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Designing a Scope and Sequence for Your Gifted Program

Designing a Scope and Sequence for Your Gifted Program. Joyce VanTassel-Baska, Ed.D. College of William and Mary South Carolina Consortium for Gifted Education November 27, 2006. Pre-Assessment.

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Designing a Scope and Sequence for Your Gifted Program

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  1. Designing a Scope and Sequence for Your Gifted Program Joyce VanTassel-Baska, Ed.D. College of William and Mary South Carolina Consortium for Gifted Education November 27, 2006

  2. Pre-Assessment • What areas of your gifted curriculum need a scope and sequence? At what levels (i.e. K-3, 4-5, 6-8, 9-12, or all of the above)? • What materials do you employ to teach an articulated curriculum across elementary, middle, and high? • How would you sequence the following skills of critical thinking? Provide a rationale for your choice. • drawing conclusions • inferencing • evaluating arguments • deductive reasoning • inductive reasoning • making assumptions

  3. A Model for Scope and Sequence Development • The organization of a curriculum for high-ability learners across the grades is an essential aspect of the work of curriculum development.

  4. Defined • Scope – refers to the expansiveness and comprehensiveness of a curriculum. • Sequence – refers to the order in which content topics, concepts, and skills are placed in the curriculum over a span of years.

  5. Scope • What are the important knowledge, skills, concepts, and attitudes for gifted learners to master? • How broadly should various skills and concepts be presented? • What critical exposures to new content should the gifted learner have? • How much time will be needed to engage in various topics in depth? • Is the teaching staff capable of delivering the nature and extent of the proposed curriculum for gifted learners?

  6. Sequence • At what stages are gifted learners ready for certain curriculum experiences? • What are reasonable curriculum transitions for gifted learners from elementary to middle school to high school levels? • What is the desired cumulative effect of gifted learners’ engagement in specified curriculum experiences? • What contents, processes, and products constitute logical extensions of the gifted curriculum at key points in the schooling process.

  7. Steps in Scope and Sequence Development • Conduct a curriculum needs assessment. • Develop an overall curriculum framework of K-12 process and product goals. • Develop goals and learner outcomes for K-12. • Determine an appropriate coding format for representing scope and sequence work to various publics. • Write a K-12 outline for each major curriculum strand. • Align all goals and outcomes with exemplary activities, resources, and materials. • Identify areas within the scope and sequence that require curriculum unit development. • Implement the scope and sequence model with staff and gifted students.

  8. Establishing Sequential Curriculum Appropriate for the Gifted Learner Some criteria… • Differentiation for gifted learners. • Progressive development of learning. • Scope. • Logical ordering. • Developmental appropriateness.

  9. Questions • How is the scope and sequence differentiated for gifted learners? • How does the scope and sequence reflect the progressive development of skills? • How are research skills defined? Would you define them differently in your school district? • Is there a logical order to the development of the skills across grade level clusters? • Are student outcomes developmentally appropriate for each of the clusters noted?

  10. The Process of Developing a Scope and Sequence • Select a small group of people to work on scope and sequence issues. • Start with establishing a framework for the process to evolve. • Pilot a coding structure for representing curricular scope and sequence on which the group has reached consensus. • Develop drafts of all curricular areas of the gifted program from kindergarten through twelfth grade. • Test the draft document against the reality of what is currently operative for gifted learners in the school district. • Refine the scope and sequence document as new insights emerge about the nature of curriculum experiences for gifted learners in the district. • Continue to monitor the implementation of a planned scope and sequence.

  11. A Template for Scope and Sequence Work in: • Creative Thinking • Critical Thinking • Problem Solving • Research Skills • Metacognition • Coping with Giftedness

  12. Scope and Sequence Template

  13. Putting It All Together Curriculum Framework Elements • Goals • Outcomes • Strategies to accomplish • Assessment approaches

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