Workshop on “Giftedness: Realizing the Potential” 27.4.2006 (Thur) Maggie Gibson.

Workshop on “Giftedness:

Realizing the Potential”

27.4.2006 (Thur)Maggie Gibson

INTENDED OUTCOMES

Work through aspects of “Giftedness: Realising the Potential”

Concept of giftedness Characteristics of gifted students Identification strategies Programming options

CONCEPT OF GIFTEDNESS

What does What does “gifted” “gifted” mean?mean?

Boys - those identified physically superior attended military school

trained for combat

"defects" disposed of

SPARTA 6th century BC

Prodigies - girls and boys

Differentiated learning for "gifted" :

Readingmemory

reasoning sensitivity

CHINA - Tang Dynasty AD 618

JAPAN 17th Century

Commoners loyaltyobedience humilitydiligence

Elite Confucian classics

Martial Artshistory

composition calligraphy

moral valuesetiquette

INTELLIGENCE keenness of one’s sensesvisionauditionreaction timesmelltouch

GALTON 1869

natural selection and hereditarynatural selection and hereditary

IDENTIFICATIONIDENTIFICATIONvisual / auditory acuityvisual / auditory acuitytactile sensitivitytactile sensitivityreaction timereaction time

Belief that children can grow in intelligence

BINET and SIMON1905

Commissioned to devise a test to identify children who did not function as well in usual school setting to develop appropriate

intervention programmes.

Test focused on ability to:pay attention

memory judgement reasoning

comprehension

Test score designated a Mental Age – top 1% GIFTED

LEWIS A. TERMANLEWIS A. TERMAN

19161916

““Godfather of gifted movement”Godfather of gifted movement”

Americanised Binet / Simon test = Stanford Binet Americanised Binet / Simon test = Stanford Binet TestTest

Used Chronological Age CA and Mental AgeUsed Chronological Age CA and Mental Age MA to MA to help determine Intelligence Quotient IQ ie help determine Intelligence Quotient IQ ie

IQ = MA / CAIQ = MA / CA

Top 1 % giftedTop 1 % gifted

Concept of Giftedness Pre 1940’s

Giftedness is the top one per cent of general intellectual ability,

as measured by

the Stanford–Binet intelligence scale or

a comparable instrument.

•1957

•USSR

•First artificial satellite

•“Space race”

•Investigation into science education

United States Office Of Education (1972)

Gifted and talented children are those identified by professionally qualified persons as

capable of high performance demonstrated by achievement and/or potential ability in any of the following areas,

singly or in combination:

**General intellectual ability**Specific academic aptitude

**Creative or productive thinking**Leadership ability

**Visual and performing arts ability**Psychomotor ability (manual dexterity & sport)

Gina Ginsberg (1977)

a little earliera little faster

and probably

a little differently from most other children

Pre 1980’s

Gifted identified as Gifted identified as successful, motivatedsuccessful, motivated individuals individuals

showing exceptional ability / showing exceptional ability / aptitude in aptitude in

a a specific domain or combination specific domain or combination of domainsof domains..

Columbus Group(1991)

Giftedness is Giftedness is asynchronousasynchronous development development in which advanced cognitive abilities and in which advanced cognitive abilities and heightened intensity combine to create heightened intensity combine to create

inner experiences and awareness that are inner experiences and awareness that are qualitatively different from the norm. qualitatively different from the norm.

This asynchrony increases with higher This asynchrony increases with higher intellectual capacity. This uniqueness of intellectual capacity. This uniqueness of

the gifted renders them particularly the gifted renders them particularly vulnerable.vulnerable.

Françoys GAGNÉ2002

Giftedness * possession of natural abilities or aptitudes at levels significantly beyond what might be expected for one’s age.

* outstanding potential rather than outstanding performance.

Talent * achievement or performance at a level significantly beyond what might be expected at a given age.

