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Differentiated Curriculum for the Differentiated Curriculum for the Gifted: An Overview of Curriculum Gifted: An Overview of Curriculum
Planning & PracticesPlanning & Practices
Joyce VanTassel-Baska, Ed.D.Joyce VanTassel-Baska, Ed.D.Jody and Layton Smith Professor in EducationJody and Layton Smith Professor in Education
Executive Director, Center for Gifted EducationExecutive Director, Center for Gifted EducationThe College of William and MaryThe College of William and Mary
Hong Kong Hong Kong 10 October 200710 October 2007
A Systemic View of School-A Systemic View of School-based Talent Developmentbased Talent Development
INPUT
Conceptions of
Giftedness and Talent
Development
Productive/ Creative
Behaviors & Products in
relevantdomains
OUTPUTSCHOOL-BASED INTERVENTIONS
Curriculum Instruction
Assessment
Learner Characteristics and Learner Characteristics and Corresponding Emphases in the Corresponding Emphases in the
CurriculumCurriculum
THE LEARNERTHE LEARNER
PrecocityPrecocity
IntensityIntensity
ComplexityComplexity
THE CURRICULUMTHE CURRICULUM
Advanced ContentAdvanced Content
Process/product depth Process/product depth considerationsconsiderations
Issues/concepts/themes/Issues/concepts/themes/
ideas across domains of ideas across domains of learninglearning
The Integrated Curriculum The Integrated Curriculum Model Model
AdvancedContent
Dimension
Process-Product Dimension
Issues/Themes Dimension
- VanTassel-Baska, 1986
A Model For Curriculum ReformA Model For Curriculum Reform
Learner Outcomes Authentic Inquiry-based of Significance Assessment
Learning
Higher Order Constructing Multicultural/Reasoning Meaning Global Emphasis
Conceptually- Metacognition Substantiveoriented Curriculum Content
Materials & Technology- Resources Intradisciplinary relevant & Interdisciplinary
Connections
Center for Gifted Education – School of Education – The College of William and Mary
Gifted Learner NeedsGifted Learner Needs
What is learned
What is taught
Curriculum
Assessment How it is
delivered
Instruction
Why differentiation of programs Why differentiation of programs and services for gifted?and services for gifted?
All children achieving All children achieving (NCLB, 2001)(NCLB, 2001)
Learning differences Learning differences (NRC, 2002)(NRC, 2002)
Low-achieving levels Low-achieving levels of high potential of high potential learners on authentic learners on authentic and high level and high level assessments (NAEP, assessments (NAEP, 2000; TIMSS, 2001)2000; TIMSS, 2001)
Leave No Child BoredLeave No Child Bored
30
40
50
60
70
80
90
100
3 4 5 6 7 8
Student A
Student B
Standard
We must expect progress for all students. --Value Added Assessment: Battelle for Kids, 2005
Student A
Student B
Proficient
CURRICULUM DESIGN CURRICULUM DESIGN ELEMENTSELEMENTS
1Learner Characteristics
& Needs
2Curriculum Goals
3Outcomes/Objectives
4Activities/Task
Demands/Questions5
Teaching-LearningStrategies
6Materials &Resources
7Assessment of
Outcomes
8Evaluation of
Curriculum/Revision
Sample Gifted Program GoalsSample Gifted Program Goals
To provide mastery of basic content at a pace and To provide mastery of basic content at a pace and depth appropriate to the capacity of able learners.depth appropriate to the capacity of able learners.
To promote critical thinking and reasoning abilitiesTo promote critical thinking and reasoning abilities To provide an environment that encourages To provide an environment that encourages
divergent thinkingdivergent thinking To develop high-level oral and written skillsTo develop high-level oral and written skills To develop research skills and methodsTo develop research skills and methods To develop an understanding for systems of To develop an understanding for systems of
knowledge, themes, issues, and problems that knowledge, themes, issues, and problems that frame the external world.frame the external world.
Sample curriculum goal:Sample curriculum goal:To develop critical thinkingTo develop critical thinking
Sample outcomes and objectivesSample outcomes and objectives
Students will be able to:Students will be able to:1.1. Analyze different points of view on a given Analyze different points of view on a given
issueissue2.2. Draw appropriate inferences, given a set of Draw appropriate inferences, given a set of
datadata3.3. Forecast consequences and implications of a Forecast consequences and implications of a
given decision or actiongiven decision or action
Social Studies Application ActivitySocial Studies Application ActivityOutcome: Outcome:
Students will be able to:Students will be able to:
Analyze different points of view on a given Analyze different points of view on a given issue. issue.
