Engaging&Instruc-onal&Design&for&...

Engaging Instruc-onal Design for Gi4ed and Advanced Students

Todd Ke;ler Summer 2014

Who are we?

Todd Professor English Teacher Director of Advanced Academics Truck load of kids I write and read a lot I see lots of baseball games I like to travel but really don’t like the beach

Jump Right In

How do you think school choice legisla-on in

Texas will impact gi4ed educa-on?

Today’s Guiding Ques-ons

1.  What are research-‐based principles for be;er teaching and learning?

2.  How do we understand gi4edness in adolescence?

3.  What are the student outcome expecta-ons for gi4ed students in grades 6-‐12?

Today’s Guiding Ques-ons

4.  How might teachers design learning experiences to foster deep learning so that gi4ed adolescents meet the outcome expecta-ons for the gi4ed educa-on program?

What I Expect From You

•  You will apply the ideas and pedagogy I describe to your teaching posi-on.

•  I will ask you to create examples of: – Deep Learning Design – Teaching for cri-cal and crea-ve thinking – Advanced Products and Performances – Use of Authen-c Research in your curriculum

What does it mean to be gi4ed?

What does it mean to be gi4ed?

Does it change over -me as one grows older?

How do we think about gi4edness?

Maybe the way we have been thinking about gi4edness isn’t the best way. What if we ques-on a few assump-ons and rethink gi4edness, especially gi4edness among adolescents?

Rethinking Gi4edness 1

•  Gi4edness is a developmental process.

– Changes over the course of the lifespan

– Manifests itself in different ways over -me

–  Influenced by internal and external variables


•  Gi4edness is domain specific.

– Specificity narrows through the developmental process

– Early poten-al may be broad but adult manifesta-on is domain specific and narrow

– Domains open and close over -me


•  Gi4edness is malleable.

– Capable of being shaped or formed

– Subject to outside influences

– Not permanently fixed


•  Gi4edness must be developed and sustained by way of training and interven-ons in domain-‐specific skills.

– This is a role at least shared by gi4ed educa-on.

–  If gi4edness is not developed and sustained, it may not manifest at later life stages.


•  Developing gi4edness includes the acquisi-on of the psychological and social skills needed to pursue difficult new paths.

– There is a dis-nct social and emo-onal element.

– These skills are related to high levels of performance, crea-vity, innova-on, and cri-cal engagement with work and produc-on.


•  Gi4edness includes the individual’s conscious decision to engage fully in a domain.

– Gi4edness necessarily involves hard work and commitment.

– Fully engaged looks different across the developmental life span.

– Mo-va-on and determina-on are aspects of developing gi4edness over -me.

Rethinking Gi4edness Goal

The goal of the developmental process is to transform poten-al talent during youth into outstanding performance and innova-on in

adulthood.

– We should spend less -me looking for gi4edness and more -me developing gi4edness.

– The goal of gi4ed educa-on is to develop gi4ed individuals.

Defining Gi4edness in Adolescence

Gi4edness is the manifesta-on of performance or produc-on that is clearly at the upper end of the

distribu-on in a talent domain even rela-ve to that of other high-‐func-oning individuals in that domain.

•  Performance or produc-on •  Upper end of distribu-on •  In a talent domain


Further, gi4edness can be viewed as developmental, in that in the beginning stages, poten-al is the key

variable; in later stages, achievement is the measure of gi4edness; and in fully developed talents, elite

performance or outstanding achievement is the basis on which the label of gi4ed is granted.

•  Developmental •  Poten-al—achievement—elite performance


Psychosocial variables play an essen-al role in the manifesta-on of gi4edness at every developmental stage. Both cogni-ve and psychosocial variables are malleable and need to be deliberately cul-vated.

•  Psychosocial variables are important and necessary •  Psychosocial variables are malleable. •  How can we teach and foster hard work, commitment, habits

of excellence, resilience, discipline, mo-va-on? •  How can we teach and foster advanced cogni-ve skills?

How do you develop gi4ed performances

among your students?

How do you develop gi4ed performances

among your students?

The general curriculum is not designed to elicit gi4ed performance.

An advanced pedagogy is required. So, what does it look like?