GIFTEDNESSAptitude domains

INTELLECTUAL

CREATIVE

SOCIOAFFECTIVE

SENSORIMOTOR

OTHERS(Extrasensory perception,

gift of healing…)

TALENTSFields relevant to school-age youth

ACADEMICS(language, science,…)

GAMES OF STRATEGY(Clues, puzzles, video..)

TECHNOLOGY(Mechanics, computers..)

ARTS( Visual, drama, music..)

SOCIAL ACTION(Tutoring, school

politics..)

BUSINESS(Sales,

entrepreneurship..)

ATHLETICS & SPORTS

DEVELOPMENTAL PROCESS

Learning - Training - Practising

CREATIVE DOMAINCREATIVE DOMAIN

Outstanding potential or achievement in areas that require open, Outstanding potential or achievement in areas that require open, original and uniquely productive thinking or action. It may be original and uniquely productive thinking or action. It may be demonstrated through visual or performing arts, in academic areas, demonstrated through visual or performing arts, in academic areas, business, politics, or in the social arena.business, politics, or in the social arena. Involves Involves inventiveness, humor..

GIFTEDNESSGIFTEDNESS

INTELLECTUAL DOMAININTELLECTUAL DOMAINOutstanding potential and/or ability in areas that require mastery Outstanding potential and/or ability in areas that require mastery of a set of formalised symbols, such as language, numbers or of a set of formalised symbols, such as language, numbers or both. Involves reasoning, memory making judgements… both. Involves reasoning, memory making judgements…

IQ scores, achievement scores and academic scores reflect this IQ scores, achievement scores and academic scores reflect this type of giftednesstype of giftedness

OTHERExtrasensory perception, gift of healing……

SOCIOAFFECTIVE DOMAINSOCIOAFFECTIVE DOMAINOutstanding potential and/or performance in the areas of social and Outstanding potential and/or performance in the areas of social and personal abilities. Involves leadership, empathy and self-awareness. personal abilities. Involves leadership, empathy and self-awareness.

SENSORIMOTOR DOMAINSENSORIMOTOR DOMAINOutstanding potential and/or performance in activities Outstanding potential and/or performance in activities requiring large-muscles, small-muscle, and hand-eye requiring large-muscles, small-muscle, and hand-eye coordination. coordination. Involves strength, control, endurance and flexibility.

IDENTIFICATION

PURPOSE OF IDENTIFICATION

Diagnose student’s level of functioning – Diagnose student’s level of functioning – achievements, potential and level of giftednessachievements, potential and level of giftedness

Determine student’s educational needsDetermine student’s educational needs

Develop appropriate programmes Develop appropriate programmes

NOTNOT LABELLING LABELLING

Identification Measures Identification Measures

SUBJECTIVE / INFORMAL / QUALITATIVE MEASURESJudgement based structured

observations. Include

teacher, parent, peer, and self nominations,

anecdotal records from previous teachers and the child’s family,

checklists, surveys, work samples

Parent Nomination

Most parents accurate in their assessment of their child’s ability

Provides valuable information from settings outside school

May be unaware of their child’s potential in relation to other children

Some under or over estimate their child’s ability May be reluctant to identify their child’s advanced

ability because of concerns regarding the attitude and perceptions of the school

Peer Nomination

More limited information available from young children but generally accurate

Peers may nominate students who appear to be underachieving

May nominate friends May hide abilities because they are seeking

acceptance by the desired peer group

Self Nomination

Usually accurate Requires supportive approach to gain

accurate information Best in an interview situation Some (particularly girls) will not self nominate

over concerns with possible peer rejection Interest inventories may provide useful

information Multiple Intelligence and learning styles

inventories may be useful

Teacher Nomination

Sees student in a range of learning situations within the classroom and the wider school setting

Underachieving and unmotivated learners may be missed

Dependent on the challenge and rigour of the teaching and learning program

Misconceptions about giftedness can influence teacher’s observations and conclusions

Personal beliefs and attitudes, expectations and assumptions may influence observations

Accuracy of observation increased with teacher awareness of characteristics of gifted students

Identification Measures Identification Measures

OBJECTIVE / FORMAL QUANTITATIVE MEASURES

Standardised tests of potential or achievement.