Ask students to form mini debate teams and argue “Should the Ask students to form mini debate teams and argue “Should the United States continue to support transition operations in United States continue to support transition operations in Iraq?”Iraq?”
AssessmentAssessmentAsk students to respond to the following question in a 40-minute Ask students to respond to the following question in a 40-minute
essay:essay:
What are the multiple perspectives represented in the Iraqi What are the multiple perspectives represented in the Iraqi situation? Select three of them and describe the situation? Select three of them and describe the perspective and the values and beliefs behind each.perspective and the values and beliefs behind each.
Application to Math and ScienceApplication to Math and ScienceOutcome:Outcome: Demonstrate an understanding of models and Demonstrate an understanding of models and
systems.systems.
Activity:Activity:
Using the following criteria, create a model of an aquarium and Using the following criteria, create a model of an aquarium and explain its make-up:explain its make-up:
Specifications of tank sizeSpecifications of tank size Number of fish & typeNumber of fish & type Number & type of plansNumber & type of plans Light & water filtration systemLight & water filtration system SettingSetting
– What variables are most important to consider in constructing your What variables are most important to consider in constructing your aquarium? Why?aquarium? Why?
How would you describe your aquarium as a living system?How would you describe your aquarium as a living system?
Assessment:Assessment:
Use a predetermined rubric to judge the written product and oral Use a predetermined rubric to judge the written product and oral presentation.presentation.
Application to LiteratureApplication to Literature
Outcome:Outcome: Analyze classical literatureAnalyze classical literature
Activity:Activity:Read Moliere’s Read Moliere’s The MisanthropeThe Misanthrope and discuss the and discuss the
following questions:following questions: What characterizes a misanthrope?What characterizes a misanthrope? How does Moliere satirize the character?How does Moliere satirize the character? How is this play similar to others by Moliere?How is this play similar to others by Moliere?
Assessment:Assessment:Read a critique of the play and summarize the key Read a critique of the play and summarize the key
points made about Moliere’s style as a satirist.points made about Moliere’s style as a satirist.
Curriculum GoalCurriculum Goal• To develop critical To develop critical
thinkingthinking
• To develop creative To develop creative thinkingthinking
• To develop research To develop research skillsskills
• To understand broad To understand broad overarching overarching interdisciplinary interdisciplinary conceptsconcepts
Teaching StrategyTeaching Strategy Paul model of Paul model of
reasoningreasoning Questioning modelQuestioning model
Concept mappingConcept mapping Creative problem Creative problem
solving modelsolving model
W&M research modelW&M research model Problem-based learningProblem-based learning
TABA model for TABA model for concept developmentconcept development
Pre-assessment as a Pre-assessment as a Prelude to DifferentiationPrelude to Differentiation
To determine knowledge and skills in an To determine knowledge and skills in an area (functional level)area (functional level)
To determine range of differences among To determine range of differences among learners (differentiation)learners (differentiation)
To determine appropriate interventions for To determine appropriate interventions for whole and subgroupswhole and subgroups
To revise/refine instructional plansTo revise/refine instructional plans To rethink classroom management To rethink classroom management
strategiesstrategies
What is Differentiated Curriculum for What is Differentiated Curriculum for the Gifted in the Context of the Gifted in the Context of
Curriculum Standards for all?Curriculum Standards for all?
Features:Features: AccelerationAcceleration ComplexityComplexity DepthDepth ChallengeChallenge CreativityCreativity
Differentiation Feature: Differentiation Feature: AccelerationAcceleration
Fewer tasks assigned to master Fewer tasks assigned to master standardstandard
Assessed earlier or prior to teachingAssessed earlier or prior to teaching Clustered by higher order thinking Clustered by higher order thinking
skillsskills
Center for Gifted Education – School of Education – The College of William and Mary
Differentiation Feature: Differentiation Feature: ComplexityComplexity
Used multiple higher level skillsUsed multiple higher level skills Added more variables to studyAdded more variables to study Required multiple resourcesRequired multiple resources
Center for Gifted Education – School of Education – The College of William and Mary
Differentiation Feature:Differentiation Feature:DepthDepth
Studied a concept in multiple Studied a concept in multiple applicationsapplications
Conducted original researchConducted original research Developed a productDeveloped a product
Center for Gifted Education – School of Education – The College of William and Mary
Differentiation Feature: Differentiation Feature: ChallengeChallenge
Advanced resources employedAdvanced resources employed Sophisticated content stimuli usedSophisticated content stimuli used Cross-disciplinary applications madeCross-disciplinary applications made Reasoning made explicitReasoning made explicit
Center for Gifted Education – School of Education – The College of William and Mary
Differentiation Feature: Differentiation Feature: CreativityCreativity
Designed/constructed a model based Designed/constructed a model based on principles or criteriaon principles or criteria
Provided alternatives for tasks, Provided alternatives for tasks, products, and assessmentsproducts, and assessments
Emphasized oral and written Emphasized oral and written communication to a real-world communication to a real-world audienceaudience
Center for Gifted Education – School of Education – The College of William and Mary
Meaningful Project WorkMeaningful Project Work
• Advances content understanding
• Teaches higher level skills of cognition and metacognition.
