HISD G T Curriculum Framework K 12 Scholars Knowledge

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hisd g/t curriculum framework k-12 © scholars knowledge a scholarly approach to learning houston independent school district advanced academics department ©scholars knowledge february 2003

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houston independent school district advanced academics department cyndi boyd manager mary jo furr coordinator linda j stone coordinator © scholars knowledge hisd gifted and talented curriculum task force 2002 committee members jacqueline kirksey supervisor east district office daphne carter hamilton middle school north central district mary garcia pershing middle school southwest district jon mallam lamar high school central district delonn mccall westside high school west district al rodriguez hspvs alternative district linda j stone advanced academics committee chair independent school district 3830 richmond houston texas 77027 third printing scholars knowledge revised october 15 2003 second printing scholars knowledge revised august 11 2003 first printed scholars knowledge june 2003 ©houston

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f ramework

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hisd g/t curriculum framework k-12 © scholars knowledge a scholarly approach to learning

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houston independent school district advanced academics department hisd gifted and talented curriculum framework k-12 scholars knowledge the hisd core curriculum clarifying learning to enhance achievement results clear establishes a rich content foundation of knowledge understanding and skills most relevant to the four core content areas for kindergarten through 5th grade for grades 6 ­ 8 and grades 9 ­ 12 gifted and talented students program services are implemented through clear either through pre-advanced placement pre-ap advanced placement ap international baccalaureate middle years program ibmyp and/or international baccalaureate ib the g/t curriculum framework overlays this core providing a qualitative differentiated continuum for gifted and talented students with the following theoretical underpinnings respect of the unique characteristics of the learners their abilities interests and learning preferences and a theory of knowledge focusing on both levels of knowing and functions of knowledge the hisd g/t curriculum framework k-12 consists of four strands scholars knowledge ascending levels of intellectual demand strand focuses on the modifications for individual gifted and talented student needs these modifications include escalating levels of challenge and abstraction at the student s zone of proximal development assessment is an essential ongoing component of this strand being used before during and after instruction the parallel curriculum nagc concepts strand establishes the continuum for concept based teaching kindergarten through 12th grade differentiation strand with a novice to expert continuum focuses on mastery of in-depth knowledge and understandings and encouraging the highest level of thinking scholarly behavior is an integral component throughout scholars knowledge beginning in the primary years with a learning to learn approach and extending through the high school years with gifted and talented students identifying with and relating scholarly behavior in a discipline to self products strand completes the k -12 continuum focusing on evidence of products performances that are advanced level 1 hisd advanced academics department

