ARTICULATING, ALIGNING & ACCOUNTING SECONDARY COURSES FOR ADVANCED LEARNERS Presented by: Dr....
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Transcript of ARTICULATING, ALIGNING & ACCOUNTING SECONDARY COURSES FOR ADVANCED LEARNERS Presented by: Dr....
ARTICULATING, ALIGNING & ACCOUNTING SECONDARY COURSES FOR ADVANCED LEARNERS
Presented by:
Dr. Richard M. Cashwww.nrichconsulting.com
[email protected]/handouts
All Rights Reserved
In respect of all attendees:Please turn CELL PHONES
OFF or to vibrate
R. Cash, Ed.D.
www.nrichconsulting.com
Fall 2013
Author, International Consultant andInnovation SpecialistBloomington Public SchoolsBloomington, MN
nRich Educational Consulting, Inc.www.nrichconsulting.com/handouts
All Rights Reserved, R. Cash, 2013
4 Guiding Principles Curriculum and Instruction for
Gifted Learners
• Enhanced and enriched learning experience• The classroom environment is rich in
substantive conversation:• Discussion
• Collaboration
• Inquiry
• Debate
• Mediation
• Student centered and directed
Use controversy:Two states approve legalization
of recreational marijuana.
www.nrichconsulting.com/handouts
• Examples:• Abortion rights
• Censorship
• Drug legalization
• Ethics
• Genetic engineering
• Homelessness
• Racism
• Same-sex marriage rights
• Suicide
• Unionization
• Welfare
• Content Extended beyond the core topicsTopics that are current, relevant, ambiguous and provocative (rigorous)
4 Guiding Principles Curriculum and Instruction for
Gifted Learners
www.nrichconsulting.com/handouts
• Additional emphasis on independent/ self-directed learning
• Students work toward autonomy of learning through:• Developing self-regulation skills
• Building confidence through teacher coaching
• Initiating own learning
4 Guiding Principles Curriculum and Instruction for
Gifted Learners
See Teaching & Learning Continuum (TLC)
www.nrichconsulting.com/handouts
• Development of sophisticated levels of 21st Century Skills:Critical thinking, creativity, problem solving, collaboration, communication and leadership
• Authentic tasks involve• Real world problems
• Issues important to humanity
• Questions worth answering/that matter
• Authentic tasks require• Interdisciplinary skills, tools and knowledge
• Collaboration/communication
• Expert sources and resources
• Practical outcomes/productions
4 Guiding Principles Curriculum and Instruction for
Gifted Learners
In a team, investigate the varied perspectives of global warming and form a group opinion. Connect with your legislator to inform them of your stand
www.nrichconsulting.com/handouts
www.nrichconsulting.com/handouts
Defining an Honors Course• Honors courses are classes that provide academically talented
students an enhanced and enriched learning experience. Curriculum in an honors course is extended beyond the core topics and places additional emphasis on independent learning, critical thinking, and advanced research skills. Honors classes require students to cultivate habits of independent thinking, creativity, collaboration, leadership and advanced intellectual skills. Successful students possess a reading lexile above 1100L.
• Adapted from Bloomington Public Schools, 2012
www.nrichconsulting.com/handouts
Rigor for Gifted/Advanced Learners:
Pace: Accelerated instructional practice
Complexity:Sophisticated levels of advanced thinking
Depth:Increased discipline knowledge and practice
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Accelerating Pace• Based on instructional objectives
• Spend less time on didactic information• Spend more time on advanced questioning and deep
discussions
• Begin instruction with the Big Ideas• Essential question formation• Considering possible answers• Defining concepts/generalizations/principles/theories
www.nrichconsulting.com/handouts
Accelerating Pace• Requires:
• Proactive planning• Clearly defined objectives and outcomes• Preparation of materials• Advanced questioning techniques mastered• Immediate relevant descriptive feedback• Pre-planned re-teaching tools available• Sophisticated classroom management techniques
The Teaching and Learning Continuum: TLC
• A four phase framework to guide students toward greater learning autonomy through self-confidence
• Building self-confidence in learning develops• Greater desire for academic challenge• Awareness of learning strengths• Ability to plan and monitor progress toward goals• Increases use of thinking skills• Deepens curiosity in the discipline• Enhances motivation toward achievement
www.nrichconsulting.com/handouts
www.nrichconsulting.com/handouts
DepthThe level of information needed to solve complex and abstract problems within and across disciplines
Using facts and procedures automatically
Thinking abstractly through concepts
Incorporating advanced levels of self-regulation
How to Identify the Essentials What students will know
The chemical elements and the atomic number of each element
What students will be able to do Research to identify critical issues and form
opinions
What students will understand Ratio and proportion as an integral part of calculation
www.nrichconsulting.com/handouts
www.nrichconsulting.com/handouts
Concrete/Specific/Demonstration• Facts• Vocabulary• Observation
Skills/Application/Details within the Discipline• Tools• Procedure/process• Action/application
Concepts/Abstract/Interdisciplinary• Big ideas• Questions• Intersections
DEPTH
Amount of time for advanced learners
www.nrichconsulting.com/handouts
EXAMPLE: The Big Question Thinking Like a(n)>>>>?