Gi4ed/Advanced Pedagogy

•  Advanced Content and Deep Learning

•  Emphasis on cri-cal thinking

•  Opportuni-es for crea-ve thinking/expression

•  Engagement in authen-c research

•  Advanced-‐level products and performances

PRINCIPLES OF LEARNING Engaging Instruc-onal Design

Learning

Learning results from what the student does and thinks and only from what the student does and thinks. The teacher can advance learning only by

influencing what the student does to learn.

-‐ Herbert A. Simon

Learning

1.  Learning is a process.

2.  Learning involves change in knowledge, beliefs, behaviors, and/or aitudes.

3.  Learning is not something done to students, but rather something students themselves do.

7 Principles of Learning

•  The more we know about how learning works, the be;er we can design experiences to help students learn.

•  Students with higher cogni-ve ability are generally more effec-ve and efficient learners than those with average or lower than average ability.

What do you think?

•  Read the 7 Principles of Learning in your handout on page 2.

•  List 3 to 5 instruc-onal ideas that you think you could implement based on the principles of learning.

DEEP APPROACHES TO LEARNING Engaging Instruc-onal Design

Deep Approach to Learning

What is a deep approach to learning? How can teachers design instruc-on to encourage and sustain deep approaches to learning? What are some instruc-onal designs suppor-ng deep approaches to learning?

Deep Approaches to Learning Deep Learning Surface Learning

Defini-on Examining new facts and ideas cri-cally, and tying them into exis-ng cogni-ve structures, making numerous links between ideas.

Accep-ng new facts and ideas uncri-cally and a;emp-ng to store them as isolated, unconnected items.

Characteris-cs Looking for meaning. Focusing on the central argument or concepts needed to solve a problem.

Relying on rote learning. Focusing on outward signs and the formula needed to solve a problem.

Interac-ng ac-vely. Dis-nguishing between arguments and evidences.

Receiving informa-on passively. Failing to dis-nguish principles from examples.


Characteris-cs Making connec-ons between concepts and disciplines.

Trea-ng learning as separate and dis-nct.

Ac-vely rela-ng new and previous knowledge.

Not recognizing new material as building on previous work.

Linking course content to real life.

Seeing course content simply as material to be learned for the exams.

Student Intrinsic curiosity in the subject Learning simply to pass courses and approach gradua-on

Emphasis on meaning making and understanding

Belief that factual recall is required and valued


Teachers Show personal interest in the subject

Convey disinterest or nega-ve aitude about material

Emphasize the structure of the subject and complex thinking

Present material as a series of unrelated facts and ideas

Confron-ng students misconcep-ons; ac-ve learning

Allowing students to remain passive

Assessments that require thought, connec-on, applica-on

Assessing independent facts and details

Less is more; emphasis on depth of content

Emphasizing coverage at the expense of depth

Deep Approaches to Learning

Provide rigorous and engaging task demands to address specific standards (TEKS). – More complex thinking – Greater depth and complexity –  Interdisciplinary connec-ons –  Increased levels of independence – Advanced level texts

Deep Approaches to Learning

Create advanced product demands to elevate levels of learning and engagement. –  Interdisciplinary products – U-lize advanced research techniques – Advanced product standards

•  Texas Performance Standards (www.texaspsp.org)

– Require specific cri-cal and crea-ve thinking skills

Addi-onal Considera-ons

Assess Higher Level Objec-ves – Memoriza-on fosters Surface Learning

– Applica-on and Problem Solving foster Deep Approaches to Learning •  How can you design assessments that require students to apply what they learned to a new, relevant situa-on?


Teaching which involves students in ac-ve and independent learning is more likely to foster deep approaches to learning. – Pose interes-ng problems (Problem-‐based learning)

–  Individual Learning Contracts (Independent inves-ga-ons and product development)

– Team Problem Solving Learning Tasks


Student Choice – Students are more likely to adopt deep approaches to learning rather than surface approaches if they have some degree of choice in the learning tasks or products.

– Give a menu of acceptable op-ons. – Give students opportuni-es to propose their plan for a por-on of the learning tasks.


Fostering Independence in Learners Balance between Giving and Seeking Informa-on –  Develop classroom prac-ces in which you give some essen-al informa-on about a topic but also require students to seek addi-onal informa-on about the topic.