• May be group or individual
• Requires written and oral outcomes
• May be short term or long term (1 week- 1 semester)
• Is assessed by rating of skills employed and quality of product
Differentiation ExamplesDifferentiation Examples Implement a math Implement a math
curriculum objective curriculum objective for the gifted by…for the gifted by…– Multiplying by 1 digitMultiplying by 1 digit– Multiplying by 2 digitsMultiplying by 2 digits– Multiplying by 3 digitsMultiplying by 3 digits– Complete word Complete word
problems using problems using multiplicationmultiplication
Implement a math Implement a math curriculum objective curriculum objective for the gifted by…for the gifted by…– Computational Computational
procedures as a tool procedures as a tool for problem solvingfor problem solving
– Using addition, Using addition, subtraction, subtraction, multiplication, and multiplication, and division to solve division to solve multi-step problemsmulti-step problems
Center for Gifted Education – School of Education – The College of William and Mary
Differentiation ExamplesDifferentiation Examples
Discuss plot, Discuss plot, setting, and setting, and characters in the characters in the short story “A short story “A Rose for Emily.”Rose for Emily.”
Compare and Compare and contrast the plot, contrast the plot, setting, characters, setting, characters, motivation, theme, motivation, theme, and climax of “A and climax of “A Rose for Emily” Rose for Emily” and “The Bear.”and “The Bear.”
Center for Gifted Education – School of Education – The College of William and Mary
Differentiation ExamplesDifferentiation Examples
Choose one of the Choose one of the following topics and following topics and prepare an oral prepare an oral presentation using presentation using at least four library at least four library sources:sources:– The use of technologyThe use of technology– Science discoveries of Science discoveries of
the pastthe past– Mathematics in Mathematics in
everyday lifeeveryday life
Debate Debate one one of the of the following resolutions.following resolutions. – Mankind is on a path Mankind is on a path
toward human progress.toward human progress.– Studying our past will Studying our past will
help us cope with the help us cope with the future.future.
Use multiple sources Use multiple sources including surveys, including surveys, interviews, and library interviews, and library sources in your sources in your preparation.preparation.
Differentiation ExamplesDifferentiation Examples
Joe invested Joe invested $1,000 in stock in $1,000 in stock in January. When he January. When he sold it in sold it in December, the December, the price was up 12% price was up 12% from his purchase from his purchase price. What was price. What was his profit on this his profit on this stock? stock?
Which would you Which would you rather choose?rather choose?– a) 80% profit in a) 80% profit in
year 1 and 50% loss year 1 and 50% loss in year 2.in year 2.
– b) 5% profit in year b) 5% profit in year 1 and 5% profit in 1 and 5% profit in year 2.year 2.
Explain your Explain your reasoning.reasoning.
Differentiation ExamplesDifferentiation Examples Conduct an Conduct an
experiment on plant experiment on plant growth by measuring growth by measuring weekly progress of weekly progress of two sets of seeds, two sets of seeds, one in artificial light one in artificial light indoors and one indoors and one outside in shade.outside in shade.
Design an experiment Design an experiment on one of the on one of the following questions following questions and share your and share your results in an oral and results in an oral and written presentation:written presentation:– Are bees attracted to Are bees attracted to
diet cola?diet cola?– Are earthworms Are earthworms
attracted to light?attracted to light?– Are boys more Are boys more
interested in interested in computers than girls?computers than girls?
