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