Creative and Critical Thinking

1. Creative and Critical Thinking Keri Harris Cameron ISD Teacher & GT Coordinator

2. Stories With Holes

3. Stories With Holes Inspire Creative Thinking Students only ask questions that I can answer with a yes/no answer www.storieswithholes.com By Nathan Levy Not Just Schoolwork (gr. 3-12)

4. Opportunities for developing talents and special interests. • Promote potential for divergent, creative, and critical thinking. Goal of GT Programs

5. Be All That You Can Be? When… Put in learning environments which offer little or no challenge Top grades for minimal effort by requiring too little They should always get A+, anything less is unacceptable We foster dependence rather than independence as we protect them from possible mistakes or negative consequences. We prevent the development of positive self-concept/self-reliance/self-efficacy Not allowing struggle Work hard at something difficult Learn effort = success

6. Helping these students isn’t a ‘bonus’ or an optional extra; it’s a professional obligation.

7. Challenge for Teachers “They [teachers] must know their subject areas deeply, and they must understand how students think as well as what they know in order to create experiences that produce learning… teachers need access to the growing knowledge that exists about how to teach different kinds of learners effectively.” -Summary Report of the National Commission on Teaching and America’s Future, September, 1996.

8. Be patient   Have a sense of humor   Move quickly through material   Treat each student as an individual   Avoid being a "sage on the stage" all the time  Consistently give "accurate" feedback Student Suggestions for Effective Teachers of the Gifted

9. To make the basic curriculum more appropriate for gifted students • we should modify: • Content (what is learned), • Process (the methods used and the thinking processes) • Product (expected as a result of the processes used), and • Based on: • Readiness of the student • Interests of the student • Learning Profile (strengths) of the student Creative/Critical Principles

10. Powerful academic effects when GT learners are given… (Dr. Karen Rogers) • Abstract or complex content • telescoped or progressed rapidly through the "regular" curriculum • tend to be analogical (transfer information of one subject to another) in their processing and therefore "get" the themes of true interdisciplinary curriculum more successfully ContentModifications

11. tend to learn most successfully when they are given the whole concept, in depth, up front and then allowed to break it down through analysis • Gifted boys, in particular, and to some extent, girls are motivated by learning the way things work and the ways professionals work • (Methods of Inquiry); gifted students are more successful with "practicing professionals" tasks than are other students

12. Gifted girls, in particular, are motivated by learning • - famous people • - career paths • - people-oriented issues of a content area • Biography reading often provides "role models" for gifted learners

13. Process includes teaching methods which include: • Higher levels of thinking • Open-endedness • Discovery • Evidence of reasoning • Freedom of choice • Group interaction activities and simulations • Pacing • Tiered Assignments Process Modifications

14. The learning rate of children above 130 IQ is approximately 8 times faster than for children below 70 IQ From Dr. Rogers’ Study •  Gifted students are significantly more likely to retain science and mathematics content accurately when taught 2-3 times faster than "normal" class pace. • Gifted students are significantly more likely to forget or mislearn science and mathematics content when they must drill and review it more than 2-3 times

15. These products should reflect the adjusted content and process in the following ways. • Real-life problems • Real-life audiences – let them choose • Independent study • Rubrics • Multiple modes of expression Product Modifications There must be a "fit" between the student and the content, processes, and products that create learning experiences.

16. How can you and your teachers meet the needs of your students? - What will the kids do? - When/Where will they do it? - OMG! What will they miss? - Who will grade it?

