MIME-Version: 1.0 Content-Type: multipart/related; boundary="----=_NextPart_01CA305C.3714E080" This document is a Single File Web Page, also known as a Web Archive file. If you are seeing this message, your browser or editor doesn't support Web Archive files. Please download a browser that supports Web Archive, such as Microsoft Internet Explorer. ------=_NextPart_01CA305C.3714E080 Content-Location: file:///C:/0D1D3A50/ThinkingSkills09-10.htm Content-Transfer-Encoding: quoted-printable Content-Type: text/html; charset="us-ascii" Phelps Center for Gifted Education

Phelps Center for Gifted Education

Gifted Program Curriculum

 

Unit = Title:   

     Thinking Skills

Grade= :  

     Three

Durat= ion:  

    Twenty-eight  weeks

Unit Rationale:   

     The Thinking Skills class focuses on Critical Thinking, Creative

Thinking, Analytical Thinking and Organizational Thinking skills.=

&nb= sp;

This class, speci= fically allotted to thinking skills development, is part of a comprehensive curriculum designed to meet the cognitive needs of gifted children.  Robert Ennis, Arthur Costa, Rich= ard Paul, Sidney Parnes and Deborah Burns are just a few of the researchers we have used to define the following list of skills for students.=

 

Ø<= span style=3D'font:7.0pt "Times New Roman"'>     Interacting with Others

Ø<= span style=3D'font:7.0pt "Times New Roman"'>     Focusing on a Question

Ø<= span style=3D'font:7.0pt "Times New Roman"'>     Asking Questions/Clarification

Ø     Creative Problem Solving

Ø     Inferring

Ø<= span style=3D'font:7.0pt "Times New Roman"'>     Making and Judging Observations

Ø<= span style=3D'font:7.0pt "Times New Roman"'>     Deciding on an Action

Ø<= span style=3D'font:7.0pt "Times New Roman"'>     Random Input / Synectics

Ø<= span style=3D'font:7.0pt "Times New Roman"'>     Making and Judging

Ø<= span style=3D'font:7.0pt "Times New Roman"'>     Observations

Ø<= span style=3D'font:7.0pt "Times New Roman"'>     Synthesizing

Ø<= span style=3D'font:7.0pt "Times New Roman"'>     Classifying, Outlining, Webbing

Ø<= span style=3D'font:7.0pt "Times New Roman"'>     Summarizing

Ø<= span style=3D'font:7.0pt "Times New Roman"'>     Formulating Questions

Ø<= span style=3D'font:7.0pt "Times New Roman"'>     Analyzing Arguments

Ø<= span style=3D'font:7.0pt "Times New Roman"'>     Making & Completing Analogies

Ø<= span style=3D'font:7.0pt "Times New Roman"'>     Goal Setting/Planning/Designing

Ø<= span style=3D'font:7.0pt "Times New Roman"'>     Interpreting Data

Ø<= span style=3D'font:7.0pt "Times New Roman"'>     Creative Thinking Processes

       &nbs= p;            &= nbsp;           &nbs= p; (Fluency, Flexibility, Originality and Elaboration)

Ø<= span style=3D'font:7.0pt "Times New Roman"'>     Comparing and Contrasting

Ø<= span style=3D'font:7.0pt "Times New Roman"'>     Identifying Assumptions

Ø<= span style=3D'font:7.0pt "Times New Roman"'>     Pattern Finding/Completion

Measurable Lea= rner Objectives:    

     Each student i= n the class will be expected to successfully complete the following unit objectives:

&nb= sp;

-Practice fluency, flexibility, originality and elaboration by participating fully = in all classroom activities, including brainstorm sessions and simulations.<= span style=3D'mso-spacerun:yes'> 

Show-= Me Standards:

     Knowledge:

       &nbs= p;  Communication Arts:  = 4, 5, 6

       &nbs= p;  Math:  3, 5, 6

       &nbs= p;  Science:  7, 8

       &nbs= p;  Health/P.E:  1, 4

     Performance= :

       &nbs= p;  1.1, 1.2, 1.4, 1.5, 1.6, 1.7, 1.8, 1.10

       &nbs= p;  2.1, 2.3, 2.6, 2.7

       &nbs= p;  3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7

       &nbs= p;  4.1, 4.5, 4.6

Distr= ict Goals/Objectives/Grade Level Expectations:

     CA: Information Literacy, 1.A.6

     CA: Writing, 3= .E.4

     Math: Data &am= p; Probability, 1.A.4

     Math: Data &am= p; Probability, 3.A.5

Instructional Strategies:

     Variety of Tea= ching Techniques May Include:

        = ;  -Team Building

        = ;  -Kagan Model Cooperative Structures

        = ;  -Class Discussion

        = ;  -Creative Thinking

        = ;  -Critical Thinking

        = ;  -Demonstration

        = ;  -Higher Level Thinking

        = ;  -Individual Work

        = ;  -Lecture

        = ;  -Media Presentations

        = ;  -Multi-Sensory Art Activities

        = ;  -Teacher-Directed Instruction (Computer Technology)

  =       -Literary Analysis

        = ;  -Field Trip

        = ;  -Designing of Original Art Projects

-Guest Speakers

       &nbs= p;  -Video Presentations

Assessment(s)<= /span>:

     The teacher wi= ll evaluate class participation, teacher interaction and student response. T= he teacher will individually assess each student to understand of concepts b= eing taught.

 =

       &nbs= p; -Take a thinking skills assessment at the beginning and end of the= 3rd grade.

&nb= sp;

Resou= rces:

       &nbs= p;   -English from the Roots Up by Joégil K. Lundquist

        = ;  -Student Atlas, Third Edition, DK Publishing

-The Big Book of Reproducible Graph= ic Organizers, by Jennifer Jacobson & Dottie Raymer

-The ABC’s of Books and Think= ing Skills, by Nancy Polette<= /i>

-Analogy Challenge, = by Linda Schwartz

-Orbiting with Logic, By Bonnie Risby

-The Ambidextrous Mind Book, by Bob Stanish

-Mensa for Kids

-Look Closer, by Nancy Johnson

-Wake Up Your Creative Genius, by Kurt Hanks & Jay A. Parry

-Internet

-Library—

        = ;  -Guest Speakers

        = ;  -Excerpts from Videos

 

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Choat/Marler

2009/2010

 

 

 

 

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