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College of Education
Division of Curriculum and Instruction
Special Education Area
Course Description
This three-unit course focuses on giftedness and on creativity as one of its facets unmeasured by present-
day intelligence tests. It presents approaches and strategies to identify, guide, develop, and nurture to
fruition a wide range of creative talents at various ages and educational levels. It also provides encounters
with the creative process and production of creative outputs.
Objectives
After successful completion of the course, the learner is expected to have achieved the following:
1. Identified the characteristics of gifted and/or creative individuals, and discussed how these affect
their classroom behavior and other people’s perceptions of and attitudes towards them;
2. Discussed in depth and in breadth concepts of giftedness, reconceptualizations, perspectives, and
alternative models;
3. Analyzed and applied a model of talent development in a case study;
4. Participated in substantial and in-depth discussions on creativity and its rationale, critically
examined causes for concern, dissected problems in identifying and maintaining creative talents,
and advanced analytical and critical solutions to these problems;
5. Demonstrated proficiency in identifying, guiding, developing, and nurturing creative talents
among learners with the use of a variety of instruments, techniques, and activities; and
Requirement %
Written and oral discussions of assigned topic 20
Midterm exam 20
Major output: Synthesis of the talent development of 4 world-class achievers 25
Portfolio of Minor outputs: 20
1. Original, creative teaching plan for gifted students
2. Product of one’s own creativity
3. Reaction papers/Blogs
Class participation 15
Total 100
Schedule of Lessons and Activities
The syllabus will be followed as closely as possible. When it is impossible for a student to be
physically present in the classroom, it will be the students’ guide in achieving the course goals.
References
Avendaño, M.A.E. (1997). Profile of gifted persons with disabilities. Unpublished Masteral thesis, UP
College of Education.
Camara, E.F. (1993). Reconceptualizing giftedness in the Philippines. Quezon City: UP Press-
UCIDS.
Clasen, D.R. & Clasen, R.E. (2003). Mentoring the gifted and talented. In N. Colangelo & G.AS.
Davis (Eds.), Handbook of Gifted Education (3rd Edition), (pp.255-265). Boston: Allyn &
Bacon.
Colangelo, N. & Davis, G.A. (2003). Handbook of gifted education. Boston: Allyn & bacon.
Croft, L.J. (2003).Teachers of the gifted: Gifted teachers. In N. Colangelo & G.AS. Davis (Eds.),
Handbook of Gifted Education (3rd Edition), (pp. 558-571). Boston: Allyn & Bacon.
Davis, G.A. (2003). Identifying creative students, teaching for creative growth. In N. Colangelo
& G.AS. Davis (Eds.), Handbook of Gifted Education (3rd Edition), (pp. 311-323).
Boston: Allyn & Bacon.
Delisle & Galbraith (2002). When gifted kids don’t have all the answers. Minneapolis, MN: Free
Spirit Publishing Inc.
Feldhusen , J.F. & Hoover, S.M. (1986). A conception of giftedness: Intelligence, self-concept
and motivation. Roeper Review, 8(3). Roeper City and Country School.
Gagné, F. (2003). Transforming gifts into talents: The DMGT as a developmental theory. In N.
Colangelo & G.AS. Davis (Eds.), Handbook of Gifted Education (3rd Edition), (pp. 60-
74). Boston: Allyn & Bacon.
Renzulli, J.S. (2003). Conception of giftedness and its relationship to the development of social
capital. In N. Colangelo & G.AS. Davis (Eds.), Handbook of Gifted Education (3rd
Edition), (pp. 75-87). Boston: Allyn & Bacon.
Starko, A.J. (2005), Creativity in the classroom. Mahwah, NJ: L. Erlbaum Association.
Tannenbaum, A.J. (2003). Nature and nurture of giftedness. In N. Colangelo & G.AS. Davis
(Eds.), Handbook of Gifted Education (3rd Edition), (pp. 45-59). Boston: Allyn & Bacon.
Tantengco, M.T.T. (2009). Distinguished Filipino women: Testing and applying models of talent
development and exceptional achievement. Unpublished Master’s thesis, University of
the Philippines, Diliman, Quezon City.
Torrance, Torrance, E.P. (1969). Guiding creative talent. New Jersey: Prentice-Hall.
Von Karolyi, C., Ramos-Ford, V., & Gardner, H. (2003). Multiple intelligences: A perspective
on giftedness. In N. Colangelo & G.AS. Davis (Eds.), Handbook of Gifted Education (3rd
Edition), (pp. 100-111). Boston: Allyn & Bacon.
Guidelines
1. Reports should be delivered professionally. Visual aids (PowerPoint, acetate, or on Manila
paper) should be used to facilitate reporting and comprehension.
2. The report should be uploaded in the yahoogroup account on the day before it is orally presented
in class. They should be encoded double spaced (Bookman Old Style, font 11) on 8”x11.5” paper
with a margin of 1” on all sides.
4. Requirements are expected to be submitted on time. The highest grade of 2.0. will be given to late
submissions and for the completion of the course (for those with INC).
5. Projects that do not meet the requirements set in class may be returned by the professor for
revisions.
Other Reminders
1. Exercise courtesy and respect for the other members of the class. Cellphones should be put on
silent mode while in the class. Avoid texting or calling inside the classroom. In an emergency,
step out of the classroom to text or receive/make a call.
2. Your concentration and participation are required while in class. Any work or reading not related
to the class is better done in the library.
3. According to University policy, “when the number of hours lost by absence of a student reaches
20% of the hours of recitation, lecture, laboratory, or any other scheduled work in one (1) subject,
s/he shall be dropped from the subject.” An absence due to illness will be excused upon
presentation of a medical certificate from the University Health Services. Absences due to
activities in other course require a letter from the professor/instructor of that course.
4. Arriving after the first 30 minutes of the class is considered late. Three (3) late attendances is
equivalent to one unexcused absence.
5. The professor will receive text messages or calls from 8 a.m. to 9 p.m. only. Texters should
identify themselves and the class to which they belong before the body of the message.