•In what ways are revolutions both positive and negative?
Students determine which discipline they will work within.
Examples:Historian, Politician, Social Scientist, Journalist, Lawyer…
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ComplexityThe thought process the brain goes through to manage the informationCreative ThinkingCritical ReasoningProblem SolvingBloom’s Taxonomy
AnalysisSynthesisEvaluation
Self-Regulation
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Remember
Understand
ApplyAnalyze
Create
COMPLEXITY
Evaluate
21st Century Skills
Amount of time for advanced learners
Unit: Earth Science-Climatology
Standard: Explain the causes and effects of the Earth’s atmospheric and hydrologic process
BENCH MARKS1. The student will explain how the transfer of energy and motions of the
Earth contribute to global climatic processes including wind, waves and ocean currents.
2. The student will trace the cyclical movement of carbon and water through the lithosphere, hydrosphere, atmosphere and biosphere. (Cycles)
3. The student will demonstrate the effect of the Earth’s tilt, rotation and revolution on the seasons, day length and tides.
4. The student will identify, predict and investigate the factors that influence the quality of water and how it can be reused, recycled and conserved.
5. The student will discuss the impact of the use of natural resources and other human activities on the Earth’s climate.
Adapted from Mn Academic Standards, Grade 9-12, Earth and Space Science.
Ge
ne
ral
Ed
uc
ati
on
www.nrichconsulting.com/handouts
Unit: Earth Science-Climatology
Standard: Interpret the causes and effects of the Earth’s atmospheric and hydrologic process
BENCH MARKS1. The student will use current data to predict the effects of the transfer of
energy and motions of the Earth contribute to global climatic processes including wind, waves and ocean currents.
2. The student will analyze the effects of disruption of the cyclical movement of carbon and water through the lithosphere, hydrosphere, atmosphere and biosphere. (Cycles)
3. The student will hypothesis how the effect of the Earth’s tilt, rotation and revolution on the seasons, day length and tides can affect culture/economics/politics/animal behavior…
4. The student will identify, predict, investigate the factors that influence the quality of water and create new ideas for how it can be reused, recycled and conserved.
5. The student will debate the impact of the use of natural resources and other human activities on the Earth’s climate.
Adapted from Mn Academic Standards, Grade 9-12, Earth and Space Science.
MO
DIF
IED
FO
R G
IFT
ED
www.nrichconsulting.com/handouts
www.nrichconsulting.com/handouts
DEPTH
Increasing levels of thinking
COMPLEXITY
Incr
easi
ng d
egre
es o
f per
form
ance
Honors
www.nrichconsulting.com/handouts
Selecting Students for Honors Courses
Open Enrollment Support
System for Struggling Students
Exit Process
www.nrichconsulting.com/handouts
Selecting Students for Honors Courses
Selection Process Criteria Match
Assessment Tools
Appeals Process
Tests
RecommendationsGrades
Exit Process
Performance
www.nrichconsulting.com/handouts
Increasing Student Diversity• K-12 curriculum articulation• Pre-honors support system (AVID)• Career planning• Mentoring/role models• Support systems while in course
• Tutors, mentors, guidance, test-prep, study-buddy…• Family guidance and support• Personal (one-on-one) identification and encouragement• Try-out placement