– World History Example •  Find two sources of informa-on about the technological advances in the Ancient Egyp-an empire. Bring the informa-on to class.

Summary

•  Students with deep approaches to learning are more mo-vated and engaged in the learning tasks.

•  Some teaching approaches are more likely to foster deep approaches to learning.

Summary

•  Taking posi-ons and defending them •  Genera-ng and suppor-ng ideas •  Project-‐Based Learning •  Problem-‐Based Learning •  Teach and assess higher level cogni-on •  Ac-ve and Independent Learning •  Provide reasonable choice in learning tasks

Applying What You Learn

How can you do something different in your instruc-onal design to foster a deep

approach to learning?

EMPHASIZING CRITICAL THINKING Engaging Instruc-onal Design

Very few seek knowledge in this world. Mortal or immortal, few really ask. On the contrary, they try to wring from the unknown the answers they have already shaped in their own minds—jus-fica-ons, explana-ons, forms of consola-on without which

they can’t go on. To really ask is to open the door to the whirlwind. The answer may annihilate the

ques-on and the ques-oner.

Spoken by the vampire Marius in The Vampire Lestat

Ann Rice (1985)

Why Cri-cal Thinking?

“Working, learning, and ci-zenship in the 21st Century demands that we all know how to think—to reason, analyze, weigh evidence,

problem solve.”

-‐Tony Wagner The Global Achievement Gap

(2008)

Why Cri-cal Thinking?

The explosion of informa-on in the knowledge-‐based, digital world of work and educa-on demand a new set of skills: – Accessing and searching – Managing and evalua-ng – Analyzing and crea-ng

Trilling and Fadel

21st Century Skills: Learning and Life in Our Times (2009)

IS CRITICAL THINKING A GOAL OF YOUR CLASSROOM?

Engaging Instruc-onal Design

Cri-cal Thinking as a Goal

•  Is it wri;en down? – Have you specifically defined it? – Have you included CT objec-ves in your plans? – Are you measuring cri-cal thinking?

•  Why not? –  It’s nebulous? –  It’s dangerous?

Cri-cal Thinking as a Goal

•  For a teacher to effec-vely teach cri-cal thinking, there needs to be a decision that it is a worthy goal?

•  Teachers and students should know what cri-cal thinking is and why it is an important objec-ve.

•  All stakeholders should know how a focus on cri-cal thinking will impact the curriculum and work that students do.

CT Goal Example

Students will develop the specific skills and disposi-ons of thinking cri-cally as evidenced by products and performances reflec-ng cri-cal analysis, clear and coherent arguments, and the forma-on of well-‐reasoned judgments

and decisions.

WHAT IS CRITICAL THINKING? Engaging Instruc-onal Design

Defini-on of CT

Cri-cal thinking is reasonable and reflec-ve thinking focused on deciding what to do or believe.

-‐Robert Ennis (2005)

Cambridge Defini-on of CT

Cri-cal thinking is the analy-c thinking which underlies all ra-onal discourse and inquiry. It is characterized by a me-culous and rigorous approach. Cri-cal thinking processes include: – Analyzing Arguments –  Judging the relevance and significance of informa-on –  Evalua-ng claims, inferences, arguments, and explana-ons

–  Construc-ng clear and coherent arguments –  Forming well-‐reasoned judgments and decisions

Further Explana-on

•  CT is strongly equated with ra-onality.

•  CT is ubiquitous. All ra-onal discourse involves the ac-vity and applica-on of CT.

•  CT is by and large analy-cal. It rests upon the ability to dissect arguments and informa-on.

Further Explana-on

•  CT is rigorous and me-culous. It is not passive, automa-c, spontaneous, or reac-ve. Rather it is ac-ve, careful, and thorough.

•  CT is an academic discipline. Thus, it is a set of skills which can be explicitly and purposefully learned and taught.

Further Explana-on

•  CT comprises a number of ra-onal processes which are o4en hidden or implicit. The formal study of CT as an educa-onal goal makes these processes unconcealed and explicit.

•  Formally teaching and prac-cing CT can improve students ability to think and act ra-onally.

The Dangerous Part

•  Cri-cal Thinking requires open-‐mindedness.

•  Seing aside one’s own views is a pre-‐requisite for being able to analyze another’s argument.

