Models - Powerpoint - PC version by liwenting

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									Models
   Karnes and Stephens text provides a brief
    explanation of a variety of models.
   Review the models and respond to these
    questions:
       o Are any of these models used in your district/school?
       o Which ones?
       o What are the advantages and disadvantages of these
         models?
       o Which model was used the most by the participants at
         your table?
 All students need to understand reality, recognize
  alternatives, be sensitive to the effect of the
  choices, make wise choices, and implement their
  choices.
 Gifted education curriculum fits together three
  images: giftedness, human potential, educational
  model.
 Curriculum building is divided into direct and
  indirect models.



                                                       3
       Direct Models:
       Developed solely for the gifted. (Sometimes these models
        are too technical.)

       Curry Samara Model
       Renzulli Enrichment Triad
       College of William & Mary - Navigator Literature Model
       Parallel Curriculum

        (Parnes /Osborn-Creative Problem Solving Model has been
              discussed in the DIFFERENTIATION MODULE)




                                                                   4
 Indirect Models:
 Ideas developed for purposes other than the
  education of the gifted, but still applies to all
  learners, especially gifted.

•   Understanding by Design –UbD




                                                      5
 Likert   Scale Chart
 Each participant receives 5 different colored dots.
 Place your dots indicating your knowledge of the model.
      Green - Curry-Samara Model
      Light Blue - William & Mary Navigator Lit. Model
      Red – Parallel Curriculum
      Yellow - Renzulli - Enrichment Triad Model
      Orange – Differentiation and Understanding by Design
The purpose of this overview will be to help you decide
  which center you will attend to get a deeper
  understanding of a model for your classroom.
  •Curry/Samara Model
  •Renzulli Enrichment Triad
  •College of William & Mary - Navigator Literature Model
      •Parallel Curriculum
      •Parnes/Osborn Creative Problem Solving
       (overviewed in Differentiation)
  •Differentiation and Understanding by Design
      •Independent Study of another model
                            A Quick Look




www.CurriculumProject.com
     Our Lesson Objective

                  determine


which aspects of the Curry/Samara Model are


useful in our teaching environments


            discussion and materials observations.
Quality Instructions Involves Balance
               Content
                 Factual       Global
                 Facts        Issues
                 Rules        Problems
                 Details      Themes


  Product                                  Thinking
   Traditional   Innovative      Basic      Abstract
    Common       Diverse      Memorize       Examine
    Simple       Complex      Understand     Change
    Single-      Multi-       Use            Justify
    Modality     Modality
                                  Knowledge                 Comprehension                Application                  Analysis                Creative Thinking          Critical Thinking
     Rain Forests
1. Characteristics           1. Identify the              2. Describe the land      3. Model the floor,        4. Examine the               5. Change a rain           6. Decide which layer
  a. Locations               absolute and relative                                                                                          forest’s location and
  b. Land Forms                           Create a title based on your
                             locations of rain forest s
                                                          forms in the rain
                                                          Forest using dictionary
                                                                                    understudy, canopy, and
                                                                                    emergent layers
                                                                                                               importance of rain
                                                                                                               forest rivers using a        explain the effects on
                                                                                                                                                                       of the rain forest is
                                                                                                                                                                       best suited for human
  c. Water Ways
  d. Layers                               required curriculum.
                             throughout the world         entries.                  of a rain forest using a   magazine article.            plants and animals         habitation using an
  e. Climate                 using a labeled map and                                class mural.                                            using a descriptive        illustrated poem.
                             t-chart.                                                                                                       essay.
2. Life in the Rain Forest                        8. Explain the
                                          Develop main topics that break Compare/contrast the 11. Develop a plant,
                             7. Recall the animals                    9. Categorize animals 10. the               two                                                  12. Defend/dispute the
  a. Plants                  and plants most      relationship among  according to the rain kinds of animals from     animal, or person that                           concept of protecting a
  b. Animals                                                          forest mini units.
                                          title into manageablelayers in which same layer of the rain is suited to live in the
                             commonly found in theplants, animals and                                                                                                  selected plant or
  c. Humans                  rain forest using a word     humans using a cycle      they live using an         forest using a t-chart.      rain forest using a        animal species using a
  d. Interdependence
                             search.                      diagram/ written          animal puzzle.                                          video tape                 debate.
                                                          explanation.                                                                      documentary.
3. Products from the Rain    13. Recount chemical,        14. Describe the phases 15. Classify various rain 16. Determine which             17. Invent a habitat in    18. Decide on
   Forest                                        through which any to organize the
                                          Use sub-topicsrain forest products into self- rain forest products are
                             medicinal, wood-based                                                                                          which medicine might       environmentally sound
  a. Chemical                and food products that
  b. Medicinal
                                                        product
                                          detailsforest going to will evolve generated categories consumed in the local
                                                   withinmarket using a classification community using a
                             originate in rain forest
                                                 when              each main topic.                                                         be produced using a
                                                                                                                                            labeled diagram.
                                                                                                                                                                       ways of harvesting a
                                                                                                                                                                       selected product.
  c. Wood Products           using dictionary entries.    using a time line.        puzzle.                    research presentation.
  d. Foods

4. Rain Forest Issues        19. Restate the causes       20. Describe the cycle     21. Categorize            22. Determine how            23. Speculate how over     24. Defend/ dispute a
  a. Deforestation           an types of soil erosion     of soil erosion using a    endangered species by     deforestation impacts        consumption of rain        selected law that
  b. Soil Erosion            in rain forests using a      diagram/ oral              reasons of                habitats within the rain     forest products might      protects endangered
  c. Endangered Species      word search.                 presentation.              endangerment using        forest using a board         be reduced using a         species point of view
                                                                                     an information table.     game.                        campaign speech.           essay.

