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Adding Pace, Depth and
Complexity to the District Scope and Sequence
Online course (6 hours
credit):
November 2003 - May 2004
Level 1: Knowledge, Comprehension and Application
Watch for Summer G/T Staff Development
Level 2: Synthesis
In this online experience
you will learn...
 | 1) meaning and
application of
depth, complexity and instructional
pacing as it relates to gifted and talented students;
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2) principles of instructional differentiation for gifted students;
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| 3)
thinking skills and instructional delivery options
for use with
gifted/talented students;
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| 4) use of
Dr. Sandra Kaplan's model
for assuring depth and complexity (TEA recommended);
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| 5) what is needed to
assist G/T students in accessing and using resources for research (research
skills);
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| 6)the
communication processes needed to help
students organize and share their learning (communication;
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| 7) how to guide and
measure appropriate instruction for gifted/talented students through the use
of State Performance Standards for Gifted and
Talented
Students:
4th
grade; and
8th grade;
Exit
evaluation in high school 9-12;
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| 8) use of
State
Performance Standards' Scoring Dimensions
for
developing research and communication skills.
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Instructions for
navigating this course:
*Please respond to questions and
activities by email attachment to:
hessers@georgetown.edu.net
or send inter-campus mail to Sharon Hesser, Services for Gifted and Talented
Students, Forbes Middle School by May 3, 2004.
*You
may copy the assignment/activity pages to your home folder documents, complete
the answers, save and return to the above email address as an attachment. You
may also print them, complete the answers and mail through inter-campus.
*If
you have difficulty or questions, please call x 3703 or email to the above
address.
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For the following
questions and activities, you will need to use the information from the
hyperlink:
depth and complexity and instructional pacing. (You will need to use
legal size paper if you want to print the material)
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The template that holds
the information about pace, depth and complexity is adapted from the Sandra
Kaplan Model and is endorsed by TEA for use with gifted students. It meets the
state goal for gifted/talented and correlates to the State Performance
Standards for GT.
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Participants should
respond to activities and questions based on the information provided by the
linked documents.
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Activity 1. Open
depth and complexity and
instructional pacing link: (Click) Scroll to p. 1.
Open the view
menu. Click on Zoom to enlarge print or save to desktop and view on
Word.
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According to this document, what are the
important principles of curriculum differentiation for gifted/talented
students? List.
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Activity 2.
Continue on
p. 1 of the link.
Identify the ways that instructional pacing
may be varied to meet the needs of Gifted/Talented students.
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Activity 3.
Continue on page 1. Additional information found on pp. 2-4 of
the link.
Demonstrate understanding of terminology of the model for depth and
complexity.
List and summarize the various applications of depth as related to
curriculum.
Ex: Language of the Discipline
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How do the thinking skills
(column 2, pp.2-4 of link) relate to the applications? Why are they such an
important part of adding depth?
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Activity 4.
Continue on pp. 2-4 of the link.
Choose two of the applications of curriculum depth. Describe or
show how they could be integrated into a unit you are currently teaching.
Incorporate the thinking skills into your questions, activities and
assessments.
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Activity 5.
Use pp. 2-3 of link.
Instructional Deliveries
are ways to
present instruction; techniques or methods used to teach thinking processes;
structures through which curriculum is delivered.
Choose one delivery method option. Click on one of the websites listed
under the method. Apply it to a unit you are currently teaching. Explain how
it was used.
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Activity 6.
Use p.5 of link.
Complexity is another component of the State
Performance Standards and is reflected in the Kaplan model.
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Use a Thinking Map to
illustrate how you would add complexity to a unit you are currently
teaching. (That's a stretch!)
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For the following
activity you will need information from hyperlink:
research skills. (click)
Print document and record answers on document
and send in test packet...
or copy to home folder and
attach to email with other documents you submit.
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Activity 7.
Read the research processes on the left side of the document. Now look at the
empty column three. If these processes are to be successfully executed by
gifted students, identify one pre-requisite skill that is needed for
each process.
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For the following
activity you will need information from hyperlink:
communication. (click)
Print document and record answers on document
and send in test packet...
or copy to home folder and
attach to email with other documents you submit.
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Activity 8.
Read the communication processes on the left side of the document. Now look at
the empty column three. If these processes are to be successfully executed by
gifted students, identify one pre-requisite skill that is needed for
each process.
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The State Performance
Standards for Gifted and Talented Students measure the state goal for GT
students. These standards are benchmarked at 4th and 8th grade; the exit
measure occurs in grades 9-12 where students may demonstrate achievement of
these standards through professional products that are juried.
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If you work with
students in K-4 click on the hyperlink
4th grade.(click)
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If you work with
students in 5-8 click on the hyperlink
8th
grade.(click)
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If you work with
students in 9-12 click on the hyperlink
Exit.(click)
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Activity 9.
Carefully read the information provided on the link. What are you presently
doing with your gifted/talented students that would lead to meeting these
standards? State briefly at least three examples.
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For the last question
you will need to click on the hyperlink:
The Scoring Dimensions.
(click)
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This document is an
explanation of the terminology that is used to evaluate the Performance
Standards Projects that are completed by gifted/talented students. This
document should help guide our instruction toward excellent student products.
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Activity 10
Read thoroughly the information provided on the link. What changes or
adjustments in the way you teach gifted students will need to occur
to accomplish this? List. No elaborations are required.
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Criteria used for evaluating your answers:
8-10 complete answers = Demonstrates
significant knowledge and understanding of material (Credit)
5-7 complete answers =
Demonstrates moderate knowledge and understanding of material (Credit)
3-4 complete answers =
Demonstrates minimal knowledge and understanding of material ( A do
over of missed items)
1-2 complete answers =
Demonstrates a need to do this thing again!
( A do over)
Please complete the
course evaluation form that is in your packet.
Thanks for flying
Sharon Hesser, Blindfolded Pilot
(Services for Gifted and Talented Students)
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