•  Being open-‐minded allows a person to acknowledge that his own views may be unsupported or even wrong.

What CT is not

•  Cri-cal thinking is not equivalent to higher order thinking skills.

•  We cannot assume that because students are working at the upper end of Bloom’s Taxonomy that they are thinking cri-cally.

•  CT is not problem solving. •  CT is not close reading.

RESEARCH SUPPORT FOR DEVELOPING CRITICAL THINKING


Four Approaches to Teaching CT

General Approach – Teach CT skills directly and separately from content instruc-on

– Study of logic

– Cri-cal thinking classes

– Separate CT thread within the curriculum


Infusion Approach – Deep, thoughsul subject-‐ma;er instruc-on

– Students are encouraged to think cri-cally in the subject

– CT skills and disposi-ons are made explicit


Immersion Approach – Thought provoking subject ma;er

– Students are immersed in the subject

– However, in contrast to the infusion approach, CT principles are not made explicit.


Mixed Approach

–  Combina-on of the general approach with either the infusion or the immersion approach

–  Students involved in subject specific CT

–  They also receive a separate thread or course aimed at teaching general principles of CT

Which Approach is Typically Used

According to the research, the following order is the most common to least common in the exis-ng research on CT instruc-on:

1.  Infusion 2.  Immersion 3.  General 4.  Mixed

Which Approach is Most Effec-ve Mixed Approach (General and Infusion) – Average effect size .94 (large)

Infusion Approach – Average effect size .54 (medium)

General Approach –  Average effect size .38 (small to medium)

Immersion Approach – Average effect size .09 (negligible to small)

When is CT Most Effec-ve

– CT instruc-on is most effec-ve with students ages 11-‐15 (roughly grades 6-‐10) ES: .69

– CT instruc-on is second most effec-ve with students ages 6-‐10 (roughly grades 1-‐5) ES: .52

– CT with undergraduate students ES: .25

– CT with students ages 16-‐18 (grades 11-‐12) ES: .10 (There are only 8 studies to analyze.)

Factors Influencing CT Success

•  Instructor Training – When teachers received special advanced training in prepara-on for teaching CT, the impact of the instruc-on was greatest. (ES = 1.00)

•  Classroom Observa-ons – When there were extensive administra-ve observa-ons to monitor the implementa-on of CT instruc-on the impact was significant. (ES = .58)

What Doesn’t Really Work

•  There was virtually no effect for intent to improve students’ CT by simply adding CT objec-ves to the curriculum or course objec-ves. (ES = .13)

•  There was essen-ally no effect for collabora-ve cri-cal thinking (ES = .10 difference between the collabora-ve versus the non-‐collabora-ve groups)

WHAT DOES IT LOOK LIKE IN YOUR ADVANCED ACADEMICS CLASSROOM?


Don’t Forsake the Research

A mixed approach is most effec-ve –  Include a strand of direct teaching of CT skills

–  Infuse CT into content instruc-on

–  Make CT objec-ves explicit and measurable

–  Define products and performances that will be

opportuni-es for students to demonstrate CT

Design for Thinking

•  It’s not possible to teach cri-cal thinking if you don’t begin with a design that requires thinking.

•  Learning design must emphasize students making judgments about what is true, accurate, correct, be;er, or best reasoning.

Cri-cal Thinking Skills Skill Sub-‐Skill/Process

Analysis Recognizing and using basic terminology of reasoning

Recognizing arguments and explana-ons

Recognizing different types of reasoning

Dissec-ng an argument

Categorizing the component parts of an argument and iden-fying its structure

Iden-fying unstated assump-ons

Clarifying meaning


Evalua-on Judging relevance

Judging sufficiency

Judging significance

Assessing credibility

Assessing plausibility

Assessing analogies

Detec-ng errors in reasoning

Assessing the soundness of reasoning within an argument

Considering the impact of further evidence upon an argument


Inference Considering the implica-ons of claims, points of view, principles, hypotheses, and supposi-ons

Drawing appropriate conclusions

Synthesis and Selec-ng material relevant to an argument

Construc-on Construc-ng a coherent & relevant argument or counter-‐argument

Taking arguments further

Forming well-‐reasoned judgments

Responding to dilemmas

Making and jus-fying ra-onal decisions

Teach Cri-cal Thinking Objec-ves

•  Use the cri-cal thinking skills and sub-‐skills to design tasks for students.