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hisd gifted and talented curriculum framework k-12 scholars knowledge k-5 hisd clear program options for g/t core curriculum hisd clear clarifying learning to enhance achievement results g/t framework strands strand i ascending levels of intellectual demand · · · g/t homogeneous classroom g/t clusters in regular classroom combination of g/t homogeneous and g/t clusters 5 6-8 · hisd clear · pre-ap · pre-advanced placement · ibmypinternat ional baccalaureate middle years program 6 7 8 9-12 hisd clear · pre-ap · ibmyp · ap advanced placement · ib international baccalaureate k 1 2 3 4 continuum of learning 9 10 11 12 k-12 modifications based on unique needs of individual g/t students in the following escalating levels of challenge abstraction complexity and depth appropriate levels of challenge-the zone of proximal development cognitive processes learning styles interests prior knowledge readiness levels learning environments that foster affective growth for all students k-12 universal concepts strand ii concepts universal concept based teaching establishes interdisciplinary approach to learning g/t framework universal concepts overlay clear subject area concepts year long universal concept for grade levels to be selected by school site vertical teams k-2 patterns change relationships community interdependence 3-5 adaptation power conflict exploration systems 6-8 order vs chaos systems structures exploration conflict 9-12 systems structures interdependence order vs chaos conflict exploration k-2nd grade strand iii 3-5th grade 6-8th grade 9-12th grade differentiation identifies defines identifies key integrates the conducts each single words that define dimensions of interdisciplinary scholarly behavior dimension of depth the dimensions of depth/complexity studies is able to complexity and depth/complexity with the content make decisions relates to four core uses the imperatives based on depth/complexity content areas dimensions of d designs an reasoned identifies traits of c as prompts to independent study arguments using content self with scholarly form questions pathway using the dimensions of imperatives behavior or answers dimensions of depth complexity recognizes depth complexity and content relationships of imperatives as content substantiation imperatives with depth complexity thinking skills applies strategies uses analytical substantiates the utilizes analytical of problem-solving critical problem use of analytical critical creative analytical critical solving creative critical problem and executive and creative skills skills in relation to solving creative process thinking as they relate to the dimensions of thinking skills skills in debating content area depth and relates the skill to art of complexity other skills argumentation problem-solving independent recognizes understands develops abilities evidences research/study applies the steps of exemplifies the to work increasing levels of independent study student s role as a autonomously professional quality researcher in independent research strand iv k-12 evidence of new student learning daily or longer-term knowledge products understandings skills products performances are advanced-level products are authentic equitable respectful efficient aligned to standards and diagnostic concrete/abstract the parallel curriculum nagc javits grant to usc dr sandra kaplan figure 1.2 scholars knowledge hisd advanced academics dept see accompanying glossary revised august 11 2003 2 hisd advanced academics department

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g lossary

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glossary

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elements of the curriculum framework a glossary ascending intellectual demand process that escalates one or more facets of the curriculum in order to match a learner s profile and provide appropriate challenge and pacing prior knowledge and opportunities existing schema and cognitive abilities are major attributes of a learner s profile teachers reconfigure one or more curriculum components in order to ensure that students are working in their zone of optimal development the parallel curriculum nagc assessment tasks assigned to students in order to determine the extent to which they have acquired the knowledge and/or skills embedded within a performance standard or content goal usually involves the development of a behavior or product that results from student s interaction with content pre-assessment assessment tasks provide evidence of student understanding and growth before instruction begins formative assessment tasks as instruction progresses throughout a unit of study summative tasks provide evidence of mastery of content and skills objectives at a designated ending point of instruction basic skills the fundamental skills basic to reading writing mathematics for example basic reading skills include identify the main idea summarize and draw conclusions complexity a set of dimensions that facilitate learning content or subject matter icons dr sandra kaplan usc over time relating information across time periods such as past present future or ancient renaissance present-day different points of view multiple perspectives opposing viewpoints and determining bias interdisciplinary relating information within between and among disciplines concept a general idea or understanding supported by facts 3 hisd advanced academics department

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content imperatives icons dr sandra kaplan usc origin contribution parallel paradox convergence defining the content imperatives s kaplan 2001 types definitions questions relationships to the dimensions of depth/complexity defining the beginning root or source of an idea or event how did this get started trends origin unanswered questions defining the significant part or result of an idea or event what are the significant effects of overtime perspectives contribution rules defining ideas or events that are similar and can be compared to one another how are the and related details patterns parallel defining the contradictory elements in an event or idea what are the differences between the various conclusions made about paradox defining the meeting point of the elements that describe an event or idea what are the factors that come together to describe or explain patterns convergence details ethics perspectives details 4 hisd advanced academics department

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core curriculum the content subject matter processes skills and products identified within the disciplines related to the standards or teks deductive reasoning analyzing information from the general generalization to the specific facts depth a set of dimensions that facilitate learning at differing levels of sophistication icon for each dimension of depth included icons dr sandra kaplan usc language of the disciplines using the nomenclature of the disciplinarian or expert details elaborating with information or substantiating an idea with evidence patterns defining recurring events and their relevance trends identifying many and varied factors that affect a concept idea or topic rules identifying the structure describing the implicit or explicit causes related to the explanation of the area of study ethics dilemmas or controversies involved in the area/topic/study/discipline identifying bias prejudice and discrimination unanswered questions identifying incomplete information recognizing what is yet unknown about the area/topic/study/discipline 5 hisd advanced academics department

