Strategies and Models For Our Gifted Learners
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Transcript of Strategies and Models For Our Gifted Learners
Strategies and Models For Our Gifted Learners
Presented by:Amy Abbott – Great Neck Middle
Susan Van Schenck – Lynnhaven MiddleSarah Allard – Virginia Beach Middle
Defining “Gifted”Definition of Giftedness as defined by the United States Department of Education:
“…those who have outstanding abilities, are capable of high performance and who require differentiated educational programs (beyond those normally provided by regular school programs) in order to realize their contribution to self and society."
The Gifted Learner is…
• asks the questions• is highly curious• is mentally and physically
involved• has wild, silly ideas• plays around, yet tests
well• discusses in detail,
elaborates• beyond the group• shows strong feelings and
opinions• already knows• 1-2 repetitions for
mastery• constructs abstractions
• prefers adults• draws inferences• initiates projects• is intense• creates a new
design• enjoys learning• manipulates
information• A good guesser• thrives on
complexity• is keenly observant• is highly self-critical
Some Learning Characteristics of Gifted
Children and Adolescents
Characteristics: Keen power of observation; naive
receptivity; sense of the significant; willingness to examine the unusual
Powers of abstraction, conceptualization, synthesis; interest in inductive learning and problem solving; pleasure in intellectual activity
Interest in cause-effect relationships and ability to see relationships; interest in applying concepts; love of truth
Liking for structure and order; liking for consistency, as in value systems, number systems, clocks, calendars
Retentiveness Verbal proficiency; large vocabulary;
facility in expression; interest in reading; breadth of information in advanced areas
Questioning attitude, intellectual curiosity, inquisitive mind, intrinsic motivation
Power of critical thinking; skepticism, evaluative testing, self-criticism and self-checking
Concomitant Problems: Possible gullibility Occasional resistance to
directions; rejection or remission of detail
Difficulty in accepting the illogical
Invention of own systems, sometimes conflicting
Dislike for routine drill Need for specialized
reading vocabulary early; escape into verbalism
Lack of early home or school stimulation
Critical attitude toward others; discouragement from self-criticism
Characteristics Creativeness and
inventiveness; liking for new ways of doing things; interest in creating, brainstorming, freewheeling
Power of concentration; intense attention that excludes all else; long attention span
Persistent, goal-directed behavior
Sensitivity, intuitiveness, empathy for others; need for emotional support and a sympathetic attitude
High energy, alertness, eagerness; periods of intense voluntary effort preceding invention
Independence in work and study; preference for individualized work; self-reliance, need for freedom of movement and action
Versatility and virtuosity; diversity of interests and abilities; many hobbies
Friendliness and outgoingness
Concomitant Problems Rejection of the know; need to
invent for oneself Resistance to interruption Stubbornness Need for success and
recognition; sensitivity to criticism; vulnerability to peer-group rejection
Frustration with inactivity and absence of progress
Parent and peer-group pressures and nonconformity; problems of rejection and rebellion
Lack of homogeneity in group work; need for flexibility and individualization; need for help in exploring and developing interests
Need for peer-group relations in many types of groups; problems with social leadership
Gifted Benchmarks
Grade 8 Goal: To develop an understanding for systems of knowledge, themes, issues, and problems that frame the external world.Grade 8 Goal: To develop critical thinking and creative abilities and problem solving skills.Grade 8 Goal: To develop metacognitive skills that foster independent and self-directed learning in order to develop self-understanding.
A Few Strategies• Habits Of Mind • Kaplan & Content
Imperatives• Paul's Reasoning • Socratic Seminar • Paideia Seminar
Habits of MindCreated by Arthur L. Costa and Bena Kallick:
The Habits of Mind are an identified set of 16 problem solving, life related skills, necessary to effectively operate in society and promote strategic reasoning, insightfulness, perseverance, creativity, and craftsmanship. The understanding and application of these 16 Habits of Mind serve to provide the individual with skills to work through real life situations that equip that person to respond using awareness (cues), thought, and intentional strategy in order to gain a positive outcome.
What Are The HOM?Thinking and communicating with clarity and precision
Gathering data through all senses
Creating, imagining, innovating
Responding with wonderment and awe
Taking responsible risks
Finding humor
Thinking interdependently
Remaining open to continuous learning
Persisting
Managing Impulsivity
Listening with understanding and empathy
Thinking flexibly
Thinking about thinking
Striving for accuracy
Questioning and posing problems
Applying past knowledge to new situations
Kaplan
• Language of the Discipline
• Details• Patterns• Trends • Unanswered
Questions • Rules • Ethics • Big Ideas
• Over Time • Points of View • Interdisciplinary
Connections
Depth & Complexity
Content Imperatives Parallel
Contribution
Paradox Convergence
Origin
Paul’s Reasoning Model
As Director of Research and Professional Development at the Center for Critical Thinking and Chair of the National Council for Excellence in Critical Thinking, Dr. Richard Paul is an internationally recognized authority on critical thinking, with eight books and over 200 articles on the subject.
