UNIVERSITY OF THE PHILIPPINES

College of Education
Division of Curriculum and Instruction
Special Education Area

Course: EDSP 221 TH – Creativity and Giftedness

Term: Second Semester AY 2010-2011
Schedule: Saturdays, 8:30 – 11:30 a.m.

Professor: Myra Trinidad Timtiman-Tantengco, M.A.

Email address: maiti_823@yahoo.com
Mobile phone: 09174203982
Consultation hrs: Mondays: 1-3 p.m.
Tuesdays & Thursdays, 9 a.m. – 1 p.m.

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

Bases for grading

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

Course Topic and/or Activity Reference(s)

Schedule and/or Requirement
Day 1 1. Course Orientation Course syllabus
Nov 13 2. Definition, Controversy, Ambivalence, and Colangelo & Davis, 2003;
Rationale of Gifted Education Silverman, L.K.
Day 2 1. History of Gifted Education
Nov 20 2. Gifted Individuals Delisle & Galbraith, 2002

Day 3 Perspectives on Giftedness Tannenbaum, 1983 Clariño

Nov 27 Current Conceptualizations of Giftedness
1. Renzulli’s 3-Ring Conception Renzulli, 2003 Gomez
2. Nature and Nurture of Giftedness Tannenbaum, 2003 Selga
3. Triarchic Theory of Intelligence Sternberg, 2003 Temple
Day 4 Breakthroughs in Giftedness
Dec 4 1. Multiple Intelligence Von Karolyi, Ramos-Ford, &
Gardner, 2003 Chua
2. Intelligence, Self-concept & Motivation Feldhusen & Hoover, 1986 Gañac
3. Dabrowski’s Theory of Positive Ackerman, 2009 Rubite
Disintegration
Day 5 4. Reconceptualized Giftedness Camara, 1993 Sibug
Dec 11 5. Conceptualization of Baldo, 1987 Saguan
Giftedness in the Philippine Context
Day 6 The Filipino Gifted
Jan 8 1. Profiles of Gifted Filipinos with Disabilities Avendaño, 1997 Reyna
2. Talent Development of Distinguished Timtiman-Tantengco, 2009 Daplas
Filipino Women
Day 7 Developing Giftedness and Talent
Jan 15 1. Piirto Pyramid of Talent Development Piirto, 2001Guinopez
2. Differentiated Model of Talent Gagné, 2003, 2008 Dizon
Development Noble, Subotnik, & Arnold (1996)
3. Adult Female Talent Development Ginete
Day 9 Mentoring the Gifted and Talented Clasen & Clasen, 2003 Soriano
Jan 22 Underachievement in Gifted Students Ramos
The Gifted Education Teacher Delisle & Galbraith (2002); Croft
(2003)
Day 9 Midterm Exam
Jan 29
Day 10 Writing break:
Feb 5 Enrichment: Read and listen to interviews of at least four (4) world-class high achievers at
the Academy of Achievement website (www.achievement.org). Summarize the salient
features of their talent development. Present their implications to the education of gifted,
talented, and creative learners (Submission on 5 Feb 2011).
Day 11 Creativity: Paradigms and Concerns Torrance (1969)
Feb 12 Identifying Creativity Davis (2003)
A Filipino Conceptualization of Creativity Bartolome (1990)
Day 12 Assessment of Creativity Torrance (1969);
Feb 19 Enhancing Creativity Sternberg (1999)
Day 13 Cultivating Creative Relationships
Feb 26 Principles of Creative Teaching
Day 14 Creative Teaching Strategies
Mar 5 1. Science Versoza, Gan
2. Mathematics Vargas
3. Social Studies Capinianes
Day 15 4. Language Arts Franco, Rusel, Concepcion
Mar 12 5. Music, Arts and PE Sabeniano
Day 16 Submission: Creative lesson plan
Mar 19 Presentation of personal creative outputs
Day 17
Mar 26

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

Ackerman, C.M. (2009). The essential elements of Dabrowski’s Theory of Positive

Disintegration and how they are connected. Roeper Review, 31(2), pp. 81-95.
Arnold, K., Noble, K.D., & Subotnik, R.F. (1996). A new model for adult female talent development. In
K. Arnold, K.D. Noble, & R.F. Subotnik (Eds.), Remarkable women: Perspectives on female
talent development (427-439). New Jersey: Hampton Press, Inc.

Avendaño, M.A.E. (1997). Profile of gifted persons with disabilities. Unpublished Masteral thesis, UP
College of Education.

Baldo, T.C. Toward a conceptualization of giftedness in the Philippine context. Unpublished

doctorate dissertation, UP College of Education.

Bartolome, C.D. (1990). Towards a Filipino conceptualization of giftedness. Unpublished paper

in the Filipiniana section.

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.

Piirto, J. (__). The Piirto pyramid of talent development. Retrieved from

http://personal.ashland.edu/jpiirto/Piirtopyramid.htm

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.

Silverman, L. (1995). Why do we need gifted education? A millenial approach.

Starko, A.J. (2005), Creativity in the classroom. Mahwah, NJ: L. Erlbaum Association.

Sternberg, R.J. (1999). Handbook of creativity. Cambridge: Cambridge University Press.

Sternberg, R.J. (2003). Giftedness according to the theory of successful intelligence. In N.

Colangelo & G.AS. Davis (Eds.), Handbook of Gifted Education (3rd Edition), (pp. 88-
99). Boston: Allyn & Bacon.

Tannenbaum, A.J. (1983). Gifted children: Psychological and educational perspectives.

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.

3. Plagiarism is unacceptable. Rephrase or summarize other authors’ works. Sources, especially of

direct quotes, should be cited using APA format, and a list of references shall be included.

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.