PdF:SZ6090 Gifted Student's Education - Course Information

SZ6090 Gifted Student's Education

Extent and Intensity

0/0/.3. 2 credit(s). Type of Completion: z (credit).
In-person direct teaching

Teacher(s)

doc. RNDr. Eva Trnová, PhD. (lecturer)

Guaranteed by

doc. RNDr. Eva Trnová, PhD.
Department of Education – Faculty of Education
Supplier department: Department of Education – Faculty of Education

Course Enrolment Limitations

The course is also offered to the students of the fields other than those the course is directly associated with.

fields of study / plans the course is directly associated with

there are 9 fields of study the course is directly associated with, display

Course objectives

Knowledge: defining the terms of giftedness, talent and intelligence; models of giftedness, psychological nature of giftedness; manifestation of giftedness; characteristics of gifted children, current typology of gifted pupils; characteristic of gifted pupils, myths of giftedness; the difference between a gifted and clever pupil; latent talent and underachievment.
Skills: Apply suitable methods for educating gifted, design a suitable program for gifted gifted, diagnose manifestation of giftedness, recognize gifted and clever child.
Attitudes: to accept the differences in the behavior of the gifted pupils, to acquire the values of objectivity and justice in the evaluation of gifted pupils' behavior.

Learning outcomes

Learning outcomes: After completing the course, the student will: • understand the principles of giftedness; • be able to identify giftedness by means of its characteristics; • choose and imply teaching methods suitable for development of gifted pupils; • apply the individualization aspect and differentiation in education during work with the gifted; • apply an individual approach in gifted pupils’ assessment; • be able to create teaching materials for the gifted.

Syllabus

• Main topics (syllabus): 1.-2. Psychological principles of giftedness – basic range of reflections on giftedness. Giftedness – talent. Types of intelligences and relationship between intelligence and giftedness. Giftedness models as a resource for views of gifted pupils’ education. 3.-4. Giftedness diagnosis – nomination, identification, and diagnosis of a gifted pupil. Features of giftedness; current typology of gifted pupils. Characteristics of gifted pupils, myths about giftedness. A difference between a gifted and clever pupil. 5. Legal standards for education of the gifted – a legal framework for education of the gifted. Care about the gifted in the Framework Education Programme. Education adjustments for gifted pupils. 6. The gifted as individuals with special educational needs – implementation of individualization aspect and differentiation into education of the gifted. A role of a teacher in integration/inclusion of gifted pupils into a classroom. A creation of a classroom. A creation of an individual study plan. Double exceptionality. 7. Development of gifted pupils – latent giftedness issue. Academic unachievement as a threat to restriction of the gifted pupils’ development. Strategies suitable for development of giftedness. 8.-9. Special methods of giftedness development – acceleration and enrichment – their advantages and disadvantages, recommendations for their use, suggestions of specific enrichment materials. 10. Motivation of gifted pupils – motivation as a part of giftedness models, gifted pupils’ motivation issue. Strategies of motivation of the gifted. How to assess a gifted pupil. 11. Basic ways of work with gifted pupils – a model of logical structure of educational process for a gifted pupil. Teaching the gifted and solution of their educational needs. Materials creation for teaching gifted pupils. 12. Cooperation of the teacher with gifted pupil’s family – family environment of gifted pupils. Specifics of teacher’s communication with gifted pupils and their parents. Gifted pupils’ social and emotional adaptation.

Literature

required literature
• PORTEŠOVÁ, Šárka, Marie BUDÍKOVÁ and Helena KOUTKOVÁ. Kontakt s nadáním jako jedna z důležitých proměnných ovlivňujících postoj pedagogů a rodičů k mimořádně nadaným žáků a k jejich vzdělávání (Contact with giftedness as one of important factor influencing attitude of parents and teachers toward gifted pupils). Pedagogika. Praha: Pedagogická fakulta Univerzity Karlovy, 2009, LVIV, No 1, p. 38-53, 15 pp. ISSN 0031-3815. info
• HŘÍBKOVÁ, Lenka. Nadání a nadaní : pedagogicko-psychologické přístupy, modely, výzkumy a jejich vztah ke školské praxi. Vyd. 1. Praha: Grada, 2009, 255 s. ISBN 9788024719986. URL info
• PORTEŠOVÁ, Šárka. Nadaní jako předmět výzkumu a vzdělávání na MU Brno (Giftedness - research and education at Masaryk university). 128.klinicko-psychologický den, přednáška. 2005. URL info

recommended literature
• Freeman, J. (1998). Educating the very able: Current international research. London: Stationery Office.
• PORTEŠOVÁ, Šárka. Rozumově nadané děti s dyslexií (Gifted children with dyslexia). 1st ed. Praha: Portál, 2011, 216 pp. Speciální pedagogika. ISBN 978-80-7367-990-3. URL info
• PORTEŠOVÁ, Šárka. Skryté nadání. Psychologická specifika rozumově nadaných žáků s dyslexií (Hidden giftedness: Psychological specifics of intellectually gifted children with dyslexia). 1. dotisk 1. vyd. Brno: Masarykova univerzita, 2011, 166 pp. ISBN 978-80-210-5014-3. info
• PORTEŠOVÁ, Šárka. Nadaný? Vždyť neumí číst ani počítat! (Gifted? He can not even read and count!). Psychologie DNES. Praha: Portál, 2010, vol. 16, No 6, p. 57-59. ISSN 1212-9607. info
• PORTEŠOVÁ, Šárka and Jana ČIHOUNKOVÁ. Diagnostics of Czech intellectually gifted children with dyslexia via WISC-III method. In From giftedness in childhood to successfull intelligence in adulthood. Praha: The center of giftedness, 2008, p. 108-119. ISBN 978-80-7387-172-7. info
• LAZNIBATOVÁ, Jolana. Nadané dieťa : jeho vývin, vzdelávanie a podporovanie. Bratislava: Iris, 2001, 394 s. ISBN 8088778328. info

Teaching methods

Lessons will also consist of case studies of gifted pupils, watching suitable videoes, studying corresponding literature.

Assessment methods

Giving feedback, and working out assigned tasks according to teachers' instructions and instructions in IS MU.

Language of instruction

Czech

Further comments (probably available only in Czech)

Information on the extent and intensity of the course: 4 hodiny.

Teacher's information

The subject requires active cooperation as part of group work in solving the discussed issue. Students of Erasmus+ program: A student who is granted an ISP for the Erasmus+ program can have the subject recognized if he completes a subject at a foreign university with content dealing with the education of gifted pupils. It is necessary to document the completion of the subject and submit the syllabus of the completed subject to the subject garant.

• Enrolment Statistics (Spring 2025, recent)
  
• Permalink: https://is.muni.cz/course/ped/spring2025/SZ6090