Models. Karnes and Stephens text provides a brief explanation of a variety of models. Review the...

ModelsModels

Karnes and Stephens text provides a brief explanation of a variety of models.

Review the models and respond to these questions:

o Are any of these models used in your district/school?o Which ones?o What are the advantages and disadvantages of these

models?o Which model was used the most by the participants at

your table?

All students need to understand reality, recognize alternatives, be sensitive to the effect of the choices, make wise choices, and implement their choices.

Gifted education curriculum fits together three images: giftedness, human potential, educational model.

Curriculum building is divided into direct and indirect models.

3

Direct Models: Developed solely for the gifted. (Sometimes these models

are too technical.)

Curry Samara Model Renzulli Enrichment Triad College of William & Mary - Navigator Literature Model Parallel Curriculum

(Parnes /Osborn-Creative Problem Solving Model has been discussed in the DIFFERENTIATION MODULE)

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Indirect Models: Ideas developed for purposes other than the

education of the gifted, but still applies to all learners, especially gifted.

• Understanding by Design –UbD

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Likert Scale Chart Each participant receives 5 different colored dots. Place your dots indicating your knowledge of the model.

Green - Curry-Samara Model Light Blue - William & Mary Navigator Lit. Model Red – Parallel Curriculum Yellow - Renzulli - Enrichment Triad Model Orange – Differentiation and Understanding by Design

A Quick Look

www.CurriculumProject.com

determine

which aspects of the Curry/Samara Model are

useful in our teaching environments

discussion and materials observations.

