Kid d th K l M d l GT Kids and the Kaplan Model GT Icons: An ...

Kids and the Kaplan Model GTIcons: An Overview for ParentsPresented by: Lisa M. Dunn-Flores, UISD Coordinator of GT/Advanced Academics

Exploring Depth and ComplexityThe eight elements of Depth help theteacher facilitate learning within adiscipline at differing levels ofsophistication.Complexity consists of three elementsthat help facilitate learning by focusing onthe relationship between and acrossvarious disciplines. i

Adding Depth to the Curriculum• Language of theDiscipline• Details• Patterns• Trends• UnansweredQuestions• Rules• Big Ideas• EthicalConsiderations

Language of the DisciplineSpecializedVocabularySkills and Toolsof the DisciplinarianWhat terms or words are specific to the workof the disciplinarian [the dramatist, biologist,mathematician]?What tools does the disciplinarian use?

DetailsWhat are its attributes?FactorsPartsVariablesAttributesWhat features characterize this?What specific elements define this?What distinguishes this from other things?

PatternsRepetitionsPredictabilityWhat are the recurring events?What elements, events, ideas, are repeated overtime?What was the order of the events?How can we predict what will come next?

TrendsForcesInfluencesDirectionCourse of actionWhat ongoing factors have influenced thisstudy?What factors have contributed to this study?

Unanswered QuestionsDiscrepanciesMissing PartsUnclear or Incomplete IdeasWhat is still not understood about this area/topic/study/ discipline?In what ways is the information incomplete orlacking in explanation?

RulesHow is this structured?OrderStructureExplanationHierarchyWhat are the stated and unstated causes relatedto the description or explanation of what we arestudying?

Ethical ConsiderationsPoints of ViewDifferent OpinionsJudgingWhat dilemmas or controversies are involved inthis area /topic /study /discipline?What elements can be identified that reflect bias,prejudice, discrimination?

Big IdeasGeneralizationPrincipleTheoryWhat overarching statement best describes whatis being studied?Wh t l t t t i l d h ti b iWhat general statement includes what is beingstudied?

BIG IDEAfactfactfactfactfactfactfactfactBIG IDEADeductiveanalyzing informationfrom the general(generalization) to thespecific (facts)Inductivelogical thinking fromthe specifics (facts) tothe general(generalization)

• Over TimeAdding Complexity to theCurriculum• Different Points of View• Interdisciplinary Relationships

Over TimeRelationshipbetween Past, Present, Futureand within a Time PeriodHow are the ideas related between the past,present, and future?How are these ideas related within or during aparticular time period?How has time affected the information?How and why do things change or remain theHow and why do things change or remain thesame?

Points of ViewMultiple perspectivesOpposing viewpointsDiffering Roles and KnowledgeWhat are the opposing viewpoints?How do different people and characters see thisevent or situation?ti

InterdisciplinaryRelationshipsWithin the DisciplinesBetween the DisciplinesAcross the DisciplinesWhat are common elements among topics fromdifferent disciplines?How does the idea /topic /concept relate to otherdisciplines?How do topics /ideas from across the disciplinescontribute meaning to this idea?

Using the Elements ofDepth & Complexity• prompts to focus attention• questions to seek knowledge• task to define curricular expectations• scaffolding to seek and retainknowledge• approaches for differentiation

Exploring Depth andComplexityDepth and Complexity are interrelated andmutually reinforcing.Compare the effects of technology onindustry (social studies), the environment(science), and communication (language arts)within our society from 1950 - 1990.

Facilitating the Understanding of DEPTH and COMPLEXITYNote to the teacher: This chart identifies key questions, thinking skills, and dimensions of DEPTH OF COMPLEXITY.*Key questions can be used in the context of lesson plans to probe understanding and to prompt studentsduring discussions.*The thinking skills can be used to initiate the type of cognitive operation or thinking that could bestprompt each of the elements of DEPTH of COMPLEXITY.* The resources listed are the most logical references in which to locate the type of information required byeach of the elements of DEPTH or COMPLEXITY. Teachers may add to any of these lists as appropriate.ICONS PROMPT KEY QUESTIONS THINKING RESOURCESSKILLSLanguagesof theDisciplinesDetailsPatternsWhat term or words are specific to thework of the ________________?(disciplinarian)What tools does the ________________ use?(disciplinarian)What are its attributes?What features characterize this?What specific elements define this?What distinguishes this from other things?* categorize* identify*identify traits*describe*differentiate*compare/contrast*prove withevidence*observetextsbiographiespicturesdiaries or journalspoetryWhat are the recurring events? *determine time linesWhat elements, events, ideas, are repeatedrelevant vs.irrelevantover time?*summarize*make analogiesotherWhat was the order of events?*discriminate between chronological listsHow can we predict what will come next?same and different*relate

Facilitating the Understanding of DEPTH and COMPLEXITYICONS PROMPT KEY QUESTIONS THINKING RESOURCESSKILLSTrendsUnansweredQuestionsRulesWhat ongoing factors have influencedthis study?What factors have contributed to this study?What is still not understood about thisarea/topic/study/discipline?What is yet unknown about thisarea/topic/study/discipline?In what ways is the information incompleteor lacking in explanation?How is this structured?What are the stated and unstated causes relatedto the description or explanation of what weare studying?*prioritize*determine cause andeffect*predict*relate*formulate questions*hypothesize*recognize fallacies*note ambiguity*distinguish fact fromfiction and opinion*formulate questions*problem solve*identify missinginformation*test assumptions*generalize*hypothesize*judge credibilityjournalsnewspapersgraphschartsmultiple and variedresourcescomparative analysisof autobiographicaland current nonfictionarticles, etc.editorialsessayslawstheoriesEthicsWhat dilemmas or controversies are involvedin this area/topic/study/discipline?What elements can be identified that reflectbias, prejudice, discrimination?*judge with criteria*determine biaseditorialsessaysautobiographiesjournals10/29/97 Dr. Sandra Kaplan Facilitating the Understanding DEPTH and COMPLEXITY