5. Patterns                  25. Identify the             26. Categorize rain       27. Categorize             28. Examine the              29. Generate a natural     30. Decide which
  a. Consists of repeating   repeating segments of a      forest patterns as man-   endangered species by      patterns of two products     or man-made pattern        natural pattern within
     segments
  b. Allow for prediction    natural cycle in the rain    made or natural using a   reasons for                that originate in the rain   that would help the rain   the rain forest is
  c. Can be man-made or      forest using a role play.    Venn diagram.             endangerment an            forest using a brochure.     forest using an            impacted most by man
     natural                                                                        information table.                                      illustrated poem.          using a persuasive
                                                                                                                                                                       speech.
    Independent Study                 1.Topic                 2. Challenge                 3. Plan                   4. Gather                  5. Organize                 6. Present
                                       Knowledge                Comprehension                Application                    Analysis                Creative Thinking          Critical Thinking
     Rain Forests
1. Characteristics               1. Identify the              2. Describe the land      3. Model the floor,          4. Examine the               5. Change a rain           6. Decide which layer
  a. Locations                   absolute and relative        forms in the rain         understudy, canopy, and      importance of rain           forest’s location and      of the rain forest is
  b. Land Forms                  locations of rain forest s   Forest using dictionary   emergent layers              forest rivers using a        explain the effects on     best suited for human
  c. Water Ways
  d. Layers                      throughout the world         entries.                  of a rain forest using a     magazine article.            plants and animals         habitation using an
                                 using a labeled map and                                class mural.                                  identify    using a descriptive        illustrated poem.
  e. Climate
                                 t-chart.                                                                                                         essay.
2. Life in the Rain Forest                                    8. Explain the
  a. Plants
                                  7. Recall the animals
                                  and plants most             relationship among
                                                                                                                 and relative Develop a plant, concept of protecting a
                                                                                                      absolute of animals from the 11. locations of12. Defend/dispute the
                                                                                        9. Categorize animals
                                                                                                           10. Compare/contrast two
                                                                                        according to the rain
                                                                                                           kinds                    animal, or person that
  b. Animals                                                  plants, animals and                                                                 is suited to live in the
          Start with
  c. Humans      a cognitive verb that
                                  commonly found in the
                                  rain forest using a word    humans using a cycle
                                                                                        forest layers in which
                                                                                        they live using an
                                                                                                                     same layer of the rain
                                                                                                                     forest using a t-chart.      rain forest using a
                                                                                                                                                                             selected plant or
                                                                                                                                                                             animal species using a
  d. Interdependence
         matches the level of thinking.
                                  search.                     diagram/ written          animal puzzle.
                                                                                                     rainforests throughout the world             video tape                 debate.
                                                              explanation.                                                                        documentary.
3. Products from the Rain   13. Recount chemical,     14. Describe the phases           15. Classify various rain    16. Determine which          17. Invent a habitat in 18. Decide on
                            medicinal, verb with 6-
     Follow the cognitive wood-based through which any rain
   Forest                                                                               forest products into self-   rain forest products are     which medicine might environmentally sound
  a. Chemical                                                                                                               a labeled             map and a t-chart.
                            and food products that
     12 words describingin rain forest forest going to will evolve
  b. Medicinal              originate the content     when
                                                            product
                                                                      market
                                                                                        generated categories
                                                                                        using a classification
                                                                                                                     consumed in the local
                                                                                                                     community using a
                                                                                                                                                  be produced using a
                                                                                                                                                  labeled diagram.
                                                                                                                                                                          ways of harvesting a
                                                                                                                                                                          selected product.
  c. Wood Products          using dictionary entries. using a time line.                puzzle.                      research presentation.
  d. Foods           to be covered.
4. Rain Forest Issues            19. Restate the causes       20. Describe the cycle     21. Categorize              22. Determine how            23. Speculate how over     24. Defend/ dispute a
  a. Deforestation               an types of soil erosion     of soil erosion using a    endangered species by       deforestation impacts        consumption of rain        selected law that
  b. Soil Erosion the
     Finalize              objective with a product
                                 in rain forests using a      diagram/ oral              reasons of                  habitats within the rain     forest products might      protects endangered
  c. Endangered Species          word search.                 presentation.              endangerment using          forest using a board         be reduced using a         species point of view
     (or two) that students will develop in                                              an information table.       game.                        campaign speech.           essay.
       order to learn and to demonstrate
5. Patterns                   25. Identify the                                        27. Categorize                 28. Examine the              29. Generate a natural     30. Decide which
                        understanding.of a 26. Categorize as man-
  a. Consists of repeating    repeating segments forest patterns
                                                                 rain
                                                                                      endangered species by          patterns of two products     or man-made pattern        natural pattern within
     segments
  b. Allow for prediction        natural cycle in the rain    made or natural using a reasons for                    that originate in the rain   that would help the rain   the rain forest is
  c. Can be man-made or          forest using a role play.    Venn diagram.           endangerment an                forest using a brochure.     forest using an            impacted most by man
     natural                                                                          information table.                                          illustrated poem.          using a persuasive
                                                                                                                                                                             speech.
    Independent Study                     1.Topic                 2. Challenge                 3. Plan                     4. Gather                  5. Organize                 6. Present
                                  Knowledge                 Comprehension                   Application                    Analysis                Creative Thinking          Critical Thinking
     Rain Forests
1. Characteristics           1. Identify the              2. Describe the land         3. Model the floor,          4. Examine the               5. Change a rain           6. Decide which layer
  a. Locations               absolute and relative        forms in the rain            understudy, canopy, and      importance of rain           forest’s location and      of the rain forest is
  b. Land Forms              locations of rain forest s   Forest using dictionary      emergent layers              forest rivers using a        explain the effects on     best suited for human
  c. Water Ways
  d. Layers                  throughout the world         entries.                     of a rain forest using a     magazine article.            plants and animals         habitation using an
  e. Climate                 using a labeled map and                                   class mural.                                              using a descriptive        illustrated poem.
                             t-chart.                                                                                                            essay.
2. Life in the Rain Forest
                                                A CSM unit 9.supports10.differentiationplant,
                             7. Recall the animals 8. Explain the          Categorize animals     Compare/contrast two 11. Develop a
                                                                                                                                           of                               12. Defend/dispute the
  a. Plants
  b. Animals
  c. Humans
                             and plants most       relationship
                                                contentamong according to thewhich use offrom the animal, ortoperson the
                             commonly found in the plants, animalsthrough in
                                                                  and
                                                                                         rain kinds of animals
                                                                        forest layers the same layer of the rain  factualliveto
                                                                                                                       is suited        in
                                                                                                                                           that                             concept of protecting a
                                                                                                                                                                            selected plant or
                                                   humans using a cycle
                             rain forest using a word                   they live using an    forest using a t-chart.  rain forest using a                                  animal species using a
  d. Interdependence
                             search.               diagram/ subject matter.
                                                globalwritten animal puzzle.
                                                   explanation.
                                                                                                                       video tape
                                                                                                                       documentary.
                                                                                                                                                                            debate.