– Your own questionYour own question
Differentiation ExamplesDifferentiation Examples
On a timeline, On a timeline, chart the chart the evolution of evolution of atomic theory. atomic theory. Describe each Describe each major model of major model of the atom the atom according to its according to its major features.major features.
Using generalizations Using generalizations derived around the derived around the concept of concept of models, models, evaluate each major evaluate each major model of the atom over model of the atom over time. Evaluate the time. Evaluate the strengths and weaknesses strengths and weaknesses of each, and create a of each, and create a visual to demonstrate how visual to demonstrate how each model influenced the each model influenced the models succeeding it. models succeeding it.
Create a differentiated activity using Create a differentiated activity using the principles of differentiation in the principles of differentiation in your subject area and at your level of your subject area and at your level of teaching. teaching.
William & Mary National Science William & Mary National Science Curriculum EmphasesCurriculum Emphases
The Problem
Process
ContentLearning
ScienceUsing
Scientific Research
ConceptUnderstand
ing “Systems”
Major Research Findings from Major Research Findings from Science StudiesScience Studies
Significant and important effects for Significant and important effects for planning an experiment were planning an experiment were evident.evident.
Effects were evident across units, Effects were evident across units, grade levels, and grouping patterns.grade levels, and grouping patterns.
High levels of engagement for both High levels of engagement for both teachers and students. teachers and students.
VanTassel-Baska, Avery, Little, & Hughes,2000VanTassel-Baska, Bass, Ries, Poland, & Avery,1998
William & Mary Social Studies William & Mary Social Studies Curriculum EmphasesCurriculum Emphases
The History of a culture, period,
or event
Process
ContentLearning
HistoryUsing
reasoning skills to analyze
history and its artifacts
ConceptUnderstanding Systems,
Change, Perspective, Nationalism, and Cause
& Effect
Major Research Findings from Major Research Findings from Social Studies ResearchSocial Studies Research
Significant treatment effects on Significant treatment effects on conceptual thinking, critical thinking, and conceptual thinking, critical thinking, and content. content.
Treatment effect was evident for non-Treatment effect was evident for non-gifted as well as gifted students. gifted as well as gifted students.
Treatment effect was consistent for males Treatment effect was consistent for males and females. and females.
Teachers who participated in the project Teachers who participated in the project over multiple years demonstrated over multiple years demonstrated increased use of differentiated strategies.increased use of differentiated strategies.
Little, Feng, VanTassel-Baska, Rogers, & Avery,2002
William & Mary Language Arts William & Mary Language Arts Curriculum EmphasesCurriculum Emphases
The Literature
Process
ContentLearning vocabulary, advanced literature, persuasive writing,
and oral communication skills
Using reasoning skills to
generate products
ConceptUnderstanding
“Change”
Major Research Findings from Major Research Findings from Quasi-Experimental StudiesQuasi-Experimental Studies
Significant and important treatment effects for Significant and important treatment effects for literary analysis and interpretation and for literary analysis and interpretation and for persuasive writingpersuasive writing
No significant gender effectsNo significant gender effects All forms of grouping worked. All forms of grouping worked. Longitudinal gains over three years.Longitudinal gains over three years. Students enhanced their learning each time Students enhanced their learning each time
they were exposed to the units and maintained they were exposed to the units and maintained their level of achievement between their level of achievement between interventions across the years.interventions across the years.
Feng, VanTassel-Baska, Quek, Bai, & O’Neill,2004;Feng, VanTassel-Baska, Quek, Bai, & O’Neill,2004; VanTassel-Baska, Zuo, Avery, & Little, 2002; VanTassel-Baska, Zuo, Avery, & Little, 2002; VanTassel-Baska, Johnson, Hughes, & Boyce, 1996VanTassel-Baska, Johnson, Hughes, & Boyce, 1996
Findings fromFindings from Project Athena Project Athena (Title I Schools) (Title I Schools)
Project Athena students showed Project Athena students showed significant learning gains in critical significant learning gains in critical thinking and reading comprehension. thinking and reading comprehension.
Gender, ethnic, and ability differences Gender, ethnic, and ability differences were evident.were evident.
Two years of training and implementation Two years of training and implementation significantly enhances teacher behaviors significantly enhances teacher behaviors in differentiation.in differentiation.
