schools for scholars

Schools for ScholarsPresented by

Nora Ho

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Outcomes

Participants will: Know their students

Understand scholarliness

Be able to create a nurturing, scholarly environment through the implementation of depth and complexity

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Attributes and Characteristics of Scholars

Thirst for Knowledge Exercise their Intellect Take Intellectual Risks Look at Multiple Perspectives Have Goals they want to reach Ponder Ideas Have unanswered Questions Save Ideas Have a Strong Work Ethic Use Research and a Variety of Resources

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Scholarly Intelligence Intellectual Autonomy

o Value and validate intelligenceo Understand giftednesso Recognize strengths/Build skillso Envision what can be

Intellectual Courageo Self-Advocacyo Risk-Takingo Creativity/conformityo Individual needs/Belonging

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Academic Rigor Standards we set for our students

High expectations for students through depth and complexity Content mastery Skill mastery Critical thinking across the disciplines

Commitment to put similar emphasis on expectations for ourselves Increase mastery of discipline content Improve ability to apply learning Model critical thinking

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An academic program is rigorous when there is and/ or are…

Depth and integrity of inquiry Sustained focus Multiple perspectives Unanswered questions

Big Ideas Goal Setting

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An academic program is appropriate when there is and/ or are…

Differentiation of curriculum and instruction

On-going assessment

Respectful and appropriately challenging work

Academic relevance

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Academic relevance

Students are able to make personal meaning. (Novelty)

We have prior intellectual or emotional connection. It is connected to real life. It is significant to the times. It actively engages or involves us.

Learning increases when connections are built upon prior knowledge

Content material is rigorous and respectful

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Scholarly Practice Allows students to function as a practitioner, a

producer, a researcher, or a scholar Allows students to assume a leadership role Provides a rationale for “Why is this important?” Provides students with the tools and methods for

independent learning Establishes the relationship between questions that

disciplines seek to answer and questions they seek to answer in their daily lives

Offers opportunities to learn how to use and apply the skills of a discipline in real world situations.

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Scholarly Skills Time Management/Organization Decision-making Learning how to learn Asking questions/conducting interviews Determining when to persist Gathering and analyzing data Determining bias in documents Using the tools of the discipline Identity perspective Make observations/report findings

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Scholarly Habits Value physical fitness Believe in the power of effort Tolerate ambiguity Understand the nature of frustration Think and communicate with clarity and precision Manage impulsivity Listen with understanding and empathy Create, imagine, innovate Question and pose problems Think interdependently Find humor

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Knowing the need to differentiate to meet academic needs and

knowing the social and emotional needs of

scholars, how will this determine your learning

environment?

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A Scholarly Environment Is…

WelcomingSafeCaringRespectful Flexible

TimeStructure

Supportive of study, reflection, collaboration and academic rigor

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Relationships: a Professional Learning Community

Understand and Practice “Scholarliness” Exercise and validate intellect Practice the work ethic A pervasive expectation and celebration of

growth Mutual Respect Clear Rules and Expectations Appreciate individual strengths and

differences

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Open Communication

Killer Statements: If you would just try harder…. You did a great job but… You are not working up to your potential…

Non-judgmental, respectful dialogue with appreciation of differences and recognition of the strengths of each member of the learning community

IconsLanguage of the Discipline

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This is a nursery rhyme.

Once upon a time…

TheEnd!

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Icons for Depth

Language of the Discipline

Details

Patterns

Trends

Unanswered Questions

Rules

Ethics

Big Idea

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Language of the DisciplineScholar IconsDifferentiation

DepthComplexityNovelty

EnvironmentDisciplinarian

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Sample Lesson: Thinking Like a Disciplinarian

Think Like a Marine BiologistI describe and classify marine life and

determine how these organisms develop, obtain food, reproduce, interact with other life, and why particular groups live in different regions of the ocean.

I investigate: how marine plants and animals can

be harvested as food without destroying their natural populations

whether or not human activities, such as dumping waste products in the ocean, harm marine life

what substances marine organisms produce that can be used to treat human diseases.