3. Products from the Rain    13. Recount chemical,        14. Describe the phases      15. Classify various rain    16. Determine which          17. Invent a habitat in    18. Decide on
   Forest                    medicinal, wood-based        through which any rain       forest products into self-   rain forest products are     which medicine might       environmentally sound
  a. Chemical                and food products that       forest product will evolve   generated categories         consumed in the local        be produced using a        ways of harvesting a
  b. Medicinal               originate in rain forest     when going to market         using a classification       community using a            labeled diagram.           selected product.
  c. Wood Products
  d. Foods                   using dictionary entries.    using a time line.        Factual
                                                                                       puzzle.                             Global
                                                                                                                    research presentation.


4. Rain Forest Issues        19. Restate the causes       20. Describe the cycle    Facts
                                                                                     21. Categorize              Issues 23. Speculate how over
                                                                                                           22. Determine how                                                24. Defend/ dispute a
  a. Deforestation                                                                   endangered species by deforestation impacts
                                                                                    Rules                        Problems
                             an types of soil erosion     of soil erosion using a                                                   consumption of rain                     selected law that
  b. Soil Erosion            in rain forests using a      diagram/ oral              reasons of            habitats within the rain forest products might                   protects endangered
  c. Endangered Species
                                                                                    Details table. forestThemes be reducedspeech.a
                             word search.                 presentation.              endangerment using          using a board                  using                       species point of view
                                                                                     an information        game.                    campaign                                essay.

