Strategies and Models For Our Gifted Learners

Strategies and Models For Our Gifted Learners Presented by: Amy Abbott – Great Neck Middle Susan Van Schenck – Lynnhaven Middle Sarah Allard – Virginia Beach Middle

Defining “Gifted” Definition of Giftedness as defined by the United States Department of Education: “…those who have outstanding abilities, are capable of high performance and who require differentiated educational programs (beyond those normally provided by regular school programs) in order to realize their contribution to self and society."

The Gifted Learner is… • asks the questions • is highly curious • is mentally and physically involved • has wild, silly ideas • plays around, yet tests well • discusses in detail, elaborates • beyond the group • shows strong feelings and opinions • already knows • 1-2 repetitions for mastery • constructs abstractions • prefers adults • draws inferences • initiates projects • is intense • creates a new design • enjoys learning • manipulates information • A good guesser • thrives on complexity • is keenly observant • is highly self-critical

Some Learning Characteristics of GiftedChildren and Adolescents

Characteristics: • Keen power of observation; naive receptivity; sense of the significant; willingness to examine the unusual • Powers of abstraction, conceptualization, synthesis; interest in inductive learning and problem solving; pleasure in intellectual activity • Interest in cause-effect relationships and ability to see relationships; interest in applying concepts; love of truth • Liking for structure and order; liking for consistency, as in value systems, number systems, clocks, calendars • Retentiveness • Verbal proficiency; large vocabulary; facility in expression; interest in reading; breadth of information in advanced areas • Questioning attitude, intellectual curiosity, inquisitive mind, intrinsic motivation • Power of critical thinking; skepticism, evaluative testing, self-criticism and self-checking • Concomitant Problems: • Possible gullibility • Occasional resistance to directions; rejection or remission of detail • Difficulty in accepting the illogical • Invention of own systems, sometimes conflicting • Dislike for routine drill • Need for specialized reading vocabulary early; escape into verbalism • Lack of early home or school stimulation • Critical attitude toward others; discouragement from self-criticism

Characteristics • Creativeness and inventiveness; liking for new ways of doing things; interest in creating, brainstorming, freewheeling • Power of concentration; intense attention that excludes all else; long attention span • Persistent, goal-directed behavior • Sensitivity, intuitiveness, empathy for others; need for emotional support and a sympathetic attitude • High energy, alertness, eagerness; periods of intense voluntary effort preceding invention • Independence in work and study; preference for individualized work; self-reliance, need for freedom of movement and action • Versatility and virtuosity; diversity of interests and abilities; many hobbies • Friendliness and outgoingness • Concomitant Problems • Rejection of the know; need to invent for oneself • Resistance to interruption • Stubbornness • Need for success and recognition; sensitivity to criticism; vulnerability to peer-group rejection • Frustration with inactivity and absence of progress • Parent and peer-group pressures and nonconformity; problems of rejection and rebellion • Lack of homogeneity in group work; need for flexibility and individualization; need for help in exploring and developing interests • Need for peer-group relations in many types of groups; problems with social leadership

Gifted Benchmarks

A Few Strategies • Habits Of Mind • Kaplan & Content Imperatives • Paul's Reasoning • Socratic Seminar • PaideiaSeminar

Habits of Mind Created by Arthur L. Costa and BenaKallick: The Habits of Mind are an identified set of 16 problem solving, life related skills, necessary to effectively operate in society and promote strategic reasoning, insightfulness, perseverance, creativity, and craftsmanship. The understanding and application of these 16 Habits of Mind serve to provide the individual with skills to work through real life situations that equip that person to respond using awareness (cues), thought, and intentional strategy in order to gain a positive outcome.

What Are The HOM? Thinking and communicating with clarity and precision Gathering data through all senses Creating, imagining, innovating Responding with wonderment and awe Taking responsible risks Finding humor Thinking interdependently Remaining open to continuous learning Persisting Managing Impulsivity Listening with understanding and empathy Thinking flexibly Thinking about thinking Striving for accuracy Questioning and posing problems Applying past knowledge to new situations

Kaplan • Language of the Discipline • Details • Patterns • Trends • Unanswered Questions • Rules • Ethics • Big Ideas • Over Time • Points of View • Interdisciplinary Connections

Depth & Complexity

Content Imperatives Parallel Contribution Paradox Convergence Origin

Paul’s Reasoning Model As Director of Research and Professional Development at the Center for Critical Thinking and Chair of the National Council for Excellence in Critical Thinking, Dr. Richard Paul is an internationally recognized authority on critical thinking, with eight books and over 200 articles on the subject.

