units

EDF5645

Faculty of Education

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This unit entry is for students who completed this unit in 2016 only. For students planning to study the unit, please refer to the unit indexes in the the current edition of the Handbook. If you have any queries contact the managing faculty for your course or area of study.

12 points, SCA Band 1, 0.250 EFTSL

Postgraduate - Unit

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered.

Faculty

Education

Coordinator(s)

Associate Professor Shane Phillipson

Offered

Clayton

  • Second semester 2016 (Flexible)

Synopsis

This unit develops three areas of students' knowledge:

  1. understanding frameworks and theories of giftedness and talent,
  2. approaches to identification, and
  3. curriculum for gifted students. Students reflect on their own attitudes and beliefs as educators towards gifted students and examine evidence of teacher beliefs, competencies and teaching strategies found to be effective cross-culturally with gifted students. Programming options for ability grouping, enrichment, extension and acceleration for gifted students at various levels of education are critically reflected upon and evaluated. The unit explores and analyses differentiated curriculum developed for teaching diverse gifted students with different learning styles in mixed-ability classrooms, and teaching and learning models for engaging gifted students. Research literature applied to teaching gifted pre-school, primary and secondary students is examined.

Outcomes

Upon successful completion of this unit students should be able to:

  1. know and understand conceptual frameworks and theories of giftedness and talent
  2. know and understand behavioural characteristics of gifted individuals and how that can impact students' learning experiences
  3. demonstrate cognitive skills in relation to identifying gifted and talented students and reflect critically on identification approaches as professional practice
  4. identify students' learning styles and how they relate to students' talent development
  5. evaluate teacher beliefs, competencies and strategies for teaching gifted students effectively and reflect on self-beliefs and competencies as teachers
  6. evaluate different programming options of ability grouping, enrichment, extension and acceleration and how they apply to the educational needs of gifted students
  7. know and understand differentiated curriculum and how it can meet the needs of gifted students
  8. engage with and apply teaching and learning models of curriculum that provide for the educational needs of gifted students.

Assessment

Reflective journal (5000 words, 60%)
Individual project (3000 words, 40%)

Workload requirements

Flexible mode offers a stand-alone online offering that allows students to learn and engage in content and assessment in a supported way. It also provides a face-to-face component of 12 hours over the semester to engage students with the online learning content, which students can attend if they are able and interested.

Minimum total expected workload equals 288 hours per semester comprising:

(a.) Contact hours for flexible students:

  • 12 contact hours and 24 hours equivalent of online activities over the semester or
  • 36 hours equivalent of online activities over the semester

(b.) Additional requirements (all students):

  • independent study to meet the minimum required hours per semester

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Expert teaching practice
General education studies

Prohibitions

EDF6607