5. Patterns                  25. Identify the             26. Categorize rain          27. Categorize               28. Examine the              29. Generate a natural     30. Decide which
  a. Consists of repeating   repeating segments of a      forest patterns as man-      endangered species by        patterns of two products     or man-made pattern        natural pattern within
     segments
  b. Allow for prediction    natural cycle in the rain    made or natural using a      reasons for                  that originate in the rain   that would help the rain   the rain forest is
  c. Can be man-made or      forest using a role play.    Venn diagram.                endangerment an              forest using a brochure.     forest using an            impacted most by man
     natural                                                                           information table.                                        illustrated poem.          using a persuasive
                                                                                                                                                                            speech.
    Independent Study                 1.Topic                 2. Challenge                    3. Plan                     4. Gather                  5. Organize                 6. Present
                                  Knowledge                 Comprehension                   Application                    Analysis                Creative Thinking          Critical Thinking
     Rain Forests
1. Characteristics           1. Identify the              2. Describe the land         3. Model the floor,          4. Examine the               5. Change a rain           6. Decide which layer
  a. Locations               absolute and relative        forms in the rain            understudy, canopy, and      importance of rain           forest’s location and      of the rain forest is
  b. Land Forms              locations of rain forest s   Forest using dictionary      emergent layers              forest rivers using a        explain the effects on     best suited for human
  c. Water Ways
  d. Layers                  throughout the world         entries.                     of a rain forest using a     magazine article.            plants and animals         habitation using an
  e. Climate                 using a labeled map and                                   class mural.                                              using a descriptive        illustrated poem.
                             t-chart.                                                                                                            essay.
2. Life in the Rain Forest
                                                A CSM unit 9.supports10.differentiationplant,
                             7. Recall the animals 8. Explain the          Categorize animals     Compare/contrast two 11. Develop a
                                                                                                                                          of                                12. Defend/dispute the
  a. Plants
  b. Animals
  c. Humans
                             and plants most       relationship among
                                                                                              use of the animal, toin that
                                                thinking and according to thewhich kinds of animals frombasicortoperson the
                             commonly found in the
                                                                                         rain
                                                   plants, animals throughinthe same layer of the rain
                                                                        forest layers                                  is suited live
                                                                                                                                                                            concept of protecting a
                                                                                                                                                                            selected plant or
                                                   humans using a cycle
                             rain forest using a word                   they live using an    forest using a t-chart.  rain forest using a                                  animal species using a
  d. Interdependence
                             search.            abstract levels.
                                                   diagram/ written
                                                   explanation.
                                                                        animal puzzle.                                 video tape
                                                                                                                       documentary.
                                                                                                                                                                            debate.

3. Products from the Rain    13. Recount chemical,        14. Describe the phases      15. Classify various rain    16. Determine which          17. Invent a habitat in    18. Decide on
   Forest                    medicinal, wood-based        through which any rain       forest products into self-   rain forest products are     which medicine might       environmentally sound
  a. Chemical                and food products that       forest product will evolve   generated categories         consumed in the local        be produced using a        ways of harvesting a
  b. Medicinal               originate in rain forest     when going to market         using a classification       community using a            labeled diagram.           selected product.
  c. Wood Products
  d. Foods                   using dictionary entries.    using a time line.        Basic
                                                                                       puzzle.                        Abstract
                                                                                                                    research presentation.


4. Rain Forest Issues        19. Restate the causes                           Memorize
                                                          20. Describe the cycle21. Categorize             Examine23. Speculate how over
                                                                                                      22. Determine how                                                     24. Defend/ dispute a
  a. Deforestation                                                              endangered species by deforestation impacts
                                                                                                           Change
                                                                              Understand habitats within the rain forest products might
                             an types of soil erosion     of soil erosion using a                                           consumption of rain                             selected law that
  b. Soil Erosion            in rain forests using a      diagram/ oral         reasons of                                                                                  protects endangered
  c. Endangered Species
                                                                              Use information table. forestJustify be reducedspeech.a
                             word search.                 presentation.         endangerment using          using a board             using                                 species point of view
                                                                                an                    game.                 campaign                                        essay.

5. Patterns                  25. Identify the             26. Categorize rain          27. Categorize               28. Examine the              29. Generate a natural     30. Decide which
  a. Consists of repeating   repeating segments of a      forest patterns as man-      endangered species by        patterns of two products     or man-made pattern        natural pattern within
     segments
  b. Allow for prediction    natural cycle in the rain    made or natural using a      reasons for                  that originate in the rain   that would help the rain   the rain forest is
  c. Can be man-made or      forest using a role play.    Venn diagram.                endangerment an              forest using a brochure.     forest using an            impacted most by man
     natural                                                                           information table.                                        illustrated poem.          using a persuasive
                                                                                                                                                                            speech.
    Independent Study                 1.Topic                 2. Challenge                    3. Plan                     4. Gather                  5. Organize                 6. Present
                                  Knowledge                 Comprehension                   Application                    Analysis                Creative Thinking          Critical Thinking
     Rain Forests
1. Characteristics           1. Identify the              2. Describe the land         3. Model the floor,          4. Examine the               5. Change a rain           6. Decide which layer
  a. Locations               absolute and relative        forms in the rain            understudy, canopy, and      importance of rain           forest’s location and      of the rain forest is
  b. Land Forms              locations of rain forest s   Forest using dictionary      emergent layers              forest rivers using a        explain the effects on     best suited for human
  c. Water Ways
  d. Layers                  throughout the world         entries.                     of a rain forest using a     magazine article.            plants and animals         habitation using an
  e. Climate                 using a labeled map and                                   class mural.                                              using a descriptive        illustrated poem.
                             t-chart.                                                                                                            essay.
2. Life in the Rain Forest
                                                A CSM unit 9.supports10.differentiationplant,
                             7. Recall the animals 8. Explain the          Categorize animals     Compare/contrast two 11. Develop a
                                                                                                                                              of                            12. Defend/dispute the
  a. Plants
  b. Animals
  c. Humans
                             and plants most
                                                studentamong according to thewhich kinds of animalsthe useperson the
                             commonly found in the
                                                   relationship
                                                   plants, animalsproducts through the rain
                                                                   and  forest layers in
                                                                                         rain
                                                                                              same layer of
                                                                                                                from the animal, or
                                                                                                                                        ofthat
                                                                                                                         is suited to live in
                                                                                                                                                                            concept of protecting a
                                                                                                                                                                            selected plant or
                                                   humans using a cycle
                             rain forest using a word                   they live using an    forest using a t-chart.    rain forest using a                                animal species using a
  d. Interdependence
                             search.            modalities. animal puzzle.
                                                   diagram/ written
                                                   explanation.
                                                                                                                         video tape
                                                                                                                         documentary.
                                                                                                                                                                            debate.