Elements of Reasoning Purpose/ Goal Point of View Assumptions Evidence/ Data Issue/ Problem Inferences Concepts/ Ideas Implications/ Consequences -- Paul, 1992

Question Asking Models Reasoning Model • What is the question or issue of interest? • What is the purpose of _____________? • What points of view or perspectives are important to • understanding __________________? • What assumptions underlie each perspective on ________? • What data/evidence support a given perspective on _____? • What inference can be made about ______________, based • on the evidence? • What are the implications and consequences of __________?

Elements of Reasoning • Purpose or Goal:When we speak or write, it should be for a purpose. That purpose should be clear, achievable, and realistic (i.e. to inform, entertain, persuade, or to inspire). • Issue or Problem: When we reason, there must be some issue or question that needs resolution. As a part of the reasoning process, we should be able to formulate the question to be answered or the issue to be addressed. • Point of View: We must reason from some point of view or frame of reference. If the point is too narrow, it may be restricted or unfair. The consideration of other points of view may broaden our thinking.

Elements of Reasoning (cont.) • Experiences, Data, or Evidence: When we reason, we must support our view with reasons or evidence. Evidence is important in order to distinguish opinions from reasons or to create a reasoned judgment. The consideration of accuracy, fairness, and clarity help us to ensure good reasoning. • Concepts or Ideas: Reasoning requires the understanding of concepts, terms, principles, rules, or theories. Good reasoning requires us to ask ourselves, “What are the key ideas presented?” When we write and speak, we can examine and organize our thoughts around the substance of concepts and ideas.

Elements of Reasoning (cont.) • Assumptions: We take some things for granted when we reason. We need to be aware of the assumptions we have made and the assumptions of others. Incorrect assumptions can be the source of faulty reasoning. • Inferences: An inference is a small step in the mind, in which a person concludes that something is so because of something else. Some of our inferences are justified and reasonable, but many are not. We need to distinguish between the raw data of our experiences and our interpretations of those experiences (inferences).

Question for consideration: If students are seeking clarity about an issue/problem, how does Paul’s Reasoning Model facilitate critical thinking?

Graphic Organizers to Support Analysis What is the situation? Who are the stakeholders? What is the point of view for each stakeholder? What are the assumptions of each group? What are the implications of these views?

A Few Curriculum Applications: • Examining stakeholders during study of the Revolutionary War (SS 6) • Going through the elements of reasoning as students write persuasive essays and letters (English 8 and Civics) • Using stakeholders and elements of reasoning as students prepare for genetics debates (Science 7) • Woven into class discussions (all)

Socratic Seminar Socrates believed that enabling students to think for themselves was more important than filling their heads with “right answers.”

Socratic Seminar • WHAT IS IT? • scholarly discussion that is driven by questions • teaching strategy dates back to Socrates • usually focuses on a piece of text, although “text” can be defined broadly to include a painting, graph, data set, math problem, as well as essays, poems, song lyrics, and short stories, and just about anything else • purpose is to develop a deeper understanding of the “text” through organized, structured discussion

Socratic Seminar • WHAT DOES IT LOOK LIKE? • Inner circle (speakers) of no more than 8 students – these students answer and discuss the focus questions with each other • Outer circle (observers) of the rest of the class – these students listen and make notes on the inner circle discussion • Hot seats – these are for any student on the outer circle who wishes to make a brief comment during the inner circle discussion • 20-40 minutes per inner circle group

Benefits of a Socratic Seminar : • Time to engage in in-depth discussions, problem solving, and clarification of ideas • Building a strong, collaborative work culture • Enhanced knowledge and research base • Increased success for all students • Teaching respect for diverse ideas, people, and practices • Creating a positive learning environment for all students

What Does It Look Like? Taking a glimpse into a Socratic Seminar: Walker Middle School Socratic Seminar Other Examples: Discussing Amendments (Civics 8) Novel Talks (6-8)

Paideia Seminar The Paideia Seminar is a conversation conducted in an orderly manner by a leader who acts as moderator. It is a discussion that focuses on stories, poems, plays, or other products of human art; a joint search in which ideas in a text are clarified and in which something new and unexpected is discovered; and a discussion in which both teachers and students sit so that they can face one another as they talk.

Putting It To Use… • Introduction & Purpose • The Environment • Establishing the Discussion Agreements • NBC LearnYour Own Technology to the Classroom • Engage in Seminar • Debrief (Self-Reflection and Goal-Setting)

Final Thoughts?

Strategies and Models For Our Gifted Learners