17. Texas Association for Gifted and Talented www.txgifted.org Legislative Updates Conferences

18. Legislation HB 3 has been signed into law by Governor Perry. The responsibility now rests with the commissioner of education; he made the decision as to how to proceed (see below). In addition, the governor signed HB 3646, which alters and lightly increases funding for most school districts and also increases teacher salaries until……

19. Legislation House Bill 3 39.236 The Commissioner shall adopt standards to evaluate school district programs for gifted and talented students to determine whether a district operates a program for gifted and talented students in accordance with:  The Texas Performance Standards Project; or  Another program approved by the commissioner that meets the requirements of the state plan for the education of gifted and talented students under Section 29.123. (81st Legislative Session in 2009)

21. SECTION 3 CURRICULUM AND INSTRUCTIONDistricts meet the needs of gifted/talented students by modifying the depth, complexity, and pacing of th curriculum and instruction ordinarily provided by the school. • 3.1 Exemplary • Curriculum options in intellectual, creative and/or artistic areas; leadership; and specific academic fields are provided for gifted/talented students. • 3.1.1 Recommended Opportunities are provided for students to pursue areas of interest in selected disciplines through guided and independent research.

23. 3.2E The opportunity for students who have been served in a gifted program for one or more years to develop sophisticated products and/or performances assessed by external evaluators who are knowledgeable in the field that is the focus of the product is available through gifted/talented curricula. • 3.2R Participation in the Texas Performance Standards Project (TPSP), or other experiences that result in the development of sophisticated products and/or performances that are targeted to an audience outside the classroom, is available through gifted/talented curricula.

24. Websites www.noodletools.com NoodleBib MLA Starter – FREE and simple MLA bibliography tool. Access info on-line. id – sample for workshop password – cameron

25. using YOUTUBE.COM Make Ideas Real with SketchUp Create Cool Stuff with Google SketchUp Why Create 3D models for Google Earth *Google Earth *Google Sketchup

26. Texas Performance Standards Project www.texaspsp.org/ Curriculum for K-12 We are Texans – 4th graders and adaptable for 7th grade

27. High School Science Unit What’s the Diagnosis? Historical and Physical Impacts of Disease Explore the physical and historical impacts of disease. Students will begin by researching cells, bacteria, and viruses and the role of each in the body. They will then study different diseases (e.g., common cold, HIV/AIDS, bubonic plague) and their impacts on the body.

28. High School Science Unit What’s the Diagnosis? Historical and Physical Impacts of Disease Students will then choose one disease and track its history through time. They will determine the impact on the populations (including future populations) affected, as well as the impact on lifestyles of affected populations (including future populations) throughout the world.

29. Read the book –Code Orange • Overload the senses with gross! • YouTube has excellent videos about diseases • Google images – “diseases”

30. Students will then choose one disease and track its history through time. They will determine the impact on the populations (including future populations) affected, as well as the impact on lifestyles of affected populations (including future populations) throughout the world.

31. Ask questions and explore theories • Have opportunities to generate new ideas • Develop the essential skills of logical thinking, creative problem solving, intellectual risk taking, and communicating • Become familiar with the biology and sociology of various diseases • Understand how awareness of disease has changed over time and how people from various cultures have responded to this knowledge Goals Students will meet these goals in their explorations:

32. http://www.wix.com/daviseric2009/malariahttp://www.wix.com/chanman876/cholerahttp://www.wix.com/daviseric2009/malariahttp://www.wix.com/chanman876/cholera

33. Students will have a realistic idea of the educational path needed for a career oftheir choosing. Students will create homes based on the salary of their career choice. Game of Life Middle School

34. Students will meet these goals in their explorations: • Become familiar with various career and study opportunities related to interests • Learn about the purpose of their field of study within society • Develop the essential skills of logical thinking, creative problem solving, intellectual risk taking, • and communication • Explore unanswered questions and generate new questions • Generate new ideas • Build and apply critical thinking skills Game of Life

35. Introduce this unit with guiding questions: How many of you have thought about the career you would like to pursue? Do you know what type of training is required for the career of your choice? What kind of a house will you be able to afford with salary you will make? Game of Life

36. Using www.texascollegeandcareer.org, students take their first steps to college and/or a career. Under the Careers tab, click Get To Know Yourself. Many students make the mistake of trying to “fit the mold” of different career paths. In reality, the best career choice may be one that naturally fits you. So how do you figure out what careers fit you? Take a look at these quizzes! Game of Life

