OCC GATE UCI 2009 Gifted Education: Riding the Wave of Change. Sandi Ishii GATE Supervisor...

OCC GATEUCI 2009

“Gifted Education:

Riding the Wave of Change.”

Sandi Ishii

www.ggusd.us

GATE Supervisor

sishii@ggusd.us

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 IMPERATIVESORIGIN: 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, it’s 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.com

GRADUAL RELEASE OF RESPONSIBILITY

Focus LessonFocus Lesson

Independent Independent

TEACHER TEACHER RESPONSIBILITYRESPONSIBILITY

STUDENT RESPONSIBILITY STUDENT RESPONSIBILITY

“I do it”

(Teacher)

“You do it

alone”

(Student)

Guided InstructionGuided Instruction“We do it”

(Teacher/Student)

CollaborativeCollaborative

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 Everyone’s 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

SAMPLE TABLECLOTH

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

5TH 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

APPRENTICESome knowledge.

Not specifically applied.

SKILLEDUnderstands. Has applied. Can train others and model.

NOVICENo Formal Training

PRACTITIONERSome 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