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Purdue EDPS 54500 - Syllabus

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Purdue University Social and Affective Development of Gifted Students EDPS 545Y (online) Fall, 2007 Instructor: Mrs. Karen Elijah, M.S. [email protected] (765) 294-2206 (W) or (765) 364-8190 (H – weekdays) (219) 863-5538 (H - weekends) COURSE DESCRIPTION: This course focuses on the social and emotional development of gifted and talented students. An overview of the characteristics and needs of gifted subpopulations, diversity issues, and family/parenting concerns along with an introduction to current educational approaches and counseling interventions are provided. The course is designed to complement EDPS 540. NAGC-CEC STANDARDS: (See Appendix A) All ten standard areas are addressed in the course. The main emphases are on the following standards: 2. development and characteristics 3. individual learning differences 5. learning environments and social interactions 7. instructional planning, with an emphasis on affective and multicultural curriculum TEXTS: Mendaglio, S. & Peterson, J.S. (2007). Models of counseling gifted children, adolescents, and young adults. Waco, TX: Prufrock Press. Neihart, M., Reis, S.M., Robinson, N.M., & Moon, S.M. (2002). The social and emotional development of gifted children: What do we know? Waco, TX: Prufrock Press. * Articles available on WebCT Vista: GOALS: Student will: analyze, synthesize, and evaluate current research literature on the social and affective development of gifted students discuss characteristics and needs of subpopulations of gifted and talented learners and the implications for academic instruction and/or counseling interventions increase knowledge and experience through class discussion, interaction with gifted students, and completion of CORE assignments. GRADING SCALE: 90-100 = A 80-89 = B 70-79 = C Below 70 = please make an appointment to see me2 ASSIGNMENTS: Discussion Posts: Holding up your end of the conversation (10% of grade) The Discussion Space of WebCT Vista is designed to provide an area where we can dialogue about the content of the course. Each week, students are required to write a reflective response about one of the assigned readings and to respond to another student’s posting. Reflective responses should include the title of the reading, a brief summary which includes key points (one paragraph), and no more than two paragraphs of thoughts conclusions, challenges, support, and/or exploration about the reading (700 word max.). Postings are NOT to be research papers with citations. The purpose is to bring up some key points for online discussion or debate. Responses to another student’s posting should be at least one paragraph in length. * Journal Article Reaction Papers (Licensure students - 20% of grade) Find two articles from major journals in the field of gifted education written within the past five years. Make sure each is not an article that we will be reading for class. Write a reaction paper for each article consisting of three sections: Summary – a brief summary of the article (1/2 – 1 page) with full citation. Reaction – a personal response that includes critical and creative thinking about the article (1/2 – 1 page) Application – discussion of how you will apply what you have read to promote the social and emotional development of gifted and talented students in your setting (1/2 – 1 page) Total length = app. 2-3 pages * Creative Product – negotiated with instructor (Doctoral students – 20% of grade) Examples: Publishable paper on a topic related to the social and emotional needs of gifted students Powerpoint presentation that could be used for school inservice, with notes (30 min. minimum) Social or affective curriculum unit (for classroom or discussion group use) Web site on social and affective development (with links to resources) Professional development plan for teachers, counselors, and/or administrators Social and affective development plan for local school district CORE Assignments: 1. Five Diverse Student Interviews or Observations (10% of grade) 2. Five Conversations using Listening Skills (10% of grade) 3. Two Lesson Plans: a. Affective Curriculum Lesson Plan (15% of grade) b. Multicultural Education Lesson Plan (15% of grade) 4. Case Study (can expand upon EDPS 540 Case Study) (20% of grade) 3Interviews/Observations: Interact and observe 5 individuals or small groups from another culture, racial group, religion, sexual orientation, residential area (urban, rural) for at least 30 minutes each. Areas of inquiry include their school experiences, their places and roles in the family, their feelings and attitudes about diversity, problems and issues they have encountered, their feelings about giftedness, their own particular strengths, and any other areas that pertain to being different from others in some way. Observations may include your perceptions of their interactions with other students in or out of class, with friends or co-workers, or toward teachers, professors, or authority figures. Your 5 interview/observation submissions should be descriptive, written in paragraph form, and provide a reasonably detailed summary of each interview/observation. Please include a brief description of the person or group, the area(s) of diversity, and the context of the interview or observation. Each submission should be app. one page in length. Conversations: Have a conversation with 5 different people in different contexts or circumstances using listening skills and use of open –ended questions. Summarize each conversation and describe the person with whom you conversed, what occurred, which skills you used, what questions you asked, and your responses to their answers. Other information to include: How did each conversation go (effective or ineffective)? How could you tell? Describe outcome(s) of the conversation. What might you say, do, or ask differently, if you could? Note: No more than 2 family members should be used for this assignment and please include some diversity (Ex: not all males/females, not all of one ethnic or racial group, not all teachers, etc.). Each submission should be app. 1 page in length.

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