37. What Do I Like? assesses your interests and work “personality.” The quiz asks you to rate how much you like (or don’t like) different work activities. Do you prefer working with your hands, working with people, or working with computers? The quiz results fit into 6 “Interest Areas” that can help give you a better idea of what type of work you would like. Game of Life

38. What Do I Value? asks you to prioritize different “Work Values.” Work Values are your personal rule book for your working life. Knowing your values can make the difference between finding a job that you love and being stuck in a job you hate. Game of Life

39. What Are My Skills? introduces you to the fundamental building blocks of work activity. Learning about what skills you have, and how they match with careers, can help you guide your studies and early career choices. Game of Life

40. Students will have the opportunity to explore the occupations that match their likes, values, and skills. After learning about an occupation’s characteristics, students will find a field of study and the education level required for that occupation. • Under the College tab, click College Search. Click on Majors. Students may search and compare colleges by entering the major name or major category. Students may enter more than one major. This will show students the colleges in Texas that offer their desired major. Game of Life

41. • Under the Paying for College tab, click College Cost Estimator. Step 1: Add your School Step 2: Review your Cost per Year Step 3: Add your awards per Year (goal for middle school) Click Calculate at the bottom of the page. Step 4: Cost Gap Results Add another school. Students may compare the four year average cost for their chosen schools. Game of Life

42. Under the Paying for College tab, click Loan Cost Estimator. Enter the loan amount (Cost Gap Results). Calculate to find the Loan Cost & Analysis. Can you afford your monthly loan payment? Choose your career and calculate affordability. Students will be given a Quality of Life Analysis. You may wish to have the students present their findings in a paper or in another format. Game of Life

43. Phase II. Independent Research • Research process • 1. Selecting a topic. Students should select and sketch a dream home. The home can be anywhere and include as many options as they want. • 2. Asking guiding questions. Once students have decided about their home, each student should think of three to five guiding questions, such as: • What do you like about your current home? What would you change? • What style of home will you design? • How many bedrooms? Bathrooms? • What kind of spaces do you need, e.g. big kitchen, family room, library? • Where do you want to build your home? Game of Life

44. 3. Creating a research proposal. • The student should include numerous components in the research proposal: • Student’s career choice and salary • Sketch of dream home • Three to five guiding questions he/she will investigate • Resources he/she will need to find answers to questions Game of Life

45. Plan your living space. • Student will research the area where he wants to live. How much is an acre? A city block is about 2.5 acres. Plan to purchase at least one acre. • A single story home is one level. A two-story home will cost less because the two-story home will have a smaller roof and foundation. Sketch ideas for all interior rooms under the main roof. Include the attic or porches only when used as four-season rooms. Do not include the footage for the garage area or patios. Game of Life

46. 5. Grade Your Home Use Attachment 1. Students appraise the different grades of building construction and select one for their home. 6. Options You Want Use Attachment 2. Students research the cost of any options they want in or around their house. Furniture, swimming pools, basketball courts, putting greens, and hot tubs are popular options. List the options and their costs. 7. Detailed Plans Use Attachment 3. Calculating the dream home can be frustrating. Students should use a pencil to calculate their home’s square footage based on their choices. 8. Refer to the Building Code Attachment 4 is a simplified Building Code. Game of Life

47. B. Product The student should express, through the design and creation of an original product, an example of her dream home. The complete project should include floor plans and a rendering of the proposed home following the appropriate building codes. Some useful product ideas include the following: Google Sketchup Design Workshop Lite 1 cm Jumbo Graph Paper Roll Game of Life

48. All Physics Texas Performance Standards Project

50. Students will understand living and non-living systems and patterns found in systems. They will use technical writing and statistics to produce a scientific paper and formal presentation. http://www.physicsgames.net/game/Fantastic_Contraption.htmlphysics games, Fantastic Contraption http://incredibots.com/ Physics game http://www.edheads.org/ Science, Math & Critical Thinking -Deep Brain Stimulation - Crash Scene Investigation -Brain Surgery - Virtual Surgery (Hip, Knee) -Simple Machine - Odd Machine -Stem Cell -Weather “Challenging the System” 8th PSP