Scope and Sequence in Curriculum for the Gifted

Скачать презентацию Scope and Sequence in Curriculum for the Gifted Скачать презентацию Scope and Sequence in Curriculum for the Gifted

level_1_theme_3_scope_and_sequence_in_curriculum_for_the_gifted.ppt

  • Количество слайдов: 20

>Scope and Sequence in Curriculum for the Gifted © 2011 by The Johns Hopkins Scope and Sequence in Curriculum for the Gifted © 2011 by The Johns Hopkins University. All rights reserved.

>What is Scope? Scope is the expanse of curriculum to be addressed in a What is Scope? Scope is the expanse of curriculum to be addressed in a given unit of time, usually a year. Scope may also be seen as the breadth of topics covered in a given period of time. This view would analyze K–12 standards, for example, to determine major areas of emphasis within subject areas. 2 2

>What is the scope of topics addressed in your science curriculum for the year? What is the scope of topics addressed in your science curriculum for the year? Why are some topics covered and not others? What is the basis for determining the scope of your curriculum? Scope of Topics 3 3

>What is Sequence in a Curriculum? Sequence is the order selected for organizing the What is Sequence in a Curriculum? Sequence is the order selected for organizing the knowledge, skills, and attitudes taught. Curriculum is usually sequenced within a year and across years in a deliberate manner. 4 4

>Sequence these communication skills/products from lower levels to higher levels. Crafting argument Creating dialogue Sequence these communication skills/products from lower levels to higher levels. Crafting argument Creating dialogue Debating Doing a presentation Designing a PowerPoint Writing a poem Discussing a topic Developing an editorial Writing a newspaper news article Giving a 5–minute speech Leading a small group Activity: Sequencing from Lower Levels to Higher Levels 2 5

>Organize the topics on communication into grade level designations: K–2 3–5 6–8 9–12 Fill Organize the topics on communication into grade level designations: K–2 3–5 6–8 9–12 Fill in missing items at relevant grade levels. Activity: Sequencing from Lower Levels to Higher Levels (cont.) 6 6

>Issues in Organizing Scope and Sequence in Curricula for Gifted Learners Developmental readiness Progressive Issues in Organizing Scope and Sequence in Curricula for Gifted Learners Developmental readiness Progressive development Worthiness of the skill set Analysis of higher-order skills 7 7

>Alignment to Standards Use the common core as the basis for differentiation through acceleration Alignment to Standards Use the common core as the basis for differentiation through acceleration of standards. Design task demands that address the standards but also demonstrate differentiation. Create product demands that cut across standards areas within math and language arts. 8 8

>Strategy #1: Acceleration of Standards Pre-assess prior learning in each area of the standard. Strategy #1: Acceleration of Standards Pre-assess prior learning in each area of the standard. Group students according to results. Streamline the unlearned aspects of the standard by teaching form, function, and a selective combination of words and usage principles through study guides or worksheets for gifted learners. Post-test students when they are ready to show mastery. 9 9

>Strategy #2: Elevating Task Demands Summarize numerical data sets in relation to their context. Strategy #2: Elevating Task Demands Summarize numerical data sets in relation to their context. Typical learner: On-grade level graph provided to interpret. Gifted learner: Large dataset obtained from a census bureau with questions to explore at the analytical and evaluative levels. 10 10

>Strategy #3: Create Interdisciplinary Products Standard in English Language Arts at grades 3, 5, Strategy #3: Create Interdisciplinary Products Standard in English Language Arts at grades 3, 5, and 8: Conduct short research projects that use several sources to build knowledge through investigation of a topic. Grade 8 (to answer a question) Standard in Math at grades 3, 5, and 8: Represent and interpret data (creating and using graphs); delineate functions 11 11

>Interdisciplinary Task Ask students to design an experiment to test a question of interest Interdisciplinary Task Ask students to design an experiment to test a question of interest to them: Examples: Do people prefer Product X over Product Y? Are ants attracted to sugar? Are girls more addicted to computers than boys? Your choice of research question. Prepare and present a research report, using graphs and other visual displays of data. Be sure to include your: hypothesis, data collection techniques, appropriate data tables, conclusions, and implications of the findings based on your original question. 12 12

>Macro Curriculum for the Gifted Alignment Coherence Comprehensiveness Differentiation 13 13 Macro Curriculum for the Gifted Alignment Coherence Comprehensiveness Differentiation 13 13

>Concept Sequencing What is the logical order for the development of these concepts in Concept Sequencing What is the logical order for the development of these concepts in science? Magnets Genetics Photosynthesis Acids and bases Electricity Energy 14 14

>Higher-Level Skill Sequencing In what order should these creative thinking skills be taught? Metaphor Higher-Level Skill Sequencing In what order should these creative thinking skills be taught? Metaphor development Analogies Fluency Elaboration Creative synthesis Flexibility 15 15

>Higher-Level Concepts In what order should these macro concepts be taught? Justify your decision. Higher-Level Concepts In what order should these macro concepts be taught? Justify your decision. Change Systems Scale Models Patterns 16 16

>Why Remodel Curriculum for the Gifted at the Multi-Year Level? Gifted students master material Why Remodel Curriculum for the Gifted at the Multi-Year Level? Gifted students master material at a faster rate than other students. Challenge must be institutionalized in their curriculum diet. Curriculum connections must be present in order for learning to make sense. 17 17

>How Can This Process Occur in Schools? Use of vertical teams Use of subject How Can This Process Occur in Schools? Use of vertical teams Use of subject experts Use of piloting 18 18

>Scope and Sequence Development Questions How much acceleration is needed? How many higher-order skills Scope and Sequence Development Questions How much acceleration is needed? How many higher-order skills and processes should be incorporated? How do you add higher-level concepts? 19 19

>What Matters in Designing and Developing Curriculum for the Gifted? 20 20 What Matters in Designing and Developing Curriculum for the Gifted? 20 20