Curriculum Development for the Gifted : FDLRS / PAEC
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Component Number: 2-100-540
Professional Development Stage: Implementation
Inservice Hours: 60
Contact Person: Donna Doelman firstname.lastname@example.org
This course is one of five courses that are required for the gifted endorsement. The training features "face - to - face" class sessions presented through the use of online Adobe Connect combined with on-line follow-up activities submitted through Schoology.com
Identify characteristics of students identified as gifted with a focus on the
implications for learning and curricular issues.
2. Justify the need to differentiate or adapt instruction to respond to the needs of
the student who is gifted.
3. Demonstrate understanding of the terminology used in the development of
curriculum for students who are gifted, including such terms as acceleration,
enrichment, and differentiation.
4. Demonstrate knowledge of the role of current state/national standards of the
general education curriculum and the implications for the education of students
who are gifted.
5. Demonstrate knowledge of the Floridaâ€™s Frameworks for K-12 Gifted Learners and
the ability to use them to guide planning instruction and assessment.
6. Demonstrate knowledge of the national teacher preparation standards in gifted
7. Demonstrate knowledge of the principles of differentiation for students who are
8. Appreciate the role of assessment as an instructional strategy.
9. Demonstrate the ability to evaluate models for teaching gifted curriculum.
10. Develop an understanding of the issues of equity and excellence as they relate
to students who are gifted.
11. Demonstrate knowledge of research-based, effective instructional strategies
and the role of the teacher in implementing these strategies.
12. Demonstrate the ability to identify and select challenging, multicultural gifted
curriculum and appropriate instructional strategies.
13. Identify the impact of Response to Intervention (RtI) as it pertains to students
who are gifted.
14. Demonstrate awareness and knowledge of appropriate resources and materials
for developing curriculum and facilitating learning for students who are gifted.
15. Develop a basis for the evaluation of technical, physical, and human resources
to facilitate student achievement.
16. Demonstrate the ability to match instructional strategies and materials to
individual needs of students.
17. Demonstrate the ability to develop a unit of instruction aligning curricular
componentsâ€”including objectives, introduction, teaching strategies, learning
activities, products, resources, and assessmentsâ€”to meet the cognitive and
affective needs of students who are gifted.
18. Demonstrate knowledge of a continuum of services to support the needs and
interests of students who are gifted. (Topic 9)
19. Demonstrate the ability to identify student outcomes, evaluate student progress,
and develop an appropriate Educational Plan (EP).
20. Demonstrate the ability to effectively communicate and work in partnerships with
students, families, and school personnel in the interest of students who are gifted.
21. Demonstrate understanding of terminology related to differentiated assessment
22. Identify various types of assessment strategies used before, during, and after instruction
that provide evidence of student growth and understanding.
23. Justify the need to differentiate assessment in order to respond to the needs of
the student who is gifted.
24. Use alternative assessments and technologies to evaluate student learning.
25. Establish criteria to evaluate the effectiveness of the gifted programs at local,
district, and state levels based on research-based, valid approaches.
26. Identify areas in which to assess gifted programs based on the parameters
defining gifted services as set by state and national standards, laws, rules, and
27. Identify areas in which to assess gifted programs based on the unique needs of
students who are gifted.
28. Identify effects of culture and environment as well as family and key stakeholders
in gifted programming.
1) enhance the quality and depth of their educational knowledge through activities that challenge the gifted mind.
2) increase learning through alternative instructional strategies such as curriculum compacting and acceleration.