Separated Curriculum for the Gifted: An Overview of Curriculum Planning Practices

0
0
2540 days ago, 1012 views
PowerPoint PPT Presentation
Separated Educational programs for the Talented: A Review of Educational modules Arranging and Practices. Joyce VanTassel-Baska, Ed.D. Jody and Layton Smith Educator in Training Official Executive, Community for Talented Instruction The School of William and Mary Hong Kong 10 October 2007.

Presentation Transcript

Slide 1

Separated Curriculum for the Gifted: An Overview of Curriculum Planning & Practices Joyce VanTassel-Baska, Ed.D. Jody and Layton Smith Professor in Education Executive Director, Center for Gifted Education The College of William and Mary Hong Kong 10 October 2007

Slide 2

A Systemic View of School-based Talent Development INPUT SCHOOL-BASED INTERVENTIONS OUTPUT Conceptions of Giftedness and Talent Development Productive/Creative Behaviors & Products in pertinent areas Grouping Acceleration Curriculum Instruction Assessment Enrichment Mentorships Internships

Slide 3

THE LEARNER Precocity Intensity Complexity THE CURRICULUM Advanced Content Process/item profundity considerations Issues/ideas/topics/ ideas crosswise over spaces of learning Learner Characteristics and Corresponding Emphases in the Curriculum

Slide 4

The Integrated Curriculum Model Process-Product Dimension Advanced Content Dimension Issues/Themes Dimension - VanTassel-Baska, 1986

Slide 5

A Model For Curriculum Reform Learner Outcomes Authentic Inquiry-based of Significance Assessment Learning Higher Order Constructing Multicultural/Reasoning Meaning Global Emphasis Conceptually- Metacognition Substantive arranged Curriculum Content Materials & Technology- Resources Intradisciplinary relevant & Interdisciplinary Connections Center for Gifted Education – School of Education – The College of William and Mary

Slide 6

Gifted Learner Needs What is shown C urriculum A ssessment I nstruction How it is conveyed What is found out

Slide 7

Why separation of projects and administrations for skilled? All kids accomplishing (NCLB, 2001) Learning contrasts (NRC, 2002) Low-accomplishing levels of high potential learners on real and abnormal state appraisals (NAEP, 2000; TIMSS, 2001)

Slide 8

Leave No Child Bored Student A Proficient Student B We should expect advance for all understudies. - Value Added Assessment: Battelle for Kids, 2005

Slide 9

CURRICULUM DESIGN ELEMENTS 1 Learner Characteristics & Needs 2 Curriculum Goals 8 Evaluation of Curriculum/Revision 7 Assessment of Outcomes 3 Outcomes/Objectives 6 Materials & Resources 4 Activities/Task Demands/Questions 5 Teaching-Learning Strategies

Slide 10

Sample Gifted Program Goals To give dominance of essential substance at a pace and profundity fitting to the limit of capable learners. To advance basic thinking and thinking capacities To give a domain that urges disparate intuition To grow abnormal state oral and composed abilities To create look into aptitudes and techniques To build up a comprehension for frameworks of information, topics, issues, and issues that edge the outside world.

Slide 11

Sample educational programs objective: To create basic speculation Sample results and destinations Students will have the capacity to: Analyze distinctive perspectives on a given issue Draw proper inductions, given an arrangement of information Forecast outcomes and ramifications of a given choice or activity

Slide 12

Social Studies Application Activity Outcome: Students will have the capacity to: Analyze diverse perspectives on a given issue. Request that understudies shape smaller than normal level headed discussion groups and contend "Ought to the United States keep on supporting move operations in Iraq?" Assessment Ask understudies to react to the accompanying inquiry in a 40-minute paper: What are the numerous points of view spoken to in the Iraqi circumstance? Select three of them and depict the viewpoint and the qualities and convictions behind each.

Slide 13

Application to Math and Science Outcome: Demonstrate a comprehension of models and frameworks. Action: Using the accompanying criteria, make a model of an aquarium and clarify its make-up: Specifications of tank size Number of fish & sort Number & kind of arrangements Light & water filtration framework Setting What factors are most critical to consider in developing your aquarium? Why? How might you portray your aquarium as a living framework? Evaluation: Use a foreordained rubric to judge the composed item and oral introduction.

Slide 14

Application to Literature Outcome: Analyze established writing Activity: Read Moliere's The Misanthrope and talk about the accompanying inquiries: What portrays a pessimist? How does Moliere caricaturize the character? How is this play like others by Moliere? Evaluation: Read a scrutinize of the play and outline the key focuses made about Moliere's style as a comedian.

