novelty an rusd best practices gate tune-up. what is novelty? novelty complements depth and...
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NoveltyNoveltyAn RUSD Best Practices An RUSD Best Practices
GATE Tune-UpGATE Tune-Up
What is Novelty?What is Novelty?
Novelty complements depth and complexity by Novelty complements depth and complexity by providing opportunities for inquiry and exploration.providing opportunities for inquiry and exploration.
• Constructing meaning in an individualized mannerConstructing meaning in an individualized manner• Owning a subject, making it one’s ownOwning a subject, making it one’s own• Seeking an original interpretationSeeking an original interpretation• Inventing, redesigning or substitutingInventing, redesigning or substituting• Looking for new implications among or within the Looking for new implications among or within the
disciplinesdisciplines
For the highly gifted, For the highly gifted, novelty often provides the novelty often provides the most meaningful learning most meaningful learning
experiences.experiences.
Differentiating Curriculum Differentiating Curriculum Questions for NoveltyQuestions for Novelty
How can knowledge in the area of study be interpreted?How can knowledge in the area of study be interpreted?
How can knowledge from this study be How can knowledge from this study be restated/expressed in one’s own words?restated/expressed in one’s own words?
What type of investigation or experiment can be What type of investigation or experiment can be designed to learn more about the area of study?designed to learn more about the area of study?
What type of original investigation or experiment can be What type of original investigation or experiment can be developed to prove or disprove an idea about this study?developed to prove or disprove an idea about this study?
What personal interpretation could be made from this What personal interpretation could be made from this area of study?area of study?
Creation of novelty rests with Creation of novelty rests with the student, but the teacher the student, but the teacher
sets up the conditions.sets up the conditions.
Examples of NoveltyExamples of Novelty
Textbook questions/activities Textbook questions/activities (Yes, really!)(Yes, really!)
Learning CentersLearning Centers
Independent StudyIndependent Study
Textbook Questions/ActivitiesTextbook Questions/Activities
To reflect novelty textbook questions To reflect novelty textbook questions must be at the higher levels of Bloom’s must be at the higher levels of Bloom’s Taxonomy by asking that the studentTaxonomy by asking that the student
Apply the content material to their own lifeApply the content material to their own life
ororEvaluate and justify with evidenceEvaluate and justify with evidence
ororSynthesize the contentSynthesize the content
Learning CentersLearning Centers
Learning centers can be stations or Learning centers can be stations or collections of materials learners use to collections of materials learners use to explore topics or extend skills. Centers explore topics or extend skills. Centers can be teacher or student- created. can be teacher or student- created.
Provide Provide specific activitiesspecific activities that build upon that build upon content-area studiescontent-area studies
Add depth and complexity to the core Add depth and complexity to the core curriculumcurriculum
Allow for independenceAllow for independence
Independent StudyIndependent Study
Teacher and student plan method to Teacher and student plan method to investigate a topic and identify the investigate a topic and identify the product student will develop.product student will develop.
Build on Build on student intereststudent interest within core within core curriculumcurriculum
Allow student maximum freedom to planAllow student maximum freedom to planTeacher provides guidance and structureTeacher provides guidance and structureUse preset timelinesUse preset timelinesEstablish criteria for successEstablish criteria for success
All pursuit of novelty All pursuit of novelty requires some level of requires some level of
research.research.
Research is not writing Research is not writing a reporta report
It is pursuing further It is pursuing further understanding of a topicunderstanding of a topic
Research is “search”Research is “search”
A student’s ability to find A student’s ability to find information from a variety of information from a variety of
sources and to draw sources and to draw conclusions from that conclusions from that
information is at the root of information is at the root of research.research.
Questions Provide the Questions Provide the Framework for ResearchFramework for Research
Questions can come from any layer of Questions can come from any layer of the curriculumthe curriculum
Core ContentCore Content Universal ThemeUniversal Theme GeneralizationsGeneralizations Depth and ComplexityDepth and Complexity Thinking like a DisciplinarianThinking like a Disciplinarian
Questions from Thinking Like A Questions from Thinking Like A DisciplinarianDisciplinarian
DisciplineDiscipline QuestionsQuestions
ArcheologyArcheology What tools were used?What tools were used?
How were the tools used?How were the tools used?
What do they mainly look for?What do they mainly look for?
PaleontologistPaleontologist Why are they interested in origins?Why are they interested in origins?
Why and where do they dig?Why and where do they dig?
PsychologistPsychologist Why are they effective?Why are they effective?
Why do they ask so many questions?Why do they ask so many questions?
How do they get in your mind?How do they get in your mind?
Questions can be Questions can be developed by simply askingdeveloped by simply asking
I have learned this, but I am I have learned this, but I am still wondering…still wondering…
Six Research SkillsSix Research Skills
ParaphraseParaphraseTake notesTake notesSummarizeSummarizeDetermine relevanceDetermine relevanceCompare/ContrastCompare/ContrastDraw conclusionsDraw conclusions
Have students pick a research skill and Have students pick a research skill and decide which elements of depth and decide which elements of depth and complexity would help them with it.complexity would help them with it.
To answer my question To answer my question about _____________, I about _____________, I
will (will (research skillresearch skill),),
using using ((depth/complexitydepth/complexity), ),
((depth/complexity)depth/complexity), and , and ((depth/complexity)depth/complexity)..
Process Versus ProductProcess Versus Product
The research process should be the The research process should be the focus of the novelty pursuit, not an focus of the novelty pursuit, not an elaborate project.elaborate project.
The product should demonstrate the The product should demonstrate the student’s ability to apply skills and student’s ability to apply skills and knowledge to a topic.knowledge to a topic.
Most important to Most important to remember…remember…
For students to create For students to create novelty, the making of novelty, the making of personal meaning is personal meaning is
required through invention required through invention or interpretation. or interpretation.