VanTassel-Baska & Bracken,2005VanTassel-Baska & Bracken,2005
VanTassel-Baska, Feng, & Brown, in pressVanTassel-Baska, Feng, & Brown, in press
ModelsModels
Concept Concept Development Development ModelModel
Reasoning ModelReasoning Model Research ModelResearch Model Problem-Based Problem-Based
LearningLearning Literature WebLiterature Web
Hamburger ModelHamburger Model Dagwood ModelDagwood Model Vocabulary WebVocabulary Web Analyzing Primary Analyzing Primary
SourcesSources Reasoning about a Reasoning about a
Situation or EventSituation or Event
Concept DevelopmentConcept Development
Examples of Examples of ConceptsConcepts
(used in W&M curriculum (used in W&M curriculum units)units)
ChangeChangeSystemsSystemsCause And EffectCause And EffectAuthorityAuthorityPerspectivePerspective
Concept Concept Development Development
ProcessProcessCite examples.Cite examples.Categorize.Categorize.Cite non-Cite non-examples.examples.Generalize.Generalize.
Sample Concepts Useful in Sample Concepts Useful in Curriculum DevelopmentCurriculum Development
ChangeChange Life and DeathLife and Death ScaleScale
ConstancyConstancy ModelsModels Signs and Signs and SymbolsSymbols
EvolutionEvolution OriginsOrigins SystemsSystems
FamilyFamily PatternsPatterns TimeTime
Good and EvilGood and Evil Patterns of Patterns of ChangeChange
TruthTruth
KnowledgeKnowledge PowerPower WisdomWisdom
SystemsSystems
A system is a collection of items or A system is a collection of items or processes that interact with each processes that interact with each other to constitute a meaningful other to constitute a meaningful whole.whole.
All systems haveAll systems have
1.1. ElementsElements
2.2. BoundariesBoundaries
3.3. Interactions among elements to generate Interactions among elements to generate system behavior system behavior
4.4. Many systems receive input and produce Many systems receive input and produce outputoutput
Analyzing a SystemAnalyzing a System
Boundaries
Elements
Inputs Outputs
Interactions
Change MatrixChange Matrix
Literature Changes in characters
Changes in setting
Changes in relationships
Change in you as a result of reading
“Shells”
The Green Book
Poems
“The Ugly Duckling”
Bringing the Rain to Kapiti Plain
Your own story
Elements of ReasoningElements of Reasoning
-- Paul, 1992
Issue/Problem
Evidence/Data
Point of View
Implications/Consequences
InferencesConcepts/
Ideas
Purpose/Goal
Assumptions
Reasoning about a Situation or Reasoning about a Situation or EventEvent
What is the situation?
Who are the stakeholders?
What is the pointof view for each
stakeholder?
What are theassumptions of
each group?
What are theimplications ofthese views?
Characteristics of an IssueCharacteristics of an Issue
Real worldReal world Multiple points of viewMultiple points of view Researchable and substantial Researchable and substantial
information availableinformation available Worthy topic and personal Worthy topic and personal
involvementinvolvement
Developing an IssueDeveloping an Issue
State the issue:
Identify the stakeholder groups:
Describe each group’s position:
State your initial position:
Should library resources intended for older students be withheld from younger students?
Should books be censored?
Should technology as aneducational tool be controlled?
Research Example – Research Example – Science & MathScience & Math
Ask students to design an experiment to test a question Ask students to design an experiment to test a question of interest to them:of interest to them:
Examples:Examples:– Do people prefer Product X over Product Y?Do people prefer Product X over Product Y?– Are ants attracted to sugar?Are ants attracted to sugar?– Are girls more addicted to computers than boys?Are girls more addicted to computers than boys?
A research report must be prepared and A research report must be prepared and presented, using technology applications. Be sure presented, using technology applications. Be sure to address hypothesis, data collection techniques, to address hypothesis, data collection techniques, appropriate data tables, conclusions, and appropriate data tables, conclusions, and implications of the findings based on the original implications of the findings based on the original question.question.
Research Example - Research Example - Language ArtsLanguage Arts
Over the years there have been many ways to preserve Over the years there have been many ways to preserve memories, or to keep important things from being memories, or to keep important things from being forgotten. Brainstorm some of the ways people preserve forgotten. Brainstorm some of the ways people preserve memories. How many can you think of? Which of these memories. How many can you think of? Which of these ways require technology such as electricity? Divide your ways require technology such as electricity? Divide your list into two groups – traditional methods that do not list into two groups – traditional methods that do not depend on technology and modern methods that use depend on technology and modern methods that use technology. What are the advantages and disadvantages technology. What are the advantages and disadvantages of each type? of each type?
