The Beginning of Implementing GATE Strategies

1. The Beginning of Implementing GATE Strategies

2. Our Agenda: • Understanding the basics of GATE teaching • A GATE classroom • What to do in the beginning: • Introducing Scholarliness • Introducing the elements of Depth and Complexity • Other ideas

3. Depth and Complexity is used to differentiate learning opportunities that stress the complexity of subject matter, develop greater depth in thinking and reasoning skills, and provide for the creation of new ideas and new products. GATE instruction emphasizes the use of multiple resources and research.

4. SCOPE AND SEQUENCE

5. Our Agenda: • Understanding the basics of GATE teaching • A GATE classroom • What to do in the beginning: • Introducing Scholarliness • Introducing the elements of Depth and Complexity • Other ideas

6. Display the traits for scholarliness

7. Display the icons/thinking prompts

8. choose a universal theme

9. Bulletin boards

10. titles

11. Our Agenda: • Understanding the basics of GATE teaching • A GATE classroom • What to do in the beginning: • Introducing Scholarliness • Introducing the elements of Depth and Complexity • Other ideas

12. Introducing scholarliness • Using the “Characteristics of a Scholar” worksheet, discuss each icon • Ask students to write down one or two key words under each to help them remember • Play a game to review each one by giving key words and having students identify the correct icon and name • Have students complete the self-assessment • Based on the self assessment, set goals using the “Goals Worksheet” • Complete a GATE frame highlighting areas of strength

13. Introducing scholarliness: characteristics of a scholar

14. Introducing scholarliness • Using the “Characteristics of a Scholar worksheet, discuss each icon • Ask students to write down one or two key words under each to help them remember • Play a game to review each one by giving key words and having students identify the correct icon and name • Have students complete the self-assessment • Based on the self assessment, set goals using the “Goals Worksheet” • Complete a GATE frame highlighting areas of strength

15. Introducing scholarliness: characteristics of a scholar

16. Introducing scholarliness • Using the “Characteristics of a Scholar worksheet, discuss each icon • Ask students to write down one or two key words under each to help them remember • Play a game to review each one by giving key words and having students identify the correct icon and name • Have students complete the self-assessment • Based on the self assessment, set goals using the “Goals Worksheet” • Complete a GATE frame highlighting areas of strength

17. Introducing scholarliness • Using the “Characteristics of a Scholar worksheet, discuss each icon • Ask students to write down one or two key words under each to help them remember • Play a game to review each one by giving key words and having students identify the correct icon and name • Have students complete the self-assessment • Based on the self assessment, set goals using the “Goals Worksheet” • Complete a GATE frame highlighting areas of strength

18. Introducing scholarliness: self assessment

19. Introducing scholarliness: self assessment

20. Introducing scholarliness • Using the “Characteristics of a Scholar worksheet, discuss each icon • Ask students to write down one or two key words under each to help them remember • Play a game to review each one by giving key words and having students identify the correct icon and name • Have students complete the self-assessment • Based on the self assessment, set goals using the “Goals Worksheet” • Complete a GATE frame highlighting areas of strength

21. Introducing scholarliness: setting goals

22. Introducing scholarliness: characteristics of a scholar

23. Introducing scholarliness • Using the “Characteristics of a Scholar worksheet, discuss each icon • Ask students to write down one or two key words under each to help them remember • Play a game to review each one by giving key words and having students identify the correct icon and name • Have students complete the self-assessment • Based on the self assessment, set goals using the “Goals Worksheet” • Complete a GATE frame highlighting areas of strength

24. Introducing scholarliness: gate frame

25. Introducing scholarliness: gate frame

26. Introducing scholarliness: gate frame

27. Introducing scholarliness: gate frame

28. Discuss with each other how you might modify this lesson to meet the needs of your grade level. Be prepared to share! 

29. What IS Depth & Complexity? • Kaplan’s depth & complexity icons offerexplicitways for students to gain access to thinking analytically about content. • The icons themselves become meta-cognitivetoolsbywhich students take ownership of their own inquiry and understanding of a given topic. • There are 8 elements of depth and 3 elements of complexity…

30. What it's NOT... • Depth and Complexity is NOT separate content that you teach in addition to your subject-area curriculum. • Depth and Complexity is NOT meant to only be teacher driven. • Depth and Complexity is NOT meant for only the gifted.

31. Depth Icons (8) Language:According to Kaplan, depth occurs when students understand the language of the discipline. This involves learning specialized vocabulary for particular contents. Details:Depth also occurs as students learn the details of a discipline. Details refer to the parts and variables or attributes of the content. Patterns:learning about patterns, students can look at repetition & predictability in a given topic. Teachers can encourage students to look at the repetitions associated with the topic & review their reoccurrence over time.

32. Trends:when students study the trends associated with a discipline, they learn what influences that discipline. Trends refer to the direction or action, the factors that influence events. Unanswered Questions:many times, throughout a course of study, there will be unanswered questions. At first glance, there are times when students won’t realize that there are unanswered questions. Challenging students to search for them is a way to add depth to curriculum. Rules:every discipline has rules that govern it and form an unspoken hierarchy. Prompting students to look for those rules that bring order and structure adds depth to the curriculum.

33. Ethics:many times, there are dilemmas and controversial issues that relate to a discipline. Kaplan believes students should look deeply at the ethics that relate to the topic, which include judging & forming opinions. Big Idea:all disciplines are governed by generalizations, principles, and theories. Guiding students to look closely at these “big ideas” encourages them to look beyond simplistic details of the content.

34. Complexity Icons (3) Over Time:Looking at change over time within a unit of study encourages students to identify and examine changes as well as causality. Points of View:looking at a topic from multiple perspectives allows students to identify and analyze differences among world views, opinions, or biases. To think like… Interdisciplinary Connections:one of the most important cognitive skills is to be able to associate, integrate, & link content to other content.

35. Introducing The Elements of Depth and Complexity • Using the questions worksheet, discuss each element • As you discuss each one, model applying it to yourself on the Depth and Complexity chart • Have students complete their chart for that specific element • Move on to the next one and follow the same process • Complete a GATE frame highlighting areas of strength

36. Introducing The Elements of Depth and Complexity

37. Introducing The Elements of Depth and Complexity • Using the questions worksheet, discuss each element • As you discuss each one, model applying it to yourself on the Depth and Complexity chart • Have students complete their chart for that specific element • Move on to the next one and follow the same process • Complete a GATE frame highlighting areas of strength

38. Introducing The Elements of Depth and Complexity

39. Simplifying for lower grades

41. Introducing The Elements of Depth and Complexity • Using the questions worksheet, discuss each element • As you discuss each one, model applying it to yourself on the Depth and Complexity chart • Have students complete their chart for that specific element • Move on to the next one and follow the same process • Complete a GATE frame highlighting areas of strength

42. Introducing The Elements of Depth and Complexity

43. Introducing The Elements of Depth and Complexity • Using the questions worksheet, discuss each element • As you discuss each one, model applying it to yourself on the Depth and Complexity chart • Have students complete their chart for that specific element • Move on to the next one and follow the same process • Complete a GATE frame highlighting areas of strength

44. Introducing The Elements of Depth and Complexity

45. Discuss with each other how you might modify this lesson to meet the needs of your grade level. Be prepared to share! 

46. Our Agenda: • Understanding the basics of GATE teaching • A GATE classroom • What to do in the beginning: • Introducing Scholarliness • Introducing the elements of Depth and Complexity • Other ideas

47. Other Ideas…Language Arts & Thinking Maps

48. Other Ideas…Language Arts

49. Other Ideas…Language Arts

50. Other Ideas…Language Arts