
Incomplete or Unacceptable
Criterion 10 9 8- 7-6 5-4-3 2-1 0
Paper/APA 10 9 8- 7-6 5-4-3 2-1 0
Product 10 9 8- 7-6 5-4-3 2-1 0
Presentation 10 9 8- 7-6 5-4-3 2-1 0
Aesthetics / Creativity
10 9 8- 7-6 5-4-3 2-1 0
3. Learning Environments 3D - 30 pts. : Score: __________
Degree Excellent: Significantly Exceeds Expectation
Superior: Exceeds Expectations
Good: One + Aspect/s Above Expectations
Average: Meets Expectations
Needs Improvement: Missing or Limited Features
Incomplete or Unacceptable
Criterion 10 9 8- 7-6 5-4-3 2-1 0
Paper 5 4 3 2 1 0
Product Completion 10 9 8- 7-6 5-4-3 2-1 0
Aesthetics / Creativity 10 9 8- 7-6 5-4-3 2-1 0
Presentation 5 4 3 2 1 0
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4. Identification Project 40 pts. : Score: __________
Degree Excellent: Significantly Exceeds Expectation
Superior: Exceeds Expectations
Good: One + Aspect/s Above Expectations
Average: Meets Expectations
Needs Improvement: Missing or Limited Features
Incomplete or Unacceptable
Criterion 40-35 34-29 28- 23 22-18 17-13 13-0
Completion 40-35 34-29 28- 23 22-18 17-13 13-0
5. Screenplay 40 pts.: Score: __________
Degree Excellent: Significantly Exceeds Expectation
Superior: Exceeds Expectations
Good: One + Aspect/s Above Expectations
Average: Meets Expectations
Needs Improvement: Missing or Limited Feature
Incomplete or Unacceptable
Criterion 40-35 34-29 28- 23 22-18 17-13 13-0
Completion 40-35 34-29 28- 23 22-18 17-13 13-0
6. Reflective Final Paper Project: 50 pts. : Score: __________
Degree Excellent: Significantly Exceeds Expectation
Superior: Exceeds Expectations
Good: One + Aspect/s Above Expectations
Average: Meets Expectations
Needs Improvement: Missing or Limited Features
Incomplete or Unacceptable
Criterion 10 9 8- 7-6 5-4-3 2-1 0
Paper/APA 10 9 8- 7-6 5-4-3 2-1 0
Product 10 9 8- 7-6 5-4-3 2-1 0
Comprehension 10 9 8-7-6 5-4-3 2-1 0
Presentation 10 9 8-7-6 5-4-3 2-1 0
Creativity 10 9 8-7-6 5-4-3 2-1 0
7. Class Participation/Interaction/Discussion 30 pts.: Score: __________
Degree Excellent: Significantly Exceeds Expectation
Superior: Exceeds Expectations
Good: One + Aspect/s Above Expectations
Average: Meets Expectations
Needs Improvement: Missing or Limited Feature
Incomplete or Unacceptable
Criterion 10 9 8- 7-6 5-4-3 2-1 0
Participation 10 9 8- 7-6 5-4-3 2-1 0
Attendance 10 9 8- 7-6 5-4-3 2-1 0
Risk Taking 10 9 8- 7-6 5-4-3 2-1 0
Periodicals of Interest to Educators of Gifted Learners Creative Child and Adult Quarterly Creative Kids Creativity Research Journal Exceptional Children Gifted Child Newsletter Gifted Child Quarterly Gifted Child Today Gifted Child Today Magazine High Ability Studies Journal of Creative Behavior Journal for the Education of the Gifted Journal of Secondary Gifted Education
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Additional Resources Callahan, C. M., Tomlinson, C. A., & Pizzat, F. M. (1993). Contexts for promise: Noteworthy practices and innovation in the
identification of gifted students. Charlottesville, VA: National Research Center on the Gifted and Talented, University of Virginia.
Clark, B. (2007). Growing up gifted: Developing the potential of children at home and at school (7th ed.). Upper Saddle River, NJ: Merrill Prentice-Hall.
