Transcript Slide 1

OCC GATE
UCI 2009
“Gifted
Education:
Riding the Wave
of Change.”
Sandi Ishii
www.ggusd.us
GATE Supervisor
[email protected]
714.663.6488
SETTING THE STAGE:
THINKING TOOLS (Prompts):
SUPPORT RIGOR IN QUESTIONING & THINKING
Depth
& Complexity
Content
Imperatives
Depth & Complexity
]
Language of the Discipline: Identification & usage of appropriate language
relative to the discipline.
Details: Elaboration and description of an idea or event.
Patterns: Recurring elements or repeated factors of an idea or event. Order of
events. Identify & predict.
Trends: Identification of changes throughout a period; factors, influences &
forces. Note causality & predict.
Unanswered Questions: Unclear ideas & information; What is unknown,
unexplored, unproved. Identify & guess.
Rules: Organizational elements relevant to curriculum. Note order, determine
relevance, organize, & identify learnings.
Ethics: Possible rights & wrongs of an event, idea, or issue. Reflection on bias,
prejudice, discrimination. Draw conclusions, argue, prove with evidence.
Big Idea: Generalization, principle, or theory about the curriculum being studied.
Identify theory, state principle.
Over Time: Change over time where changes are identified & causality
examined. Predict, order, & sequence.
Points of View: Multiple perspectives. Examine ideas & events from different
perspectives. Think like a . . .
Interdisciplinary Connections: Connection between curriculum under study &
other disciplines. Associate, integrate, & link.
CONTENT IMPERATIVES
ORIGIN: Beginning, root, or source of the idea
or event
CONTRIBUTION: Define the significant part
of result of an idea or event
PARALLEL: Defining ideas or events that are
similar and can be compared to one another.
PARADOX: Defining the contradictory
elements in an event or idea.
Positive/Negative aspects of something.
CONVERGENCE: Defining the meeting point
of the elements that describe an event or idea.
NOTE-TAKING WITH THE
TOOLS
The Future of Farming: Eight Solutions For a Hungry World
While the banking and automotive industries implode,
fruit and vegetable growers are fending off a financial
crisis of their own. Tough immigration laws, among
other factors, are shrinking the labor supply for picking
delicate crops, in some cases leaving millions of dollars
of produce unpicked. As part of an unofficial bailout, the
USDA recently awarded $28 million to Sanjiv Singh of
Carnegie Mellon University and other researchers
around the country in part to build automated farming
systems that will improve fruit quality, shore up worker
shortages and, it’s hoped, keep American fruit farmers
solvent.
http://www.popsci.com/environment/article/2009-07/8-farming-solution-help-stop-world-hunger?page=5
Thinking Tool Treasure Hunt
1.
Read the article
http://www.popsci.com/environment/article/2009-07/8-farming-solution-help-stop-world-hunger?page=5
1.
Find pieces of evidence representing
these prompts for thinking.
2.
Underline the evidence and notate with
the icon in the margin
3.
Prepare to share out
The World Café is a discussion
method for “awakening and
engaging collective intelligence
through conversations about
questions that matter.” *
Juanita Brown studies on the
power of conversation
*www.theworldcafe.com
GRADUAL RELEASE OF
RESPONSIBILITY
TEACHER
RESPONSIBILITY
“I do it”
Focus Lesson
(Teacher)
“We do it”
Guided Instruction
(Teacher/Student)
You do it together
Collaborative
“You do it
Independent
alone”
(Student)
STUDENT RESPONSIBILITY
Adapted from Doug Fisher & Nancy Frey, 2008
NAME A CAFÉ BASED ON CONTENT:
 Knowledge
Café
 Scientific Café
 Literary Critic Café
 Economist Café
 Strategy Café
 Historian Café
 Leadership Café
 Analyst Café
CAFÉ GUIDELINES

