Uludağ Üniversitesi Eğitim Fakültesi Güzel Sanatlar Eğitimi Bölümü Resim- İş Eğitimi Anabilim Dalı Nilüfer/BURSA rasimbasak@uludag.edu.tr
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Website:
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Objective of the Course:
This course aims to prepare students to teach exceptional students within preschool general populations. Gifted and Talented students often need special care and accomodations as different from their peers. This course helps pre-service preschool teachers to understand identification methods and strategies; educational models and strategies of gifted and talented students.
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Contribution of the Course to Professional Development
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Learning Outcomes:
1
To understand meanings and classification of “gifted” and “talented” individuals.;
2
To learn identification techniques and strategies typically used in gifted and talented education.;
3
To learn models suggested for grouping and identification of gifted and talented learners.;
4
To learn about various groups of talent to help student needs and expectations based on characteristics.;
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To learn and apply about educational approaches and models developed specifically for gifted and talented learners.;
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To be able to develop teaching strategies within suggested models and strategies in preschool settings.;
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To learn strategies to come up with solutions to the problems likely to be encountered in the classroom.;
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To learn how to develop specific lesson plans and curriculum to meet gifted and talented student needs.;
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Course Content:
Week
Theoretical
Practical
1
Course Introduction. Materials and resources explained.
What is giftedness?
What is talent, and what is the difference between gifted and talented?
2
Characteristics of gifted students.
3
Characteristics of specific talent groups.
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Howard Gardner’s theory of “Multiple Intelligences”.
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Identification of giftedness. Models, approaches and strategies explained.
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Identification of talent. Specific groups of talent.
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Program planning.
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Program planning.
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Program planning and Acceleration. Teaching thinking skills.
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Program planning; enrichment and grouping. Leadership, affective learning and character education.
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Individualized models and instructional strategies. Creativity and creative process. Teaching for creative growth.
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Curriculum models. Enrichment Triad Model (Renzulli). School wide enrichment model.
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Cultural diversity and children from low socioeconomic backgrounds: The invisible gifted.
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Underachievement: Diagnosis and treatment. The cultural underachievement of females.
Parenting.
Program evaluation.
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Textbooks, References and/or Other Materials:
Johnson, J. (2006). Creative arts for young children. New York: Delmar. Clark, G., & Zimmerman, E. (2004). Teaching talented art students. New York: Teachers College Press. Van Tassel-Baska, J. (1994). Comprehensive curriculum for gifted learners. Boston: Allyn and Bacon. Davis, G. A., & Rimm, S. (2004). Education of the gifted and talented. New York: Allyn and Bacon.
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Assesment
TERM LEARNING ACTIVITIES
NUMBER
PERCENT
Midterm Exam
1
40
Quiz
0
0
Homeworks, Performances
0
0
Final Exam
1
60
Total
2
100
Contribution of Term (Year) Learning Activities to Success Grade
40
Contribution of Final Exam to Success Grade
60
Total
100
Measurement and Evaluation Techniques Used in the Course
Information
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ECTS / WORK LOAD TABLE
Activites
NUMBER
TIME [Hour]
Total WorkLoad [Hour]
Theoretical
14
3
42
Practicals/Labs
0
0
0
Self Study and Preparation
14
4
56
Homeworks, Performances
0
0
0
Projects
0
0
0
Field Studies
0
0
0
Midtermexams
1
20
20
Others
0
0
0
Final Exams
1
32
32
Total WorkLoad
150
Total workload/ 30 hr
5
ECTS Credit of the Course
5
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CONTRIBUTION OF LEARNING OUTCOMES TO PROGRAMME QUALIFICATIONS
