schools for scholars presented by nora ho. 2 outcomes participants will: know their students...
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Schools for Scholars
Presented byNora Ho
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Outcomes
Participants will:
Know their students
Understand scholarliness
Be able to create a nurturing, scholarly environment through the implementation of depth and complexity
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Attributes and Characteristics of Scholars
Thirst for Knowledge Exercise their Intellect Take Intellectual Risks Look at Multiple Perspectives Have Goals they want to reach Ponder Ideas Have unanswered Questions Save Ideas Have a Strong Work Ethic Use Research and a Variety of Resources
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Scholarly Intelligence
Intellectual Autonomyo Value and validate intelligenceo Understand giftednesso Recognize strengths/Build skillso Envision what can be
Intellectual Courageo Self-Advocacyo Risk-Takingo Creativity/conformityo Individual needs/Belonging
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Academic Rigor
Standards we set for our students
High expectations for students through depth and complexity Content mastery Skill mastery Critical thinking across the disciplines
Commitment to put similar emphasis on expectations for ourselves Increase mastery of discipline content Improve ability to apply learning Model critical thinking
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An academic program is rigorous when there is and/ or are…
Depth and integrity of inquiry
Sustained focus
Multiple perspectives
Unanswered questions
Big Ideas
Goal Setting
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An academic program is appropriate when there is and/ or are…
Differentiation of curriculum and instruction
On-going assessment
Respectful and appropriately challenging work
Academic relevance
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Academic relevance
Students are able to make personal meaning. (Novelty)
We have prior intellectual or emotional connection. It is connected to real life. It is significant to the times. It actively engages or involves us.
Learning increases when connections are built upon prior knowledge
Content material is rigorous and respectful
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Scholarly Practice
Allows students to function as a practitioner, a producer, a researcher, or a scholar
Allows students to assume a leadership role Provides a rationale for “Why is this important?” Provides students with the tools and methods for
independent learning Establishes the relationship between questions that
disciplines seek to answer and questions they seek to answer in their daily lives
Offers opportunities to learn how to use and apply the skills of a discipline in real world situations.
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Scholarly Skills
Time Management/Organization Decision-making Learning how to learn Asking questions/conducting interviews Determining when to persist Gathering and analyzing data Determining bias in documents Using the tools of the discipline Identity perspective Make observations/report findings
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Scholarly Habits
Value physical fitness Believe in the power of effort Tolerate ambiguity Understand the nature of frustration Think and communicate with clarity and precision Manage impulsivity Listen with understanding and empathy Create, imagine, innovate Question and pose problems Think interdependently Find humor
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Knowing the need to differentiate to meet academic needs and
knowing the social and emotional needs of
scholars, how will this determine your learning
environment?
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A Scholarly Environment Is…
Welcoming Safe Caring Respectful Flexible
Time Structure
Supportive of study, reflection, collaboration and academic rigor
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Relationships: a Professional Learning Community
Understand and Practice “Scholarliness” Exercise and validate intellect Practice the work ethic A pervasive expectation and celebration of
growth Mutual Respect Clear Rules and Expectations Appreciate individual strengths and
differences
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Open Communication
Killer Statements: If you would just try harder…. You did a great job but… You are not working up to your potential…
Non-judgmental, respectful dialogue with appreciation of differences and recognition of the strengths of each member of the learning community
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IconsLanguage of the Discipline
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This is a nursery rhyme.
Once upon a time…
TheEnd!
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Icons for Depth
Language of the Discipline
Details
Patterns
Trends
Unanswered Questions
Rules
Ethics
Big Idea
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Language of the Discipline
Scholar Icons Differentiation
Depth Complexity Novelty
Environment Disciplinarian
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Sample Lesson: Thinking Like a Disciplinarian
Think Like a Marine BiologistI describe and classify marine life and
determine how these organisms develop, obtain food, reproduce, interact with other life, and why particular groups live in different regions of the ocean.
I investigate: how marine plants and animals can
be harvested as food without destroying their natural populations
whether or not human activities, such as dumping waste products in the ocean, harm marine life
what substances marine organisms produce that can be used to treat human diseases.
