1 / 10

Review of Class and Syllabus

Explore the changes in curriculum for gifted students over time, the forces driving these changes, and various curriculum philosophies. Reflect on how these changes have impacted teaching styles.

rlovelace
Download Presentation

Review of Class and Syllabus

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Review of Class and Syllabus Syllabus Unit Activity and Assessment New AIG Standards

  2. Chapter 1: Curriculum for the Gifted EQ: How has curriculum for the gifted changed over time?

  3. Thoughts to ponder… • Education continues to experience significant pressure for reform and curricular change. • The power of the standards movement in respect to a major emphasis on school accountability for student learning changed curriculum. • Practitioners of curriculum for the gifted must also be sensitive to the organizational structure of the school system.

  4. Forces that Drive Curriculum • One of the forces is the nations concern for meeting future workforce needs and competing in a global marketplace. • Concerns over closing the gap between learners who have access to resources and those who don’t. • Educators and researchers have called for a direct application of learning theory to school practices. • Three catalyst have caused changes: Curriculum standards, High-stakes assessments, and No Child Left Behind • Many times curricular changes for gifted spearhead changes for all learners.

  5. Curriculum Philosophy • Curriculum as Development of Cognitive Process • Organized around higher-level thinking skills • Uses cognitive skills as the centerpiece of all learning activities • Curriculum as Technology • Organized around student inputs and outputs • Assumes that curriculum standards must be explicit, taught to, and tested for • Curriculum as Personal Relevance • Organized around curriculum experiences. • Child-centered model • Become responsible for their own curriculum through contacts with a facilitator who assesses interest and ability • Curriculum as Social Reconstruction • Organized around being an agent for social change • Promote community action programs • Curriculum as Academic Rationalism • Organized around the understanding of great ideas and an ability to analyze and synthesize past achievements • Curriculum as Precursor to a Professional Career • Organized around career education models • Help students view curriculum as a preparation for their future professional work • New conceptions of curriculum also include a strong emphasis on developing skills, attitude and traits of professionals

  6. Research • Perhaps more has been written about the efficacy of accelerative practices with the gifted than any other single educational intervention. • There have been many work on research in the area of giftedness. Find a research article that relates to an area in gifted education that interest you. We will share findings next week. • Renzulli • Gallagher • Stanley, Keating, and Fox • Kaplan • Passow and Colleagues • Tomlinson, et al. • VanTassel-Baska • Sternberg

  7. Curriculum Dimensions • Content • Emphasizes the importance of learning skills and concepts within a predetermined domain of inquiry • Students are pretested and then given appropriate materials to master the subject area segments prescribed • Process and Product • Places heavy emphasis on learning investigatory skills, both scientific and social, that allow students to develop a high-quality product • Consultation and independent work dominate • Epistemological (addresses the philosophical problems surrounding a theory) • Focuses on talented students understanding and appreciating systems of knowledge rather than individual elements of the system • Role of teacher is a questioner, raising interpretive issues for discussion and debate

  8. Contrasting Curriculum-Instructional Models for the Gifted

  9. Reflection: Discussion Question How have changes in curriculum affected your teaching style? If this is your first year, what differences have you seen in teaching from when you were in school?

  10. Preview • Chapter 2 Comprehensive Curriculum for Gifted Learners next week • In 3 weeks, Draft of Unit Background, Content Framework, and Curriculum Components Due 9/13 • Unit Background—5% Describes the unit and the core parallel as well as an overview of the essential questions and lessons. • Content Framework—10% Essential questions, standards, and skills. • Curriculum Components—30% Includes content, teaching strategies, grouping strategies, resources, modifications for learner need (AID), and Final product to be assigned.

More Related