Creating Quality Curriculum for Gifted Learners
description
Transcript of Creating Quality Curriculum for Gifted Learners
![Page 2: Creating Quality Curriculum for Gifted Learners](https://reader037.fdocuments.us/reader037/viewer/2022110214/56815cc9550346895dcad378/html5/thumbnails/2.jpg)
Overview What is curriculum? What is justifiable gifted curriculum? What are the components of quality curriculum? What makes curriculum a good fit for gifted
learners What makes curriculum good for life-long
learners? (Is it possible to learn and have fun at the same
time?)
![Page 3: Creating Quality Curriculum for Gifted Learners](https://reader037.fdocuments.us/reader037/viewer/2022110214/56815cc9550346895dcad378/html5/thumbnails/3.jpg)
Fluff ’n StuffJustifiable Curriculum
Meet the needs of gifted learnersDifferentiated from general curriculum, but
based on core concepts/skillsEmbed skills in a larger curriculum – not
isolatedGifted facilitators as leaders in curriculum
design and modification
![Page 4: Creating Quality Curriculum for Gifted Learners](https://reader037.fdocuments.us/reader037/viewer/2022110214/56815cc9550346895dcad378/html5/thumbnails/4.jpg)
What KIND of Curriculum is Best for Gifted Learners?
Content Based Curriculum (Joyce Van-Tassel Baska)
Parallel Curriculum Model (Carol Tomlinson et al.)
Concept-Based Curriculum (H. Lynn Erickson)
Problem-Based CurriculumMultiple Menu Model
(Renzulli et al.)
![Page 5: Creating Quality Curriculum for Gifted Learners](https://reader037.fdocuments.us/reader037/viewer/2022110214/56815cc9550346895dcad378/html5/thumbnails/5.jpg)
Some Underlying Assumptions About Curriculum .
guide students in mastery key information, ideas, and the fundamental skills of the
discipline.
help students grapple with complex and ambiguous issues and problems.
move students from a novice to an expert level of in the disciplines.
provide students opportunities for original work in the disciplines.
help students encounter, accept, and ultimately embrace challenge in learning
![Page 6: Creating Quality Curriculum for Gifted Learners](https://reader037.fdocuments.us/reader037/viewer/2022110214/56815cc9550346895dcad378/html5/thumbnails/6.jpg)
prepare students for a world in which knowledge expands and changes at a dizzying pace.
help students determine constants in the past and in themselves while helping them prepare for a changing world.
help students develop a sense of themselves as well as their possibilities in the world in which they live.
be compelling and satisfying enough to encourage students to persist in developing their capacities.
(The Parallel Curriculum Model, Carol Tomlinson et al.)
![Page 7: Creating Quality Curriculum for Gifted Learners](https://reader037.fdocuments.us/reader037/viewer/2022110214/56815cc9550346895dcad378/html5/thumbnails/7.jpg)
“Teachers who are beginning to implement concept-process curriculum models are discovering techniques to help students think beyond the facts. With a student population that has been trained to think more about facts than ideas, the transition can be difficult. It takes patience and perseverance on the part of the teachers, but if they persist, students will begin to understand that facts relate to bigger ideas.”
(H. Lynn Erickson, Concept-Based Curriculum and Instruction)
![Page 8: Creating Quality Curriculum for Gifted Learners](https://reader037.fdocuments.us/reader037/viewer/2022110214/56815cc9550346895dcad378/html5/thumbnails/8.jpg)
What about Standards and Objectives?
And those TESTS!
![Page 9: Creating Quality Curriculum for Gifted Learners](https://reader037.fdocuments.us/reader037/viewer/2022110214/56815cc9550346895dcad378/html5/thumbnails/9.jpg)
Checking the “Standards”Are they really just objectives?
Skill based, instead of concept-based?Discreet skill instead of big ideas?
Do they challenge students to go beyond factual thinking – knowledge and comprehension?
![Page 10: Creating Quality Curriculum for Gifted Learners](https://reader037.fdocuments.us/reader037/viewer/2022110214/56815cc9550346895dcad378/html5/thumbnails/10.jpg)
Questions to ask yourself . . .What do you really mean when you say
“I’m teaching a unit on __________”?Why are you teaching a unit on ______?What is the “big idea” or important lesson
you want students to understand from this topic or unit?
What do you want student to know, understand or be able to do?
