EDUC9792 Gifted Education: Curriculum and Differentiation

2016

4.5

1 Admission into GCE-Graduate Certificate in Education
1a Admission into MDS-Master of Disability Studies
1b Admission into BSE-Bachelor of Special Education
1c Admission into GCEGE-Graduate Certificate in Education (Gifted Education)
1d Admission into GCESE-Graduate Certificate in Education (Special Education)
1e Admission into GCEWS-Graduate Certificate in Education
1f Admission into MTSESC-Master of Teaching (Special Education) (Secondary)
1g Admission into MTSEPR-Master of Teaching (Special Education) (Primary)
1h Admission into MED%
2 Admission into MDPP-Master of Disability Policy and Practice
2a Admission into MDPPA-Master of Disability Policy and Practice [1.5 years]
2b Admission into GCEDDL-Graduate Certificate in Educational Design and Digital Learning
2c Admission into GCEREA-Graduate Certificate in Educational Research Evaluation and Assessment
2d Admission into GCGE-Graduate Certificate in Gifted Education
2e Admission into GCIED-Graduate Certificate in Inclusive Education
2f Admission into GCCPEP-Graduate Certificate in Cognitive Psychology and Educational Practice
2g Admission into GCLE-Graduate Certificate in Languages Education
2h Admission into GCLED-Graduate Certificate in Leadership in Education
2i Admission into GCWPMHE-Graduate Certificate in Wellbeing and Positive Mental Health in Education
2j Admission into GCHE-Graduate Certificate in Higher Education
2k Admission into GCIBE-Graduate Certificate in International Baccalaureate Education
2l Admission into GCECE-Graduate Certificate in Early Childhood Education
2m Admission into MCPEP-Master of Cognitive Psychology and Educational Practice
2n Admission into MWPMHE-Master of Wellbeing and Positive Mental Health in Education
2o Admission into MISE-Master of Inclusive and Specialised Education
2p Admission into MLE-Master of Leadership in Education
3 Admission into BAMTEC-Bachelor of Arts, Master of Teaching (Early Childhood)
3a Admission into BAMTPR-Bachelor of Arts, Master of Teaching (Primary)
3b Admission into BAMTS-Bachelor of Arts, Master of Teaching (Secondary)
3c Admission into BGSCMTPR-Bachelor of General Science, Master of Teaching (Primary)
3d Admission into BLANGMTS-Bachelor of Languages, Master of Teaching (Secondary)
3e Admission into BSCMTS-Bachelor of Science, Master of Teaching (Secondary)
4 108 units of study
Must Satisfy: (((1 or 1a or 1b or 1c or 1d or 1e or 1f or 1g or 1h)) or ((2 or 2a or 2b or 2c or 2d or 2e or 2f or 2g or 2h or 2i or 2j or 2k or 2l or 2m or 2n or 2o or 2p)) or ((3 or 3a or 3b or 3c or 3d or 3e) and 4))

The diverse profiles and learning needs of students require a differentiated approach to curriculum and instruction in order to meet the range of educational needs in a mainstream classroom. This topic considers the application of theory and research to differentiated curriculum and inclusive instruction in the mainstream classroom. The special needs of a range of learners, including gifted students, will be considered. Students will develop specific skills in designing and evaluating differentiated learning opportunities appropriate for a range of students including those who are gifted and talented.

This topic aims to:

• explore the research and rationale for differentiation and inclusive practice
• encourage students to consider issues such as equity vs excellence and inclusion vs segregation in developing a rationale to support differentiation and inclusive practice
• present a range of curriculum models and evaluate their effectiveness in meeting the needs of diverse gifted students in the mainstream classroom
• explore a variety of programming options, grouping strategies, assessment policies and practices which facilitate learning in the differentiated classroom
• develop skills and understanding related to planning, implementing and evaluating high-quality curriculum for a diverse range of students

On completing this topic students will be able to:

• articulate a rationale for differentiation in the inclusive classroom to support gifted learners
• know instructional strategies and classroom practices that support differentiation and inclusion.
• Know the common characteristics and learning needs of a range of learners, including those with identified special needs, and those from minority backgrounds
• critically evaluate the effectiveness of differentiated curriculum and classroom practices against a set of specified criteria
• design differentiated curriculum to address the needs of a range of students and support the needs of gifted learners within a diverse, mainstream classroom that reflects principles of high quality curriculum, differentiated instruction and assessment