donohue_two_g&t_strategies
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Two Learning Strategiesfor Gifted and Talented Students
By Sharon Donohue
EMS 855
Problem: ‘Make my day.’
How do you motivate . . . Highly intelligent students
Tasks hold no personal interest or value
Two Effective StrategiesProblem Based Learning
PBL
Project Based Study
PBS
Problem Based Learning
Content focuses on questions/problems
Problems based in “authentic” scenarios
Starts with direct connection to curriculum
Delves deeper, inherently inter-disciplinary
Poses incomplete scenarios; students do not have all the info needed to solve the problem
May need to re-define the problem/process
Requires a “flexible” unit schedule
PBL: Students engage their communityin authentic problems solving
An example of PBL . . .Deals with science, but . . .
Genetics is not normally covered
Expands the learning beyond curriculum
Poses further opportunities for learning—from genetics in plants to genetics in humans
This leads to still other connections:
Problem: Genetically engineered products in fast food restaurantsHow would this play out in a middle school classroom?
—Religious beliefs in other cultures —How genetics works —Affective learning—roles of stakeholders (farmers, scientists, consumers, media, business people) —Meets multiple curriculum standards (Science, S.S,. technology, health, math, language arts)
Why is PBS a good strategy for G & T?They thrive on independence
PBS offers choices—topics that can vary by interest and ability
Students see value in outcomes that promise authentic products
Pace is appropriate—self-directed
Common ground between G & T and professional problem solvers
—Professional experts have a broad knowledge base G & T acquire and assimilate knowledge quickly —Experts look for the deep structure of a problem G & T demonstrate conceptual learning at an early age —Experts draw from many skills they have cultivated G & T select problem-solving strategies as they work —Experts monitor their problem-solving processes G & T spontaneously use their meta-cognitive skills
Before implementing PBL . . .
Make sure content is sufficiently advanced—deals with complex issues
Point out clear connections between other related subject disciplines
Plan opportunities for reasoning skills:
—How to form habits of mind in discipline
—Improving students’ self-direction skills
Anticipate conflicting perspectives(e.g. discussing ethical issues in genetics)
Tips for Success with PBL
Start slowly—problems tailored to readiness of class
Plan ahead to thoroughly cover basic info in introducing the problem
Maintain perspective: Content should drive the activity, not vice versa
Remember—depth of learning is more valuable than covering much content
Make sure activities are engaging, thought-provoking, and authentic
Devise a rubric for assessment (clearly define “high quality”)
In high stakes testing, how does PBLcompare with traditional methods?
Barbara Swicord, President of Summer Institute for the Gifted:
Students score as well or better than those with traditional methods
Students understand the subject at a deeper level
Students are more engaged in the learning process
Teachers and parents report observing more enthusiasm
Project Based Science/Study
Project Based Study (PBS) . . .
Operates with a timeline and milestones
Uses formative evaluations as project progresses
How does PBS compare with PBL?
In PBS, students have more control over project
Project does not have to address a problem
Like PBL, it is rooted in an authenticreal-world application
PBS: An individual or group activity that spans over a periodof time and results in a product, a presentation, or a performance.
What does PBS look likefrom a student’s point of view?
Learner-centered; therefore, intrinsically motivating
Incorporates collaborative and cooperative learning
Results in a product, a presentation, or a performance
Allows for continual or incremental improvement in the process
Student is actively engaged in doing things, rather than learning about things (learning occurs in the process)
Students are challenged appropriately because
it draws from higher-order thinking skills
What does PBS look likefrom a teacher’s point of view?
Relies on authentic content for an authentic purpose
Uses an authentic assessment
Teacher functions as a facilitator
Operates with explicit educational goals
Applies the principals of “constructivism”
People construct their own understandingof knowledge and the world around themthrough experiences and reflections.
Guide on the SideNOT
Sage on the Stage
Tips for Implementing PBSUnderstand students’ pre-existing conceptions
Remember that the activity techniques themselves create more knowledge:
—Students are constructing knowledge not reproducing a series of facts
—Students are active participants, not passive observers
Challenge students to assess how the activity is helping them gain understanding
Encourage students to engage in reflection
Permit students to try things that “won’t work”
An example of PBS . . .
Introduce journalism rather than “writing”
Years ago, authentic journalism meant . . .
Today, publishing means . . .
Project: Design an interactive online publicationHow would this play out in a middle school classroom?
Create an online publication
Allow students to . . .
Examine online publications they are familiar with
Analyze skills and resources needed
Determine audience and focus of their publication
Generate an inventory of resources readily available
Students assess their own abilities and interests
Skills they have or can develop:
Technology
Writing
Editing
Photography
Interviewing (people skills)
Leadership/Administration
Personal areas of interest:
Sports
Arts and entertainment venues
Local cuisine
Resources in the Bluegrass?
Topics of interest to mass audience:
Horse racing capital of the world
UK basketball
Celebrity figures (e.g. Coach Cal)
Historical sites
Potential mentors:
Universities (UK, EKU, Transy)
Lexington Herald-Leader
TV and radio stations
Parents with various professions
Teachers with a prior profession
Select “beats” according to interests
Music venues in the region
Dramatic performances in the community
Sports figures and related features
Local cuisine and novel entertainment
Individual interests—basis for becoming an expert on your beat
Fulfill curriculum requirementsby developing authentic journalistic skills
Writing skills
—News, features, editorials, reviews, sports writing
Editing skills
Interviewing skills
Organizational skills (administrative)
Graphic skills
—Photography
—Cartoons
Interpersonal skills
—Reporting
—Leading the staff
Replicate authentic procedures
Create and use job descriptions
Determine individual editorial positions
Acquire and apply interviewing skills
Write and submit various types of articles
Edit articles for publication
Implement technology that offers feedback
Examine ethical issues in publishing
Reasons for copyright laws
Implications of plagiarism
Countering editorial bias
Guarding against slander and libel
Right to use laws—photos of people
Prevailing goal: Create astudent-generated online publication
Let the publication develop gradually in its level of sophistication
The product ultimately depends on the creative genius of the staff
Long-range goal: To train others, based on our experiences
Could our class serve as a model program?
Conclusion: Which of these two strategies could you envision using?
Problem Based Learning
Project Based Study
What could you imagine yourself doingin your subject area?
Let’s hear your thoughts. . . .
BibliographyBrooks, J. (n.d.) Thirteen ed online. In Concept to Classroom: What is Constructivism? Retrieved May 30, 2011, from http://www.thirteen.org/edonline/concept2class/constructivism/index.html
Edutopia Staff. (February 28, 2008). Edutopia.org. In Why Teach with Project-Based Learning? Retrieved May 30, 2011n from http://www.edutopia.org/project-based-learning
Moursund, D. (n.d.). University of Oregon: Improving Mathematics Education. In ICT-Assisted Project-Based Learning. Retrieved May 30, 2011, from http://darkwing.uoregon.edu/~moursund/PBL/
Moursund, D. (n.d.) University of Oregon: Improving Mathematics Education. In Problem-Based Learning and Project-Based Learning. Retrieved May 30, 2011, fromhttp://pages.uoregon.edu/moursund/Math/pbl.htm
Swicord, B. (n.d.). National Society for the Gifted and Talented. In Problem-Based Learning: A Promising Strategy for Gifted Students. Retrieved May 30, 2011, from http://www.nsgt.org/resources/articles/problem_based_learning.asp
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