Choose a point of view about the best ways to preserve Choose a point of view about the best ways to preserve memories. Do some research to support your point of view. memories. Do some research to support your point of view. Your research might include library materials, interviews, Your research might include library materials, interviews, or a poll.or a poll.
Later in this unit you will write a short paper (1-2 pages) Later in this unit you will write a short paper (1-2 pages) and give a two-minute presentation on your point of view, and give a two-minute presentation on your point of view, supported by your findings. supported by your findings.
Journeys and Destinations, Grades 2-3Journeys and Destinations, Grades 2-3
Research Example - Research Example - Social StudiesSocial Studies
You will sign up for a person or event from the 1920s to You will sign up for a person or event from the 1920s to explore in your project. From your research you will create a explore in your project. From your research you will create a learning booth or “mini-museum” that your classmates will learning booth or “mini-museum” that your classmates will visit, so you should make it as entertaining and interesting as visit, so you should make it as entertaining and interesting as possible. possible.
You will need to include the following:You will need to include the following:– Pictures or other visual aides (audio if appropriate)Pictures or other visual aides (audio if appropriate)– Timeline placing the person or event appropriatelyTimeline placing the person or event appropriately– Description of your person/issue Description of your person/issue – An explanation of the person/issue’s significance in the 1920s and An explanation of the person/issue’s significance in the 1920s and
todaytoday– A handout (or brochure) that includes basic information on the A handout (or brochure) that includes basic information on the
contents of your museum and entices people to come and see the contents of your museum and entices people to come and see the exhibit.exhibit.
Visitors should be able to determine who/what was the main Visitors should be able to determine who/what was the main focus of your museum, how the person and related issue/event focus of your museum, how the person and related issue/event fit on a timeline of the 1920s, and the significance of the fit on a timeline of the 1920s, and the significance of the person and related issue/event(s) to life in the 1920s and to person and related issue/event(s) to life in the 1920s and to life today.life today.
The 1920s in America: A Decade of Tensions, Grades 6-7The 1920s in America: A Decade of Tensions, Grades 6-7
Create a research task demand in Create a research task demand in your area of learning for gifted your area of learning for gifted
learners.learners.
Use the examples as prototypical Use the examples as prototypical models.models.
What is PBL?What is PBL?
Problem-based learning is an Problem-based learning is an instructional strategy (a curricular instructional strategy (a curricular framework) that, through student framework) that, through student and community interests and and community interests and motivation, provides an appropriate motivation, provides an appropriate way to “teach” sophisticated content way to “teach” sophisticated content and high-level process… all while and high-level process… all while building self-efficacy, confidence, building self-efficacy, confidence, and autonomous learner behaviors.and autonomous learner behaviors.
Problem-Based LearningProblem-Based LearningCharacteristics Characteristics of the Giftedof the Gifted
Characteristics Characteristics of PBLof PBL
Desire for self-Desire for self-directed learningdirected learning
Students in Students in charge of their charge of their learninglearning
Curious inquirers Curious inquirers about the worldabout the world
Inquiry-based at Inquiry-based at multiple levelsmultiple levels
Ability to handle Ability to handle higher level higher level thinking and thinking and make make connectionsconnections
Real world Real world problem that is problem that is both complex both complex and inter-and inter-disciplinarydisciplinary
Problem Statement Problem Statement (Tailored for Local Area)(Tailored for Local Area)
You are the supervisor of the day shift of the Virginia State Highway You are the supervisor of the day shift of the Virginia State Highway Patrol in Williamsburg, Virginia. It is 6:00 a.m. on a steamy June Patrol in Williamsburg, Virginia. It is 6:00 a.m. on a steamy June morning. You are awakened by the ringing phone. When you answer morning. You are awakened by the ringing phone. When you answer you are told, “Come to the Queen’s Creek overpass on eastbound you are told, “Come to the Queen’s Creek overpass on eastbound Interstate 64. There has been a major accident and you are needed.”Interstate 64. There has been a major accident and you are needed.”