3. Products from the Rain    13. Recount chemical,        14. Describe the phases      15. Classify various rain    16. Determine which          17. Invent a habitat in    18. Decide on
   Forest                    medicinal, wood-based        through which any rain       forest products into self-   rain forest products are     which medicine might       environmentally sound
  a. Chemical                and food products that       forest product will evolve   generated categories         consumed in the local        be produced using a        ways of harvesting a
  b. Medicinal               originate in rain forest     when going to market         using a classification       community using a            labeled diagram.           selected product.
  c. Wood Products
  d. Foods                   using dictionary entries.    using a time line.           puzzle.                              Product Modalities
                                                                                                                    research presentation.


4. Rain Forest Issues        19. Restate the causes       20. Describe the cycle        21. Categorize        22. Determine how Written how over 24. Defend/ dispute a
                                                                                                                                       23. Speculate
  a. Deforestation
  b. Soil Erosion
                             an types of soil erosion
                             in rain forests using a
                                                          of soil erosion using a
                                                          diagram/ oral
                                                                                        endangered species by deforestation impacts
                                                                                        reasons of                                    Oral of rain selected endangered
                                                                                                                                       consumption
                                                                                                              habitats within the rain forest products might protects
                                                                                                                                                                      law that
  c. Endangered Species      word search.                 presentation.                 endangerment using forest using a board
                                                                                        an information table. game.
                                                                                                                                      Kinesthetic species point of view
                                                                                                                                       be reduced using a
                                                                                                                                       campaign speech.      essay.
                                                                                                                                      Oral
5. Patterns                  25. Identify the             26. Categorize rain          27. Categorize               28. Examine the              29. Generate a natural     30. Decide which
  a. Consists of repeating   repeating segments of a      forest patterns as man-      endangered species by        patterns of two products     or man-made pattern        natural pattern within
     segments
  b. Allow for prediction    natural cycle in the rain    made or natural using a      reasons for                  that originate in the rain   that would help the rain   the rain forest is
  c. Can be man-made or      forest using a role play.    Venn diagram.                endangerment an              forest using a brochure.     forest using an            impacted most by man
     natural                                                                           information table.                                        illustrated poem.          using a persuasive
                                                                                                                                                                            speech.
    Independent Study                 1.Topic                 2. Challenge                    3. Plan                     4. Gather                  5. Organize                 6. Present
                                  Knowledge                 Comprehension                   Application                    Analysis                Creative Thinking          Critical Thinking
     Rain Forests
1. Characteristics           1. Identify the              2. Describe the land         3. Model the floor,          4. Examine the               5. Change a rain           6. Decide which layer
  a. Locations               absolute and relative        forms in the rain            understudy, canopy, and      importance of rain           forest’s location and      of the rain forest is
  b. Land Forms              locations of rain forest s   Forest using dictionary      emergent layers              forest rivers using a        explain the effects on     best suited for human
  c. Water Ways
  d. Layers                  throughout the world         entries.                     of a rain forest using a     magazine article.            plants and animals         habitation using an
  e. Climate                 using a labeled map and                                   class mural.                                              using a descriptive        illustrated poem.
                             t-chart.Quadrant #1                                                                           Quadrant #2           essay.
2. Life in the Rain Forest   7. Recall the animals        8. Explain the               9. Categorize animals        10. Compare/contrast two 11. Develop a plant,           12. Defend/dispute the
  a. Plants
  b. Animals
  c. Humans
                                 activities use factual
                             and plants most
                             commonly found in the
                                                          relationship among
                                                          plants, animals and
                                                                                       according to the rain
                                                                                       forest layers in which
                                                                                                                       activities use factual
                                                                                                                    kinds of animals from the animal, or person that
                                                                                                                    same layer of the rain    is suited to live in the
                                                                                                                                                                            concept of protecting a
                                                                                                                                                                            selected plant or
                             rain forest using a word     humans using a cycle         they live using an           forest using a t-chart.   rain forest using a           animal species using a
  d. Interdependence
                                  content and basic
                             search.                      diagram/ written
                                                          explanation.
                                                                                       animal puzzle.                  content and abstract   video tape
                                                                                                                                              documentary.
                                                                                                                                                                            debate.

