0 or 3 credits
Fall 2025 Distance Learning Upper Division
This course is an introduction to curricular materials, curriculum development, and programs for gifted, creative, and talented (GCT) students. It serves the needs of pre-service teachers who are preparing to teach gifted students in mixed-ability, general education or specialized classrooms. Students will be exposed to established program and curriculum models, as well as the nuts and bolts of developing curricular plans, materials, and specialized programs that support the advanced learning needs of gifted students. Major assignments will assess students' understanding and application of foundational concepts related to the education of students with gifts, creativity, and talent. Permission of instructor required.
Learning Outcomes1Determine the degree of alignment between a gifted program's stated goals, continuum of services, and curriculum resources. [NAGC-CEC Standards (2013):
24,
31,
43, -
54,
65,
71-
83,
95,
101,
113]
12Describe the most widely used curriculum and program models in gifted education. [NAGC-CEC Standards (2013):
131,
141,
152,
161]
17Determine which curriculum and program model(s) would work best at the elementary, middle, and high school levels in your school district. You may conclude that particular models "fit" different grade levels better than others. [NAGC-CEC Standards (2013):
181,
194,
204,
211,
222,
231].
24Justify the use of differentiation to meet the academic needs of gifted students. [NAGC-CEC Standards (2013):
252-
264,
272,
284,
291]
30Evaluate educational materials and practices to assess their suitability for use with high-ability students. [NAGC-CEC Standards (2013):
314,
323,
331-
344,
351-
363,
371]
38Practice designing and revising lessons to incorporate instructional strategies well-suited for high-ability students. [NAGC-CEC Standards (2013):
391-
404,
411-
424,
432,
444,
455,
461-
475]
Prerequisites
made by Purdue students.