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
As a result of this lesson, students will:
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/
If you are adapting a lesson, include the original lesson and cite the source.
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
As a result of this lesson, students will:
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
If you are adapting a lesson, include the original lesson and cite the source.
(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
If you are adapting a lesson, include the original lesson and cite the source.
Talents UnlimitedLessons:
Name: Danah Schremmer
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.
As a result of this lesson, students will:
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
^Acting and feeling like a professional
^All students will benefit for this quality curriculum
^(Standards)^AID- strategies that teachers use to escalate the level of challenge in a lesson^Allows for some students to move beyond unit of teaching^Allows 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
Name Danah Schremmer
Model: Talents UnlimitedCompatible with Threshold Concepts (find/teach)
Learning goalsContentCognitiveAffective
ContentCompatibleComplexity and depth
AffectiveBehaviorHabitsMotivationSelf-actualization
Problem SolvingProcessContentContext
Creative/divergent thinking
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
Name Danah Schremmer
Model: School Wide Enrichment ModelCompatible with Threshold Concepts (find/teach)
Learning goalsContentCognitiveAffective
ContentCompatibleComplexity and depth
AffectiveBehaviorHabitsMotivationSelf-actualization
ProblemSolvingProcessContentContext
Creative/divergent thinking
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
Name Danah Schremmer
Model: Autonomous LearnerCompatible with Threshold Concepts (find/teach)
Learning goalsContentCognitiveAffective
ContentCompatibleComplexity and depth
AffectiveBehaviorHabitsMotivationSelf-actualization
ProblemSolvingProcessContentContext
Creative/divergent thinking
Leadership Supporting data
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
Name Danah Schremmer
Model: Autonomous LearnerCompatible with Threshold Concepts (find/teach)
Learning goalsContentCognitiveAffective
ContentCompatibleComplexity and depth
AffectiveBehaviorHabitsMotivationSelf-actualization
ProblemSolvingProcessContentContext
Creative/divergent thinking
Leadership Supporting data
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