Download presentation

Presentation is loading. Please wait.

Published byElena Breck Modified over 2 years ago

1
Universal Themes A Gate Tune-Up on Best Practices for Differentiation

2
Philosophy Behind Universal Themes Gate teachers are to take the core curriculum and look at ways to get greater depth. Gate teachers are to take the core curriculum and look at ways to get greater depth. This means demanding more sophisticated thinking of your students. This means demanding more sophisticated thinking of your students. This is achieved by weaving connections to get a greater fabric of understanding. This is achieved by weaving connections to get a greater fabric of understanding.

3
Developing Greater Intellectual Depth The process to achieve this combines the use of universal themes, and knowledge of specific disciplines with complex thinking strategies. The process to achieve this combines the use of universal themes, and knowledge of specific disciplines with complex thinking strategies.

4
SimpleConcept Complex Concept Universal Concept desertenvironmentsystems iglooshelteradaptations flower structure plant growth systems

5
How is Using a Universal Theme Different from Traditional Thematic Instruction?

6
Thematic Instruction In thematic instruction the teacher develops a theme and makes the connections for the students. In thematic instruction the teacher develops a theme and makes the connections for the students. All this does is ask students to know the content and how it is related. All this does is ask students to know the content and how it is related. Growth PlantsCommunityInsects

7
Interdisciplinary Thematic Instruction Students have a universal theme and what appear to disparate parts or pieces. Students have a universal theme and what appear to disparate parts or pieces. They must apply knowledge in order to make connections. They must apply knowledge in order to make connections. Often, this approach requires that students begin with the complex and work backward to connect to the simple concept. Often, this approach requires that students begin with the complex and work backward to connect to the simple concept. Systems Language Arts Mathematics Content Areas

8
Connections When one steps back to view the knowledge, not from within the discipline, but from without, one sees that all the parts touch, overlap, and form a tapestry of interconnection. When one steps back to view the knowledge, not from within the discipline, but from without, one sees that all the parts touch, overlap, and form a tapestry of interconnection.

9
Therein lies meaning for the child seeking order in a world which appears disjointed and chaotic. Therein lies meaning for the child seeking order in a world which appears disjointed and chaotic. The true test of an individuals intellect may not be in their ability to describe the uniqueness of a thing, but rather in their ability to state the commonalities that binds us all. The true test of an individuals intellect may not be in their ability to describe the uniqueness of a thing, but rather in their ability to state the commonalities that binds us all.

10
Generalizations In making connections between seemingly disparate concepts, students begin to form generalizations. In making connections between seemingly disparate concepts, students begin to form generalizations. Thus, generalizations are the basis of connections. Thus, generalizations are the basis of connections.

11
Some Universal Themes and Generalizations Patterns Patterns 1. Have segments that are repeated 1. Have segments that are repeated 2. Allow for prediction 2. Allow for prediction 3. Have eternal order 3. Have eternal order 4. Are enablers 4. Are enablers Systems Systems 1. Are many parts arranged into a unified whole 1. Are many parts arranged into a unified whole 2. A group of elements that work together 2. A group of elements that work together 3. Are manmade or natural 3. Are manmade or natural

12
Change Change 1.Can be natural or man-made 1.Can be natural or man-made 2. Different kinds of change 2. Different kinds of change 3. Is inevitable 3. Is inevitable 4. Necessary for growth 4. Necessary for growth Conflict Conflict 1. Composed of opposing forces 1. Composed of opposing forces 2. Natural or man-made 2. Natural or man-made 3. Intentional or unintentional 3. Intentional or unintentional 4. May allow for synthesis and change 4. May allow for synthesis and change

13
A Few Basic Generalizations __________are reciprocal and interdependent. __________are reciprocal and interdependent. __________is inevitable. __________is inevitable. __________can be natural or imposed. __________can be natural or imposed. There are __________within__________. There are __________within__________. __________can be positive or negative. __________can be positive or negative. __________have structure and functions. __________have structure and functions.

Similar presentations

© 2016 SlidePlayer.com Inc.

All rights reserved.

Ads by Google