Our Lesson ObjectiveOur Lesson Objective

ThinkingThinkingProductProduct

CommonSimpleSingle-Modality

DiverseComplexMulti-Modality

Traditional Innovative Memorize

UnderstandUse

ExamineChangeJustify

Basic Abstract

FactsRulesDetails

IssuesProblemsThemes

Factual Global

ContentContent

Quality Instructions Involves BalanceQuality Instructions Involves Balance

1. Identify the absolute and relative locations of rain forest s throughout the world using a labeled map and t-chart.

1. Characteristicsa. Locationsb. Land Formsc. Water Waysd. Layerse. Climate

2. Life in the Rain Foresta. Plantsb. Animalsc. Humansd. Interdependence

3. Products from the Rain Forest

a. Chemicalb. Medicinalc. Wood Productsd. Foods

4. Rain Forest Issuesa. Deforestationb. Soil Erosionc. Endangered Species

5. Patternsa. Consists of repeating segmentsb. Allow for predictionc. Can be man-made or natural

Knowledge Comprehension Application Analysis Critical Thinking

1.Topic 2. Challenge 3. Plan 4. Gather 5. Organize 6. PresentIndependent Study

Creative Thinking

2. Describe the land forms in the rain Forest using dictionary entries.

3. Model the floor, understudy, canopy, and emergent layersof a rain forest using a class mural.

4. Examine the importance of rain forest rivers using a magazine article.

5. Change a rain forest’s location and explain the effects on plants and animals using a descriptive essay.

6. Decide which layer of the rain forest is best suited for human habitation using an illustrated poem.

7. Recall the animals and plants most commonly found in the rain forest using a word search.

8. Explain the relationship among plants, animals and humans using a cycle diagram/ written explanation.

9. Categorize animals according to the rain forest layers in which they live using an animal puzzle.

10. Compare/contrast two kinds of animals from the same layer of the rain forest using a t-chart.

11. Develop a plant, animal, or person that is suited to live in the rain forest using a video tape documentary.

12. Defend/dispute the concept of protecting a selected plant or animal species using a debate.

13. Recount chemical, medicinal, wood-based and food products that originate in rain forest using dictionary entries.

14. Describe the phases through which any rain forest product will evolve when going to market using a time line.

15. Classify various rain forest products into self-generated categories using a classification puzzle.

16. Determine which rain forest products are consumed in the local community using a research presentation.

17. Invent a habitat in which medicine might be produced using a labeled diagram.

18. Decide on environmentally sound ways of harvesting a selected product.

19. Restate the causes an types of soil erosion in rain forests using a word search.

20. Describe the cycle of soil erosion using a diagram/ oral presentation.

21. Categorize endangered species by reasons of endangerment using an information table.

22. Determine how deforestation impacts habitats within the rain forest using a board game.

23. Speculate how over consumption of rain forest products might be reduced using a campaign speech.

24. Defend/ dispute a selected law that protects endangered species point of view essay.

Rain Forests

25. Identify the repeating segments of a natural cycle in the rain forest using a role play.

26. Categorize rain forest patterns as man-made or natural using a Venn diagram.

27. Categorize endangered species by reasons for endangerment an information table.

28. Examine the patterns of two products that originate in the rain forest using a brochure.

29. Generate a natural or man-made pattern that would help the rain forest using an illustrated poem.

30. Decide which natural pattern within the rain forest is impacted most by man using a persuasive speech.

Use sub-topics to organize the details within each main topic.

Create a title based on your required curriculum.

Develop main topics that break the title into manageable mini units.










Creative Thinking
























Rain Forests







identify

absolute and relative locations of

rainforests throughout the world

a labeled map and a t-chart.

Start with a cognitive verb that matches the level of thinking.

Follow the cognitive verb with 6-12 words describing the content to

be covered.

Finalize the objective with a product (or two) that students will develop in order to learn and to demonstrate

understanding.










Creative Thinking
























Rain Forests







A CSM unit supports differentiation of content through the use of factual to global subject matter.

FactsRulesDetails

IssuesProblemsThemes

Factual Global










Creative Thinking
























Rain Forests







A CSM unit supports differentiation of thinking through the use of basic to abstract levels.

MemorizeUnderstandUse

ExamineChangeJustify

Basic Abstract










Creative Thinking
























Rain Forests







A CSM unit supports differentiation of student products through the use of modalities.

Product Modalities

OralKinestheticOral

Written










Creative Thinking
























Rain Forests







Quadrant #1 activities use factual

content and basic thinking.

Quadrant #2 activities use factual content and abstract

thinking.

Quadrant #3 uses global content & basic thinking.

Quadrant #4 uses global content & abstract thinking.

Another technique for differentiation and supporting high levels of student performance involves the use of clearly stated standards for the student products that appear at the end of each activity.

This Product Guide is for a poster.

It consists of a number of parts.

The attributes are quality indicators for each part.

It is content-free and can be used in any subject area.

Renzulli Renzulli The Enrichment Triad ModelThe Enrichment Triad Model

A Quick Look


(Renzulli)

Type IGeneral

Exploratory Activities

Type IIGroup Training

Activities

Type IIIIndividual & Small Group

Investigations of Real Problems

Triad Model

Provides experiences to bring students into contact with new topics.

Needs an abundance of resources in a variety of fields for exploration.

Students develop cognitive and affective skills. Type II activities are focused on process development. Thinking Procedural skills Using reference and resource materials Communication skills

Students become actual researchers of a real problem by using methods of inquiry appropriate to the discipline.

This type of exploration is most appropriate for gifted students.

Renzulli Enrichment TriadRenzulli Enrichment Triad

William and MaryWilliam and MaryNavigator Literature ModelNavigator Literature Model

A Quick Look


Developed by the Center for Gifted Education at The College of William and Mary as a language arts resource for teachers and students.

A navigator is a collection of questions and activities intended to support group or independent study of a selected novel or picture book.

To develop analytical and interpretive skills in literature.

To develop understanding of key literary themes. To develop linguistic competency through vocabulary

and language study. To develop skills in written and oral communication. To develop higher level thinking and reasoning skills in

language arts. To develop research skills.

While you read Exploring the story Meeting the characters Understanding the ideas Connecting to you

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The story is about a man named Solomon who lives in a hotel for men in New York. He does not like the hotel because he has nothing that he loves there with him. He can not paint the walls, he can not have a pet, he has no fireplace, no porch swing, and no picture window to look out of. He begins to wander the city and finds a diner, The Westway Café, Where All Your Dreams Come True, and he begins to order things that he wants, like a balcony, a fireplace. The waiter at the Westway was named Angel. This café brought Indiana back to him. Every time he walked there he dreamed. One dream did come true, Solomon has a cat that he sneaked into his hotel room. He is no longer lonely since he found his Angel at the Westway Café.