Include IQ tests and other forms of psychometric testing, standardised performance tests, dynamic testing

and off level testing.

SUBJECTIVE / INFORMAL / QUALITATIVE MEASURESJudgement based structured

observations. Include

teacher, parent, peer, and self nominations,

anecdotal records from previous teachers and the child’s family,

checklists, surveys, work samples

OBJECTIVE / FORMAL QUANTITATIVE MEASURES

•Psychometric / IQ Tests, Psychometric / IQ Tests, WPPSI – III, WISC IV, Stanford Binet VWPPSI – III, WISC IV, Stanford Binet V

•Teacher Made Tests Teacher Made Tests specific Learning Areaspecific Learning Area

•Off – level Tests Off – level Tests 2-3 ahead of year level2-3 ahead of year level

•Dynamic Test Dynamic Test pretest-intervention-post testpretest-intervention-post test

•Aptitude Test Aptitude Test OLSATOLSAT

•Standardised Tests Standardised Tests Uni Uni NSW Competitions, TORCHNSW Competitions, TORCH

May require trained personnel to May require trained personnel to administeradminister

Some pick up underachieversSome pick up underachievers

May be culturally exclusive or May be culturally exclusive or exclude language disabled, ESL exclude language disabled, ESL studentsstudents

Identify achievements in particular Identify achievements in particular areaarea

Provide profiles of student strengths Provide profiles of student strengths and weaknessesand weaknesses

Generally reliable predictors of Generally reliable predictors of academic success in school type tasksacademic success in school type tasks

Provide information on cognitive Provide information on cognitive functioning to assist in placement and functioning to assist in placement and progressionprogression

CHARACTERISTICS

UNIVERSAL CHARACTERISTICS – UNIVERSAL CHARACTERISTICS –

primary / secondary studentsprimary / secondary students

Ask probing, provocative questionsAsk probing, provocative questions

See and create patterns and relationships between See and create patterns and relationships between simple and complex concepts, concrete and abstractsimple and complex concepts, concrete and abstract

Become passionately, deeply absorbedBecome passionately, deeply absorbed

Learn complex concepts quickly, easilyLearn complex concepts quickly, easily

Reason beyond age peersReason beyond age peers

Retain large volume of informationRetain large volume of information

Become frustrated with slow pace of work, when Become frustrated with slow pace of work, when things are predictablethings are predictable

Show preference for independent workShow preference for independent work

Advanced vocabularyAdvanced vocabulary

Good sense of humorGood sense of humor

Alert and observantAlert and observant

IndividualisticIndividualistic

Self – motivated, self-sufficientSelf – motivated, self-sufficient

Curious, wide range of interestsCurious, wide range of interests

TaskBehaviours of gifted students in school settingBehaviours of gifted students in school setting

Characteristics Positive Behaviours Negative Behaviours

Alert and observant

Good sense of humour

Comprehends, recognises

relationships

High academic achievement

Fluent, verbal facility

Individualistic, challenges ideas

Self-motivated,

self-sufficient

Characteristics Positive Behaviours Negative Behaviours

Alert and observant Recognises problems Corrects adults

Good sense of humour

Able to laugh at selfPlays tricks or makes

jokes at the expense of others

Comprehends, recognises

relationships

Able to solve social problems alone

Interferes in affairs of others

High academic achievement

Does school work wellBrags, egotistical,

impatient with others

Fluent, verbal facilityForceful with words,

leads peers in positive ways

Leads others into negative behaviours

Individualistic, challenges ideas

Asserts self and ideas, has own sense of

uniqueness

Has few friends, non-conforming, stubborn in

beliefs

Self-motivated,

self-sufficientRequires minimum

direction or assistanceIs over-aggressive,

challenges authority

Characteristics Positive Behaviour Negative Behaviours

Learns rapidly and easily

Memorises and masters basic facts

quickly

Easily bored, resists drill, disruptive

Reads intensively Reads many books, uses library on own

Neglects other responsibilities

Advanced vocabulary

Communicates ideas well

Shows off, invokes peer resentment

Retains a quantity of information

Ready recall and responses

Monopolises discussions

Long attention span

Sticks with a task or project

Resists class routine, dislikes interruption

Curious, has a variety of interests

Asks questions, is excited about ideas

Goes off on tangents, little follow-through

Works independently

Creates and invents beyond set task

Reluctant to work with others

Task

Gifted or Gifted or

High Achiever?High Achiever?

