Full course description
Course Description
Research shows that strategies that support creativity also support the depth of understanding. This course provides best practices and research-based instruction that infuses the content curriculum with creativity and offers teachers a toolkit for building critical thinkers through creative applications. This is the fifth foundational course of the 30-Hour Gifted and Talented Training. The culminating assignment will ask participants to create a lesson plan infused with a creative thinking component.
Participants
This course is designed for any K-12 educator or mentor who serves in roles as teachers, instructional coaches, administrators, or other professional positions working with students or potentially working with students who receive Gifted and Talented services.
Course Objectives
Upon completing this course, you will meet Domain II: Competency 005 of the TExES Gifted and Talented Supplemental state certification exam components —
- Demonstrates an understanding of current research relevant to gifted education (e.g., ability and achievement grouping, acceleration, curriculum compacting, talent development, creativity) and knows how to apply research-based instructional principles and practices (e.g., opportunities for acceleration, flexible pacing, minimal drill and practice, long-term projects, differentiated instruction, problem finding, problem solving, enrichment instruction) for gifted and talented students.
- Identifies the characteristics and features of differentiated instruction as they relate to the modification of curriculum and instruction options required by the Texas State Plan for the Education of Gifted/Talented Students, including modifications to content, process, product, and learning environment.
- Knows how to adapt the learning environment to address the characteristics and needs of gifted and talented students (e.g., maximizing choices and opportunities, encouraging students' intrinsic and extrinsic motivation, providing appropriate resources and audiences for student work) and makes instructional decisions based on student needs, interests, and choices and knowledge of research-supported program models and designs.
- Analyzes teacher roles (e.g., facilitator, advocate, researcher, collaborator) in the education of gifted and talented students and demonstrates awareness of the importance of involving students in planning, implementing, and evaluating their own educational programs.
- Applies knowledge of flexible grouping practices based on assessment of student interests, prior knowledge, and needs.
- Knows how to design cognitively complex instruction, discussion questions, projects, and assignments and understands the importance of allowing students to incorporate creativity into learning tasks.
- Knows how to create a safe, supportive environment for student risk taking, divergent ideas, open-ended inquiry, creative expression, and students' tolerance for ambiguity.
- Applies knowledge of strategies for providing students with multiple avenues for achieving learning goals (e.g., mentorships, out-of-school learning, advanced placement options, technology-based instruction, cluster grouping, interest development centers, summer programs, talent classes) and knows how to develop and organize career and leadership training and opportunities based on students' characteristics and interests.
Scope and Sequence
- Introduction to GTC 005: Creativity in the Curriculum
- Unit 1: Background for Creativity
- Unit 2: Supporting Creativity
- Unit 3: Teaching Creative Thinking
- Unit 4: Creativity in the Content
- Unit 5: Programs to Promote Creativity
- Unit 6: Creativity in the Curriculum Application
Required Course Materials
Please visit the Computer Requirements page to view minimum device, internet, and application requirements for all UT High School courses. Generally, a desktop or laptop device five (5) years or newer with access to an office suite, such as Microsoft Office or Google Workspace, will be adequate to participate in most UTHS courses.
Course Structure
The course consists of 6 modules/units:
- A good way to help break up the course and to manage your time is to set aside 1 hour for each module totaling 6 hours of work per course.
- Each module includes 2-6 lessons, 1 major graded assignment, and 1 or more minor assignments (self-assessments/discussions).
- You MUST complete all assignments before moving on to the next assignment. Assignments can take many forms. Assignments can be in the form of a quiz, a text entry, a discussion, or a file upload.
- The course has an interactive notebook for you to process your knowledge. The completion of the interactive notebook is OPTIONAL and for your use only.
Course Grade
For successful completion of the course:
- You MUST complete all lessons including surveys, quizzes, and graded-assignments and successfully pass 5 of 6 graded assignments to earn your certificate of completion for the course.
- Graded assignments begin with a number (01 to 06) and are followed by the phrase —Graded Quiz or Graded Assignment.
- Graded assignments will specify a maximum number of attempts (between 1-3).
- Re-dos may be required to earn your certificate of completion.