Example What does the story tell you about the idea of home? What are Solomon Singer’s dreams? What do all of his

dreams have in common?

What does it mean to be a “wanderer by nature?” Do you like wandering? Describe a time when you wandered. Explain where it was, why you wandered and how

you felt.

Information on Housing Laws

Literature Web Vocabulary Web Model for Persuasive Writing

Center for Gifted EducationCollege of William & Mary

An Angel for Solomon Singer by Rylant (Grades 2-3)Charlie and the Chocolate Factory by Dahl (Grades 3-

5)Who Really Killed Cock Robin? By George (Grades 3-

5) The Door in the Wall by de Angeli (Grades 4-6)Underrunners by Mahy (Grades 3-6) The Trumpeter of Krakow by Kelly (Grades 7-12)

Go to this website http://cfge.wm.edu/curr_language.htm

Parallel Curriculum ModelParallel Curriculum ModelA Quick Look


Curriculum design should…..Respect the unique characteristics of the learner;Be organized around the structure of knowledge;Reflect content selection and procedures that will help

maximize the transfer of knowledge, understanding, and skill;

Select content (representative topics) that best represent the essential structure of the discipline; and

Place a premium on the development of process skills, the appropriate use of methodology within content fields, and consider goals or outcomes in terms of concrete and abstract products.

Theoretical Underpinnings Theoretical Underpinnings of the Parallel Curriculum Modelof the Parallel Curriculum Model

Has a clear focus on the essential facts, understandings, and skills that professionals in that discipline value most

Provide opportunities for students to develop in-depth understanding

Is organized to ensure that all student tasks are aligned with the goals of in-depth understanding

Is coherent (organized, unified, sensible) to the student Is mentally and affectively engaging to the learner Recognizes and supports the need of each learner to

make sense of ideas and information, reconstructing older understandings with new ones

Is joyful-or at least satisfying Provides choices for the learner Allows meaningful collaboration

Is focused on products (sometimes students make or do) that matter to students

Connects with students’ lives and worlds Is fresh and surprising Seems real, purposeful, useful to students Is rich Deals with profound ideas Calls on students to use what they learn in interesting and

important ways Aids students in developing a fruitful consciousness of their

thinking Helps learners monitor and adapt their ways of working to

ensure competent approaches to problem solving Involves students in setting goals for their learning and

assessing their progress toward those goals Stretches the student

Ascending levels of intellectual demand is the process that escalates one or more facets of the curriculum in order to match a learner’s profile and provide appropriate challenge and pacing. Prior knowledge and opportunities, existing scheme, and cognitive abilities are major attributes of a learner’s profile. Teachers reconfigure one or more curriculum components in order to ensure that students are working in their zone of optimal development.

Ascending Levels of DemandAscending Levels of Demand

Cognitive abilities Prior knowledge Schema Opportunities to learn Learning rate Developmental differences Levels of abstraction

Ascending Levels of Intellectual Demand Ascending Levels of Intellectual Demand Take Into Consideration Students’ ……Take Into Consideration Students’ ……

To honor differences among students To address varying levels of prior knowledge,

varying opportunities, and cognitive abilities To ensure optimal levels of academic achievement To support continuous learning To ensure intrinsic motivation To provide appropriate levels of challenge

Why Provide Ascending Levels of Why Provide Ascending Levels of Intellectual Demand?Intellectual Demand?

Ascending Levels of Intellectual DemandAscending Levels of Intellectual Demand

What are the powerful differences among my students’ levels of prior knowledge, cognitive ability, and rates of learning?

Which students require greater or lesser degrees of depth, abstraction, and sophistication with regard to this unit, lesson, or task?

How might I design lessons and activities that provide varied levels of scaffolding, support, and challenge?

Which content, teaching or learning activities, resources or products support varying levels of prior knowledge and cognitive ability within this unit, lesson, or task?

How might I assess students’ growth when many of them possess varying levels of abstraction and prior knowledge?

Guiding Questions that Support Guiding Questions that Support the Ascending Levels of the Ascending Levels of

Intellectual DemandIntellectual Demand

The Parallel Curriculum Model is a set of four interrelated designs that can be used singly, or in combination, to create or revise existing curriculum units, lessons, or tasks. Each of the four parallels offers a unique approach for organizing content, teaching, and learning that is closely aligned to the special purpose of each parallel.