Quickly you dress and hurry to the overpass. As you approach the Quickly you dress and hurry to the overpass. As you approach the bridge, you see an overturned truck that is completely blocking both bridge, you see an overturned truck that is completely blocking both eastbound lanes of the freeway. You see “CORROSIVE” on small signs eastbound lanes of the freeway. You see “CORROSIVE” on small signs on the side and rear of the truck. The truck has lost at least one on the side and rear of the truck. The truck has lost at least one wheel and is resting on the freeway guard rail. There is a large gash wheel and is resting on the freeway guard rail. There is a large gash in the side of the truck; from this gash, a clear liquid is running down in the side of the truck; from this gash, a clear liquid is running down the side of the truck, onto the road, and down the hill into Queen’s the side of the truck, onto the road, and down the hill into Queen’s Creek. Steam is rising from the creek. All traffic has been halted and Creek. Steam is rising from the creek. All traffic has been halted and everyone has been told to remain in their cars. Many of the motorists everyone has been told to remain in their cars. Many of the motorists in the traffic jam appear to be angry and frustrated. Police officers, in the traffic jam appear to be angry and frustrated. Police officers, firemen, and rescue squad workers are at the scene. They are all firemen, and rescue squad workers are at the scene. They are all wearing coveralls and masks. The rescue squad is putting the wearing coveralls and masks. The rescue squad is putting the unconscious truck driver onto a stretcher. Everyone seems hurried unconscious truck driver onto a stretcher. Everyone seems hurried and anxious.and anxious.
Problem StatementProblem StatementWhat a Find!What a Find!
You are an archaeologist working as a junior You are an archaeologist working as a junior partner at a local research museum. In recent partner at a local research museum. In recent times, the museum has suffered from a lack of times, the museum has suffered from a lack of use, and everyone is looking for ways to bring use, and everyone is looking for ways to bring more people into the museum.more people into the museum.
Your supervisor has just received a call from a Your supervisor has just received a call from a local construction site. While doing construction local construction site. While doing construction to build a new school, construction workers to build a new school, construction workers found an old clay pot. They halted construction found an old clay pot. They halted construction and need to know what to do. Your supervisor and need to know what to do. Your supervisor has assigned you the task of figuring out what is has assigned you the task of figuring out what is going on.going on.
Need to Know BoardNeed to Know Board
What do we What do we know?know?
What do we What do we need to need to know?know?
How can we How can we find out?find out?
Features of Features of Problem-based LearningProblem-based Learning
Learner-centeredLearner-centered Real world problemReal world problem Teacher as tutor or coachTeacher as tutor or coach Emphasis on collaborative Emphasis on collaborative
teamsteams Employs metacognitionEmploys metacognition Uses alternative assessmentUses alternative assessment Embodies scientific processEmbodies scientific process
Ill-Structured ProblemsIll-Structured Problems
• AmbiguousAmbiguous• No single “right” answerNo single “right” answer• Data is often incompleteData is often incomplete• Definition of problem changesDefinition of problem changes• Information needs change or Information needs change or
growgrow• StakeholdersStakeholders• Deadline for resolutionDeadline for resolution
Literature WebLiterature Web
Key Words
READING
Feelings
Ideas
Structure
Images/Symbols
Wild GeeseWild GeeseYou do not have to be good.You do not have to be good.You do not have to walk on your kneesYou do not have to walk on your kneesfor a hundred miles through the desert, repenting.for a hundred miles through the desert, repenting.You only have to let the soft animal of your bodyYou only have to let the soft animal of your body
love what it loves.love what it loves.Tell me about despair, yours, and I will tell you mine.Tell me about despair, yours, and I will tell you mine.Meanwhile the world goes on.Meanwhile the world goes on.Meanwhile the sun and the clear pebbles of the rainMeanwhile the sun and the clear pebbles of the rainare moving across the landscapes,are moving across the landscapes,over the prairies and the deep trees,over the prairies and the deep trees,the mountains and the rivers.the mountains and the rivers.Meanwhile the wild geese, high in the clean blue air,Meanwhile the wild geese, high in the clean blue air,are heading home again.are heading home again.Whoever you are, no matter how lonely,Whoever you are, no matter how lonely,the world offers itself to your imagination,the world offers itself to your imagination,calls to you like the wild geese, harsh and exciting –calls to you like the wild geese, harsh and exciting –over and over announcing your placeover and over announcing your placein the family of things.in the family of things.
-- M. Oliver-- M. Oliver
Questioning ModelQuestioning Model
Memory/cognition level questions – factual, Memory/cognition level questions – factual, one right answerone right answer
Convergent level questions – multiple right Convergent level questions – multiple right answers answers
Divergent level questions - hypothetical, Divergent level questions - hypothetical, multiple answers that may be wide-rangingmultiple answers that may be wide-ranging
Evaluative level questions – judgmental, Evaluative level questions – judgmental, answers derived from interpreting criteria answers derived from interpreting criteria or selecting best perspective based on or selecting best perspective based on optionsoptions
Lower to Higher Order QuestionsLower to Higher Order QuestionsMemory/Memory/
Cognition LevelCognition LevelWhen did the Korean When did the Korean War take place?War take place?
