Scope and Sequence in Curriculum for the Gifted презентация

Scope and Sequence in Curriculum for the Gifted © 2011 by The Johns Hopkins University. All rights reserved.

What is Scope? Scope is the expanse of curriculum to be addressed in a given unit of time, usually a year. Scope may also be seen as the breadth of topics covered in a given period of time. This view would analyze K–12 standards, for example, to determine major areas of emphasis within subject areas.

What is the scope of topics addressed in your science curriculum for the year? Why are some topics covered and not others? What is the basis for determining the scope of your curriculum?

What is Sequence in a Curriculum? Sequence is the order selected for organizing the knowledge, skills, and attitudes taught. Curriculum is usually sequenced within a year and across years in a deliberate manner.

Sequence these communication skills/products from lower levels to higher levels. Crafting argument Creating dialogue Debating Doing a presentation Designing a PowerPoint Writing a poem

Organize the topics on communication into grade level designations: K–2 3–5 6–8 9–12 Fill in missing items at relevant grade levels.

Issues in Organizing Scope and Sequence in Curricula for Gifted Learners

Alignment to Standards

Strategy #1: Acceleration of Standards

Strategy #2: Elevating Task Demands

Strategy #3: Create Interdisciplinary Products Standard in English Language Arts at grades 3, 5, and 8: Conduct short research projects that use several sources to build knowledge through investigation of a topic. Grade 8 (to answer a question) Standard in Math at grades 3, 5, and 8: Represent and interpret data (creating and using graphs); delineate functions

Interdisciplinary Task Ask students to design an experiment to test a question of interest to them: Examples: Do people prefer Product X over Product Y? Are ants attracted to sugar? Are girls more addicted to computers than boys? Your choice of research question. Prepare and present a research report, using graphs and other visual displays of data. Be sure to include your: hypothesis, data collection techniques, appropriate data tables, conclusions, and implications of the findings based on your original question.

Macro Curriculum for the Gifted

Concept Sequencing

Higher-Level Skill Sequencing In what order should these creative thinking skills be taught? Metaphor development Analogies Fluency Elaboration Creative synthesis Flexibility

Higher-Level Concepts In what order should these macro concepts be taught? Justify your decision. Change Systems Scale Models Patterns

Why Remodel Curriculum for the Gifted at the Multi-Year Level? Gifted students master material at a faster rate than other students. Challenge must be institutionalized in their curriculum diet. Curriculum connections must be present in order for learning to make sense.

How Can This Process Occur in Schools?

Scope and Sequence Development Questions