3. Products from the Rain
   Forest
  a. Chemical
                                        thinking.
                             13. Recount chemical,
                             medicinal, wood-based
                                                          14. Describe the phases
                                                          through which any rain
                                                                                       15. Classify various rain
                                                                                       forest products into self-             thinking.
                                                                                                                    16. Determine which
                                                                                                                    rain forest products are
                                                                                                                                                 17. Invent a habitat in
                                                                                                                                                 which medicine might
                                                                                                                                                                            18. Decide on
                                                                                                                                                                            environmentally sound
                             and food products that       forest product will evolve   generated categories         consumed in the local        be produced using a        ways of harvesting a
  b. Medicinal               originate in rain forest     when going to market         using a classification       community using a            labeled diagram.           selected product.
  c. Wood Products           using dictionary entries.    using a time line.           puzzle.                      research presentation.
  d. Foods

4. Rain Forest Issues        19. Restate the causes       20. Describe the cycle        21. Categorize              22. Determine how            23. Speculate how over     24. Defend/ dispute a
  a. Deforestation           an types of soil erosion     of soil erosion using a       endangered species by       deforestation impacts        consumption of rain        selected law that
  b. Soil Erosion            in rain forests using a      diagram/ oral                 reasons of                  habitats within the rain     forest products might      protects endangered
  c. Endangered Species
                                     Quadrant #3 uses
                             word search.                 presentation.                 endangerment using
                                                                                        an information table.               Quadrant #4 uses
                                                                                                                    forest using a board
                                                                                                                    game.
                                                                                                                                                 be reduced using a
                                                                                                                                                 campaign speech.
                                                                                                                                                                            species point of view
                                                                                                                                                                            essay.

5. Patterns
  a. Consists of repeating
                                      global content &
                             25. Identify the             26. Categorize rain          27. Categorize
                                                                                                                             global content &
                                                                                                                    28. Examine the              29. Generate a natural     30. Decide which
                             repeating segments of a      forest patterns as man-      endangered species by        patterns of two products     or man-made pattern        natural pattern within
     segments
  b. Allow for prediction
  c. Can be man-made or
                                       basic thinking.
                             natural cycle in the rain
                             forest using a role play.
                                                          made or natural using a
                                                          Venn diagram.
                                                                                       reasons for
                                                                                       endangerment an
                                                                                                                            abstract thinking.
                                                                                                                    that originate in the rain
                                                                                                                    forest using a brochure.
                                                                                                                                                 that would help the rain
                                                                                                                                                 forest using an
                                                                                                                                                                            the rain forest is
                                                                                                                                                                            impacted most by man
     natural                                                                           information table.                                        illustrated poem.          using a persuasive
                                                                                                                                                                            speech.
    Independent Study                 1.Topic                 2. Challenge                    3. Plan                     4. Gather                  5. Organize                 6. Present
Another technique for
differentiation and
supporting high levels
of student
performance involves
the use of clearly
stated standards for
the student products
that appear at the end
of each activity.
                                       It consists of
                                       a number of
                                       parts.

                                        The attributes
                                        are quality
                                        indicators for
                                        each part.

                                      It is content-free
                                      and can be
                                      used in any
                                      subject area.


This Product Guide is for a poster.
                   Renzulli
The Enrichment Triad Model
                                   A Quick Look




       www.CurriculumProject.com
                                             Type II
          Type I                          Group Training
         General                            Activities
        Exploratory
Triad    Activities

Model
                         Type III
                        Individual &
                        Small Group
                      Investigations of
                       Real Problems


                                                           (Renzulli)
     Provides experiences to bring students into
    contact with new topics.

Needs an abundance of resources in a variety of
 fields for exploration.
 Students develop cognitive and affective skills.
 Type II activities are focused on process
 development.
     Thinking
     Procedural skills
     Using reference and resource materials
     Communication skills
   Students become actual researchers of a real
    problem by using methods of inquiry appropriate
    to the discipline.

   This type of exploration is most appropriate for
    gifted students.
Renzulli Enrichment Triad
         William and Mary
Navigator Literature Model
                                  A Quick Look




      www.CurriculumProject.com
Developed by the Center for Gifted Education at
 The College of William and Mary as a language
 arts resource for teachers and students.