High AchieverKnows the answer

Is interested

Has good ideas

Works hard

Answers the questions

Listens with interest

Learns with ease

5-8 repetitions for mastery

Understands ideas

Completes assignments

Enjoys group work

Is receptive

Enjoys school

Absorbs information

Technician

GiftedAsks the questions

High AchieverKnows the answer

Is interested

Has good ideas

Works hard

Answers the questions

Listens with interest

Learns with ease


Understands ideas

Completes assignments

Enjoys group work

Is receptive

Enjoys school

Absorbs information

Technician

GiftedAsks the questions

Is highly curious

Has outlandish ideas

Plays around, tests well

Elaborates, discusses at length

Displays strong opinions, feelings

Already knows


Constructs abstractions

Initiates projects

Prefers adults, works alone

Is intense

Enjoys learning

Manipulates information

Inventor

PROGRAMMING

Levels of Thinking

Original BLOOM’S TAXONOMY

Knowledge Comprehension Application Analysis Synthesis Evaluation

LOTS}}HOTS

Nouns

1956

Revised BLOOM’S TAXONOMY

Remember Understand Apply Analyse Evaluate Create

Verbs

1990

SYNTHESIS (create)

EVALUATION (evaluate)

ANALYSIS (analyse)

APPLICATION (apply)

COMPREHENSION (understand)

KNOWLEDGE (remember)

SIMPLECONVERGENT

COMPLEX

DIVERGENT

KNOWLEDGE (remember)

VERBS Examples of question stems

Can the student call information-

dates, events, places, ideas?

LIST

NAME

TELL

LOCATE

WRITE

FIND

RECOGNISE

WHO? WHEN? WHERE?

What did the

say about?

Who invented

?

When did ___discover____?

Which ___decided

?

COMPREHENSION (Understand)COMPREHENSION (Understand)


Can the student explain ideas or

concepts?

EXPLAIN

OUTLINE

RESTATE

TRANSLATE

DESCRIBE

INTERPRET

SUMMARISE

PARAPHRASE

Who do you think

?

What was the main idea

?

Can you briefly outline

?

What does

show us?

APPLICATION (apply)APPLICATION (apply)


Can the student use the new

information in another familiar

situation?

SHOW

USE

ILLUSTRATE

CALCULATE

CONSTRUCT

COMPLETE

CLASSIFY

SOLVE

IMPLEMENT

CARRY OUT

How could you illustrate

?

What questions would you ask

?

How could you model

?

Which factors would you change

?

ANALYSIS (analyse)ANALYSIS (analyse)


Can the student differentiate between constituent parts, see

patterns, organise parts? EXAMINE

COMPARECONTRAST

CATEGORISESEPARATE

DISTINGUISHORDERINFER

How is similar to____?

What must you know for

to be true?

What was the underlying theme of

?

How did

compare with

?


Can the student justify a decision or

course of action, recognise

subjectivity?

JUDGE

SELECT

CHOOSE

DECIDE

JUSTIFY

DEBATE

RECOMMEND

ARGUE

ASSESS

How effective is

?

Do you believe

?

Why or why not

?

What do you think about

?

Justify your position.

What changes to

would you recommend?

EVALUATIONEVALUATION (evaluate)(evaluate)


Can the student generate new products, ideas or ways of viewing

things?

CREATEINVENT

COMPOSEDESIGNIMAGINEIMPROVEPREDICT

PROPOSEWHAT IF..?REWRITE

What would happen if

?

