articulating, aligning & accounting secondary courses for advanced learners presented by: dr....

ARTICULATING, ALIGNING & ACCOUNTING SECONDARY COURSES FOR ADVANCED LEARNERS

Presented by:

Dr. Richard M. Cashwww.nrichconsulting.com

[email protected]/handouts

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R. Cash, Ed.D.

www.nrichconsulting.com

Fall 2013

Author, International Consultant andInnovation SpecialistBloomington Public SchoolsBloomington, MN

nRich Educational Consulting, Inc.www.nrichconsulting.com/handouts

All Rights Reserved, R. Cash, 2013

www.nrichconsulting.com/handouts

@RichardCash

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#SDE2013

ArticulationGuiding Principles

4 Guiding Principles Curriculum and Instruction for

Gifted Learners

• Enhanced and enriched learning experience• The classroom environment is rich in

substantive conversation:• Discussion

• Collaboration

• Inquiry

• Debate

• Mediation

• Student centered and directed

Use controversy:Two states approve legalization

of recreational marijuana.


• Examples:• Abortion rights

• Censorship

• Drug legalization

• Ethics

• Genetic engineering

• Homelessness

• Racism

• Same-sex marriage rights

• Suicide

• Unionization

• Welfare

• Content Extended beyond the core topicsTopics that are current, relevant, ambiguous and provocative (rigorous)


Gifted Learners


• Additional emphasis on independent/ self-directed learning

• Students work toward autonomy of learning through:• Developing self-regulation skills

• Building confidence through teacher coaching

• Initiating own learning


Gifted Learners

See Teaching & Learning Continuum (TLC)


• Development of sophisticated levels of 21st Century Skills:Critical thinking, creativity, problem solving, collaboration, communication and leadership

• Authentic tasks involve• Real world problems

• Issues important to humanity

• Questions worth answering/that matter

• Authentic tasks require• Interdisciplinary skills, tools and knowledge

• Collaboration/communication

• Expert sources and resources

• Practical outcomes/productions


Gifted Learners

In a team, investigate the varied perspectives of global warming and form a group opinion. Connect with your legislator to inform them of your stand



Defining an Honors Course• Honors courses are classes that provide academically talented

students an enhanced and enriched learning experience. Curriculum in an honors course is extended beyond the core topics and places additional emphasis on independent learning, critical thinking, and advanced research skills. Honors classes require students to cultivate habits of independent thinking, creativity, collaboration, leadership and advanced intellectual skills. Successful students possess a reading lexile above 1100L.

• Adapted from Bloomington Public Schools, 2012

Rigorous Curriculum & Instruction for Gifted/Advanced Learners


Rigor for Gifted/Advanced Learners:

Pace: Accelerated instructional practice

Complexity:Sophisticated levels of advanced thinking

Depth:Increased discipline knowledge and practice


Accelerating Pace• Based on instructional objectives

• Spend less time on didactic information• Spend more time on advanced questioning and deep

discussions

• Begin instruction with the Big Ideas• Essential question formation• Considering possible answers• Defining concepts/generalizations/principles/theories


Accelerating Pace• Requires:

• Proactive planning• Clearly defined objectives and outcomes• Preparation of materials• Advanced questioning techniques mastered• Immediate relevant descriptive feedback• Pre-planned re-teaching tools available• Sophisticated classroom management techniques

Instruction to develop Autonomy

The Teaching and Learning Continuum: TLC

• A four phase framework to guide students toward greater learning autonomy through self-confidence

• Building self-confidence in learning develops• Greater desire for academic challenge• Awareness of learning strengths• Ability to plan and monitor progress toward goals• Increases use of thinking skills• Deepens curiosity in the discipline• Enhances motivation toward achievement


Student responsibility increases

Teacher responsibility decreases

TLC

Didactic Instruction www.nrichconsulting.com/handouts

Facilitated Instruction www.nrichconsulting.com/handouts

Coached Instruction www.nrichconsulting.com/handouts

Consultative Instruction www.nrichconsulting.com/handouts

Defining Depth & Complexity



DepthThe level of information needed to solve complex and abstract problems within and across disciplines

