approache Web view(I did not save this one in word therefore it will not copy and paste) ... Think of this as your lesson storyboard. ... Uses 3 ring concept of giftedness

Danah SchremmerTeaching for Talent Development

Final Project5/14/15

Compacting PlanStudent’s Name:

Date:

Class:

Area of Study Prove the Knowledge/Content Extra Enrichment

LessonsCompacting

LessonName: Danah Schremmer

Content: Photography

Focus for lesson: Learning parts of camera, and composition

Lesson/activity: Connecting our World through Photography

Grade Level(s): High School Field/topic:

Photography

Purpose of lesson –Learn basic photography 35 mm and digital

As a result of this lesson, students will:

KNOW/UNDERSTAND (knowledge of) parts of the camera, how to use a camera, extra enrichment- what are alternative processes in digital photography

APPLY/ANALYZE (knowledge about) composition, rule of thirds, rules of photography some will use alternative processes and apply it to their photography skills

ASSESS/CREATE (knowledge how) how to take a good photo, to represent an idea/emotion in art/photography

Will you pre-assess entering knowledge/skills? How? Yes, two short quizzes or the parts of the camera and composition to determine compacting

Model/strategy: Compacting

Instructional procedures.

Intro: Day One: Take two short quizzes to pre assess knowledge level and understanding, Show Power Point on composition, Class discussion, Ask students to pick a photo that they think made an impact on the world or changed our world and bring it to next class.

Day Two: Discuss picture students brought to class, Power Point on Iconic Photography- also assess who thought deeper on picture they brought to class

Day Three: assess student’s knowledge of camera parts (go around and ask ?s) and evaluate pre quiz. Students not being excelled will then be able to experiment with taking pictures with digital camera

Determine students for extra enrichment-those students will than research alternative processes with using digital camera and experiment with those ideas

Day Four, Five, and Six: All students will take pictures using the rules of photography and then both will edit photos. Students using enrichment will also use what they learned about alternative processes.

Day Seven: Post test

List resources you will use: Kodak lesson plan, rule of thirds print out, PowerPoints I created

If you are adapting a lesson, include the original lesson and cite the source.

I looked at the Kodak lesson plan and attached it in my portfolio.

Autonomous LearnerLessons

Name: Danah Schremmer

Content: Art and History

Focus for lesson Acting and feeling like an artist

Lesson/activity title Night of the Artist Notables

Grade Level(s): Middle School Field/topic

Art History

Purpose of lesson –Act and feel like an artist


KNOW/UNDERSTAND (knowledge of) artist bio, details about clothing etc. for that time

APPLY/ANALYZE (knowledge about) why are they famous or notable

ASSESS/CREATE (knowledge how) create and act like the character you believe the artist to be, create a costume for your artist

Will you pre-assess entering knowledge/skills? How? No pre-assessment

Model/strategy: Autonomous learner

Instructional procedures. Details in letter ( read bio and research an artist, dress and make a costume for that artist, make a presentation as the artist)

List resources you will use: http://totallyhistory.com/art-history/famous-artists/


Letter adapted from Ashley Belcher (online resource)

January 24, 2015

Dear Families:

Our class is beginning a long-range assignment called Night of the Artist Notables. During this project,

your child will be asked to read a biography, learn and practice note-taking skills, design a costume with props, and

write and present a short speech.

The first phase of this project is to select a biography about a person who has made an impact on the

world of art. Students have until Friday, February 7th to select their books. We will start by visiting our school and

classroom libraries to search for biographies. Your child may also look at the public library for a book on their

notable person. The book should be at the appropriate reading level for your child.

Once the biography has been selected and approved by me, your child may begin reading it. The students

will read through their biography for enjoyment first. Please encourage your student to read the book at home

for their reading log as well as bring it to school to read. They have two weeks to read their book. When they have

completed reading the book, students will complete a biography poster which is due February 28th. Then we will

start taking notes and make a timeline on the important information from the notable person’s life in class. Next,

the students will work on turning the information they have learned into a short speech. Again, this will be done

during class time. We will also be discussing how to give an effective oral presentation, and put together a

costume for the final event—the evening on April 17th. More information will be sent home soon.

I am excited to get started with this project. Please make sure that your child has a book chosen and

approved by me by February 7th. Once they have their book approved by me, they may begin reading it with a

goal to be finished by February 28th. Thanks for all your help and support.

Sincerely,

Danah Schremmer

Return the bottom portion to your teacher.

-----------------------------------------------------------------------------------------------------------

Student Name___________________________ Famous Artist___________________________

Short Explanation of why you chose this person and how he/she’s art made an impact:

______________________________________________________________________________________

______________________________________________________________________________________

Book title_______________________________

Parent Signature__________________________

Night of the Artist NotablesTimeline

By Friday, February 7th Choose an important artist to research and locate a biography or autobiography on that person. Bring your book in to be approved by Miss Schremmer.

