Presented by Christine Dillon6th grade Teacher, Brookvale Elementary

Daily Schedule Dr. Kaplan spoke in a general

session Lecture seminars or Demonstrations

Local gifted students10 – 15 per class 1ST – 8TH graders

Curriculum development sessions

General Session TopicsUniversal Themes

Think Like a DisciplinarianDabbling

Layered Curriculum1. Standards/Objectives2. Depth and Complexity3. Classics4. Think Like a Disciplinarian5. Current Events6. Technology7. Independent Study8. Learning to Learn

Developing Greater Intellectual Depth

The process to achieve this combines the use of universal themes, and knowledge of specific disciplines with complex thinking strategies.

Best Practices for Differentiation

Philosophy Behind Universal ThemesGate teachers are to take the core

curriculum and look at ways to get greater depth.

This means demanding more sophisticated thinking of your students.

This is achieved by weaving connections to get greater understanding.

How is Using a Universal Theme Different from Traditional

Thematic Instruction?

Thematic Instruction

In thematic instruction the teacher develops a theme and makes the connections for the students.

All this does is ask students to know the content and how it is related.

Insects Community

Plants

Growth

Interdisciplinary Thematic Instruction

Students have a universal theme and what appear to be disparate parts or pieces.

They must apply knowledge in order to make connections.

Often, this approach requires that students begin with the complex and work backward to connect to the simple concept.

Content Areas Mathematics

Language Arts

Systems

Connections“When one steps back to view the knowledge, not from within the discipline, but from without, one sees that all the parts touch, overlap, and form a tapestry of interconnection.”

- Dr. Sandra Kaplan

Generalizations In making connections between seemingly disparate concepts, students begin to form generalizations.

Thus, generalizations are the basis of connections.

Some Universal Themes and Generalizations

Patterns 1. Have segments that are repeated 2. Allow for prediction 3. Have eternal order 4. Are enablers Systems 1. Are many parts arranged into a unified

whole 2. A group of elements that work together 3. Are manmade or natural

Change 1. Can be natural or man-made 2. Different kinds of change 3. Is inevitable 4. Necessary for growth

Conflict 1. Composed of opposing forces 2. Natural or man-made 3. Intentional or unintentional 4. May allow for synthesis and

change

Connecting to, exploring within, and across disciplines

Key Ideas Increases awareness of the discipline, thus

adding depth and complexity to the subject matter

Requires learning about the specialized vocabulary, tools and skills of each discipline

Connects a student’s own interests and abilities to a subject and a discipline

Allows the student to immerse self into the study of a discipline

Creates a greater awareness of the contributions of the disciplines to the world

Thinking Like a ScholarDisciplinary studies can begin with an

examination of scholarly behavior

Attributes of scholarly behavior can be identified and applied to accomplished people and the disciplines they represent

Students can then make connections between themselves and the disciplinarian

Connecting to a Discipline

Myself as a scholar

Common Details

Disciplinarian as a scholar

Focus

Persevere

Ask questions

Desires

knowledge

Exploring Within a DisciplineDirected lessons given on the disciplines as they relate to an area of study.

Thinking Like an HistorianThinking Like a GeographerThinking Like a SociologistThinking Like a ScientistThinking Like a Mathematician

A Differentiated Word Wall Discipline Vocabulary Tools Skills

Historian-Studies the past and present events of people

•Artifacts

Chronology•Primary Resource•Secondary Resource

Records of the past:

Books

Diaries/Journals

News articles

Research

Documentation

Asks questions

Economist-Studies the use of resources

Profit & lossShortage/surplus

Ratio

Sample

Computer

Calculator

Compute

Analyze

Collect data

Make graphs

Marine Biologist-

Species

Plankton

Organisms

El Nino

toxins

Net

Diving equipment

Underwater camera

Ability to swim/use diving equipment

Classify

Analyze

Within Discipline Studies Can Be Even More Specific

Thinking Like A ScientistChemistGeologistBiologistBotanistNaturalistPaleontologist

Think Like a Historian

Historians study :past events,

people, and time periods.

resources

products

skil

ls

lan

gu

ag

e•Interviewing•Look for evidence•Interpret•Questioning•Writing (academic)

•Writings•Articles•Speeches•Presentations•Books, series

•Questions•Interpret•Evidence•Findings•Past

•Prints•Reports•Newspapers•Location

•Primary•Secondary•Fiction

Connecting Across Disciplines Once students have an

understanding of the disciplines, they can look at an area of study from the various perspectives of different disciplines.

The teacher can build this into the content planning.

Economic(Details)

History(Over time)

Sociology(Patterns)

Industrial Revolution

Student OwnershipThe goal is for the student to select a

disciplinarian role to apply to their studies.

Opportunities can be provided through:Learning CentersRole-playingRevisiting text through the eyes of a

disciplinarian

Thinking Like a Sociologist With a Fiction Story

Discuss a fiction story the students have previously read using the following chart as the basis of revisiting the story:

Characters Role Problem

Use the completed chart as the basis to have students practice identifying the sociological concepts of dynamics, interactions, and roles. Lead discussions with these questions:

Which characters assumed a leader or follower role?

How did the role of the character affect the interaction between them?

How does the role of the character affect their problem or the major problem or conflict in the story?

Creating “hooks” that the student will want to explore.

Dabble to Create AwarenessExperiences open doors Experiences become ladders

Wet the appetite – but do not satiateShare storiesLeave-arounds Book marksPhotosDiscordant events or concepts

“Boredom is the inability to dabble.”

- Dr. Sandra Kaplan

Ways Teachers DifferentiateTime on task

Check for mastery and move onIn depth research may take longer

ResourcesPrimary, secondary, and tertiary

sourcesModification

Permissive vs. MandatoryAssistance level

Knowledge Must Transfer for Learning to Take Place.

Factual (closed) vs. Conceptual (open ended)

Concrete vs. Abstract

What Is What Could Be

The Goal is to Create Life-Long Learners  Specialists from generalists Innovators from replicators

Conceptual learners from factual learners Big idea thinkers

Students who see systems, trends and patternsLearners who seek out multiple perspectivesThinkers who are self-directed with “curious

minds”Scholars who are productive, cooperative and

collaborative.