1. Universal Themes Bakersfield City School District Bakersfield City School District Extended Programs Department GATE Program October, 2010 PowerPoint adapted from Riverside Unified School District’s GATE Program

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

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

4. SimpleConcept Complex Concept Universal Concept desertenvironmentsystems iglooshelteradaptations flower structure plant growth systems

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

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

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

8. 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. 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.

9. Therein lies meaning for the child seeking order in a world which appears disjointed and chaotic. Therein lies meaning for the child seeking order in a world which appears disjointed and chaotic. The true test of an individual’s intellect may not be in their ability to describe the uniqueness of an item, but rather in their ability to state the commonalities that binds us all. The true test of an individual’s intellect may not be in their ability to describe the uniqueness of an item, but rather in their ability to state the commonalities that binds us all.

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

11. Universal Themes Change Change Community Community Conflict Conflict Exploration Exploration Force Force Order Order Patterns Patterns Power Power Structure Structure Systems Systems Relationships Relationships Adaptations Adaptations

12. Universal Themes and Generalizations Change Change Can be natural or man-made. Can be natural or man-made. Different kinds of change. Different kinds of change. Is inevitable. Is inevitable. Necessary for growth. Necessary for growth. Community Community Has members. Has members. Members share a common environment. Members share a common environment. Follow patterns of growth and change. Follow patterns of growth and change. When one community comes in contact with another community, change may occur. When one community comes in contact with another community, change may occur. Conflict Conflict Composed of opposing forces. Composed of opposing forces. Natural or man-made. Natural or man-made. Intentional or unintentional. Intentional or unintentional. May allow for synthesis and change. May allow for synthesis and change.

13. Themes and Generalizations continued Exploration Exploration Requires recognizing purpose and responding to it. Requires recognizing purpose and responding to it. Confronts the unknown. Confronts the unknown. May result in new findings or the confirmations of old findings. May result in new findings or the confirmations of old findings. Force Force Attracts, holds, or repels. Attracts, holds, or repels. Influences or changes. Influences or changes. And inertia are co-dependent. And inertia are co-dependent. May be countered with equal or greater force. May be countered with equal or greater force. Order Order May be natural or constructed. May be natural or constructed. May allow for prediction. May allow for prediction. Is a form of communication. Is a form of communication. May have repeated patterns. May have repeated patterns. Are reciprocals. Are reciprocals. Lead to one another. Lead to one another.

14. Themes and Generalizations continued Patterns Patterns Have segments that are repeated. Have segments that are repeated. Allow for prediction. Allow for prediction. Have an internal order. Have an internal order. Are enablers. Are enablers. Power Power Is the ability to influence. Is the ability to influence. May be used or abused. May be used or abused. Is always present in some form. Is always present in some form. May take many forms. May take many forms. Structure Structure has parts that inter-relate. has parts that inter-relate. Parts support and are supported by other parts. Parts support and are supported by other parts. May be combined to form larger structures. May be combined to form larger structures. Is no stronger than its weakest component. Is no stronger than its weakest component.

15. Themes and Generalizations continued Systems Systems Work to complete a task or a mission. Work to complete a task or a mission. Are composed of sub-systems and parts. Are composed of sub-systems and parts. Follow rules. Follow rules. May be influenced by other systems. May be influenced by other systems. Relationships Relationships Everything is related in some way. Everything is related in some way. Are powerful. Are powerful. Change over time. Change over time. Have rules. Have rules. Are everywhere. Are everywhere. Adaptation Adaptation Occurs over time. Occurs over time. Can be positive or negative. Can be positive or negative. Leads to change. Leads to change. Can be planned or spontaneous. Can be planned or spontaneous.

16. Learning to use Universal Themes and Generalizations can be overwhelming in the beginning, but the concepts will add to the overall growth of your students knowledge making the time investment in the beginning worth it. Learning to use Universal Themes and Generalizations can be overwhelming in the beginning, but the concepts will add to the overall growth of your students knowledge making the time investment in the beginning worth it. PowerPoint adapted from Riverside Unified School District’s GATE Program