This course will develop an understanding of research methods and strategies that manifest themselves in a variety of disciplines and intellectual pursuits. Research methodology, in this context, includes both research done for academic pursuits as well as that which is pursued for personal interest. Methods of analysis, of discerning the importance and nature of differing sources, and the pursuit of further study are all significant parts of the activities that embody research.
Students who are gifted have learning needs that go beyond what is traditionally offered in the regular classroom. The nature of their abilities, demonstrated or latent, requires differentiated learning experiences and opportunities for them to maximize their potential. Teachers need to develop the depth and quality of their students’ experiences while adjusting the pace to meet individual needs.
This gifted course has been designed for the teacher to select and teach only the appropriate standards corresponding to a student’s individual instructional needs.
Major Concepts/Content. The purpose of this course is to provide appropriately individualized curricula for students who are gifted.
The content should include, but not be limited to the following:
- develop a broad range of research methods
- pursue further study in areas and ideas of significant interest
- use research methodology appropriate for a selected discipline or area of study
- conduct and integrate research in multiple fields/studies
- employ primary and secondary resource materials in research methods
- apply the use of technology to search for information, manage projects
- explore creative expression through a variety of cognitive avenues
- produce a variety of meaningful products
English Language Development (ELD) Standards Special Notes Section:
Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate for social and instructional purposes within the school setting. For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success. The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL’s need for communication and social skills. To access an ELL supporting document which delineates performance definitions and descriptors, please click on the following link: http://www.cpalms.org/uploads/docs/standards/eld/SI.pdf.
Teaching from well-written, grade-level instructional materials enhances students’ content area knowledge and also strengthens their ability to comprehend longer, complex reading passages on any topic for any reason. Using the following instructional practices also helps student learning:
1. Reading assignments from longer text passages as well as shorter ones when text is extremely complex.
2. Making close reading and rereading of texts central to lessons.
3. Asking high-level, text-specific questions and requiring high-level, complex tasks and assignments.
4. Requiring students to support answers with evidence from the text.
5. Providing extensive text-based research and writing opportunities (claims and evidence).
This entire course may not be mastered in one year. A student may earn multiple credits in this course. The particular course requirements that the student should master to earn each credit must be specified on an individual basis.
Instructional activities used to meet course requirements and address individual student needs may occur in schools, communities, museums, institutions of higher education, or other appropriate scientific or cultural organizations. Instruction in these settings may require that students acquire specialized knowledge and skills, including the use of advanced technology, special tools, and equipment; terminology; and methodologies essential to the student’s research.
It is necessary to implement a combination of research-based standards and strategies that have been proven successful in accelerating the development of research skills in gifted students. The instructional approaches should meet the needs of each student based on results of individual portfolios, assessments, and progress monitoring.
Certificate holder must be certified in the academic subject area being taught, in addition to the Gifted Endorsement requirement.
Course Number: 7965010
Abbreviated Title: MTH STUS GIFTED
Number of Credits: Multiple credits
Course Length: Multiple (M) - Course length can vary
Course Type: Elective Course
Course Level: 3
Course Status: Course Approved
Grade Level(s): 9,10,11,12