Can you design a

to

?

How many ways can you

?

Can you see a possible solution to

?

SYNTHESIS (create)SYNTHESIS (create)

Knowledge (remember) Factual Knowledge

Comprehension (understand) Concept Knowledge

Application (apply) Procedural Knowledge

Analysis (analyse)

Evaluation (evaluate)

Synthesis (create)

}What do I think about this?

What questions should I be asking myself?

Am I asking myself enough questions? ……………………..

Knowledge (remember)

Comprehension (understand)

Application (apply)

}

Basics, FoundationsConsumers}ManipulationPerspectiveOpinionMoving on

Analysis (analyse)

Evaluation (evaluate)

Synthesis (create)

Relationship

1.View a series of art works from the

1800’s to the 2000’s that depict the human form.

What are the similarities & differences?

2.Most models are considered to be about 10% below

normal weight range. Debate whether the

promotion of these media images is

healthy.

3.Predict what might happen if all people were required to look

as similar as possible?

ANALYSIS(of elements)

EVALUATION(making a

judgement)

SYNTHESIS(making predictions)

4.Select the artwork (activity 1) you consider to be the best. Describe why. What criteria

are you using?

5.Use a dictionary to record the

meaning of the word “beauty.”

Use a thesaurus to find synonyms and antonyms of the word “beauty”

6.What do you understand by

the saying “Beauty is in the

eye of the beholder”?

EVALUATION(applying criteria)

KNOWLEDGE (of definitions)

COMPREHENSION(of non-literal statements)

7.From the definitions of

beauty in activity 5, provide examples

from your own experience that

illustrate the definition.

8.Describe the models featured in

popular teen magazines. What

commonalities are there? Why are

groups in society over –represented or under-represented?

9.Research why some flowers are “attractive” to

animals and insects? Prepare a

two minute oral presentation

summarising your findings.

APPLICATION (providing examples)

ANALYSIS(of relationships)

COMPREHENSION(of explanations)

10.Create a symbol or icon that

encapsulates the meaning of beauty.

11.Brainstorm a list of people who are

(or have been) considered beautiful.

12.Write an application for a job as a model

(male or female) for a teen magazine.

SYNTHESIS(conveying

ideas & feelings)

KNOWLEDGE (of facts)

APPLICATION(extrapolation)

SIMPLECONVERGENT

COMPLEX

DIVERGENT

11

5

96

712

18

2

4

10

3

KNOWLEDGE

SYNTHESIS

EVALUATION

APPLICATION

COMPREHENSION

ANALYSIS

Bloom’s ApplicationEXAMPLES

KNOWLEDGE / COMPREHENSIONMake a list of and explain the main

events of the story.

APPLICATIONConstruct a diorama (3D scene) to show the setting of the

story.

SYNTHESISIdentify an important decision in the story.

Rewrite a part of the book to show what might have happened if a different

decision was made.

SYNTHESISDesign a new dust jacket for the book.

ANALYSISCreate a story web

or Mindmap on paper or computer

(try Inspiration)

KNOWLEDGE / COMPREHENSION

Draw the main events in order.

APPLICATIONMake a travel

brochure about places in the story.

EVALUATIONWrite and present an advertisement about your book.

SYNTHESISPretend that you are one

of the characters and write a letter to another

character.

Knowledge (a) List issues / concerns the Kaurna people had about the arrival and settlement of the Europeans.

(b) (b) List 5 issues / concerns the Europeans had once they arrived in the colony of S.A.

Comprehension Explain why the Europeans decided to migrate to S.A. (Present at least 3 reasons).

Application Sketch a view of life in the 1830/40’s in Adelaide. Highlight clothing, transport, buildings, lobs, different groups of people…

Analysis Use the Venn Diagram to compare and contrast your daily life with that of a child who came to S.A. in the 1830/40’s.

Evaluation The “Free Emigration” poster said, “the ship’s accommodation are unusually spacious “and lofty… with comfort for all passengers.” What does this mean? Use the article, “Sailing to S.A.” to help present your point of view.