Slide 15

Curriculum Goal To create basic supposing To create imaginative supposing To create investigate abilities To comprehend expansive all-encompassing interdisciplinary ideas Teaching Strategy Paul model of thinking Questioning model Concept mapping Creative critical thinking model W&M examine show Problem-based learning TABA display for idea improvement

Slide 16

Pre-appraisal as a Prelude to Differentiation To decide information and aptitudes in a zone (useful level) To decide scope of contrasts among learners (separation) To decide suitable mediations for entire and subgroups To reconsider/refine instructional arrangements To reexamine classroom administration methodologies

Slide 17

What is Differentiated Curriculum for the Gifted in the Context of Curriculum Standards for all? Highlights: Acceleration Complexity Depth Challenge Creativity

Slide 18

Differentiation Feature: Acceleration Fewer errands doled out to ace standard Assessed before or preceding showing Clustered by higher request thinking abilities Center for Gifted Education – School of Education – The College of William and Mary

Slide 19

Differentiation Feature: Complexity Used various larger amount aptitudes Added more factors to concentrate Required numerous assets Center for Gifted Education – School of Education – The College of William and Mary

Slide 20

Differentiation Feature: Depth Studied an idea in numerous applications Conducted unique research Developed an item Center for Gifted Education – School of Education – The College of William and Mary

Slide 21

Differentiation Feature: Challenge Advanced assets utilized Sophisticated substance boosts utilized Cross-disciplinary applications made Reasoning made unequivocal Center for Gifted Education – School of Education – The College of William and Mary

Slide 22

Differentiation Feature: Creativity Designed/built a model in light of standards or criteria Provided options for assignments, items, and evaluations Emphasized oral and composed correspondence to a certifiable group of onlookers Center for Gifted Education – School of Education – The College of William and Mary

Slide 23

Meaningful Project Work Advances content understanding Teaches more elevated amount abilities of insight and metacognition. May be gathering or individual Requires composed and oral results May be here and now or long haul (1 week-1 semester) Is surveyed by rating of aptitudes utilized and nature of item

Slide 24

Implement a math educational modules objective for the skilled by… Multiplying by 1 digit Multiplying by 2 digits Multiplying by 3 digits Complete word issues utilizing augmentation Implement a math educational modules objective for the talented by… Computational methods as an instrument for critical thinking Using expansion, subtraction, increase, and division to take care of multi-step issues Differentiation Examples Center for Gifted Education – School of Education – The College of William and Mary

Slide 25

Discuss plot, setting, and characters in the short story "A Rose for Emily." Compare and difference the plot, setting, characters, inspiration, topic, and peak of "A Rose for Emily" and "The Bear." Differentiation Examples Center for Gifted Education – School of Education – The College of William and Mary

Slide 26

Choose one of the accompanying themes and set up an oral introduction utilizing no less than four library sources: The utilization of innovation Science disclosures of the past Mathematics in regular day to day existence Debate one of the accompanying resolutions. Humankind is on a way toward human advance. Concentrate our past will help us adapt to what's to come. Utilize different sources including reviews, meetings, and library sources in your planning. Separation Examples

Slide 27

Joe put $1,000 in stock in January. When he sold it in December, the cost was up 12% from his price tag. What was his benefit on this stock? Which would you rather pick? a) 80% benefit in year 1 and half misfortune in year 2. b) 5% benefit in year 1 and 5% benefit in year 2. Clarify your thinking. Separation Examples

Slide 28

Conduct a test on plant development by measuring week after week advance of two arrangements of seeds, one in simulated light inside and one outside in shade. Outline an examination on one of the accompanying inquiries and share your outcomes in an oral and composed introduction: Are honey bees pulled in to eating routine cola? Are night crawlers pulled in to light? Are young men more keen on PCs than young ladies? Your own question Differentiation Examples

Slide 29

On a course of events, outline the advancement of nuclear hypothesis. Portray each significant model of the iota as per its real components. Utilizing speculations inferred around the idea of models, assess each significant model of the iota after some time. Assess the qualities and shortcomings of each, and make a visual to show how each model affected the models succeeding it. Separation Examples

Slide 30

Create a separated movement utilizing the standards of separation in your branch of knowledge and at your level of educating.

Slide 31

William & Mary National Science Curriculum Emphases The Problem Content Process Learning Science Using Scientific Research Concept Understanding "Frameworks"

Slide 32

Major Research Findings from Sci

SPONSORS