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DPI ~ AIG Institutes

DPI ~ AIG Institutes. Supporting AIG Learners and the SCOS through Critical Thinking DPI RttT AIG Institute Winter 2012-13 Linda P. Robinson, CONNECTIONS-NC, Inc., Presenter. What Are Our Questions?. BRAINSTORM WITH YOUR NEIGHBOR : How has the Standard Course of Study changed?

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DPI ~ AIG Institutes

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  1. DPI ~ AIG Institutes Supporting AIG Learners and the SCOS through Critical ThinkingDPI RttT AIG Institute Winter 2012-13Linda P. Robinson, CONNECTIONS-NC, Inc., Presenter

  2. What Are Our Questions? BRAINSTORM WITH YOUR NEIGHBOR: • How has the Standard Course of Study changed? • What are characteristics of AIG learners that make their needs different? • How should we be differentiating the Standard Course of Study for AIG learners? • How will I present this to teachers in my school district?

  3. WHY CRITICAL THINKING? Turn to your neighbor and list as many, different reasons as you can think of to justify why developing critical thinking is more important NOW than EVER BEFORE! THEN… …NOW Count your reasons.

  4. What Matters in the “Real World”

  5. WHAT IS CRITICAL THINKING? Critical thinking is that mode of thinking - about any subject, content, or problem - in which the thinker improves the quality of his or her thinking by skillfully taking charge of the structures inherent in thinking and imposing intellectual standards upon them. Center for Critical Thinking www.criticalthinking.org

  6. 35 STRATEGIES FOR DEVELOPING CRITICAL THINKINGCenter for Critical Thinking: Sonoma State University Put a star by the affective or cognitive strategies that you and your students do well! Walk around and share with two other people what you do well! A. Affective Strategies B. Cognitive Strategies – Macro-Abilities C. Cognitive Strategies – Micro-Skills

  7. COMMON CORE STANDARDS Language Arts 8. Explain how an author uses reasons and evidence to support particular points in a text. 9. Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. Draw evidence from literary or informational texts to support analysis, reflection, and research. Math 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 8. Look for and express regularity in repeated reasoning.

  8. Characteristics of AIG Learners;How do they affect Critical Thinking? How does that affect how we differentiate the SCOS? Learn more rapidly Stronger need to know Superior abstract thinking Superior communication skills Longer attention span Perceive more unusual relationships See and create patterns More intense interests More intellectually playful Better at sensing discrepancies Better retention of information

  9. HOW IS CRITICAL THINKING DIFFERENT FOR GIFTED LEARNERS? TOOLS FOR DIFFERENTIATION More abstract More complex More advanced content More advanced levels of thinking More sophisticated real life roles More sophisticated products

  10. WHAT We Differentiate: • CONTENT WHAT WILL LAST? • PROCESS • PRODUCT • LEARNING ENVIRONMENT

  11. ARE WE STILL BLOOMING???? Ready to go beyond Not Yet Ready

  12. BLOOM’S TAXONOMY For Those Not Yet Ready

  13. BLOOM’S TAXONOMY For Those Ready to Go Beyond

  14. Let’s Practice Differentiating! What would you have done “before” (typical questions, activities, organization)?  What critical thinking strategy might you be able to use? How would you infuse that strategy? What questions, activities, or different organization would you employ? How would you differentiate for AIG learners (more abstract, complex, advanced content, advanced level of thinking, sophisticated real life roles, sophisticated products)? (PAGE 7 in Handouts)

  15. Common Core Standards: GRADE 8Reading Standards for Informational Text: Integration of Knowledge and Ideas8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced. • Read the newspaper clipping marked as “READING #5” (begins “The mayor stated that…”). • What do you think that you could infer about the author of the newspaper article? • In your judgment, does the author of the article include any irrelevant information in the article? Why do you think that the information is irrelevant? Why might the author have included that information? • Even though there is very little evidence in the article, how might Alderman Von Glahn’s and Alderman Gore’s opinions differ? What were the concerns of each? (Page 10 in Handouts)

  16. Common Core Standards: GRADE 8Writing Standards: Text Types and Purposes 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. • Assume that you have been hired as the lawyer for the Syrians whose stand (probably a fruit stand) has been removed from Front and Dock Streets. Write a letter to a judge giving your reasons for why they should be allowed to keep the stand. Mention at least 3 specific details from the newspaper article in your letter. • (Page 10 in Handouts)

  17. What’s the Difference? • Look at the “Think Tank Math” (Pg. 5) and “Think Tank Math Advanced” (Pg. 6). • What are the differences? • How do those differences reflect characteristics of AIG learners?

  18. Example of Tiered Lesson: How do they differ? Civil War www.learnnc.org Not Yet Ready: You are a soldier for either the North or the South. The date is _____________ and you have just fought in the battle at _________________. Write a letter to your mother about what happened today and how you feel about it. Just Ready: You are a soldier for either the North or the South. The date is _____________ and you have just fought in the battle at _________________. Write a letter to either Gen. Lee or Gen. Grant telling them your perspective about what happened today and what you think their side should do and why. Ready to Go: You are a soldier for either the North or the South. The date is _____________ and you have just fought in the battle at _________________. Write a letter to citizens of Iraq using evidence from this battle to suggest what they should do concerning their country’s civil war. Dev. By L. Robinson, CONNECTIONS-NC, Inc., 2005. Copy protected for use in classrooms.