Synthesis Imagine you are the captain of a ship with 100 settlers. You decide to settle on an island where there are only 50 native people. Create 5 laws that you would make to ensure the native people and your settlers live in peace and harmony.

10 points

3 points

8 points

8 points

12 points

20 points

OUR PLACE IN SPACE

Remember Use at least 2 of the following sites as well as

your own resources to compile a list of 20 facts about our universe.

OR

Complete the “Planets Facts” sheet. Use excel or graphs to show differences between some features of these planets.

UnderstandDevelop a Travel Diary to explain what an astronaut would see and experience if

he/she travelled past 10 features of our universe. ORDevelop a glossary that explains and illustrates 10 features of our universe. ORDesign a computer game or website that would teach the player / viewer facts about

our universe. ORCarry out research on Black Holes to prepare and present an oral presentation for your

peers. ORWhat is a galaxy, how is it formed, where it is found…..? What is so special about the

Milky Way?

APPLY Complete the following work sheets to prepare and

present a practical demonstration for your peers.: “Light and Lighter” and “Planet Facts”.

OR Complete the “Night Sky” work sheet. OR Create a timeline to show how the universe has

developed over time

ANALYSE Complete the “Taking Pictures in Space ” work sheet. Present

your picture with an explanation of the process you used to get this final product.

OR Use a Venn Diagram to compare and contrast

attributes/properties/features of Earth with 2 other planets in our Solar System.

OR Complete the “Tides” work sheet. Use the information from this

sheet to explain the consequences if the tide didn’t happen.

You are the leader of a scientific team going to carry out investigations on Mercury. Which of the following items would / wouldn’t you take with you to help carry out your work, to relax and survive for the next 3 months? You may wish to use the following table to record you point of view:

Item Why I would take this Why I wouldn’t take this

Matches

Air bed

Tent

Water

Spade

30m length of rope

Lap top

Microscope

Frozen food

Scooter

Hair dryer

Sun tan lotion

Wall clock

Radio

EVALUATE Complete the “Technology and Space” work sheet. Use the information to

present arguments for and against their value / benefits to humans. OR Use diagrams and labels to explain what an eclipse is. Explain why some

people, just like primitive people from the past, are still afraid of an eclipse. OR (a) Research and explain what the Big Splash is about. (b) Interview at least 4

adults to determine whether people believe this theory, explaining why / why not. OR How does spending billions of dollars on Space exploration benefit the global

community? Present arguments for and against this spending.

CREATE Select and investigate a gaseous planet from our solar system.

Use this information to design a space pod that would allow a NASA team to carry out experiments on that planet. Your design must include labels and explanations to highlight aspects of your design.

OR Produce a Travel Brochure advertising a holiday at the Saturn

Hilton or Venus Hilton. Elaborate on what you would see, what you would do for sport and relaxation, how you would get there, how much it would cost… Use travel brochures from a travel agent to develop a checklist of features your brochure must include.

KNOWLEDGEKNOWLEDGE Provide 5 examples of polygons and 5 Provide 5 examples of polygons and 5

examples of polyhedraexamples of polyhedra Find examples o the following polyhedra Find examples o the following polyhedra

in daily life……..in daily life……..

COMPREHENSIONCOMPREHENSION Explain where the names for polygons and Explain where the names for polygons and

polyhedra come from?polyhedra come from? Provide explanations for polygons and Provide explanations for polygons and

polyhedrapolyhedra

Use resource 36.S.97 to construct the irregular Use resource 36.S.97 to construct the irregular polyhedra.polyhedra.

Create a flow chart for the following polyhedra:- Create a flow chart for the following polyhedra:- cube, square prism, tetrahedron, octahedron and cube, square prism, tetrahedron, octahedron and icosahedron.icosahedron.

Sort the following objects into polyhedra or Sort the following objects into polyhedra or polygons………..polygons………..

