Strategies and Models For Our Gifted Learners

Presented by:Amy Abbott – Great Neck Middle

Susan Van Schenck – Lynnhaven MiddleSarah 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 Gifted

Children 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

Grade 8 Goal: To develop an understanding for systems of knowledge, themes, issues, and problems that frame the external world.Grade 8 Goal: To develop critical thinking and creative abilities and problem solving skills.Grade 8 Goal: To develop metacognitive skills that foster independent and self-directed learning in order to develop self-understanding.

A Few Strategies• Habits Of Mind • Kaplan & Content

Imperatives• Paul's Reasoning • Socratic Seminar • Paideia Seminar

Habits of MindCreated by Arthur L. Costa and Bena Kallick:

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.

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Elements of Reasoning

-- Paul, 1992

Issue/Problem

Evidence/Data

Point of View

Implications/Consequences

Inferences Concepts/Ideas

Purpose/Goal

Assumptions

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•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 __________?

Question Asking Models Reasoning Model

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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.

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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.

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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).

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Weighing Evidence

Awareness of Varying Viewpoints Seeing Connections

Speculating on Possibilities/ Conjecture

Assessing ValueBoth Socially and Personally

Question for consideration: If students are seeking clarity about an issue/problem, how

does Paul’s Reasoning Model facilitate critical thinking?

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Graphic Organizers to Support Analysis

What is the situation?

Who are the stakeholders?

What is the pointof view for each

stakeholder?

What are theassumptions of

each group?

What are theimplications ofthese views?

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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 SeminarThe 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 Learn Your Own Technology to the

Classroom• Engage in Seminar• Debrief (Self-Reflection and Goal-Setting)

Final Thoughts?