  19. Product • BASIC DIFFERENTIATED Complete a propaganda Imagine that you become brochure to sell the the Czar of Russia political and social immediately following the reforms of one of the reign of Ivan the Terrible. Czars of Russia from Develop a platform of Ivan the Terrible political and social reforms through Nicholas II. to rejuvenate your country and squelch potential rebellions. Draft your first speech to your constituents, in which you relay and justify your planned reforms. Developed by Robin Oswald, Scotland Co. Schools

  20. Product • BASIC DIFFERENTIATED Complete a Cause/ Compare and contrast the Effect Flowchart of. causes and effects of the the chain of events Russian Revolution of that led to the 1914 1914 and the causes and Russian Revolution. effects of the American Revolution. Developed by Robin Oswald, Scotland Co. Schools

  21. COLUMBUS TO ISABELLA!SCOS: Grade 7: Informational Text: Write arguments to support claims with clear reasons and relevant evidence. Isabella, you must respond but ONLY to the SPECIFIC reasons that your Columbus gave. Go! Find a partner. One of you will be Columbus and the other Isabella. Columbus, you have 2 minutes to convince Isabella to finance your first voyage. Go!

  22. What’s the TRUTH about Columbus? (Page 4) Now look at the excerpts from Columbus’ journal. (pg.4) What new understandings do you take away from Columbus’ own writings? SCOS: Key Ideas and Details - Gr. 9-10 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 7. Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.

  23. How Would You Modify this Activity for AIG Learners? More abstract More complex More advanced content More advanced levels of thinking More sophisticated real life roles More sophisticated products

  24. ABSTRACT THEMES Structure Systems Revolution Perception Communication Survival Adaptation Justice Rights Interdependence Patterns Relationships Power Conflict Change Tradition Order Migration Origins Exploration Extinction

  25. WHAT ABOUT IN MATH? In the past: WHAT’S WRONG WITH THIS PICTURE? • Math has been taught as: • Demonstrate • Practice • Review • Test • Repeat

  26. Which approaches do students prefer? Analyzing the mathematical problem solving behavior of mathematically gifted students. Doctoral Dissertation of Hartono HardiTjoe. Columbia University, 2011. The findings of this study suggested that, to some extent, students' past mathematical experiences were connected with the number of approaches they used when solving non-standard mathematics problems. In particular, the findings revealed that students' most recent exposure of their then-AP Calculus course played an important role in their decisions on selecting approaches for solution. In addition, the findings showed that students' problem solving approaches were considered to be the least "beautiful" by the panel of experts and were often associated with standard approaches taught by secondary school mathematics teachers.

  27. CENTER FOR CRITICAL THINKING SCOS: 3- Construct viable arguments and critique the reasoning of others. Math classrooms should have students divided into groups debating which math solutions are most… EFFICIENT EFFECTIVE Let’s see what that looks like!

  28. Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning.

  29. MATHEMATICAL THINKING! SARAH Can you think of 3 more ways to solve it? Was your method the most efficient and most effective? Sarah wrote her name 50 times one afternoon. What was the 137th letter that Sarah wrote? How might you solve this? Work with a partner. Explain your thinking.

  30. Sideways Arithmetic from Wayside School ELF E = O = + ELF F = L = FOOL ___________________ EGG E = P = + EGG G = A = PAGE 1. Make sense of problems and persevere in solving them. 8. Look for and express regularity in repeated reasoning.

  31. MATH: Classifying Equations http://www.teachingchannel.org/videos/sorting-classifying-equations-overview <script src='https://www.teachingchannel.org/videos/sorting-classifying-equations-overview/embed?format=js' type='text/javascript'></script> In what ways did the teacher address critical thinking?

  32. CRITICAL QUESTIONS IN MATH Can you always determine the perimeter of a figure if you know its area? Can you always determine the area of a figure if you know its perimeter?

  33. DESIGNING A LESSON PLAN TO INFUSE CRITICAL THINKING FOR AIG LEARNERS Teaching: Fractions Columbus Peter Rabbit Gravity What would you have done “before” (typical questions, activities, organization)?  What critical thinking strategy might you be able to use? How would you infuse that strategy? What questions, activities, or different organization would you employ? How would you differentiate for AIG learners (more abstract, complex, advanced content, advanced level of thinking, sophisticated real life roles, sophisticated products)? (Page 8 in Handouts)

  34. Affective Strategies: Three Kinds of Thinkers Naïve Nancy Selfish Sam Fair-minded Fran Discuss with your neighbors where you have seen these with AIG learners/

  35. Responding Socratically POINT OF VIEW How would someone with a different view think about this? STUDENT’S QUESTION OR RESPONSE IMPLICATIONS Where does that take us from here? ORIGIN Where did this thought originate? REASONS/EVIDENCE/ ASSUMPTIONS What reasons or evidence can you give to support this? What assumptions might you be making?

  36. Encouraging Good Thinking!!

  37. What Are Our Questions? • How has the Standard Course of Study changed? •  What are characteristics of AIG learners that make their needs different? • How should we be differentiating the Standard Course of Study for AIG learners? • How will I present this to teachers in my school district?

  38. Tell a child what to think and you make him a slave to your knowledge. Teach a child how to think, and you make all knowledge his slave. - Henry Taitt

  39. RANK ORDER Rank order the THREE most important things you reflected on in this session. What’s ONE thing you will do as a result?

  40. AIG: ALL DAY, EVERY DAY! • DPI AIG WIKI http://ncaig.ncdpi.wikispaces.net/Home • DPI WIKI Central http://wikicentral.ncdpi.wikispaces.net/NCDPI+WikiCentral+Page • Sneha Shah-Coltrane • DPI Director, Gifted Education and Advanced Programs • Sneha.shahcoltrane@dpi.nc.gov 919-8073849

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