| CODE | IAL2012 | ||||||||
| TITLE | Supporting Gifted and Talented Learners | ||||||||
| UM LEVEL | 02 - Years 2, 3 in Modular Undergraduate Course | ||||||||
| MQF LEVEL | 5 | ||||||||
| ECTS CREDITS | 4 | ||||||||
| DEPARTMENT | Inclusion and Access to Learning | ||||||||
| DESCRIPTION | The characteristics of gifted and talented students, the specific techniques for their identification, and diagnostic / prescriptive approaches to teach across age groups are addressed. This will provide a comprehensive understanding on how to identify gifted and talented students so that different teaching / learning approaches and evidence-based instructional practices can be employed in order to create an optimum learning environment. The study-unit focuses on integration of gifted and talented students into the total school environment to help them excel and enhance their potential. This will provide a comprehensive understanding on the complex needs of gifted and talented students and their advanced abilities in different domains. Educational models, teaching methods, strategies, selection of resources and materials is delivered in accordance with the curriculum development and programme evaluation. Theories of intelligence and conceptions of giftedness will provide focus on innovative instructional techniques and the use of evidence-based strategies to respond to the diverse needs of gifted and talented students. The essential principles of contemporary issues and research in education will be delivered in the light of the latest discoveries in neuroscience and current research, to offer a holistic approach in supporting gifted and talented students, not only academically, but also in their socio-emotional development. Study-unit Aims: The aim of the study-unit is to provide a comprehensive understanding of the characteristics of gifted and talented students, the specific techniques for the identification of gifted and talented students, and diagnostic/prescriptive approaches to teach them. This will give a thorough understanding of the diverse needs of gifted and talented students so that they can be challenged and their learning is stimulated to enhance their potential. The integration of gifted and talented students into the total school environment will present different philosophies and approaches which would need to be adopted in order to ensure best inclusive practices for gifted and talented students. These will be delivered theoretically and through practical implementation. In so doing, educational methods, teaching methods, strategies, selection of resources and materials will also be discussed in detail, within the context of curriculum development and programme evaluation. The salient points on the relevant contemporary issues and research in gifted education will be discussed. The essential principles of current research, inter alia, motivation, perseverance and flow, will be discussed to give an in-depth understanding of gifted and talented students to encourage a ‘growth mindset’. Learning Outcomes: 1. Knowledge & Understanding By the end of the study-unit the student will be able to: - Define ‘gifted and talented’ and be familiar with associated terms; - Analyse the characteristics of gifted and talented students; - Examine myths associated with gifted and talented students; - Evaluate historical views of giftedness and the contribution which they gave to the modern view of giftedness; - Analyse the role of the environment on gifted and talented students; - Recognise the importance of identifying gifted and talented students; - Analyse ways to work effectively with parents to support gifted and talented students; - Identify the most important social and emotional challenges faced by gifted and talented students; - Recognise effective teaching / learning methods for gifted and talented students; - Appraise different methods of assessment for gifted and talented students. 2. Skills By the end of the study-unit the student will be able to: - Implement individual and whole-school approaches to meet the diverse needs of gifted and talented students within an inclusive context; - Employ evidence-based strategies to support learning, motivation and holisitc development in order to promote affective development; - Implement different methods of assessment in class; - Establish collaboration with parents of gifted and talented students; - Apply straategies to address the most important socio emotional challenges of gifted and talented students; - Analyse how gifted and talented students learn; - Explain ways of differentiating instruction for gifted and talented students namely through classroom approaches to enrichment, acceleration and curriculum compacting together with other teaching strategies including the Jig Saw Classroom and Anchor activities. Main Text/s and any supplementary readings: Main text - Farrugia, R. C. (2021). Learning, potential and identity construction in Maltese early years settings. In R. Willis, M. de Souza, J. Mata-McMahon, M. Abu Bakar, & C. Roux (Eds.), The Bloomsbury handbook of culture and identity from early childhood to early adulthood : perceptions and implications (pp. 105-119). Bloomsbury Academic. - Margot, K. C., & Melin, J. (2021). Gifted education and gifted students: A guide for inservice and preservice teachers. Routledge. - Roberts, J. L., Inman, T. F., & Robins, J. H. (Eds.). (2022). Introduction to gifted education. Taylor & Francis. - Wallace, B., Sisk, D., & Senior, J. (2018). The Sage Handbook of gifted and talented education. SAGE Publications Ltd, https://dx.doi.org/10.4135/9781526463074 |
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| STUDY-UNIT TYPE | Lecture | ||||||||
| METHOD OF ASSESSMENT |
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| LECTURER/S | Colin Calleja Louis John Camilleri Rosienne Camilleri |
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2023/4. It may be subject to change in subsequent years. |
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