EDUC 191/291 Introduction to Gifted Education (3 credits). This comprehensive introduction to gifted education combines both theory and practice. In addition to developing an understanding of the history of gifted education and the characteristics, identification, special programs, and related law, participants will learn about instructional models, programming options, assessments, and evaluation. Practical components such as resources, beginning a program, and special programs available, as well as parent education will be addressed.
EDUC 192/292 Social-Emotional Needs of Gifted (2 credits). This course will explore social and emotional issues facing gifted and talented individuals. Current research, basic counseling techniques, and effective classroom strategies will be presented. Some topics include perfectionism, motivation, underachievement, self-esteem, gender issues, depression, stress management, and over-excitabilities.
EDUC 193/293 Creativity and Gifted (2 credits). This course is designed to be an overview of creativity to include definitions and theories of creativity, characteristics of the creative person, models of the creative process, techniques of creative thinking, metaphorical thinking, creative dramatics, tests of creativity, and developing personal creativeness
EDUC 194/294 Special Populations of Gifted (1 credit). This course will help students gain knowledge and understanding of the issues related to serving special populations of gifted learners. The issues of various racial, cultural and ethnic backgrounds of gifted learners will be discussed. These issues include unique needs, identification, programming options, and learning styles. In addition, this course will look at the needs of low-SES gifted, twice-exceptional learners, profoundly gifted, and English language learners. The focus will be on strategies for identification, accommodating special needs, and programming options.
Programming for the Gifted
EDUC 112/212 Challenging the Young Gifted Child (1 credit). This course is designed to develop an understanding of programming related to education of the young gifted preschool - second grade child. Relevant research related to social emotional needs, literacy, STEM, acceleration, differentiation, and assessment will be addressed. This course is appropriate for preschool and early elementary teachers.
EDUC 195/295 Curriculum & Assessment (3 credits). This course provides an understanding of developing, selection, and implementing appropriately challenging curriculum for the gifted. A practical application includes reviewing both a curricular unit and an existing gifted program. Curriculum design areas including resources will be explored. The role of assessing student learning and best practice to implement curriculum will be addressed.
EDUC 196/296 Differentiation for the Gifted (1 credit). This course provides the specific tools and techniques to meet the needs of the gifted through adapting the curriculum. Content, process, and product differentiation will be examined as well as strategies such as pre-assessment, flexible grouping, independent study, compacting, centers, and tiered instruction, Students will earn how differentiation is effective in the regular classroom through classroom management and proper assessment.
EDUC 197/297 Gifted Learners: Literacy Strategies (2 credits). This course will examine curriculum theories and methods for teaching literacy, with a focus on meeting the needs of gifted learners. Strategies for identification, assessment, and instruction will be presented.
EDUC 198/298 Gifted Learners: Math Strategies (1 credit). This course will examine curriculum theories and methods for teaching mathematics, with a focus on meeting the needs of gifted learners. Strategies for identification, assessment, and instruction will be presented.
Administration and Supervision of Gifted Programs
EDUC 190/290 Administration of Gifted Programs (1 credit). This course is designed to develop an understanding of program policy, administration and evaluation related to gifted education. Relevant research on definition, mission statements, and goals of programming will be reviewed. State policy and regulations regarding identification, programming, licensure, and funding will be addressed. Advocacy and communication, professional development and in-service design will be examined to further the development of a school program.
EDUC 110/210 Practicum in Gifted Education (1 credit). This course is designed to be a substantive field based practical experience with a population of TAG student learners in a level in which you do not have your license. It requires 15 total hours of coursework that includes 8 hours of observation and “hands on” interaction with gifted students. Those licensed at the elementary level must observe or work with secondary students and secondary educators must observe or work with elementary students in order to hold a K-12 endorsement.
Drake University has been selected for a $1.1 million federal grant that will allow eight of Des Moines’ urban childcare centers to increase the quality of year-round, full-day service for infants, toddlers, and two-year-olds.