Supporting the Social, Emotional, and Guidance Needs of the Gifted – EDGL 619

CG • Section 8WK • 07/01/2018 to 12/31/2199 • Modified 06/02/2022

Course Description

Candidates will explore the contemporary research on affective issues and supporting theory in gifted education. Topics of study include supportive curriculum, special populations, emotional characteristics, vocational concerns, self-concept, self-esteem, and support for the teacher's role in preventing or remediating affective problems related to giftedness. Guidance topics and support for these students and the role of the family and community are emphasized.

For information regarding prerequisites for this course, please refer to the Academic Course Catalog.

Rationale

This class is designed to provide educators an opportunity to gain insight into the social-emotional characteristics and needs of gifted students. Understanding of underlying theory is crucial to the development of appropriate supports and interventions for the gifted and talented. The concepts explored in this course are designed to be relevant to participants’ experience and to provide opportunities to develop the requisite knowledge and associated practical skills. This foundation enables candidates to select appropriate research to support practice and design effective interventions and learning strategies to address the social and emotional needs of gifted learners.

Measurable Learning Outcomes

Upon successful completion of this course, the candidate will be able to:

  1. Identify the theories that guide psychological development
  2. Demonstrate understanding of the affective characteristics of gifted learners, including those who are culturally diverse, gifted females, gifted males, underachievers, gifted students with disabilities (twice-exceptional), as well as intellectual, academic, creative, leadership, and artistic domains.
  3. Discuss current trends relating to social and emotional issues regarding local, state, and national levels.
  4. Articulate the importance of a guidance component for a
  5. Investigate problem behaviors of gifted sub-populations (e.g., culturally diverse, economically disadvantaged, twice-exceptional, etc.) to provide intervention and educational approaches.
  6. Determine needs related to individuals with gifts and talents, including those from diverse populations including those who are twice-exceptional.
  7. Develop appropriate coping strategies for addressing the socio-emotional needs of gifted learners in a variety of instructional situations.
  8. Propose ideas to support and encourage students and parents using scripture and a biblical worldview.

Course Assignment

Textbook readings and lecture presentations

Course Requirements Checklist

After reading the Course Syllabus and Student Expectations, the candidate will complete the related checklist found in the Course Overview.

Discussions (2)

Discussions are collaborative learning experiences. Therefore, the candidate is required to post a thread of 400 words for each discussion.  In addition to the thread, the student must post 2 substantive replies of 200 words. (MLO: A, B. D, E, G)

Proposed Readings Assignment

The candidate will list 10 self-selected current and peer-reviewed article references for research of personal interest surrounding the social and emotional needs of gifted learners. A template for submitting the reading selections and the candidate selected reading schedule for the articles will be provided. (MLO: C, E, H)

Literature and Self-Understanding Lesson Assignment

Select and read a book written for a child or young adult audience and create a lesson to be used to support a student or a class with a key socio-emotional issue that impacts gifted students. Suggestions, a template, and a questionnaire will be provided. (MLO: A, B, D, G)

Annotated Bibliography Assignment

Using the current research selections made by the candidate surrounding an aspect of the social and emotional needs of the gifted, the candidate will select a minimum of ten, recent (published within the last 5 years) peer-reviewed journal articles and articulate and discuss personal impressions of those readings. This assignment strictly follows the current APA guide. (MLO: C, E, H)

Special Populations Support Chart Assignment

The candidate will compile in-depth information to support gifted learners from one of the special populations studied in the course. The chart will include recommendations for lesson content, curriculum, and supports identified as helpful for that population. A template will be provided and at least threeother academic resources in addition to the course text will be used.  Current APA formatting guidelines are expected. (MLO: A, B, D, E)

Video Observation Assignment

To have the needed information to complete this assignment, the candidate must select and view a movie or TV show from a varied list provided in the course. The candidate is responsible for locating the title selected from the list and securing a method in which to view it ( e.g. streaming service, YouTube, or personal collection). The candidate will choose a film from an approved list or a TV show using three specific episodes that has a gifted child or young adult as a central character for the purpose of identifying affective (social and emotional) traits and behaviors. A 5-6 -page report (not including notes taken during the viewing of the film  which will be included as an appendix as well as current APA formatted title and reference pages) will then be generated narrating the observations made in the film and providing research-supported analysis using the course text and at least 3 other relevant peer-reviewed sources. (MLO: A, B, D, G)

Collection of Classroom Environment Builders or Career and College Services Assignment

Using the provided template, the candidate will select a total of five activities/ideas from the text and five from other sources and provide an overview of the activity, the age level it might prove to be most effective, and what types of students it might support. Can be a mix of classroom environment builders or career/college services. (MLO: D, E, F, G)

Quizzes (3)

Each quiz will cover the Learn material for the assigned modules. Each quiz will be open-book/open-notes. Quizzes will contain 10 multiple-choice questions and have a time limit of 50 minutes. (MLO: A,B,D,F)