Using facts and procedures automatically

Thinking abstractly through concepts

Incorporating advanced levels of self-regulation

How to Identify the Essentials What students will know

The chemical elements and the atomic number of each element

What students will be able to do Research to identify critical issues and form

opinions

What students will understand Ratio and proportion as an integral part of calculation



Concrete/Specific/Demonstration• Facts• Vocabulary• Observation

Skills/Application/Details within the Discipline• Tools• Procedure/process• Action/application

Concepts/Abstract/Interdisciplinary• Big ideas• Questions• Intersections

DEPTH

Amount of time for advanced learners


EXAMPLE: The Big Question Thinking Like a(n)>>>>?

•In what ways are revolutions both positive and negative?

Students determine which discipline they will work within.

Examples:Historian, Politician, Social Scientist, Journalist, Lawyer…


ComplexityThe thought process the brain goes through to manage the informationCreative ThinkingCritical ReasoningProblem SolvingBloom’s Taxonomy

AnalysisSynthesisEvaluation

Self-Regulation


Remember

Understand

ApplyAnalyze

Create

COMPLEXITY

Evaluate

21st Century Skills

Amount of time for advanced learners

Unit: Earth Science-Climatology

Standard: Explain the causes and effects of the Earth’s atmospheric and hydrologic process

BENCH MARKS1. The student will explain how the transfer of energy and motions of the

Earth contribute to global climatic processes including wind, waves and ocean currents.

2. The student will trace the cyclical movement of carbon and water through the lithosphere, hydrosphere, atmosphere and biosphere. (Cycles)

3. The student will demonstrate the effect of the Earth’s tilt, rotation and revolution on the seasons, day length and tides.

4. The student will identify, predict and investigate the factors that influence the quality of water and how it can be reused, recycled and conserved.

5. The student will discuss the impact of the use of natural resources and other human activities on the Earth’s climate.

Adapted from Mn Academic Standards, Grade 9-12, Earth and Space Science.

Ge

ne

ral

Ed

uc

ati

on


Unit: Earth Science-Climatology

Standard: Interpret the causes and effects of the Earth’s atmospheric and hydrologic process

BENCH MARKS1. The student will use current data to predict the effects of the transfer of

energy and motions of the Earth contribute to global climatic processes including wind, waves and ocean currents.

2. The student will analyze the effects of disruption of the cyclical movement of carbon and water through the lithosphere, hydrosphere, atmosphere and biosphere. (Cycles)

3. The student will hypothesis how the effect of the Earth’s tilt, rotation and revolution on the seasons, day length and tides can affect culture/economics/politics/animal behavior…

4. The student will identify, predict, investigate the factors that influence the quality of water and create new ideas for how it can be reused, recycled and conserved.

5. The student will debate the impact of the use of natural resources and other human activities on the Earth’s climate.

Adapted from Mn Academic Standards, Grade 9-12, Earth and Space Science.

MO

DIF

IED

FO

R G

IFT

ED



DEPTH

Increasing levels of thinking

COMPLEXITY

Incr

easi

ng d

egre

es o

f per

form

ance

Honors


ALIGNMENTThe right courses for the right students


Selecting Students for Honors Courses

Open Enrollment Support

System for Struggling Students

Exit Process


Selecting Students for Honors Courses

Selection Process Criteria Match

Assessment Tools

Appeals Process

Tests

RecommendationsGrades

Exit Process

Performance


Increasing Student Diversity• K-12 curriculum articulation• Pre-honors support system (AVID)• Career planning• Mentoring/role models• Support systems while in course

• Tutors, mentors, guidance, test-prep, study-buddy…• Family guidance and support• Personal (one-on-one) identification and encouragement• Try-out placement


ACCOUNTABILITYEnsuring fidelity and integrity

articulating, aligning & accounting secondary courses for advanced learners presented by: dr....

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