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

http://bit.ly/NMPED

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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).

http://www.bing.com/search?q=define+instrument

http://www.bing.com/search?q=define+implement

http://www.bing.com/search?q=define+device

http://www.bing.com/search?q=define+means

http://www.bing.com/search?q=define+utensil

http://www.bing.com/search?q=define+apparatus

http://www.bing.com/search?q=define+contrivance

http://www.bing.com/search?q=define+gizmo

http://www.world-english.org/affect_effect.htm

http://www.world-english.org/definite_definitive.htm

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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: __________







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: __________







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: __________







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: __________





Needs Improvement: Missing or Limited Feature


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: __________







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: __________





Needs Improvement: Missing or Limited Feature


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

http://bit.ly/nmhustudenthandbook

mailto:[email protected]

http://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]

Documents

SPED 593 Directed Study for SPED 522 Learning Environments