Colangelo, N., & Davis, G. A. (Eds.). (2003). Handbook of gifted education (3rd Ed.). Boston: Allyn & Bacon. Johnsen, S. K., & Ryser, G. R. (1997). The validity of portfolios in predicting performance in a gifted program. Journal for the
Education of the Gifted, 20, 253-267. Lidz, C. S., & Macrine, S. L. (2001). An alternative approach to the identification of gifted culturally and linguistically diverse
learners: The contribution of dynamic assessment. School Psychology International, 22, 74-96. Mills, C., & Tissot, S. (1995). Identifying academic potential in students from underrepresented populations: Is using the
Ravens Progressive Matrices a good idea? Gifted Child Quarterly, 39, 209-217. Olszewski-Kubilius, P. (1998). Talent search: Purposes, rationale, and role in gifted education. Journal of Secondary Gifted
Education, 9, 106-113. Piirto, J. (1994). Talented children and adults: Their development and education. New York: Macmillan. Silverman, L. K., & Maxwell, E. (1996). Characteristics of giftedness scale. Denver, CO: Gifted Development Center. Simonton, D. K. (2000). Creativity: Cognitive, personal, developmental, and social aspects. American Psychologist, 55, 151-
158. Sternberg, R. J. (1999). Handbook of creativity. New York: Cambridge University Press. Sternberg, R. J. (2000). Handbook of intelligence. New York: Cambridge University Press. Sternberg, R. J., & Davidson, J. E. (Eds.). (1986). Conceptions of giftedness. Cambridge: Cambridge University Press. Torrance, E. P. (1998). Economically disadvantaged children. In Smutny, J. (Ed.). The young gifted child: Potential and
promise, an anthology. Cresskill, NJ: Hampton Press. Treffinger, D. (1975). Teaching for self-directed learning: A priority for the gifted and talented. Gifted Child Quarterly,
(1), 46-59. VanTassel-Baska, J. (1997). Excellence in educating gifted and talented learners (3rd Ed.). Denver: Love. Winner, E. (2000). The origins and ends of giftedness. American Psychologist, 55, 159-169.
Course Attendance Policy
Attendance: Student participation is essential to learning; therefore, attendance will be regularly monitored. a) Ten (10) points will be deducted for each class absence < 83% (except for those with
appropriate and authentic documentation, i.e., medical and/or professional excuses).
NMHU Academic Integrity Policy Because academic dishonesty in any form compromises the university’s reputation and thus devalues the NMHU degree, it
simply will not be tolerated. Consequently, students caught cheating, plagiarizing, or doing anything which involves trying
to pass off someone else’s intellectual work as their own, will be subject to disciplinary action (NMHU Student Handbook,
page 28; http://bit.ly/nmhustudenthandbook).
Disabilities Accommodations (ADA Policy) NOTE: “In accordance with federal law, it is university policy to comply with the Americans with Disabilities Act (ADA). If
you believe that you have a physical, learning, or psychological disability that requires an academic accommodation, contact
the Coordinator of Accessibility Services by phone at (505) 454-3188 or 454-3252, via e-mail at [email protected], or
visit the Felix Martinez Building, Room 111 on the Las Vegas campus. If you need the document upon which this notice
appears in an alternative format, you may also contact the Coordinator of Accessibility Service.” David Esquibel, Student
Advisor/Coordinator of Testing and Accessibility Services
NMHU Inclement Hotline
505-426-2297 1-866-231-2366 www.nmhu.edu
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Instructional Disposition Inventory The School of Education has developed an inventory to help students and faculty evaluate the dispositions of students. These
surveys will be used to help students identify strengths and areas for improvement in their dispositions for their professions.
All students in designated courses will complete a dispositions inventory at midterm and at the end of the semester. The
professor will also complete a dispositions inventory for each student at those times. Any dispositions suggesting the need for
support will be discussed.
Chalk & Wire
(a) Various assignments will be submitted via Chalk & Wire for the purpose of data collection, student evaluations, program
assessment, and the development of the electronic based portfolio required for Field III (student teaching). Within each
undergraduate and graduate program, SOE faculty has designated courses that represent the core of the program. Each
designated course will have one common assignment that provides opportunities for students to demonstrate mastery of core
concepts. Each student who takes a designated course, regardless of location, will complete the common assignment. Upon
completion of that assignment, students will submit it via Chalk & Wire for assessment.
(b) The Chalk & Wire license is valid and available for 5 years from the date of purchase, which will enable the owner to
keep professional portfolios updated for future employment or use in further educational endeavors. Students may elect to
renew their licenses (directly through C&W) at the end of the 5 years OR they can download their artifacts, portfolios, and
results to their personal computers.
(c) Chalk & Wire help manual: http://chalkandwire.com/help/ePortfolioGuide/Default_left.htm
(d) For help, contact: [email protected]