•  Develop learning outcomes based on the skills and sub-‐skills

•  Teach / model the terminology of reasoning.

Cri-cal Thinking Environment

•  A classroom rich for cri-cal thinking includes content focused on the following:

– Big ques-ons with no right or wrong answers –  Issues of values or compe-ng ethics – Dilemmas – Big debates in your content area – Mul-ple and compe-ng perspec-ves

Strategies for Cri-cal Thinking

•  Reading Cri-cally from Argumenta-ve Texts

– Recognize the structure and components of an argument (conclusion, reasons, assump-ons, etc.)

– Dissec-ng an argument

– Categorizing components of an argument


•  Model Cri-cal Thinking in Your Discipline

– Present new material to students in the form of arguments (some sound, some fallacious)

– Think aloud. – Use the terminology of reason.


•  Construc-ng Arguments

– Appropriately use reason to support conclusions

– Select evidences relevant to an argument

–  Iden-fy and address counter-‐arguments


•  Write argumenta-ve essays

– Make claims and support them with reason. – Understand principles of reason and evidence. – Dig deeper into assump-ons and inferences. – Prac-ce wri-ng responses to argumenta-ve essays generated by other students.


•  Probing Ques-ons

– Require students to state posi-ons or make decisions in response to ques-ons or issues.

– Probe them to jus-fy their posi-ons/decisions – What is your ra-onale? – What evidence supports your claim? – How might someone else think differently?

Cri-cal Thinking

When you design learning tasks:

– Require students to think deeply about complex content and significant ques-ons.

– Ask students to take posi-ons and defend those posi-ons ra-onally with evidence.

–  Include cri-cal reading and argumenta-ve wri-ng.

Summary

•  Cri-cal thinking is a skill that can be developed

•  Cri-cal thinking is a dis-nct category of thinking skills associated with clarity of thought and ar-culate reasoning.

•  Developing cri-cal thinking skills requires an inten-onal focus prac-cing and using the skills of cri-cal thinking in your discipline.

EMPHASIZING CREATIVE THINKING Engaging Instruc-onal Design

Crea-vity is a habit, unfortunately school some-mes treats it as a bad habit.

-‐ Robert Sternberg, 2010

Crea-vity Myth

Crea-vity is a trait that one seems to be born with or not born with.

Actually, crea-vity is be;er understood as a disciplined way of thinking that can be

developed.

Crea-ve Thinking

•  Genera-on of novel ideas or products. •  Crea-vity can occur on all disciplines and most areas of life.

•  Crea-vity is typically associated with divergent thinking, fluency, originality, flexibility, innova-on, and imagina-on.

Traits to Develop

The following are characteris-cs that seem to support crea-ve thinking:

•  Independent thinkers •  Risk-‐takers •  Curious •  Wi;y •  Unconven-onal •  Ques-oning

Keys to Learning Design

•  Create situa-ons in which students must generate and defend ideas.

•  Develop opportuni-es for students to access and apply informa-on through the genera-on of ideas.

•  Instruct students on the difference between typical responses and responses that are crea-ve.

Teaching for Crea-vity

Model •  Model crea-ve thinking and behaviors for the students.

Opportunity •  Provide regular opportuni-es for students to respond

crea-vely.

Reward •  Reward crea-ve responses in order to encourage crea-ve

thinking.

Model Crea-vity

•  Demonstrate crea-ve thinking out loud.

•  Share crea-ve ideas and products that you develop within your discipline.

Model Crea-vity

•  Share examples of people in your field who are genera-ng crea-ve ideas and products.

•  You have to know what crea-vity looks like in your field.

Model Crea-vity

•  Dispel myths about crea-vity. –  It’s not associated with madness. –  It’s not mys-cal. –  It’s not easy, cra4sy, or artsy.

•  Innova-on is somewhat synonymous with crea-vity, though it probably implies more follow-‐through and development.

Model Crea-vity

•  Create and maintain a psychologically safe classroom environment.

•  Encourage risk-‐taking in the world of ideas. •  Encourage humor, fantasy, and imagina-on.

Model Crea-vity

•  Help students understand the development of their crea-ve thinking skills. (It’s not sta-c.)

