Presentation on theme: "OCC GATE UCI 2009 Gifted Education: Riding the Wave of Change. Sandi Ishii GATE Supervisor 714.663.6488."— Presentation transcript:
OCC GATE UCI 2009 Gifted Education: Riding the Wave of Change. Sandi Ishii www.ggusd.us GATE Supervisor email@example.com 714.663.6488
SETTING THE STAGE: THINKING TOOLS (Prompts): SUPPORT RIGOR IN QUESTIONING & THINKING Depth & Complexity Content Imperatives
Depth & Complexity ] Language of the Discipline: Identification & usage of appropriate language relative to the discipline. Details: Elaboration and description of an idea or event. Patterns: Recurring elements or repeated factors of an idea or event. Order of events. Identify & predict. Trends: Identification of changes throughout a period; factors, influences & forces. Note causality & predict. Unanswered Questions: Unclear ideas & information; What is unknown, unexplored, unproved. Identify & guess. Rules: Organizational elements relevant to curriculum. Note order, determine relevance, organize, & identify learnings. Ethics: Possible rights & wrongs of an event, idea, or issue. Reflection on bias, prejudice, discrimination. Draw conclusions, argue, prove with evidence. Big Idea: Generalization, principle, or theory about the curriculum being studied. Identify theory, state principle. Over Time: Change over time where changes are identified & causality examined. Predict, order, & sequence. Points of View: Multiple perspectives. Examine ideas & events from different perspectives. Think like a... Interdisciplinary Connections: Connection between curriculum under study & other disciplines. Associate, integrate, & link.
CONTENT IMPERATIVES ORIGIN: Beginning, root, or source of the idea or event CONTRIBUTION: Define the significant part of result of an idea or event PARALLEL: Defining ideas or events that are similar and can be compared to one another. PARADOX: Defining the contradictory elements in an event or idea. Positive/Negative aspects of something. CONVERGENCE: Defining the meeting point of the elements that describe an event or idea.
NOTE-TAKING WITH THE TOOLS The Future of Farming: Eight Solutions For a Hungry World While the banking and automotive industries implode, fruit and vegetable growers are fending off a financial crisis of their own. Tough immigration laws, among other factors, are shrinking the labor supply for picking delicate crops, in some cases leaving millions of dollars of produce unpicked. As part of an unofficial bailout, the USDA recently awarded $28 million to Sanjiv Singh of Carnegie Mellon University and other researchers around the country in part to build automated farming systems that will improve fruit quality, shore up worker shortages and, its hoped, keep American fruit farmers solvent. http://www.popsci.com/environment/article/2009-07/8-farming-solution-help-stop-world-hunger?page=5
Thinking Tool Treasure Hunt 1. Read the article http://www.popsci.com/environment/article/2009-07/8-farming-solution-help-stop-world-hunger?page=5 1. Find pieces of evidence representing these prompts for thinking. 2. Underline the evidence and notate with the icon in the margin 3. Prepare to share out
The World Café is a discussion method for awakening and engaging collective intelligence through conversations about questions that matter. * Juanita Brown studies on the power of conversation *www.theworldcafe.comwww.theworldcafe.com
GRADUAL RELEASE OF RESPONSIBILITY Focus Lesson Independent TEACHER RESPONSIBILITY STUDENT RESPONSIBILITY I do it (Teacher) You do it alone (Student) Guided Instruction We do it (Teacher/Student) Collaborative Adapted from Doug Fisher & Nancy Frey, 2008 You do it together
NAME A CAFÉ BASED ON CONTENT: Knowledge Café Scientific Café Literary Critic Café Economist Café Strategy Café Historian Café Leadership Café Analyst Café
CAFÉ GUIDELINES Clarify Purpose Instructional Objective Create Hospitable Space (ambiance matters) Think Outside of the Box Explore Questions that Matter Encourage Everyones Contribution Connect Diverse Perspectives Listen for Insight / Share Discoveries
CAFÉ STRUCTURE Seat 4-6 People in Café-style clusters Select a table host for each cluster Set up for 3-4 progressive rounds of conversations: 10-20 minutes Design questions or issues to be discussed which support instructional objective Provide tablecloth for café members to write, note-take, draw key ideas
CAFÉ ROUND 1 Table Host begins conversation around central question or issue assigned to the Café table Table Host encourages involvement of all participants All participants are encouraged to note-take, draw or write key ideas on tablecloths
Transition Scaffold Allow one minute to write key points on post-it or recording sheet Collect post-its at conclusion as exit note accountability Use traveling music. When music ends cue Café background music
Café Host remains Ambassadors of Meaning or travelers move to another Café table carrying with them key ideas, themes and questions Hosts welcome new guests & briefly share key ideas, themes and questions from Round 1 Hosts encourage guests to link and connect ideas from previous tables; listening carefully and building on others contributions CAFÉ ROUND 2
Return to original Café table to synthesize discoveries OR Allow one more round at a different Café table and provide a Gallery Walk at the conclusion to allow students to internalize the results of all conversations CAFÉ ROUND 3
WHOLE GROUP DEBRIEF (With time, try a gallery walk of table cloths prior to debrief) Share discoveries and insights in a whole group conversation Try a whip around share of each original table Prepare students for next steps as you move toward Gradual Release step of I Do It Alone
CAFÉ MEMBERS IN ACTION 5 TH GRADE CLASS IN ACTION USING DEPTH AND COMPLEXITY IN WORLD CAFÉ http://www.explorerelementary.org/pages/Academics/projects/WorldCafe.html
Respecting Differences: Pre-assess, Tier & Flex groups APPRENTICE Some knowledge. Not specifically applied. SKILLED Understands. Has applied. Can train others and model. NOVICE No Formal Training PRACTITIONER Some training. Understand. Applied some aspects. Tiered Self-Assessment
Respecting Differences: Pre-assess, Tier & Flex groups OTHER SPECIALTIES LEADERSHIP MATH / SCIENCE HUMANITIES Interest-Based Groups
Welcome to World Café! 1. READ text from The Future of Farming: 8 Solutions for a Hungry World Popular Science Aug 2009 2. JOIN a Café group 3. TABLE HOSTS ARE SELF- SELECTED TODAY 4. TIERED QUESTIONS designed to build greater meaning from text 5. BEGIN when your group is full
Discussion Slow? Try these scaffolds: Model (fishbowl) a strong discussion Use student actors and/or colleagues. First model an ineffective discussion. Second model an effective discussion. Have students compare and contrast the 2 Frontload students to jot key ideas on post-it to carry to next group Do first café using a safe topic familiar to students Make table hosts the mother hens of the class- students who draw others in
REFERENCES Brown, Juanita & Isaacs, David. (2005) The World Café: Shaping Our Futures Through Conversations That Matter.2005. Berrett-Koehler Publisher Inc. Fisher, Douglas & Frey, Nancy.(2008). Better Learning Through Structured Teaching: A Framework for the Gradual Release of Responsibility. ASCD Depth and Complexity developed under the auspices of OERI, Javits Curriculum Project T.W.O., Dr. Sandra Kaplan/USC, 1996 Content Imperatives developed under the auspices of OERI, Javits Curriculum Project T.W.O., Dr. Sandra Kaplan/USC, 1996
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