Begin reading biography (at home and in class).

February 28th Biography Poster DueWrap up reading and note-taking (in class) begins.

March 10th Start rough draft (in class). Begin thinking about costume ideas (at home) for your presentation.

March 17th Peer and teacher revising and editing of speeches (in class).

March 28th Final drafts are due.

April 15th & 16th In class rehearsal for “Night of the Artist Notables”.

April 17th @ 5:30 to 6:15 Evening “Night of the Artist Notables” presentations in our classroom

Parallel Curriculum Model

LessonsName: Danah Schremmer

Content: Science

Focus for lesson: Insects

Lesson/activity title: The Life of a Bug

Grade Level(s): 2nd Field/topic

Insects- Entomology

Purpose of lesson – Feeling like an entomologist and learning about insects


KNOW/UNDERSTAND parts of insect, what an entomologist is

APPLY/ANALYZE how they can be insects be different? What does an entomologist do?

ASSESS/CREATE (knowledge how) draw the parts of an insect, why are entomologist important? ( locally and globally)

Will you pre-assess entering knowledge/skills? How? Short written quiz about insects.

Model/strategy: Parallel Curriculum Model

Instructional procedures.

Short prequiz on insects.

Ask students to bring in a dead bug from home to be studied

Observe and write in journals what they observe about their bug and two others

Make a quick sketch of the bugs

Have a classroom discussion about their bugs

Show zoo website and explain how insects are classified and the parts of an insect

Bring in an expert on insects (Entomologist) – leads to class discussion on what they do and why they are important.

Reasses knowledge level through quantitative and qualitative means

List resources you will use:

http://kids.sandiegozoo.org/animals/insects


(I did not save this one in word therefore it will not copy and paste) The full lesson is attached in my portfolio.

Name: Danah SchremmerContent: Science, PlantsFocus for lesson (Cycles, Systems, and Change)Lesson/activity title Plants AliveGrade Level(s): Primary (1st or2nd) Field/topicPlants/SciencePurpose of lesson —To think and feel like a scientist and allow students to discoverscientific concepts and principles using hands-on exploration.KNOW/UNDERSTAND (knowledge of) How seeds differ, how are theydispersed, function of parts of the plantAPPLY/ANALYZE (knowledge about) Needs of plants, what’s inside fruit, howare veggies and fruits different

ASSESS/CREATE (knowledge how) Draw what they see

School Wide Enrichment PBR

LessonsName: Danah Schremmer

Content Engineering

Focus for lesson Problem Solving, Creativity

Lesson/activity title Creative Catapult

Grade Level(s): Elementary (3rd-5th) Field/topic

Engineering/Building

Purpose of lesson –

++Students use creative problem skills to collaborate and make a catapult that is capable of launching a cotton ball.

As a result of this lesson, students will: Develop creative problem solving skills

KNOW/UNDERSTAND (knowledge of) How a catapult works, brainstorming techniques

APPLY/ANALYZE (knowledge about) tension, torsion, gravity, payload

ASSESS/CREATE (knowledge how) Brainstorming, collaborate, assess product at end (Did it work?) Revise plan if it did not

Will you pre-assess entering knowledge/skills? How? No

Model/strategy: Problem Solving- School Wide Enrichment

Instructional procedures. Details are in attached documents in my portfolio

List resources you will use:

http://www.real-world-physics-problems.com/catapult-physics.html

Fun Think by Ray Frigard


Talents UnlimitedLessons:

Name: Danah Schremmer

http://www.real-world-physics-problems.com/catapult-physics.html

Content: Creative and Critical Thinking Skills

Focus for lesson: Creativity

Lesson/activity title: Creative Creature

Grade Level(s): 3-6 Field/topic

Animals that are unique and creative

(both real and imagined)

Purpose of lesson – To learn about real creatures that are unique and few know about those creatures. To create an unique creature using creativity, productive thinking skills, decision-making, planning, communication, and forecasting.


KNOW/UNDERSTAND (knowledge of) The content of the book and characters, the message Bill Peet’s book “The Wingdingdilly”

APPLY/ANALYZE (knowledge about) Evaluate the finished animal, analyze the book “The Wingdingdilly” by Bill Peet and how the character feels, predict the effects (good and bad) of your creature living in a particular habitat, analyze what makes real creatures from website unique or different

ASSESS/CREATE (knowledge how) Create a unique animal species using found objects using productive thinking skills

Will you pre-assess entering knowledge/skills? How? Yes, I will provide a simple quiz with some fake names of species and some real. Students will than predict if these are real animals or fictional. This same quiz will be given again after the unit. The answers than should be obvious.

Model/strategy: Talents Unlimited

Instructional procedures. What will you do? What will students do? Think of this as your lesson

storyboard. Emphasize the ways in which you are connecting your instruction to the model/strategy.