A navigator is a collection of questions and activities
 intended to support group or independent study of
 a selected novel or picture book.
   To develop analytical and interpretive skills in
    literature.
   To develop understanding of key literary themes.
   To develop linguistic competency through vocabulary
    and language study.
   To develop skills in written and oral communication.
   To develop higher level thinking and reasoning skills in
    language arts.
   To develop research skills.
 While you read
 Exploring the story
 Meeting the characters
 Understanding the ideas
 Connecting to you
29
The story is about a man named Solomon who lives in
 a hotel for men in New York. He does not like the
 hotel because he has nothing that he loves there with
 him. He can not paint the walls, he can not have a
 pet, he has no fireplace, no porch swing, and no
 picture window to look out of. He begins to wander
 the city and finds a diner, The Westway Café, Where
 All Your Dreams Come True, and he begins to order
 things that he wants, like a balcony, a fireplace. The
 waiter at the Westway was named Angel. This café
 brought Indiana back to him. Every time he walked
 there he dreamed. One dream did come true,
 Solomon has a cat that he sneaked into his hotel
 room. He is no longer lonely since he found his
 Angel at the Westway Café.

                                                          30
   Example
     What does the story tell you about the idea of home?
     What are Solomon Singer’s dreams? What do all of his
      dreams have in common?
 What does it mean to be a “wanderer by nature?”
 Do you like wandering?
 Describe a time when you wandered.
 Explain where it was, why you wandered and how
  you felt.
   Information on Housing Laws
 LiteratureWeb
 Vocabulary Web
 Model for Persuasive Writing
Center for Gifted
Education
College of William & Mary
An Angel for Solomon Singer by Rylant (Grades 2-3)
Charlie and the Chocolate Factory by Dahl (Grades 3-
 5)
Who Really Killed Cock Robin? By George (Grades 3-
 5)
The Door in the Wall by de Angeli (Grades 4-6)
Underrunners by Mahy (Grades 3-6)
The Trumpeter of Krakow by Kelly       (Grades 7-12)
   Go to this website
    http://cfge.wm.edu/curr_language.htm
Parallel Curriculum Model
                                   A Quick Look




       www.CurriculumProject.com
       Theoretical Underpinnings
    of the Parallel Curriculum Model
   Curriculum design should…..
    Respect the unique characteristics of the learner;
    Be organized around the structure of knowledge;
    Reflect content selection and procedures that will help
     maximize the transfer of knowledge, understanding, and
     skill;
    Select content (representative topics) that best represent
     the essential structure of the discipline; and
    Place a premium on the development of process skills,
     the appropriate use of methodology within content fields,
     and consider goals or outcomes in terms of concrete and
     abstract products.
 Has a clear focus on the essential facts, understandings,
  and skills that professionals in that discipline value most
 Provide opportunities for students to develop in-depth
  understanding
 Is organized to ensure that all student tasks are aligned
  with the goals of in-depth understanding
 Is coherent (organized, unified, sensible) to the student
 Is mentally and affectively engaging to the learner
 Recognizes and supports the need of each learner to
  make sense of ideas and information, reconstructing older
  understandings with new ones
 Is joyful-or at least satisfying
 Provides choices for the learner
 Allows meaningful collaboration
   Is focused on products (sometimes students make or do)
    that matter to students
   Connects with students’ lives and worlds
   Is fresh and surprising
   Seems real, purposeful, useful to students
   Is rich
   Deals with profound ideas
   Calls on students to use what they learn in interesting and
    important ways
   Aids students in developing a fruitful consciousness of their
    thinking
   Helps learners monitor and adapt their ways of working to
    ensure competent approaches to problem solving
   Involves students in setting goals for their learning and
    assessing their progress toward those goals
   Stretches the student
    Ascending Levels of Demand
   Ascending levels of intellectual demand is the
    process that escalates one or more facets of the
    curriculum in order to match a learner’s profile and
    provide appropriate challenge and pacing. Prior
    knowledge and opportunities, existing scheme,
    and cognitive abilities are major attributes of a
    learner’s profile. Teachers reconfigure one or more
    curriculum components in order to ensure that
    students are working in their zone of optimal
    development.
Ascending Levels of Intellectual Demand
 Take Into Consideration Students’ ……
 Cognitive abilities
 Prior knowledge
 Schema
 Opportunities to learn
 Learning rate
 Developmental differences
 Levels of abstraction
Why Provide Ascending Levels of
     Intellectual Demand?
 To honor differences among students
 To address varying levels of prior knowledge,
      varying opportunities, and cognitive abilities
 To ensure optimal levels of academic achievement
 To support continuous learning
 To ensure intrinsic motivation
 To provide appropriate levels of challenge
Ascending Levels of Intellectual Demand
   Vary the depth                          Provide more/fewer examples
   Adjust the abstraction                  Be more/less explicit/inductive
   Change the complexity                   Provide simpler/more complex
   Make contexts and examples more          problems and applications
    or less novel or familiar               Vary the sophistication level
   Adjust the pace                         Provide lengthier/briefer texts
   Use more/less advanced materials        Provide more/less text support
    and text                                Require more/less independence or
   Provide more/less scaffolding            collaboration
   Provide frequent/intermittent           Require more/less evidence
    feedback                                Ask for/provide analogies
   Provide/let students infer related      Teach to concepts before/after
    strategies                               examples
   Infer concepts from applications        Teach principles before/after
    and problem solving                      examples or concepts
Guiding Questions that Support
   the Ascending Levels of
      Intellectual Demand
   What are the powerful differences among my students’ levels of
    prior knowledge, cognitive ability, and rates of learning?
   Which students require greater or lesser degrees of depth,
    abstraction, and sophistication with regard to this unit, lesson, or
    task?
   How might I design lessons and activities that provide varied levels
    of scaffolding, support, and challenge?
   Which content, teaching or learning activities, resources or products
    support varying levels of prior knowledge and cognitive ability within
    this unit, lesson, or task?
   How might I assess students’ growth when many of them possess
    varying levels of abstraction and prior knowledge?
 What is the Parallel Curriculum
             Model?
The Parallel Curriculum Model is a set of four
interrelated designs that can be used singly, or in
combination, to create or revise existing
curriculum units, lessons, or tasks. Each of the
four parallels offers a unique approach for
organizing content, teaching, and learning that is
closely aligned to the special purpose of each
parallel.
          Why Four Parallels?
• Qualitatively differentiated curriculum isn’t
  achieved by doing only one thing or one kind of
  thing.
• Students are different.
• Students have different needs at different times
  in their lives.
• Parallels can be used singly or in combination.
      So, how does PCM provide
qualitatively differentiated curriculum?

