Creating Quality Curriculum for Gifted Learners Cindy Sheets ALPS

Access to Presentation Google Docs for ALM 2011 Google Docs for ALM 2011

Curriculum Components Components Gifted Gifted What makes curriculum good for life-long learners? What makes curriculum good for life-long learners?

Curriculum The planned interaction of pupils with instructional content, materials, resources, and processes for evaluating the attainment of educational objectives The planned interaction of pupils with instructional content, materials, resources, and processes for evaluating the attainment of educational objectives

What KIND of Curriculum is Best? Content Based Curriculum (Joyce Van-Tassel Baska) Content Based Curriculum (Joyce Van-Tassel Baska) Parallel Curriculum Model (Carol Tomlinson et al.) Parallel Curriculum Model (Carol Tomlinson et al.) Concept-Based Curriculum (H. Lynn Erickson) Concept-Based Curriculum (H. Lynn Erickson) Problem-Based Curriculum Problem-Based Curriculum Multiple Menu Model (Renzulli et al.) Multiple Menu Model (Renzulli et al.)

Some Underlying Assumptions About Curriculum. Some Underlying Assumptions About Curriculum. complex and ambiguous issues and problems move students from novice to expert original work in the disciplines embrace challenge in learning prepare students for change sense of themselves and their possibilities

be compelling and satisfying enough to encourage students to persist in developing their capacities ( The Parallel Curriculum Model, Carol Tomlinson et al.)

“Teachers who are beginning to implement concept-process curriculum models are discovering techniques to help students think beyond the facts. With a student population that has been trained to think more about facts than ideas, the transition can be difficult. It takes patience and perseverance on the part of the teachers, but if they persist, students will begin to understand that facts relate to bigger ideas.” ( H. Lynn Erickson, Concept-Based Curriculum and Instruction) ( H. Lynn Erickson, Concept-Based Curriculum and Instruction)

What about Standards and Objectives? And those TESTS!

Questions to ask yourself... What do you really mean when you say “I’m teaching a unit on __________”? What do you really mean when you say “I’m teaching a unit on __________”? Why are you teaching a unit on ______? Why are you teaching a unit on ______? What is the “big idea” or important lesson you want students to understand from this topic or unit? What is the “big idea” or important lesson you want students to understand from this topic or unit? What do you want students to know, understand or be able to do? What do you want students to know, understand or be able to do?

Concept Based Curriculum ++ Promotes greater depth of understanding Promotes greater depth of understanding Provides transferable learning Provides transferable learning Provides structure for students Provides structure for students Promotes higher-level thinking Promotes higher-level thinking Less emphasis on facts Less emphasis on facts Motivation! Motivation!

Designing Curriculum Starting From the Big Idea principles or concepts essential questions content to best convey concepts which process works best

What skills will students need? What content or activities might be used to demonstrate understandings? What activities will help the students “uncover” the “big idea?”

NAGC Curriculum Standards Newly revised – outcomes based Newly revised – outcomes based Available on the NAGC website and in written form as well Available on the NAGC website and in written form as well

Structure of Knowledge FactsFacts FactsFacts FactsFacts FactsFacts FactsFacts FactsFacts FactsFacts FactsFacts Principles Generalizations Theory Topic Concepts Topic

Teaching for Meaning and Understanding big ideas big ideas inquire, think at high levels, and solve problems. inquire, think at high levels, and solve problems. apply knowledge and skills in meaningful tasks within authentic contexts apply knowledge and skills in meaningful tasks within authentic contexts

Ten Components of a Comprehensive Curriculum Unit* * As outlined in “The Parallel Curriculum Model” by Tomlinson, et al., 2002 Content Assessment Introduction Teaching Strategies Learning Activities Grouping Strategies Products Resources Extension Activities Modification

Does that Make it Gifted? Is it differentiated? Is it differentiated? Is it adapted, modified, or a replacement of general education curricula? Is it adapted, modified, or a replacement of general education curricula? Is the pace a match to gifted learners? Is the pace a match to gifted learners? Are there opportunities to extend or go beyond the basic unit or curriculum? Are there opportunities to extend or go beyond the basic unit or curriculum? Are there opportunities to explore personal areas of interest, or to highlight personal strength areas? Are there opportunities to explore personal areas of interest, or to highlight personal strength areas? Does it demand sufficient depth and higher level thinking – not based just on “factual” learning? Does it demand sufficient depth and higher level thinking – not based just on “factual” learning?