•  Accept create ideas and responses even when there are quirky or awkward.

•  Help students resist peer pressure to conform.

Crea-ve Opportuni-es

•  Design learning experiences that require students to generate ideas.

•  It’s not very likely students will generate novel ideas or products if there are not expecta-ons to develop ideas at all.


•  Make crea-ve thinking—the genera-on of novel ideas and products—a regular part of your course.

•  You have to ask the hard curriculum ques-on—where can I regularly add opportuni-es to generate ideas and develop products.


•  Provide opportuni-es to develop authen-c products and performances.

•  Provide open-‐ended responses and crea-ve la-tude for the products and performances.

•  Don’t confuse real crea-vity—novel idea or product—with decora-ve presenta-on.


•  Design learning experiences for applica-on.

•  Informa-on is easy to come by. Knowing what to do with it is the challenge.

•  How will students use what you are teaching to think and act in their current or future world?


•  It’s okay to say, “I want you to think crea-vely.”

•  That’s different than saying, “Be crea-ve.”


•  Ask students to brainstorm. Generate as many ideas as possible without judgment of their quality.

•  Give crea-ve prompts: – What’s another way of thinking about… – How could we combine those ideas… –  In what ways might you…

Reward Crea-vity

•  Specifically state that you seek or welcome crea-ve responses on an assignment.

•  Reward those who respond crea-vely, take-‐intellectual risks.

Reward Crea-vity

•  Design a crea-ve response rubric.

•  Ideas for the rubric: – Novelty/originality – Unique presenta-on of an idea – Unique combina-on of concepts or idea – A new way of seeing a situa-on or a new interpreta-on (flexibility)

Reward Crea-vity

•  Create safe environments that support students’ efforts to generate novel responses.

•  Acknowledge and celebrate responses that are crea-ve, even if you know the idea could be improved.

•  Find or save examples of students’ crea-ve thinking.

Crea-vity Killers

•  Classrooms or situa-ons where students don’t feel comfortable sharing ideas.

•  Atmosphere reinforcing the idea that mistakes are not allowed. (Reduces risk-‐taking).

Crea-vity Killers

•  Teachers ignore student idea.

•  Students believe that the best way to succeed is to think like the teacher.

•  Rules and restric-ons limit the range of responses students are able to generate.

Ques-ons to Guide You

•  In what ways are people thinking crea-vely in my field today? In the past?

•  How might I model thinking crea-vely about the subject I am teaching?


•  In what ways might I design learning experiences in which students are expected to generate idea and defend them?

•  Equally as importantly, how can I encourage crea-ve responses when they generate those ideas?


•  How might I foster a psychologically safe classroom where students not only feel comfortable about sharing ideas, but desire to share ideas?

•  In what ways will I reward crea-ve thinking?

Summary

•  Crea-vity is the genera-on of novel ideas or products.

•  Crea-vity is a learned skill, not a sta-c trait.

•  Crea-ve thinking can be enhanced with prac-ce.

Summary

•  The role of the teacher is to model crea-ve thinking, provide regular opportuni-es for crea-ve responses, and reward students for developing crea-ve thinking skills.

•  Model—Opportunity—Reward

Crea-ve Thinking

When designing learning tasks: – Create situa-ons in which students generate and defend ideas.

– Create situa-ons in which students have to apply what they learn through genera-on of ideas.

– Teach students the difference between typical responses and responses that are novel and original.

INCLUDING AUTHENTIC RESEARCH Engaging Instruc-onal Design

Why Teach Research?

•  In a knowledge economy, organized informa-on is an asset, a commodity.

•  Genera-ng valuable informa-on is both crea-ve and analy-cal.

•  Authen-c research leads to advanced products and performances.

Hierarchy of Research

Level Type of Research

Lowest Level Summary Report

More Complex Systema-c Review

Most Complex

Original Research Novice Expert Professional

Summary Report

•  Research the Internet or other sources and write a summary report about a topic.

•  No systema-c methodology for gathering or analyzing data

Summary Report

•  Mostly recrea-onal value but not much authen-c academic value

•  May employ skills of data collec-on, source valida-on, and summariza-on

Summary Report

Example •  In world geography, students are assigned to conduct research on a country in Africa. Students are to develop a visual and oral presenta-on to summarize informa-on about the customs, tradi-ons, religions, economics, and poli-cal systems.