Opportunities to learn the   Opportunities to learn
core knowledge               about the numerous
(enduring facts,             relationships and
concepts, principles, and    connections that exist
skills) within a             across topics, disciplines,
discipline                   events, time, and cultures

Opportunities to transfer    Opportunities for students
and apply knowledge          to develop intrapersonal
using the tools and          qualities and develop
methods of the scholar,      their affinities within and
researcher, and              across disciplines
practitioner
• Core: The essential nature of a discipline
• Connections: The relationships among knowledge
• Practice: The applications of facts, concepts, principles,
  skills, and methods as scholars, researchers, developers, or
  practitioners
• Identity: Developing students’ interests and expertise,
  strengths, values, and character
   What are the purposes for the
    Parallel Curriculum Model?
• Provides teachers with a comprehensive framework with which they
  can design, evaluate, and revise existing curriculum
• Improves the quality of the curriculum units, lessons, and tasks
• Enhances the alignment among the general, gifted, and special
  education curricula
• Increases the authenticity and power of the knowledge students
  acquire and their related learning activities
• Provides opportunities for continuous professional, intellectual, and
  personal growth
• Offers teachers the flexibility to achieve multiple purposes
• Reinforces the need to think deeply about learners and content
  knowledge
• Uses high quality curriculum as a catalyst for observing and
  developing abilities in learners
• Allows flexibility to address varying needs and interests of learners
      Differentiation and
Understanding by Design
                                 A Quick Look




     www.CurriculumProject.com
Logical Reason for the Integration
 Teachers attend to four elements:
 Whom they teach (students)
 Where they teach (learning environment)
 What they teach (content)
 How they teach (instruction)
Understanding by Design focuses on……

   What is taught and curriculum design.

   How curriculum is taught, particularly teaching for
    student understanding.

   Assessments designed first focusing on targets.

   Activities are designed to align to the
    assessments.
 Plan with the end in mind.
 Teach and assess for learning.
 Emphasize Big Ideas
 Essential Questions
 Align instruction with desired learning results.
 Make meaning of the Big Ideas by uncovering
  content
 Engaging the learner.




                                                     55
    Factors That Face Educational Needs
   Time
   Space
   Resources
   Student groupings
   Teaching strategies
   Learning strategies
   Teacher partnerships
       EACH ONE OF THESE CATEGORIES HAVE MANY SUB-
                         CATEGORIES



Understanding by Design and Differentiated Instruction is a marriage
   of two researched based practices that make sense for today’s
                           classroom.
W=What will they be learning? Why it is worth learning?
 What evidence shows the learning?
H=How will I Hook and engage learners?
E=Equip students to master the learning with
 Experiences that develop and deepen understanding.
R=Encourage Rethinking previous learning. Encourage
 Revision and Refinement.
E=Evaluation and reflection of the learning.
T=Tailor the learning activities to address the different
 readiness levels, learning profiles, and interests of
 students.
0=Organize for maximum engagement and effective
 learning.
               Models Activity
   Select one of the models at the centers.
   Table tents on tables.
   Move to the center for their selected model.
      Curry/Samara Model (any grade level)

      Renzulli Enrichment Triad (K-8)

      Navigator Literature Model (K-12 Literature)

      Parallel Curriculum (K-12)

      Parnes/Osborn Creative Problem Solving Model (K-12)

      Differentiation and Understanding by Design

      Independent Study (choose another model)
       Instructions for Center
 Use materials provided at the center.
 Based on your review of the additional materials,
  you will elaborate on how you will use this in your
  classroom with students
 provide a short five minute presentation using any
  product form. (Examples: skit, chart, concept
  web, PowerPoint, commercial) to the whole
  group.
 This may be done individually or as a group.
 Each   group report out their findings.
Let’s Celebrate
   Think of a word that describes what you learned about
                         the models.
               At the count of 3, shout it out!

								
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