Upon completion of this course, students will be able to:

1. demonstrate knowledge of curriculum models and learning 
theory models in the context of education for the gifted and 
talented;

2. develop a well-founded rationale for a gifted and talented 
program;

3. demonstrate knowledge of delivery models as defined in the 
state of Georgia's rules for gifted education. These models 
include: self-contained classroom, resource, facilitator, 
mentorship/internship, joint enrollment, independent study, 
Advanced Placement, and International Baccalaureate.

4. develop criteria to select a program model based in research-
based features of successful gifted and talented programs;

5. design an instructional unit of enriched learning 
experiences for elementary, middle, or high school gifted 
students;

6. demonstrate their ability to design qualitatively 
differentiated instruction for high ability students; and

7. use appropriate instruments to assess the qualitative 
differentiation of curricular programs for the gifted and 
talented.

Helping gifted students to excel.

Defining qualitatively differentiated experiences for gifted 
students.

Differentiating content, process, and product for gifted 
students.

Designing and managing differentiated classrooms.

Assessment of the academic achievement of gifted students in 
differentiated classrooms.

Systems and models for gifted education programming.

Designing Instructional Units based on the Enrichment Triad 
Model

The Autonomous Learner Model for gifted students

The SMPY approach to programming for gifted students.

Enrichment vs. Acceleration: The Great Debate

Providing qualitatively differentiated experiences for gifted 
high school students.

Gifted programming models in Georgia.

Key features to successful programs for the gifted.

Evaluating gifted programs.