List resources you will use: Learning Highway Unit (Purchased), http://www.boredpanda.com/strange-animals/

If you are adapting a lesson, include the original lesson and cite the source. The original unit is attached exactly as purchased from Learning Highway in my portfolio. I would NOT use the rubric in this unit, but would use the reflection questions.

Analysis Attribute Charts

Name Danah Schremmer

Model: Parallel Curriculum ModelCompatible with Threshol

Learning goalsContent

ContentCompatibleComplexity and

AffectiveBehaviorHabits

ProblemSolvingProcess

Creative/divergent thinking

Leadership

Supporting data

d Concepts (find/teach)

CognitiveAffective

depth MotivationSelf-actualization

ContentContext

^High Quality Curriculums benefit all students^Working like an expert in their field^No single type of “gifted” learner

Âcting and feeling like a professional

Âll students will benefit for this quality curriculum

^(Standards)ÂID- strategies that teachers use to escalate the level of challenge in a lessonÂllows for some students to move beyond unit of teachingÂllows for Differentiation^ Deep intent^Four Parallels:

1. Core2. Connecti

ons3. Practice4. Identity

^Helps students make meaningful connections across curriculum^Calls for active engagement in learning

^Feeling and acting like an expert is content is process and method driven^Curriculum of Identity

^ Must use creative problem solving in order to know how to act like a professional

^Grouping arrangement allow for leadership roles

^Foundation of theory related to curriculum, instruction and psychology^CONN-CEPT project/grant


Model: Talents UnlimitedCompatible with Threshold Concepts (find/teach)

Learning goalsContentCognitiveAffective

ContentCompatibleComplexity and depth

AffectiveBehaviorHabitsMotivationSelf-actualization

Problem SolvingProcessContentContext


Leadership Supporting data

All students possess “talents”Students have

Each child recognize their unique talents

For both general ed and other studentsAcademi

Thinking and feeling like a scientist, artist etc.Model and demonstratin

Productive thinking Talent, forecasting Talent

Forecasting TalentProductive Thinking Talent= unusual ideas,

Planning Talent,Decision Making Talent

Draws from Taylor’s Multiple Talent Theory

multiple abilitiesThink and feeling like a… is important

on a conscious level

c Talent g skills to studentsCommunication Talent=feelings, thoughts, and needs

varied ideas etc.

Communication Talent

Research began in 1971Number of studies said it is productive model


Model: School Wide Enrichment ModelCompatible with Threshold Concepts (find/teach)




ProblemSolvingProcessContentContext


Leadership

Supporting data

Engagement in 3 types of enrichment that have an interest-basis

Uses 3 ring concept of giftedness

Based on ideas that each learner is unique and should account for the individual

Develop academic and creative-productive side of giftedness

Type I enrichment (exposure to a wide variety of disciplines)May be adjusted to meet individual student’s needsHigher order thinking

Interest based-kids are more likely to be motivated

Type II enrichment (thinking and feeling processes)Based on an individual approach to solving real-world problems through the development of authentic products and services

Type II enrichment: materials and methods designed to promote the development of thinking and feeling process.Ex. Girl with the cook book

Independent working promotes leadership

In over 2000 schoolsEffectiveness studied for over 30 yearsStarted in 70sResearch shows it is affective in a wide variety of ses


Model: Autonomous LearnerCompatible with Threshold Concepts (find/teach)







Teachers are facilitators of the learning process as well as dispensers of knowledge

Students need experiences that make them lifelong learners

Discovery of passions is important

Goal is to create self-directed and independent workers

Pull out program

Prescribed Curriculum: Level One

Teacher Differentiated Curriculum: Level Two

Learner Differentiated curriculum:Level Three

5 dimensions that move learners through the role of learners:Orientation, Individual Development, Enrichment,,, Seminar, and In-dept study

Individual development

Dimension one

Develop critical and creative thinking skills

Promotes self-direction and independence

The learner is involved in guided open-ended learning experiences

Responsibility is placed on the learner

First developed for high school:Arvada West High School in Colorado

Works in all content and grade levels

No studies done


Model: Autonomous LearnerCompatible with Threshold Concepts (find/teach)







Teachers are facilitators of the learning process as well as dispensers of knowledge

Students need experiences that make them lifelong learners

Discovery of passions is important

Goal is to create self-directed and independent workers

Pull out program

Prescribed Curriculum: Level One

Teacher Differentiated Curriculum: Level Two

Learner Differentiated curriculum:Level Three

5 dimensions that move learners through the role of learners:Orientation, Individual Development, Enrichment,,, Seminar, and In-dept study

Individual development

Dimension one

Develop critical and creative thinking skills

Promotes self-direction and independence

The learner is involved in guided open-ended learning experiences

Responsibility is placed on the learner

First developed for high school:Arvada West High School in Colorado

Works in all content and grade levels

No studies done

Documents

approache Web view(I did not save this one in word therefore it will not copy and paste) ... Think of this as your lesson storyboard. ... Uses 3 ring concept of giftedness