![Page 11: Creating Quality Curriculum for Gifted Learners](https://reader037.fdocuments.us/reader037/viewer/2022110214/56815cc9550346895dcad378/html5/thumbnails/11.jpg)
Concept Based Curriculum ++
Promotes greater depth of understandingProvides transferable learningProvides structure for studentsPromotes higher-level thinkingLess emphasis on factsMotivation!
![Page 12: Creating Quality Curriculum for Gifted Learners](https://reader037.fdocuments.us/reader037/viewer/2022110214/56815cc9550346895dcad378/html5/thumbnails/12.jpg)
Designing Curriculum Starting From the Big Idea
What are the principles or concepts we can explore?
What are the essential questions that can be asked about these concepts?
What content would best illustrate these concepts?
Which processes should be taught or applied?
![Page 13: Creating Quality Curriculum for Gifted Learners](https://reader037.fdocuments.us/reader037/viewer/2022110214/56815cc9550346895dcad378/html5/thumbnails/13.jpg)
What types of skills will students need to be able to demonstrate?
What instructional products might be used to demonstrate understandings?
What activities will help the students “uncover” the “big idea?”
![Page 14: Creating Quality Curriculum for Gifted Learners](https://reader037.fdocuments.us/reader037/viewer/2022110214/56815cc9550346895dcad378/html5/thumbnails/14.jpg)
Structure of Knowledge
Facts
Facts
Facts
Facts
Facts
Facts
Facts
Facts
Principles
Generalizations
Theory
Topic
Concepts Concepts
Topic
![Page 15: Creating Quality Curriculum for Gifted Learners](https://reader037.fdocuments.us/reader037/viewer/2022110214/56815cc9550346895dcad378/html5/thumbnails/15.jpg)
Teaching for Meaning and Understanding
Understanding big ideas in content is central to the work of students
Students can only find and make meaning when they are asked to inquire, think at high levels, and solve problems.
Students should be expected to apply knowledge and skills in meaningful tasks within authentic contexts.
![Page 16: Creating Quality Curriculum for Gifted Learners](https://reader037.fdocuments.us/reader037/viewer/2022110214/56815cc9550346895dcad378/html5/thumbnails/16.jpg)
Ten Components of a Comprehensive Curriculum Unit*
* As outlined in “The Parallel Curriculum Model” by Tomlinson, et al., 2002
• Content
• Assessment
• Introduction
• Teaching Strategies
• Learning Activities
• Grouping Strategies
• Products
• Resources
• Extension Activities
• Modification
![Page 17: Creating Quality Curriculum for Gifted Learners](https://reader037.fdocuments.us/reader037/viewer/2022110214/56815cc9550346895dcad378/html5/thumbnails/17.jpg)
Does that Make it Gifted? Is it differentiated?
Is it adapted, modified, or a replacement of general education curricula?
Is the pace a match to gifted learners?
Are there opportunities to extend or go beyond the basic unit or curriculum?
Are there opportunities to explore personal areas of interest, or to highlight personal strength areas?
Does it demand sufficient depth and higher level thinking – not based just on “factual” learning?
![Page 18: Creating Quality Curriculum for Gifted Learners](https://reader037.fdocuments.us/reader037/viewer/2022110214/56815cc9550346895dcad378/html5/thumbnails/18.jpg)
What About the Affective Domain?
CreativityCreative productionCreative problem solving
Understanding of SelfIntrapersonal skills
Social Skills and InteractionsIntrapersonal skills
Embedded within the curriculum
![Page 19: Creating Quality Curriculum for Gifted Learners](https://reader037.fdocuments.us/reader037/viewer/2022110214/56815cc9550346895dcad378/html5/thumbnails/19.jpg)
Two Units
Awake Curiosity!
![Page 20: Creating Quality Curriculum for Gifted Learners](https://reader037.fdocuments.us/reader037/viewer/2022110214/56815cc9550346895dcad378/html5/thumbnails/20.jpg)
Paleontology
![Page 21: Creating Quality Curriculum for Gifted Learners](https://reader037.fdocuments.us/reader037/viewer/2022110214/56815cc9550346895dcad378/html5/thumbnails/21.jpg)
Why Paleontology? Why Puzzles?
