CAG Teacher Institute and Summer Demonstration School Santa Barbara, CA July 6-8, 2011

1. CAG Teacher Institute and Summer Demonstration School Santa Barbara, CAJuly 6-8, 2011 Presented by Christine Dillon 6th grade Teacher, Brookvale Elementary

2. Daily Schedule • Dr. Kaplan spoke in a general session • Lecture seminars or • Demonstrations Local gifted students 10 – 15 per class 1ST – 8TH graders • Curriculum development sessions

3. General Session Topics • Universal Themes • Think Like a Disciplinarian • Dabbling

4. Layered Curriculum • Standards/Objectives • Depth and Complexity • Classics • Think Like a Disciplinarian • Current Events • Technology • Independent Study • Learning to Learn

5. Developing Greater Intellectual Depth The process to achieve this combines the use of universal themes, and knowledge of specific disciplines with complex thinking strategies.

6. Universal Themes Best Practices for Differentiation

7. Gate teachers are to take the core curriculum and look at ways to get greaterdepth. This means demanding more sophisticated thinking of your students. This is achieved by weaving connections to get greater understanding. Philosophy Behind Universal Themes

8. How is Using a Universal Theme Different from TraditionalThematic Instruction?

9. Thematic Instruction • In thematic instruction the teacher develops a theme and makes the connections for the students. • All this does is ask students to know the content and how it is related.

10. Interdisciplinary Thematic Instruction • Students have a universal theme and what appear to be disparate parts or pieces. • They must apply knowledge in order to make connections. • Often, this approach requires that students begin with the complex and work backward to connect to the simple concept.

11. Connections “When one steps back to view the knowledge, not from within the discipline, but from without, one sees that all the parts touch, overlap, and form a tapestry of interconnection.” - Dr. Sandra Kaplan

12. Generalizations • In making connections between seemingly disparate concepts, students begin to form generalizations. • Thus, generalizations are the basis of connections.

13. Some Universal Themes and Generalizations • Patterns 1. Have segments that are repeated 2. Allow for prediction 3. Have eternal order 4. Are enablers • Systems 1. Are many parts arranged into a unified whole 2. A group of elements that work together 3. Are manmade or natural

14. Change 1. Can be natural or man-made 2. Different kinds of change 3. Is inevitable 4. Necessary for growth Conflict 1. Composed of opposing forces 2. Natural or man-made 3. Intentional or unintentional 4. May allow for synthesis and change

15. Thinking Like a Disciplinarian Connecting to, exploring within, and across disciplines

16. Key Ideas • Increases awareness of the discipline, thus adding depth and complexity to the subject matter • Requires learning about the specialized vocabulary, tools and skills of each discipline • Connects a student’s own interests and abilities to a subject and a discipline • Allows the student to immerse self into the study of a discipline • Creates a greater awareness of the contributions of the disciplines to the world

17. Thinking Like a Scholar Disciplinary studies can begin with an examination of scholarly behavior • Attributes of scholarly behavior can be identified and applied to accomplished people and the disciplines they represent • Students can then make connections between themselves and the disciplinarian

18. Connecting to a Discipline

19. Exploring Within a Discipline Directed lessons given on the disciplines as they relate to an area of study. • Thinking Like an Historian • Thinking Like a Geographer • Thinking Like a Sociologist • Thinking Like a Scientist • Thinking Like a Mathematician

20. A Differentiated Word Wall

21. Within Discipline Studies Can Be Even More Specific Thinking Like A Scientist • Chemist • Geologist • Biologist • Botanist • Naturalist • Paleontologist

22. Think Like a Historian • Prints • Reports • Newspapers • Location • Primary • Secondary • Fiction resources • Interviewing • Look for evidence • Interpret • Questioning • Writing (academic) • Questions • Interpret • Evidence • Findings • Past Historians study : past events, people, and time periods. skills language products • Writings • Articles • Speeches • Presentations • Books, series

23. Connecting Across Disciplines • Once students have an understanding of the disciplines, they can look at an area of study from the various perspectives of different disciplines. • The teacher can build this into the content planning.

24. Student Ownership The goal is for the student to select a disciplinarian role to apply to their studies. Opportunities can be provided through: • Learning Centers • Role-playing • Revisiting text through the eyes of a disciplinarian

25. Thinking Like a Sociologist With a Fiction Story Discuss a fiction story the students have previously read using the following chart as the basis of revisiting the story:

26. Use the completed chart as the basis to have students practice identifying the sociological concepts of dynamics,interactions, and roles. Lead discussions with these questions: • Which characters assumed a leader or follower role? • How did the role of the character affect the interaction between them? • How does the role of the character affect their problem or the major problem or conflict in the story?

27. Dabbling Creating “hooks” that the student will want to explore.

28. Dabble to Create Awareness Experiences open doors Experiences become ladders • Wet the appetite – but do not satiate • Share stories • Leave-arounds • Book marks • Photos • Discordant events or concepts

29. “Boredom is the inability to dabble.” - Dr. Sandra Kaplan

30. Ways Teachers Differentiate Time on task • Check for mastery and move on • In depth research may take longer Resources • Primary, secondary, and tertiary sources Modification • Permissive vs. Mandatory Assistance level

31. Knowledge Must Transfer for Learning to Take Place. Factual (closed) vs. Conceptual (open ended) Concrete vs. Abstract What Is What Could Be

32. The Goal is to Create Life-Long Learners • Specialists from generalists • Innovators from replicators • Conceptual learners from factual learners • Big idea thinkers • Students who see systems, trends and patterns • Learners who seek out multiple perspectives • Thinkers who are self-directed with “curious minds” • Scholars who are productive, cooperative and collaborative.