Language
Animal classifications—e.g. mammal, fish; ecosystems, habitats, communities, populations, predator/prey, producer/consumer/decomposer, reproduction
Skills/Tools
Scuba diving, knowledge of oceanic landforms & ocean life, cause & effect, problem solving, chemistry, medicine, botany, swimming
Products Specimens, pictures, drawings,
charts, graphs, food, medicine
Adapted from: Long Beach Unified School District GATE
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Details of ideas, subjects, concepts are investigated and add to student’s depth of understanding.
•How can you elaborate on this?•What are the parts-to-whole relationships in this study?•What information can be added to what we already know?
We agree. The earth rotates
around the sun.
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Patterns of behaviors, activities, events, etc. are investigated to create an understandingbeyond the single event.
•In what ways is the past repeated in the present and may possibly be repeated in the future?•What information does the pattern provide?•How does the pattern explain some event or thing?•What are the details within the pattern?
The repetitionof something What patterns
exist in your topic?
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Students investigate trends within issues, ideas, events, etc. to gain understanding of the big picture.•What are the external factors affecting the information about this topic?•What causes of action affected the development of the ideas about this topic?•What social, political, economic, technological, and popular ideas affected the knowledge about this topic?
What are the current trends of advances in your discipline?
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The guide or procedures one must obey in this field of study.
•What are the procedures in the study of your topic?
•What are the written and unwritten rules?
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Rules/Expectations
Clear Rules and Expectations provide a sense of security and stability
Rules are necessary for a society to function
Rules should be developed as a collaborative effort
Rules should be few and simple with clear and logical consequences
Stated rules and expectations allow students to consider their choices
Rules must be enforced in a respectful manner
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Students discover and investigate questions for which there are no answers. The missing or unclear parts of the discipline.
•What ideas remain unclear or incomplete about this •topic?•What information is still ambiguous about this topic?•What ideas are still unresolved about this topic?•What information is relevant to this study but is unavailable?
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Ethics can be investigated to determine whydecisions are made in certain ways.
The Debate. The right or wrong surrounding an issue in this discipline.
RIGHT!
WRONG!
WHAT ARE THE CONTROVERSIES?
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Students investigate ideas in order to determine what the overarching ideas are within a field of study or across disciplines.
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Icons for Complexity
Relationship Over Time
Relationship Between, Among, Across Disciplines
Multiple Perspectives
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PAST, PRESENT, FUTURE…
How has the area of study changed or evolved?
How has the topic changed over time? How will it look in the future?
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How does one discipline relate to other disciplines? Do they use the same tools, language, and/or skills?
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Perspective: relating information from…
Differing roles and knowledge
Opposing viewpoints
Multiple perspectives
.
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What is the Student’s Role?
All students participate in respectful work.
Students work in a variety of group configurations, as well as independently.
Students assume more responsibility for their own learning.
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Students Have the Responsibility to…
Treat others with respect
Refrain from engaging in behavior that interferes with learning or detracts from a scholarly environment
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What Is The Teacher’s Role?
To Understand…
Who we teach
What we teach
How we teach
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Teachers have the responsibility to…
Model and mentor
Be a scholar and practice scholarliness
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Becoming a Gifted Educator
Be: A Scholar
Enthusiastic about learningWilling to go outside your comfort
zoneAn advocate for your students
A Model and Mentor
Encourage:The pursuit of in-depth learning
Respectful questionsRisk-taking
Know:How Gifted Students learn
What you teachYour students
Help:Students understand their giftedness
Students understand and express their feelings
Hold:High expectations
Students Accountable for Quality Work
Provide:Opportunities for interaction with students’
mental peersA nurturing safe place
Research and standards-based instructionPervasive caring
Share:Who you areYour passion
Your knowledge
Take:Care of the Caregiver
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We are indebted to the works of:
Deborah Burns, PhD. Cheshire Public Schools, Jan Leppien, PhD. University of Great Falls, Jean Purcell, PhD. Connecticut State Dept. of Ed., from a workshop entitled, Developing Scholars and Expert Practitioners
Sandra Kaplan, EdD., U.S.C., California Model of Differentiation
Marilyn Lane, Educational Consultant