1. Presented by Christine Dillon 6th grade Teacher, Brookvale Elementary
CAG Teacher Institute and Summer Demonstration School Santa Barbara, CA July 6-8, 2011
Presented by Christine Dillon
6th grade Teacher, Brookvale Elementary

2. Daily Schedule Lecture seminars or Demonstrations
Dr. Kaplan spoke in a general session
Lecture seminars or
Demonstrations
Local gifted students
10 – 15 per class
1ST – 8TH graders
Curriculum development sessions

3. General Session Topics
Universal Themes
Think Like a Disciplinarian
Dabbling

4. Layered Curriculum Standards/Objectives Depth and Complexity Classics
Think Like a Disciplinarian
Current Events
Technology
Independent Study
Learning to Learn

5. Developing Greater Intellectual Depth
The process to achieve this combines the use of universal themes, and knowledge of specific disciplines with complex thinking strategies.

6. Best Practices for Differentiation
Universal Themes
Best Practices for Differentiation

7. Philosophy Behind Universal Themes
Gate teachers are to take the core curriculum and look at ways to get greater depth.
This means demanding more sophisticated thinking of your students.
This is achieved by weaving connections to get greater understanding.

8. How is Using a Universal Theme Different from Traditional Thematic Instruction?

9. Thematic Instruction
In thematic instruction the teacher develops a theme and makes the connections for the students.
All this does is ask students to know the content and how it is related.

10. Interdisciplinary Thematic Instruction
Students have a universal theme and what appear to be disparate parts or pieces.
They must apply knowledge in order to make connections.
Often, this approach requires that students begin with the complex and work backward to connect to the simple concept.

11. Connections
“When one steps back to view the knowledge, not from within the discipline, but from without, one sees that all the parts touch, overlap, and form a tapestry of interconnection.”
- Dr. Sandra Kaplan

12. Generalizations
In making connections between seemingly disparate concepts, students begin to form generalizations.
Thus, generalizations are the basis of connections.

13. Some Universal Themes and Generalizations
Patterns
1. Have segments that are repeated
2. Allow for prediction
3. Have eternal order
4. Are enablers
Systems
1. Are many parts arranged into a unified whole
2. A group of elements that work together
3. Are manmade or natural

14. Change
1. Can be natural or man-made
2. Different kinds of change
3. Is inevitable
4. Necessary for growth
Conflict
1. Composed of opposing forces
2. Natural or man-made
3. Intentional or unintentional
4. May allow for synthesis and change

15. Thinking Like a Disciplinarian
Connecting to, exploring within,
and across disciplines

16. Key Ideas
Increases awareness of the discipline, thus adding depth and complexity to the subject matter
Requires learning about the specialized vocabulary, tools and skills of each discipline
Connects a student’s own interests and abilities to a subject and a discipline
Allows the student to immerse self into the study of a discipline
Creates a greater awareness of the contributions of the disciplines to the world

17. Thinking Like a Scholar
Disciplinary studies can begin with an examination of scholarly behavior
Attributes of scholarly behavior can be identified and applied to accomplished people and the disciplines they represent
Students can then make connections between themselves and the disciplinarian

18. Connecting to a Discipline
Myself as a scholar
Common Details
Disciplinarian as a scholar
Focus
Persevere
Ask questions
Desires
knowledge

19. Exploring Within a Discipline
Directed lessons given on the disciplines as they relate to an area of study.
Thinking Like an Historian
Thinking Like a Geographer
Thinking Like a Sociologist
Thinking Like a Scientist
Thinking Like a Mathematician

20. A Differentiated Word Wall
Discipline
Vocabulary
Tools
Skills
Historian-
Studies the past and present events of people
Artifacts
Chronology
Primary Resource
Secondary Resource
Records of the past:
Books
Diaries/Journals
News articles
Research
Documentation
Asks questions
Economist-
Studies the use of resources
Profit & loss
Shortage/surplus
Ratio
Sample
Computer
Calculator
Compute
Analyze
Collect data
Make graphs
Marine Biologist-
Species
Plankton
Organisms
El Nino
toxins
Net
Diving equipment
Underwater camera
Ability to swim/use diving equipment
Classify

21. Within Discipline Studies Can Be Even More Specific
Thinking Like A Scientist
Chemist
Geologist
Biologist
Botanist
Naturalist
Paleontologist

22. past events, people, and time periods.
Think Like a Historian
Prints
Reports
Newspapers
Location
Primary
Secondary
Fiction
resources
Interviewing
Look for evidence
Interpret
Questioning
Writing (academic)
Questions
Interpret
Evidence
Findings
Past
Historians study :
past events, people, and time periods.
language
skills
products
Writings
Articles
Speeches
Presentations
Books, series

23. Connecting Across Disciplines
Once students have an understanding of the disciplines, they can look at an area of study from the various perspectives of different disciplines.
The teacher can build this into the content planning.

24. Student Ownership
The goal is for the student to select a disciplinarian role to apply to their studies.
Opportunities can be provided through:
Learning Centers
Role-playing
Revisiting text through the eyes of a disciplinarian

25. Thinking Like a Sociologist With a Fiction Story
Discuss a fiction story the students have previously read using the following chart as the basis of revisiting the story:
Characters
Role
Problem

26. Use the completed chart as the basis to have students practice identifying the sociological concepts of dynamics, interactions, and roles. Lead discussions with these questions:
Which characters assumed a leader or follower role?
How did the role of the character affect the interaction between them?
How does the role of the character affect their problem or the major problem or conflict in the story?

27. Creating “hooks” that the student will want to explore.
Dabbling
Creating “hooks” that the student
will want to explore.

28. Dabble to Create Awareness
Experiences open doors
Experiences become ladders
Wet the appetite – but do not satiate
Share stories
Leave-arounds
Book marks
Photos
Discordant events or concepts

29. “Boredom is the inability to dabble.”
- Dr. Sandra Kaplan

30. Ways Teachers Differentiate
Time on task
Check for mastery and move on
In depth research may take longer
Resources
Primary, secondary, and tertiary sources
Modification
Permissive vs. Mandatory
Assistance level

31. Knowledge Must Transfer for Learning to Take Place.
Factual (closed) vs. Conceptual (open ended)
Concrete vs. Abstract
What Is
What Could Be

32. The Goal is to Create Life-Long Learners
 Specialists from generalists
Innovators from replicators
Conceptual learners from factual learners
Big idea thinkers
Students who see systems, trends and patterns
Learners who seek out multiple perspectives
Thinkers who are self-directed with “curious minds”
Scholars who are productive, cooperative and collaborative.