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Elements of Reasoning
-- Paul, 1992
Issue/Problem
Evidence/Data
Point of View
Implications/Consequences
Inferences Concepts/Ideas
Purpose/Goal
Assumptions
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•What is the question or issue of interest?•What is the purpose of _____________?•What points of view or perspectives are important to understanding __________________?•What assumptions underlie each perspective on ________?•What data/evidence support a given perspective on _____?•What inference can be made about ______________, based on the evidence?•What are the implications and consequences of __________?
Question Asking Models Reasoning Model
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Elements of Reasoning• Purpose or Goal: When we speak or write, it
should be for a purpose. That purpose should be clear, achievable, and realistic (i.e. to inform, entertain, persuade, or to inspire). •Issue or Problem: When we reason, there must be some issue or question that needs resolution. As a part of the reasoning process, we should be able to formulate the question to be answered or the issue to be addressed. •Point of View: We must reason from some point of view or frame of reference. If the point is too narrow, it may be restricted or unfair. The consideration of other points of view may broaden our thinking.
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Elements of Reasoning (cont.)• Experiences, Data, or Evidence: When we
reason, we must support our view with reasons or evidence. Evidence is important in order to distinguish opinions from reasons or to create a reasoned judgment. The consideration of accuracy, fairness, and clarity help us to ensure good reasoning. •Concepts or Ideas: Reasoning requires the understanding of concepts, terms, principles, rules, or theories. Good reasoning requires us to ask ourselves, “What are the key ideas presented?” When we write and speak, we can examine and organize our thoughts around the substance of concepts and ideas.
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Elements of Reasoning (cont.)
• Assumptions: We take some things for granted when we reason. We need to be aware of the assumptions we have made and the assumptions of others. Incorrect assumptions can be the source of faulty reasoning. •Inferences: An inference is a small step in the mind, in which a person concludes that something is so because of something else. Some of our inferences are justified and reasonable, but many are not. We need to distinguish between the raw data of our experiences and our interpretations of those experiences (inferences).
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Weighing Evidence
Awareness of Varying Viewpoints Seeing Connections
Speculating on Possibilities/ Conjecture
Assessing ValueBoth Socially and Personally
Question for consideration: If students are seeking clarity about an issue/problem, how
does Paul’s Reasoning Model facilitate critical thinking?
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Graphic Organizers to Support Analysis
What is the situation?
Who are the stakeholders?
What is the pointof view for each
stakeholder?
What are theassumptions of
each group?
What are theimplications ofthese views?
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A Few Curriculum Applications:
• Examining stakeholders during study of the Revolutionary War (SS 6)
• Going through the elements of reasoning as students write persuasive essays and letters (English 8 and Civics)
• Using stakeholders and elements of reasoning as students prepare for genetics debates (Science 7)
• Woven into class discussions (all)
Socratic Seminar Socrates believed that
enabling students to think for themselves was more important than filling their heads with
“right answers.”
Socratic Seminar• WHAT IS IT?• scholarly discussion that is driven by questions• teaching strategy dates back to Socrates • usually focuses on a piece of text, although “text”
can be defined broadly to include a painting, graph, data set, math problem, as well as essays, poems, song lyrics, and short stories, and just about anything else
• purpose is to develop a deeper understanding of the “text” through organized, structured discussion
Socratic Seminar• WHAT DOES IT LOOK LIKE?• Inner circle (speakers) of no more than 8
students – these students answer and discuss the focus questions with each other
• Outer circle (observers) of the rest of the class – these students listen and make notes on the inner circle discussion
• Hot seats – these are for any student on the outer circle who wishes to make a brief comment during the inner circle discussion
• 20-40 minutes per inner circle group
Benefits of a Socratic Seminar :
• Time to engage in in-depth discussions, problem solving, and clarification of ideas
• Building a strong, collaborative work culture• Enhanced knowledge and research base• Increased success for all students• Teaching respect for diverse ideas, people, and
practices• Creating a positive learning environment for all
students
What Does It Look Like?
Taking a glimpse into a Socratic Seminar:
Walker Middle School Socratic Seminar
Other Examples: Discussing Amendments (Civics 8)
Novel Talks (6-8)
Paideia SeminarThe Paideia Seminar is a conversation conducted in an orderly manner by a leader who acts as moderator. It is a discussion that focuses on stories, poems, plays, or other products of human art; a joint search in which ideas in a text are clarified and in which something new and unexpected is discovered; and a discussion in which both teachers and students sit so that they can face one another as they talk.
Putting It To Use…• Introduction & Purpose• The Environment• Establishing the Discussion Agreements • NBC Learn Your Own Technology to the
Classroom• Engage in Seminar• Debrief (Self-Reflection and Goal-Setting)
Final Thoughts?