Facilitating the Understanding of DEPTH and COMPLEXITYICONS PROMPT KEY QUESTIONS THINKING RESOURCESSKILLSBig Ideas,GeneralizationsPrinciplesTheoriesWhat overarching statement best describeswhat is being studied?What general statement includes what is beingstudied?*prove with evidence*generalize*identify the main ideaquotationsdiscipline-relatedessayOvertimeHow are the ideas related between the past,present, future?How are these ideas related within or during aparticular time period?How has time affected the information?i How and why do things change or remain thesame?*relate*sequence*ordertime linestextbiographiesautobiographieshistoricaldocumentsDifferentPointsof ViewWhat are the opposing viewpoints?How do different people and characters seethis event or situation?*argue*determine bias*l *classifybiographiesautobiographiesmythologies, legendsvs non-fiction accountsdebates10/29/97 Dr. Sandra Kaplan Facilitating the Understanding DEPTH and COMPLEXITY

Is this your GT student?

UISD Broad-based ThemesPKK Beginningsg1 Changes2 Structures3 Order4 Patterns5 Systems6 Discoveries7 Communication8 Influences9 Forces10 Relationships11 Conflict12 Power

A Generalization Is…• A universal statement that can be applied tomany things.• Insight• Broad• NOT specific• NOT content-specificExamples:• All things begin from a source.• Change is necessary for survival.• Influence can be positive or negative.• Power can create or destroy relationships.

Home ActivitiesEncourage Reading:• Designate a time for reading at home(story before bed).• Depth and Complexity Questions-CreateBookmarkskAnnotated book lists available at The HornBook:

Bilbliotherapy“Hopefully we’ve all had that experience of reading a bookthat powerfully “spoke” to us, a book whose characterswe could relate to, and whose struggles and triumphs weidentified with. Taking this experience a step farther isthe strategy of bibliotherapy, the process of helping thereader learn about and cope with any social or emotionalstruggles or developmental needs by identifying with acharacter in a book who shares a similar struggle orneed. The reading is typically followed up by discussionwith a trusted adult.”-Tamara Fisher, teacher, Unwrapping the Gifted blog

BilbliotherapyProbably the most well known bibliotherapy resource is thebook Some of My Best Friends Are Books. Now I don’tknow about formal bibliotherapy, but my hunch is that awhole lot of highly gifted kids “self-medicate medicate” withbooks. Gifted kids often have a hard time finding truepeers. They have deep questions about life andrelationships. Books allow them to live vicariouslythrough story characters, to feel a connection, to workthrough questions and situations far beyond their years.

Reading Lists• Gifted Kids, Gifted Characters, and GreatBookshttp://www.bertiekingore.com/gtchildreninlit.htm• Children’s Classics: A Booklist for Parentshttp://archive.hbook.com/resources/books/

Home Activities• During a trip to the grocery store, askchildren to observe details and patterns inthe produce section.Details include color, shape, andsize of fruits and vegetables. Discuss theneed for a variety of types and colors forgood nutrition.

Home Activities• During a trip to the grocery store, askchildren to observe details and patterns inthe produce section.Patterns include rows andsections containing fruits and vegetablesas well as the store layout.

Passport to CulturalCompetenceUsing Passport Template:Children/students may earn stamps by:• Reading a book• Learning a dance• Singing a song• Tasting a new food• Viewing an exhibit in a museumSource: http://www.opb.org/education/minisites/culturalcompetence/lessonplan.html#passportworld

Food Passport• Make a food passport for your child toencourage trying new foods and learningabout different cultures.• See article/instructions t at:• http://www.doctoryum.com/2011/03/foodpassports-help-kids-try-ethnic-foods/

Food PassportGetting kids to eat new foods is tough. Gettingthem to eat new foods from different cultures,with unfamiliar ingredients, tastes, and texturesmay seem impossible. However, exposing kidsto different ethnic foods is a great exercise for somany reasons:• Exposes kids to new and different tastes, layingthe groundwork for a lifetime of adventurouseating.

Food Passport• Gives kids a chance to learn aboutdifferent cultures and the food they eat.• Gives families a chance to try ethnicrestaurants together.• Can help families enjoy eating ethnicfoods while traveling to different countries.• Exposes children to profile of nutrientsthat is not in their every day diet.

Home Activities• At a family event, ask your child tointerview a family member, perhaps anolder person or someone from a differentplace/country to offer a differentperspective.• The child should work on writing orrecording a few interview questions inadvance.

Sample Interview Questions• Describe your most memorableexperience from your childhood.• How is life different today compared towhen you were a child.• What is some advice you can offer basedon your life experiences?

Kaplan’s GT Icons• Encourage children to analyze and applytheir learning• Provide a framework for learning atincreased levels of depth and complexity• Encourage metacognition and connectionsacross disciplines

Contact InformationUISD Department of Gifted/Talented andAdvanced Academics• Amy Alaniz, Director aalaniz@uisd.netnet• Lisa M. Dunn-Flores, Coordinatorlmdunn@uisd.netd • Melva del Corral, Clerk mcorral@uisd.net(956)473-5277 or (956)473-2179f S fIt is the policy of United I.S.D. not to discriminate on the basis of race, color, national origin, sex, or handicap in itsprograms, services, or activities as required by Title VI of the Civil Rights Act of 1964, as amended; Title IX of theEducation Amendments of 1972; and Section 504 of the Rehabilitation Act of 1973, as amended.