Convergence LevelConvergence Level What were the What were the causes of the Korean causes of the Korean War?War?
Divergence LevelDivergence Level What would have What would have happened if the happened if the Communists had won Communists had won the war?the war?
Evaluative LevelEvaluative Level How successful was How successful was the result of the war the result of the war for North and South for North and South Korea, based on the Korea, based on the criteria of economics criteria of economics and politics?and politics?
Create a question cluster Create a question cluster to discuss the to discuss the fluctuations in gasoline fluctuations in gasoline prices.prices.
Instructional Purpose:Instructional Purpose:To check for understanding of the World War IITo check for understanding of the World War II
How could you differentiate more effectively the following How could you differentiate more effectively the following activities for gifted learners?activities for gifted learners?
From the chapter on the history of the World War II that you From the chapter on the history of the World War II that you read last night, choose one of the following tasks and work read last night, choose one of the following tasks and work alone or with a partner to complete it.alone or with a partner to complete it.
Draw a comic strip to show the events in the chapter.Draw a comic strip to show the events in the chapter.In your journal, chronicle the events in the chapter.In your journal, chronicle the events in the chapter.Describe the setting and how it related to the events in the Describe the setting and how it related to the events in the chapter.chapter.If you were a newscaster, what would your progress report be?If you were a newscaster, what would your progress report be?Rewrite a passage of the chapter in your own words. Use Rewrite a passage of the chapter in your own words. Use synonyms to replace some of the author’s words.synonyms to replace some of the author’s words.
Classroom Management Strategies for Classroom Management Strategies for Implementing High-End LearningImplementing High-End Learning
Tiered instructionTiered instruction Learning centersLearning centers Flexible groupingFlexible grouping Diagnostic-prescriptive approachDiagnostic-prescriptive approach Differentiated tasks within topical Differentiated tasks within topical
studystudy Allowing alternative choiceAllowing alternative choice ContractsContracts
Assessments used in W&M Units Assessments used in W&M Units
Performance-based (pre and post)Performance-based (pre and post) PortfoliosPortfolios Content and concept assessmentsContent and concept assessments Self, peer, and teacher assessmentsSelf, peer, and teacher assessments Project and presentation assessmentsProject and presentation assessments Overall unit assessmentsOverall unit assessments Informal assessments (discussion, Informal assessments (discussion,
observation)observation)
Implications for Instructional Implications for Instructional LeadershipLeadership
Staff development planningStaff development planning Monitoring of classroom Monitoring of classroom
implementation of relevant teacher implementation of relevant teacher behaviorbehavior
Teacher conferencing on lesson Teacher conferencing on lesson planning every nine weeksplanning every nine weeks
Curriculum and instructional alignmentCurriculum and instructional alignment Parent development planningParent development planning Collaborative relationship with Collaborative relationship with
universities, research labs, museums, universities, research labs, museums, and other community resources. and other community resources.
What is Positive Change?What is Positive Change?
Enhancing learning for studentsEnhancing learning for students
Climate of excellenceClimate of excellence
Learning-centered students, Learning-centered students, parents, and teachersparents, and teachers
““For me, the fundamental mandate of For me, the fundamental mandate of school reform is to examine every school reform is to examine every decision, practice, and policy, and ask the decision, practice, and policy, and ask the question: question:
What, if anything, is anyone learning What, if anything, is anyone learning
as a consequence of this? as a consequence of this? Whether we are called teachers, principals, Whether we are called teachers, principals, or parents, our primary responsibility is to or parents, our primary responsibility is to promote learning in others and in promote learning in others and in ourselves. That is what it means to be an ourselves. That is what it means to be an educator.educator. ----Roland BarthRoland Barth
Center for Gifted Education Center for Gifted Education Contact InformationContact Information
Center for Gifted EducationCenter for Gifted Education
The College of William and MaryThe College of William and Mary
P.O. Box 8795P.O. Box 8795
Williamsburg, VA 23187-8795Williamsburg, VA 23187-8795
757-221-2362757-221-2362
http://cfge.wm.eduhttp://cfge.wm.edu