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Dr. Hava VidergorGifted Expertise Center, Israel

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General Learning Theories Constructivism (Piaget)

Described how learning happens, student focused, student responsibility for construction of new knowledge

Social Constructivism (Wertsch, 1997)Emphasis on background and culture

Zones of Proximal Development (Vygotzki, 1978)Challenging instruction aiming a little higher than students’ individual ability

Preparing the Student for the 21st Century (Kauffman,1976)Schools need to ask what is the best education that will prepare the student for tomorrow’s world

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Skills to be Developed in Students: Critical thinking and problem solving Communication Cooperation and collaboration Computers and use of technology Career MultiCulturalism Creativity and innovation

(Trilling & Fadel, 2009)


Curriculum Models for Teaching Gifted and talented Students1. The Integrated Curriculum Model (ICM)(Van Tassel-Baska 1986, 1994, 2003; Van Tassel- Baska &

Stambaugh, 2006).2. The Parallel Curriculum Model (PCM)(Tomlinson, Kaplan, Renzulli, Purcell, Leppien & Burns, 2002;

Tomlinson & Jarvis, 2009).3. Future Problem Solving Program (FPSP)(Torrance, 1974; Torrance & Safter, 1999; FPSP, 2001).Unique Programs4. Teaching the Future Program (Passig, 1995,2001,2004,2006)


Large concepts and issues Interdisciplinary ProductsExamples: Concepts: The family unit, communication,

leadership, technology, systems, transportation etc..

Products: The cell phone, computer, airplane, internet etc..


Teaching-learning activities in the classroom Emphasis on development of thinking,

problem solving and creativityCurriculum Components:

Objectives, content(issues, concepts, products), estimated time, exposure activities, teaching strategies, learning environment, learning activities, assessment, grouping, products, extension activities, modified activities.


Creative product Reflects learning Varied Changes from project to project Selected by student Could be presented in out of school forums Accompanied by assessment tools designed

by teacher and students


Developing a connection and involvement in the subject

Examples of Questions: How do I feel about the subject?Where am I in the process?How can I contribute or help?Who should I become in order to be influential? Could be used as exposure Advised to have a comparison with other

dimensions at a later stage.


Students need to be trained to: Examine and analyze concepts and issues, not only from a

micro-macro perspective, but to examine similarities and differences involving cultural, geographical and other aspects influencing global events and trends.

Develop an awareness of expectations and needs of certain populations and ability to assess them.

Example Questions: Where do leading states stand on this issue? Where does the world stand? How is this different from the point of view expressed by

my/our own homeland? What are the current needs of certain populations?


Focusing on the constant change in our world Examination of past present and future What is the direction of development? Where does it lead? Prediction of development using certain tools Writing scenarios based on predetermined

criteria.


Research and Prediction Strategies Prediction based on design of model of development Building a future scenario based on past and present Wild card- prediction of an illogical/fictional scenarioLevels of Awareness Continuity between events connection between events Length of events Acceleration or deceleration of activities or eventsTime SpanImmediate range(1-5 years)Short range (5-10 years)Long range(30-50 years)


Critical Thinking and Problem Solving MdCM mainly focuses on how experts think (and not just on

how they work); Emphasizes the knowledge (content) in combination with all

other dimensions; Provides opportunities for enhancing students’ awareness of

meaningful and current events; Demonstrates the use of multiple perspectives and

encourages creating a holistic integrative view preparing students for tomorrow’s experiences;

Engages students in finding and predicting problems (as well as attempting to solve them);


Creativity and Innovation Nurtures creativity and innovation in a holistic view

based on research;Communication, Cooperation and Collaboration Promotes social interaction and team work.Career (Personal Characteristics) Develops self regulation, motivation and personal and social

responsibility; Prepares students for coping with future career demands; and Promotes continuous growth experiencing varied evaluation

processes.


Computers and Use of Technology Incorporates use of latest technologies and computers in

research and presentation of final products.MultiCulturalism Promotes communication and collaboration respecting

cultural and personal differences.


The MdCM could be used with middle school or high school gifted and able students studying in various frameworks within or out of school.

In regular schoola. During school hours using ability groupingb. After school hours in enrichment programs or

clubs Inclusive classes or schools for gifted Pullout programs in centers for gifted education Mentoring programs Virtual learning programs


Eight MdCm units were developed and tested in middle and high school across various group settings by applying a quasi-experimental design examining students’:

1. Understanding of the concept and content2. Use of scientific research processes and

skills3. Ability to apply the various perspectives4. Use of foreign/English language skills


Interdisciplinary concepts and themes: Sciences & Language Arts - Cell phone Sciences - Global Warming, Bio Diesel Language Arts – Family Math & Foreign Language - Change Career Education & Math - Employment Computers & Social Studies – Animal Rights Leadership – Our Community

Action research utilizing pre and post research design, assessing intervention effects is in process of analysis.


The Cell PhoneBackground- How does it work? Types of phones and smart phones

(Mimi research project in small groups)Personal Perspective – assessing current use and needs, attitude and

connection to phone, parents’ attitude.Time Perspective – Past and present (local and global)

examining trends and directions of development Building a model of future development, designing futuristic prototype.

Scenario Writing - In first person, one page long, integrating past and present in a story located in the near or far future. Focusing on acquired knowledge and examination of direction and trend.

Leadership – Designing and applying a campaign for prevention of environmental noise, reduction of use etc.

)(MdCM, Vidergor, 2010All Rights Reserved to Hava Vidergor

Get into groups of 3-4 persons Choose a big concept or theme Choose 1 perspective (personal, global or time) Decide which 21st century skills will be developed Address: Grade level, no. of lessons, main

strategies, exposure activity, exemplary activity, grouping, expected products, assessment.

Share – present the unit



References

Trilling, B., & Fadel, C. (2009). 21st century skills: Learning for life in our times. San Francisco, CA: Josse- Bass Publishers.

Vidergor, H.E. (2010). The multidimensional curriculum model. Gifted and Talented International,25(2), 153-165.

Vidergor, H. E. (2013). The multidimensional curriculum model. In H. E. Vidergor & D. A. Sisk Enhancing the Gift of Leadership: Innovative Programs for all Grade Levels, (pp. 103-123) Ulm, Germany: International Center for Innovation in Education Press.

Vidergor, H.E. (2015).The multidimensional curriculum model. In H. E. Vidergor, C. R. Harris, (Eds.) Applied Practice for teachers of gifted and able students, (pp. ). New York and London: Routledge.

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