What is the Parallel Curriculum What is the Parallel Curriculum Model?Model?

• Qualitatively differentiated curriculum isn’t achieved by doing only one thing or one kind of thing.

• Students are different.• Students have different needs at different times

in their lives.• Parallels can be used singly or in combination.

Why Four Parallels?Why Four Parallels?

Opportunities to learn the core knowledge (enduring facts, concepts, principles, and skills) within a discipline

Opportunities to transfer and apply knowledge using the tools and methods of the scholar, researcher, and practitioner

Opportunities to learn about the numerous relationships and connections that exist across topics, disciplines, events, time, and cultures

Opportunities for students to develop intrapersonal qualities and develop their affinities within and across disciplines

So, how does PCM provide So, how does PCM provide qualitatively differentiated curriculum?qualitatively differentiated curriculum?

• Core: The essential nature of a discipline

• Connections: The relationships among knowledge

• Practice: The applications of facts, concepts, principles, skills, and methods as scholars, researchers, developers, or practitioners

• Identity: Developing students’ interests and expertise, strengths, values, and character

• Provides teachers with a comprehensive framework with which they can design, evaluate, and revise existing curriculum

• Improves the quality of the curriculum units, lessons, and tasks• Enhances the alignment among the general, gifted, and special

education curricula• Increases the authenticity and power of the knowledge students

acquire and their related learning activities• Provides opportunities for continuous professional, intellectual, and

personal growth• Offers teachers the flexibility to achieve multiple purposes• Reinforces the need to think deeply about learners and content

knowledge • Uses high quality curriculum as a catalyst for observing and

developing abilities in learners• Allows flexibility to address varying needs and interests of learners

What are the purposes for the What are the purposes for the

Parallel Curriculum Model?Parallel Curriculum Model?

Differentiation and Differentiation and Understanding by DesignUnderstanding by Design

A Quick Look


Teachers attend to four elements: Whom they teach (students) Where they teach (learning environment) What they teach (content) How they teach (instruction)

Logical Reason for the IntegrationLogical Reason for the Integration

What is taught and curriculum design.

How curriculum is taught, particularly teaching for student understanding.

Assessments designed first focusing on targets.

Activities are designed to align to the assessments.

Understanding by Design focuses on……Understanding by Design focuses on……

Plan with the end in mind. Teach and assess for learning. Emphasize Big Ideas Essential Questions Align instruction with desired learning results. Make meaning of the Big Ideas by uncovering

content Engaging the learner.

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Time Space Resources Student groupings Teaching strategies Learning strategies Teacher partnerships

EACH ONE OF THESE CATEGORIES HAVE MANY SUB-CATEGORIES

Understanding by Design and Differentiated Instruction is a marriage of two researched based practices that make sense for today’s

classroom.

Factors That Face Educational NeedsFactors That Face Educational Needs

W=What will they be learning? Why it is worth learning? What evidence shows the learning?

H=How will I Hook and engage learners?E=Equip students to master the learning with

Experiences that develop and deepen understanding. R=Encourage Rethinking previous learning. Encourage

Revision and Refinement.E=Evaluation and reflection of the learning.T=Tailor the learning activities to address the different

readiness levels, learning profiles, and interests of students.

0=Organize for maximum engagement and effective learning.

Select one of the models at the centers. Table tents on tables. Move to the center for their selected model.

Curry/Samara Model (any grade level) Renzulli Enrichment Triad (K-8) Navigator Literature Model (K-12 Literature) Parallel Curriculum (K-12) Parnes/Osborn Creative Problem Solving Model (K-12) Differentiation and Understanding by Design Independent Study (choose another model)

Models ActivityModels Activity

Use materials provided at the center. Based on your review of the additional materials,

you will elaborate on how you will use this in your classroom with students

provide a short five minute presentation using any product form. (Examples: skit, chart, concept web, PowerPoint, commercial) to the whole group.

This may be done individually or as a group.

Instructions for CenterInstructions for Center

Each group report out their findings.

Let’s CelebrateThink of a word that describes what you learned about

the models.At the count of 3, shout it out!

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