Clarify Purpose
○ Instructional Objective

Create Hospitable Space (ambiance matters)
○ Think Outside of the Box

Explore Questions that Matter

Encourage Everyone’s Contribution

Connect Diverse Perspectives

Listen for Insight / Share Discoveries
CAFÉ STRUCTURE

Seat 4-6 People in Café-style clusters

Select a “table host” for each cluster

Set up for 3-4 progressive rounds of
conversations: 10-20 minutes

Design questions or issues to be discussed
which support instructional objective

Provide “tablecloth” for café members to
write, note-take, draw key ideas
SAMPLE TABLECLOTH
CAFÉ ROUND 1
 Table
Host begins conversation
around central question or issue
assigned to the Café table
 Table Host encourages involvement
of all participants
 All participants are encouraged to
note-take, draw or write key ideas
on tablecloths
Transition Scaffold
 Allow
one minute to write key points
on post-it or recording sheet
 Collect
post-its at conclusion as exit
note accountability
 Use
traveling music. When music
ends cue Café background music
CAFÉ ROUND 2




Café Host remains
“Ambassadors of Meaning” or travelers
move to another Café table carrying with
them key ideas, themes and questions
Hosts welcome new guests & briefly share
key ideas, themes and questions from
Round 1
Hosts encourage guests to link and connect
ideas from previous tables; listening carefully
and building on others contributions
CAFÉ ROUND 3


Return to original Café table to
synthesize discoveries
OR
Allow one more round at a different
Café table and provide a Gallery Walk
at the conclusion to allow students to
internalize the results of all
conversations
WHOLE GROUP DEBRIEF
(With time, try a gallery walk of table cloths prior to debrief)
Share discoveries and insights in a whole
group conversation
 Try a “whip around” share of each original
table
 Prepare students for next steps as you
move toward Gradual Release step of
“I Do It Alone”

CAFÉ MEMBERS IN ACTION
5TH GRADE CLASS IN ACTION USING
DEPTH AND COMPLEXITY IN
WORLD CAFÉ
http://www.explorerelementary.org/pages/Academics/projects/WorldCafe.html
What’s
golf?
Hackers
Beginner
Scratch
Player
Respecting Differences:
Pre-assess, Tier & Flex groups
NOVICE
No Formal Training
PRACTITIONER
Some training.
Understand. Applied
some aspects.
Tiered Self-Assessment
APPRENTICE
SKILLED
Some knowledge.
Not specifically
applied.
Understands. Has
applied. Can train
others and model.
Respecting Differences:
Pre-assess, Tier & Flex groups
MATH /
SCIENCE
HUMANITIES
Interest-Based Groups
OTHER
SPECIALTIES
LEADERSHIP
Welcome to World Café!
1.
READ text from “The Future of
Farming: 8 Solutions for a
Hungry World” Popular
Science Aug 2009
2.
JOIN a Café group
3.
TABLE HOSTS ARE SELFSELECTED TODAY
4.
TIERED QUESTIONS designed
to build greater meaning from
text
5.
BEGIN when your group is full
Discussion Slow? Try these
scaffolds:

Model (fishbowl) a strong discussion
 Use student “actors” and/or colleagues.
 First model an ineffective discussion.
 Second model an effective discussion.
 Have students compare and contrast the 2



Frontload students to jot key ideas on
post-it to carry to next group
Do first café using a safe topic familiar
to students
Make table hosts the “mother hens” of
the class- students who draw others in
REFERENCES
Brown, Juanita & Isaacs, David. (2005) The World Café:
Shaping Our Futures Through Conversations That
Matter.2005. Berrett-Koehler Publisher Inc.
 Fisher, Douglas & Frey, Nancy.(2008). Better Learning
Through Structured Teaching: A Framework for the Gradual
Release of Responsibility. ASCD


Depth and Complexity developed under the auspices of
OERI, Javits Curriculum Project T.W.O., Dr. Sandra
Kaplan/USC , 1996

Content Imperatives developed under the auspices of OERI,
Javits Curriculum Project T.W.O., Dr. Sandra Kaplan/USC ,
1996