Meaningful Use of Quality Academic Competitions for Differentiation

OBJECTIVES:  Provide a rationale for using Quality Academic Competitions (QAC): 1) identify the components in QAC’s, 2) understand how gifted, middle school students can benefit from QAC’s, and 3) appreciate the cost effectiveness.  Understand how to get involved in QAC’s and how to implement them in the regular classroom – clarifying the role of teacher, student and parent

THEME: Quality Academic Competitions immerse students in the essential structure of a discipline (Bruner, 1960) and mirror acknowledged criteria for quality academic curriculum for gifted students

Identifying quality curriculum for gifted students (Hockett, Jessica. (2009) Curriculum for Highly Able Learners That Conforms to General Education and Gifted Education Quality Indicators, Journal for the Education of the Gifted, 32, )

1. “Conceptual approach to organize or explore content that is discipline based and integrative” Understanding the big picture

2. “Pursues advanced levels of understanding beyond the general education curriculum through abstraction, depth, breadth, and complexity”

3. “Students use processes and materials that approximate those of an expert, disciplinarian or practicing professional”

4. “Emphasizes problems, products, and performances that are true-to-life, and outcomes that are transformational” Authenticity

5. “Flexible enough to accommodate self-directed learning fueled by student interests, adjustments for pacing, and variety”

Identifying Quality Academic Competitions that mirror quality curriculum for gifted learners Maker, C.J. (1982) Curriculum development for the gifted. Rockville, MD: Aspen Systems Corporation. Ozturk, M. A. & Debelak, C. (2008) Academic competitions as tools for differentiation in middle school, Gifted Child Today, 31 (2), Ozturk, M. A. & Debelak, C. (2008) Affective benefits from academic competitions, Gifted Child Today, 31(3),

Quality Academic Competitions What are they? Quality Academic Competitions What are they? Quality Academic Competitions immerse students in the essential structure of a discipline and hence mirror acknowledged criteria for quality academic curriculum for gifted students.

Highlighted competitions  History: National History Day  Mathematics: MathCounts, Math Olympiads, Continental Math League, American Mathematics Contest 8  Writing: Power of the Pen (Ohio), Scholastic Art and Writing  Creative problem solving: Future Problem Solving Competition  Science: Intel Science Competition

I. Curricular components A. Differentiate in Content Exploration of the breadth and depth of content is limited only by time and interest. Exploration of the breadth and depth of content is limited only by time and interest.

B. Differentiate in Process  Assumes the use of higher order thinking skills because children are immersed in the essential structure of the discipline.  Introduces students to standards of excellence in work and effort  Encourages work with intellectual peers

C. Differentiate in Product  Real world products.  Evaluation by experts in the discipline

D. Differentiate in the Learning Environment  Environments at competitions help children identify themselves as members of the academic discipline.  Creates a positive peer culture among participants locally and regionally

II. Affective Benefits A.Provide an extrinsic motivation that can foster intrinsic motivation  Providing a meaningful framework for giving positive feedback on performance

B. Offer a learning environment in which gifted students can learn and practice metacognative skills.

C. Provide experiences to nurture a healthy self-concept  Supporting meaningful efforts toward greater competency.  May give gifted students a healthy perspective about themselves and others.

D. Provides experiences for gifted students to deal effectively and magnanimously with success and failure

III. Provide material support and professional guidance

Conducting academic competitions: A Triad of Responsibility – Teachers, Parents, Students

The teacher, parent or mentor create a “soft competition.”

The teacher provides: 1) expertise in content, guiding students through the essential structure of the discipline, and 2) organizational and attributional help - goal setting, time management, scheduling, attitude and effort.

The student expresses varying degrees of positive interest and willingness to work.

Parent or guardian provides the student with emotional, volitional, intellectual, and practical support so that the student will have a positive and productive experience in the competition.

Getting your feet wet.  Become familiar with the competition and the process  Visit the respective web sites  Visit participating schools, attend competitions  Participate in the evaluation/judging process  Participate in workshops  Obtain resource materials for general classroom use

WEBSITES  National History Day  Future Problem Solving (in Ohio – international  MathCounts  Math Olympiads  American Mathematics Competition 8 amc08/amc8.shtml  Power of the Pen  Alliance for Young Artists and Writers  Intel Science Competitions

Charles Debelak Helene Bouman Debelak West 140 th Street Cleveland, OH