Language Animal classifications—e.g.

mammal, fish; ecosystems, habitats, communities, populations, predator/prey, producer/consumer/decomposer, reproduction

Skills/Tools Scuba diving, knowledge of

oceanic landforms & ocean life, cause & effect, problem solving, chemistry, medicine, botany, swimming

Products Specimens, pictures, drawings,

charts, graphs, food, medicineAdapted from: Long Beach Unified School

District GATE

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Details of ideas, subjects, concepts are investigated and add to student’s depth of understanding.•How can you elaborate on this?•What are the parts-to-whole relationships in this study?•What information can be added to what we already know?

We agree. The earth rotates

around the sun.

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Patterns of behaviors, activities, events, etc. are investigated to create an understandingbeyond the single event.

•In what ways is the past repeated in the present and may possibly be repeated in the future?•What information does the pattern provide?•How does the pattern explain some event or thing?•What are the details within the pattern?

The repetitionof something What patterns

exist in your topic?

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Students investigate trends within issues, ideas, events, etc. to gain understanding of the big picture.•What are the external factors affecting the information about this topic?•What causes of action affected the development of the ideas about this topic?•What social, political, economic, technological, and popular ideas affected the knowledge about this topic?

What are the current trends of advances in your discipline?

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The guide or procedures one must obey in this field of study.

•What are the procedures in the study of your topic?

•What are the written and unwritten rules?

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Rules/Expectations

Clear Rules and Expectations provide a sense of security and stability

Rules are necessary for a society to function

Rules should be developed as a collaborative effort

Rules should be few and simple with clear and logical consequences

Stated rules and expectations allow students to consider their choices

Rules must be enforced in a respectful manner

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Students discover and investigate questions for which there are no answers. The missing or unclear parts of the discipline.

•What ideas remain unclear or incomplete about this •topic?•What information is still ambiguous about this topic?•What ideas are still unresolved about this topic?•What information is relevant to this study but is unavailable?

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Ethics can be investigated to determine whydecisions are made in certain ways.

The Debate. The right or wrong surrounding an issue in this discipline.

RIGHT!

WRONG!

WHAT ARE THE CONTROVERSIES?

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Students investigate ideas in order to determine what the overarching ideas are within a field of study or across disciplines.

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Icons for Complexity

Relationship Over Time

Relationship Between, Among, Across Disciplines

Multiple Perspectives

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PAST, PRESENT, FUTURE…

How has the area of study changed or evolved?

How has the topic changed over time? How will it look in the future?

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How does one discipline relate to other disciplines? Do they use the same tools, language, and/or skills?

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Perspective: relating information from…

Differing roles and knowledge

Opposing viewpoints

Multiple perspectives

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What is the Student’s Role?

All students participate in respectful work.

Students work in a variety of group configurations, as well as independently.

Students assume more responsibility for their own learning.

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Students Have the Responsibility to…

Treat others with respect

Refrain from engaging in behavior that interferes with learning or detracts from a scholarly environment

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What Is The Teacher’s Role?To Understand…

Who we teach

What we teach

How we teach

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Teachers have the responsibility to…

Model and mentor

Be a scholar and practice scholarliness

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Becoming a Gifted EducatorBe:

A ScholarEnthusiastic about learning

Willing to go outside your comfortzone

An advocate for your studentsA Model and Mentor

Encourage:The pursuit of in-depth learning

Respectful questionsRisk-taking

Know:How Gifted Students learn

What you teachYour students

Help:Students understand their giftedness

Students understand and express their feelings

Hold:High expectations

Students Accountable for Quality WorkProvide:

Opportunities for interaction with students’ mental peers

A nurturing safe placeResearch and standards-based instruction

Pervasive caringShare:

Who you areYour passion

Your knowledgeTake:

Care of the Caregiver

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We are indebted to the works of:

Deborah Burns, PhD. Cheshire Public Schools, Jan Leppien, PhD. University of Great Falls, Jean Purcell, PhD. Connecticut State Dept. of Ed., from a workshop entitled, Developing Scholars and Expert Practitioners

Sandra Kaplan, EdD., U.S.C., California Model of Differentiation

Marilyn Lane, Educational Consultant