Use Euler’s Rule to show the relationship Use Euler’s Rule to show the relationship between features of polyhedra. Provide 4 between features of polyhedra. Provide 4 examplesexamples

Use the isometric graph paper to draw 2 simple Use the isometric graph paper to draw 2 simple polyhedra and 2 complex polyhedrapolyhedra and 2 complex polyhedra

ANALYSISANALYSIS What are the similarities and differences between: - the What are the similarities and differences between: - the

Great Pyramid of Giza, the Great Cheops, Khephren, Great Pyramid of Giza, the Great Cheops, Khephren, Mykerenos and Quetzalcoatl? Mykerenos and Quetzalcoatl?

What is an Acoustic Chamber? What polyhedra are What is an Acoustic Chamber? What polyhedra are commonly used in one, why?commonly used in one, why?

What is the importance of angles in the construction of What is the importance of angles in the construction of polyhedra? Provide examples where appropriate.polyhedra? Provide examples where appropriate.

What is the relationship between polygons and polyhedra?What is the relationship between polygons and polyhedra? Polyhedra are found in the world of molecules. Which Polyhedra are found in the world of molecules. Which

polyhedra do you find in Methane? What other polyhedra polyhedra do you find in Methane? What other polyhedra do we find in other molecules?do we find in other molecules?

Which is the most common polyhedra found in the built Which is the most common polyhedra found in the built environment? Why is this so? Provide examples.environment? Why is this so? Provide examples.

SYNTHESIS Polyhedra are often used in modern art/

sculptures. For example: - “Cubi” series by David Smith. Create and present either a drawing or sculpture that uses polyhedra.

Create a challenging fitness course for a gymnast using a range of polyhedra. Explain why you selected these polyhedra and how they would benefit the gymnast

Brainstorm all the possible causes for a tooth falling out.

Categorise your ideas

Fill in the Fishbone

Activity

Over which causes do we as human have some control?

EVALUATION Which is the more rigid – square prism or

triangular prism? Present reasons for your decision.

Application- Your school

Class topics / themes / concepts students have worked on or will be working on……

How could you use the Fishbone?

What is the relationship with the Fishbone and Bloom’s Taxonomy?

Is size important to the design?Could it be smaller, larger, wider….?

Does the choice of colour make a difference?Could it have been darker, lighter?

What is it used for?Could it have other uses?

What is it made out of? Is the choice in materials important to the design and function?Could other materials been used?

List the individual parts. What are these parts for? How important are they to the whole design?

Is shape important to this design? Could other shapes been used? Why, why not?

Design Brief

Context Statement: You have been asked by a computer furniture company to design a new chair that can be packed up and carried away by the owner. It should include facilities to store the owner’s disks and CD’s. Ideally, it should be lightweight or be able to be pulled along to protect the owner’s back, and be sufficiently attractive to encourage the public to buy it. Task: use the BAR Key and SCUMPS to come up with your new design. Draw a picture/ diagram to show what it looks like and label all parts. Restrictions: You have 15 min to complete your draft. You must clearly show what has been made BIGGER, ADDED TO, and REPLACED from the original design, and its SIZE, COLOUR, the various PARTS of the design , what MATERIALS will be used for the various parts and the overall ergonomic SHAPE

Evaluation: Share your design with your group, explaining its design. Your group will evaluate your design using PMI.

S C U M P S

S

C

U

M

P

S

Size Why this size?

Colour Why this colour?

Uses What are its uses?

Materials Why these materials?

Parts Why these parts?

ShapeWhy this shape?

Langrehr, J, 1994

Application- Your school

How could you use SCUMPS?

What is the relationship with SCUMPS and Bloom’s Taxonomy?

CONSIDERATIONS

What are your Intended Outcomes?

How will these strategies hence students’ thinking so that they are more critical, analytical and creative?

Use the strategies to support your teaching and learning activities.

Workshop on “Giftedness: Realizing the Potential” 27.4.2006 (Thur) Maggie Gibson.

Documents

Transcript of Workshop on “Giftedness: Realizing the Potential” 27.4.2006 (Thur) Maggie Gibson.