Systema-c Review

•  Uses a systema-c method for gathering and analyzing data.

•  Analysis of secondary data t hat already exists in order to make a type of meta-‐analysis.

Systema-c Review

•  Systema-c methodology is determined in advance and guides the researcher throughout the process.

•  Systema-c methodology adds validity to the findings and value of the final product.

Systema-c Review

Example •  A team of three students decide they want to study how to prepare for the SAT. They agree on a systema-c review of vocabulary in the cri-cal reading sec-on. They locate all released SATs from College Board since 2000 and develop a database of all vocabulary words tested. Then they categorize them by frequency and word families. They prepare a wri;en report and make an oral presenta-on for their English class.

Original Research-‐Novice

•  Involves a theore-cal, descrip-ve, experimental, or quasi-‐experimental design.

•  Includes data collec-on that is quan-ta-ve, qualita-ve, or mixed-‐methods (both).


•  Each discipline has tradi-ons of research that guide authen-c prac-ce in those fields – Experiments (science) – Oral History (history)

•  At the novice level, the research ques-ons and analyses are less complex, and the new informa-on generated typically has li;le or no value in the field.


Example •  A team of three 9th grade biology students employ an experimental design to test the impact of iron on flower growth. They pot 40 small begonias with iden-cal pots and soil, 20 experimental/20 control. Over a one month period they use water and iron in one group and water only in the other, in exact amounts. They measure results in plant height and flower buds per plant. They prepare a formal research report to share results.

Original Research-‐Expert

•  Differs from the novice level in that the research ques-ons are grounded n previous research in a way that the product may add a new layer of understanding.

•  The research can be theore-cal, quan-ta-ve, or mixed-‐methods (both).

Original Research-‐Expert

•  Involves some type of review of previous research to validate the importance of the research ques-on(s).

•  Research ques-ons and analyses are generally more complex and authen-c than research at the novice level.

Original Research-‐Expert Example •  A team of two students are interested in the growth of the community. They gather demographic data from the city website and chart the popula-on growth over the last 15 years. They also do research on city growth pa;erns in the U.S. and realize that there may be both nega-ve and posi-ve percep-ons of growth. They design a qualita-ve social studies research project in which they interview ten local residents who have lived in the community before and during the growth. They employ a grounded theory analysis technique to extract themes and pa;erns in the data and write a formal history paper presen-ng results.

Original Research-‐Professional

•  Professional level original research includes domain specific methodologies that are u-lized with rigor and precision.

•  This level of research builds on previous research and adds new knowledge to the discipline-‐specific knowledge base on the topic studied.


•  Generally, professional level research is publishable and valued in the specific field of study in which it was conducted.

•  Novice and developing researchers o4en develop professional levels of exper-se by working with professional level mentors who guide and teach research techniques.


Example •  A high school student thinks that her math and science experiences in high school are not challenging or engaging. She partners with a researcher in gi4ed educa-on to conduct a phenomenological inquiry of the math and science experiences of gi4ed students in high school. Over the course of a year they conduct interviews and analyze data and connect the results with previous research on the topic. The work results in a professional conference presenta-on and a submi;ed manuscript for a professional journal.

Including Authen-c Research

•  Authen-c research involves complex thinking that is both crea-ve and analy-cal.

•  Authen-c research leads to advanced products and performances.

•  Authen-c research develops habits of curiosity and methodological precision.

Including Authen-c Research

What are the reasons for not having gi4ed/advanced students involved in

authen-c research?

Summary

•  The goal is to develop gi4ed performers in your academic area.

•  Gi4ed performers are characterized by their deep content knowledge, their thinking and problem solving, and their advanced-‐level products.

Summary

Pedagogy to develop gi4edness: – Deep approach to learning

– Emphasis on cri-cal thinking

– Emphasis on crea-ve and innova-on thinking

– Opportuni-es to engage in authen-c research – Advanced-‐level products and performances

Todd Ke;ler University of North Texas College of Educa-on Todd.Ke;[email protected] Master’s Degree in Gi4ed Educa-on (Online) Ph.D. in Educa-onal Psychology & Gi4ed Educa-on

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