• Theories change over time
• Inquiry science process skills
• Understand the nature of science
• Practice methodologies and skills used in the discipline
• Science is a process of putting together puzzle pieces until the “big picture” becomes more clear
![Page 22: Creating Quality Curriculum for Gifted Learners](https://reader037.fdocuments.us/reader037/viewer/2022110214/56815cc9550346895dcad378/html5/thumbnails/22.jpg)
Would you like to be a Paleontologist?
FossilsMy, how dinosaurs have changedCareersCreate-a-saurusMuseum(Evolution)The Big Dig
![Page 23: Creating Quality Curriculum for Gifted Learners](https://reader037.fdocuments.us/reader037/viewer/2022110214/56815cc9550346895dcad378/html5/thumbnails/23.jpg)
Tyrannosaurus Charles Knight
![Page 24: Creating Quality Curriculum for Gifted Learners](https://reader037.fdocuments.us/reader037/viewer/2022110214/56815cc9550346895dcad378/html5/thumbnails/24.jpg)
The Dinosaurs of Waterhouse Hawkins
Make-a-SaurusMy Life with Raptors and Other Dinosaurs
![Page 25: Creating Quality Curriculum for Gifted Learners](https://reader037.fdocuments.us/reader037/viewer/2022110214/56815cc9550346895dcad378/html5/thumbnails/25.jpg)
Bambiraptor – KU Museum of Natural History
![Page 26: Creating Quality Curriculum for Gifted Learners](https://reader037.fdocuments.us/reader037/viewer/2022110214/56815cc9550346895dcad378/html5/thumbnails/26.jpg)
![Page 27: Creating Quality Curriculum for Gifted Learners](https://reader037.fdocuments.us/reader037/viewer/2022110214/56815cc9550346895dcad378/html5/thumbnails/27.jpg)
From the Farmer’s Field to the White House
More than fun with fruits and vegetables
![Page 28: Creating Quality Curriculum for Gifted Learners](https://reader037.fdocuments.us/reader037/viewer/2022110214/56815cc9550346895dcad378/html5/thumbnails/28.jpg)
A Unit for Fourth graders Data collection and
analysis; graphing Creative skills Propaganda and
Persuasion Tie in to election
year themes or other
![Page 29: Creating Quality Curriculum for Gifted Learners](https://reader037.fdocuments.us/reader037/viewer/2022110214/56815cc9550346895dcad378/html5/thumbnails/29.jpg)
What are we Learning? Surveys & questions Demographics Data collection Organization Graphs and Charts Analysis, Evaluation Research Ad appeals Creative production Presentation skills Creative language and
persuasion Technology skills
![Page 30: Creating Quality Curriculum for Gifted Learners](https://reader037.fdocuments.us/reader037/viewer/2022110214/56815cc9550346895dcad378/html5/thumbnails/30.jpg)
Is that on the Test?
![Page 31: Creating Quality Curriculum for Gifted Learners](https://reader037.fdocuments.us/reader037/viewer/2022110214/56815cc9550346895dcad378/html5/thumbnails/31.jpg)
More, More, More . . . Mock TrialGenetics
Bridge BuildingArtifact Exchange
SeminarsMessages From Space (Astrobiology)
Archaeology (DIG) (Interact)Video Production
Robotics
![Page 32: Creating Quality Curriculum for Gifted Learners](https://reader037.fdocuments.us/reader037/viewer/2022110214/56815cc9550346895dcad378/html5/thumbnails/32.jpg)
Middle School ExamplesMiddle School Curriculum planning
PrinciplesTemplateExample
![Page 33: Creating Quality Curriculum for Gifted Learners](https://reader037.fdocuments.us/reader037/viewer/2022110214/56815cc9550346895dcad378/html5/thumbnails/33.jpg)
The Parallel Curriculum: A Design to Develop High Potential and Challenge High-Ability Learners, Carol Tomlinson, et al, Corwin Press, 2002Understanding by Design, Grant Wiggins and Jay McTighe, ASCD 1998Concept-Based Curriculum and Instruction: Teaching Beyond the Facts, by H. Lynn Erickson, Corwin Press, 2002The Multiple Menu Model: A Practical Guide for Developing Differentiated Curriculum, by Joseph Renzulli, Jann Leppien, and Tom Hays, Creative Learning Press, 2000Content-Based Curriculum for High Ability Learners, by Joyce Van-Tassel Baska (with Catherine A. Little) 2002
Resources and References