What About the Affective Domain? Creativity Creativity Creative production Creative production Creative problem solving Creative problem solving Understanding of Self Understanding of Self Intrapersonal skills Intrapersonal skills Social Skills and Interactions Social Skills and Interactions Intrapersonal skills Intrapersonal skills

ORIENTATION INDIVIDUAL DEVELOPMENT ENRICHMENT SEMINARS IN-DEPTH STUDY ALM The Five Dimensions of the Autonomous Learner Model

Using the Dimensions of ALM to Design Differentiated Lessons Content = a representative topic based in a Content = a representative topic based in a discipline discipline Process = Autonomous Learner Model Process = Autonomous Learner Model Environment = ALM Program Standards Environment = ALM Program Standards ALM Program Standards ALM Program StandardsALM Program StandardsALM Program Standards Product = Life-Long Learners Product = Life-Long Learners (Autonomous Learners) (Autonomous Learners)

Put the Horse before the Cart.. Before you can differentiate effectively: You need to have quality core curriculum You need to have quality core curriculum You must agree on the “big ideas” and lessons students need to know, understand, and be able to do You must agree on the “big ideas” and lessons students need to know, understand, and be able to do You must understand the principles and concepts at the heart of the learning you expect from students You must understand the principles and concepts at the heart of the learning you expect from students

Middle School Examples Middle School Curriculum planning Middle School Curriculum planning Principles Principles Principles Example Example Example

Curriculum Components/ALM Use Dimensions of the ALM and Ten elements of quality curriculum to develop the structure of the curriculum unit Use Dimensions of the ALM and Ten elements of quality curriculum to develop the structure of the curriculum unit ALM and Curriculum Components ALM and Curriculum Components ALM and Curriculum Components ALM and Curriculum Components

Examples Endangered Species Endangered Species Endangered Species Endangered Species Westward Movement (Pioneers) Westward Movement (Pioneers) Westward Movement (Pioneers) Westward Movement (Pioneers) Creative Writing Creative Writing Creative Writing Creative Writing Template Template Template

Two Units Awake Curiosity!

Paleontology

Why Paleontology? Why Puzzles? Theories change over time Inquiry science process skills Understand the nature of science Practice methodologies and skills used in the discipline Science is a process of putting together puzzle pieces until the “big picture” becomes more clear

Tyrannosaurus Charles Knight

The Dinosaurs of Waterhouse Hawkins Make-a-Saurus My Life with Raptors and Other Dinosaurs

Bambiraptor – KU Museum of Natural History

From the Farmer’s Field to the White House More than fun with fruits and vegetables

A Unit for Fourth graders A Unit for Fourth graders Data collection and analysis; graphing Data collection and analysis; graphing Creative skills Creative skills Propaganda and Persuasion Propaganda and Persuasion Tie in to election year themes Tie in to election year themes

What are we Learning? Surveys & questions Surveys & questions Demographics Demographics Data collection Data collection Organization Organization Graphs and Charts Graphs and Charts Analysis, Evaluation Analysis, Evaluation Research Research Ad appeals Ad appeals Creative production Creative production Presentation skills Presentation skills Creative language and persuasion Creative language and persuasion Technology skills Technology skills

Is that on the Test?

The Parallel Curriculum: A Design to Develop High Potential and Challenge High-Ability Learners, Carol Tomlinson, et al, Corwin Press, 2002 Understanding by Design, Grant Wiggins and Jay McTighe, ASCD 1998 Concept-Based Curriculum and Instruction: Teaching Beyond the Facts, by H. Lynn Erickson, Corwin Press, 2002 The Multiple Menu Model: A Practical Guide for Developing Differentiated Curriculum, by Joseph Renzulli, Jann Leppien, and Tom Hays, Creative Learning Press, 2000 Content-Based Curriculum for High Ability Learners, by Joyce Van-Tassel Baska (with Catherine A. Little) 2002 Resources and References The Autonomous Learner Model, by George Betts and Jolene Kircher, Alps Publishing, 1999