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big idea defining and applying principles theories and generalizations to the area of study differentiation a method to differ the processes skills content and/or products of the core curriculum in order to make the curriculum responsive to the individual needs interests and abilities of students flexible grouping using large whole group small group and independent study opportunities to teach lessons generalization a general statement change leads to change change has a ripple effect that can apply to many concepts within between and among disciplines independent study an investigation conducted by a student that allows for student-selected choice in content processes and/or product inductive reasoning logical thinking from the specific facts to the general generalizations interdisciplinary the transfer of knowledge across the disciplines to define verify exemplify or prove a generalization 6 hisd advanced academics department

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key words words that define each dimension of depth and complexity 1 language of the disciplines specialized language needed to define and/or describe accurately this event or situation how would people working in this area field discipline describe this event terminology nomenclature lexicon tools of the discipline jargon idiom signs and symbols figures of speech 2 details attributes features clues data ideas specific elements parts traits particulars 3 patterns recurring events/elements order predict purpose repetitive cycles 4 rules ­ standards structure credibility methods organizational elements procedures 5 trends ongoing factors tendencies styles influences changes over time 6 unanswered questions ambiguity assumptions problem solve 7 ethics dilemmas controversies bias prejudice discrimination judge a set or theory of moral values philosophies value ladenideas principles of right behavior 8 big ideas generalizations related to many instances developed from fact overarching principles theories 9 over time past present future reflections evaluation of ideas noting change predicting something based on present knowledge applying from past to the present 10 different points of view multiple perspectives determine bias different slants often dependent on time place 11 across disciplines ­ multidisciplinary interdisciplinary connections among disciplines touching on many subjects at once 7 hisd advanced academics department

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knowledge the stored accumulation of humankind s understandings knowledge results from the interaction between an individual s experiences and varied cognitive processes knowledge is derived from both primary and secondary sources the study of knowledge is called epistemology see chart below knowledge is organized into two branches arts and sciences these two branches are divided into disciplines disciplines contain many fields of study that may share knowledge sample fields of study in the social sciences are psychology history sociology archeology economics political science geography anthropology forensic psychology criminal justice education ethnography child psychology ancient history women s history law knowledge two branches of knowledge arts disciplines visual arts performing arts philosophy language literature sciences disciplines mathematics social sciences life sciences physical science earth science learning center a set of task cards and resources related to a theme and located in the classroom for students to use independently or in groups models of teaching a defined set of steps organized to facilitate the instructional process some models of teaching include advance organizer direct instruction deductive reasoning group investigation 8 hisd advanced academics department

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modifications for learner needs optimizing the match between the curriculum and students learning needs well-designed modification strategies are closely aligned with the learning goals and students interests questions preferred learning modes product preferences prior knowledge and/or learning rate ascending intellectual demand represents this modification process product performances or work samples created by students that provide evidence of student learning products can represent daily or short-term student learning or can provide longer-term culminating evidence of student knowledge understanding and skill high-quality products often double as assessment tools powerful products are authentic equitable respectful efficient aligned to standards and diagnostic research the utilization of resources and research skills that facilitate independent study group investigations and projects resources materials that support learning during the teaching and learning activities exemplary resources are varied in format and link closely to the learning goals students reading and comprehension levels and learning preferences retrieval chart a chart used by the teacher and students during a lesson to record analyze and save information rubric a set of indicators describing performance expectations related to learning a tek for example scholarly behavior highest level of academic quality exhibited through the highest level of thinking the greatest efficiency and effectiveness in mastery of the content in reaching the expertise level scholarly behavior incorporates the transition of the gifted student from being the best in class to being the best that i can be standards teks hisd clear objectives the definition of process content products that identify specific expectations in each discipline and at each grade level 9 hisd advanced academics department

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