=
Phelps
Center for Gifted Education
934 S. Kimbrough
Springfield, MO&=
nbsp;
65806
(417) 523 - 3300
.
=
"=
;Give me
a lever long enough and a fulcrum on which to place it, and I shall move the
world."
Arc=
himedes, P=
apyrus
of Alexandria
=
http://www.quoteland=
.com/topic.asp?CATEGORY_ID=3D130=
=
=
The secret to eff=
ective
research with new electronic information sources is the use of powerful
questioning strategies. In fact, questions may be one of the most powerful
technologies invented by humans. Even though they require no batteries and =
need
not be plugged into the wall, they are the tools which help us make up our
minds, solve problems and make decisions
http://www.fno.org/sept97/telling.html=
=
“The gifted student needs to build skil=
ls
in problem solving and productive thinking to contribute to the solution of
meaningful problems.”
=
Deborah Burns
=
Thinking
Skills, in 7th Grade, focuses primarily on the areas of critical,
analytical, and organizational thinking (see section IV). The Thinking Skills class, specifi=
cally
aligned with the W.I.N.G.S. comprehensive curriculum, is designed to meet t=
he
needs of gifted children. Rob=
ert
Ennis, Arthur Costa, Richard Paul, Sidney Parnes, and Deborah Burns are jus=
t a
few of the researchers who have been instrumental in shaping the Thinking S=
kills
curriculum that is being taught to W.I.N.G.S. students. 7th Grade students will=
have
the opportunity to reach the Thinking Skills Goals and Objectives through
active participation in various activities and projects which will also ser=
ve
to strengthen and extend the Major Instructional Goals for Communication Ar=
ts in
Springfield Public Schools.
=
II. &= nbsp; &nbs= p; Unit Rationale
Research has shown that gifted students ha= ve specific educational needs. S= ome of these needs that will be addressed in this course are:
o &nb=
sp;
To be
exposed to new and challenging information about the environment and the
culture (aesthetic, economic, political and social aspects).
o &nb=
sp;
To be
allowed to pursue ideas as far as their interests take them and follow
divergent paths to pursue these interests
o &nb=
sp;
To
acquire early mastery of basic skills.
o &nb=
sp;
To have
access to challenging curriculum and intellectual peers.
o &nb=
sp;
To
build skills in problem solving and productive thinking
o &nb=
sp;
To
learn to set realistic goals
o &nb=
sp;
To
have meaningful involvement with real issues
o &nb=
sp;
To
confront and interact with the value system of others.
o &nb=
sp;
To
explore issues related to the world community, awareness of personal talents
contributing to world issues, and commitment to humanity.
Formulate
essential and guiding/entry level questions which effectively guide their
research
·
Communicate
effectively in writing
·
Communicate
effectively in speaking
·
Think
critically
·
Access
information from a variety of sources
·
Assume
responsibility
IV. &= nbsp; 7th Grade Thinking Skills Objecti= ves
IA. Focus=
ing on
a question
IB. Analyzing
arguments
ID. Judgi=
ng the
credibility of a source
IG. Makin=
g and
judging inductions
IH. Judgi=
ng the
accuracy of presented information
II. =
Defining
terms and judging definitions
IJ. Identifying
assumptions
IL. Interacting
with others
IIIG. Hypothesizing
III I. Inferring
IIIJ. Evaluating<= o:p>
IVB. Formulating quest=
ions
IVD. Developing a thesis sta=
tement
IVF. Goal
setting/planning/designing
IIB. Recog=
nize
personal capabilities
IVC. = Develop communication skills relating to personal, family and school issues<= /span>
To develop Life Skills
VI. &= nbsp; Topics of Study
Hands-on activities=
&=
nbsp; &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; Debate
Teacher-directed
instruction &n=
bsp; =
; &n=
bsp; Ind=
ividual
research
Co-operative group
activities &nb=
sp; =
&nb=
sp; Guest
Speakers
Whole class activit= ies &= nbsp; &nbs= p; &= nbsp; &nbs= p; Technology<= o:p>
Culminating
project
The final section o=
f the
unit involves completing a project that includes three components:
We will be using so=
many
resources that it is almost impossible to list them all. Our bibliography is a work in prog=
ress
and will be available on request.
We have many resources available to us among the student/parent body=
, as
well; who we hope will be willing to share some of their experiences. Please let me know if there is any=
thing
you would like to contribute. This
is the best kind of learning experience!&n=
bsp;
o &nb=
sp;
If
you come with a desire to learn new things and to make an effort to make the
lives of those around you happier, I can think of nothing that matters more=
.
o &nb=
sp;
I do
expect you to do all work assigned and I expect you to participate in class
activities.
o &nb=
sp;
It’s
very important to me that you are polite and respectful to each other, to m=
e,
and to other people we may be in contact with, such as guest speakers, and I
will expect the same from myself.
o &nb=
sp;
Talk
with me if there’s something you don’t understand or are unsure=
of,
or are happy about – I want to know!=
8-)
o &nb=
sp;
Please
call me if you have any questions or concerns, or if there is something you
would like to contribute to the class.&nbs=
p;
Parents are always welcome!
o &nb=
sp;
I do
encourage you to join P.A.G.E. This
is our Gifted Parent organization, and does many useful and wonderful things
for our kids! It is also a gr=
eat
way to get lots of information about what’s going on! The National Gfited Association is
holding their annual conference in St. Louis this fall – this might be
something that you would be interested in attending as a parent of a gifted
child. I can get more informa=
tion
to you about this, or you can contact P.A.G.E.
o &nb=
sp;
I
hope that you will be able to come to a parent/teacher conference (we can a=
lso
“Phone conference” or “E-mail Conference” if that w=
orks
better for you).
=
=
=
=
=
=
=
=
=
IA. Focusing on a question
IB. Analyzing arguments
ID. Judging the credibility of a source
IG. Making and judging inductions
IH. Judging the accuracy of presented
information
II. Defining terms and judging
definitions
IJ. Identifying assumptions
IL. Interacting with others
IIIG. Hypothesizing
III
I. Inferring
IIIJ. Evaluating
IIB. Recognize personal capabilities
IVC. Develop communica=
tion
skills relating to personal, family and school issues
IVE. Develop gro=
up
dynamic skills.
To develop Life Skills
VA. Recognize e=
thical
behaviors
The Essential Questions of this 7TH grade
Thinking Skills unit are:
How can=
I
formulate questions that will lead me to thoughts and information that are
central to my life?
What
responsibilities do I have, both as a thinker and to develop my own thinkin=
g,
and how can I effect this?
Communication A=
rts In
Communication Arts, students in Missouri public schools will acquire a solid
foundation which includes knowledge of and proficiency in
1. speaking and writing sta=
ndard
English (including grammar, usage, punctuation, spelling, capitalization) <=
span
style=3D'font-family:Verdana'>
4. writing formally (such as reports, narrati= ves, essays) and informally (such as outlines, notes)
6. participating in formal and informal presentations and discussions of issues and ideas
GOAL 1: Students in Missouri public schools will
acquire the knowledge and skills to gather, analyze and apply information a=
nd
ideas. Students will
demonstrate within and integrate across all content areas the ability to
1. develop questions and ideas to initiate and refine
research
2. conduct research to answer questions and evaluate informa=
tion
and ideas
4. =
use
technological tools and other resources to locate, select and organize
information
5. =
comprehend
and evaluate written, visual and oral presentations and works
7. evaluate the accuracy of infor=
mation
and the reliability of its sources
GOAL 2: Students in Missouri public schools will
acquire the knowledge and skills to communicate effectively within and beyo=
nd
the classroom. Students w=
ill
demonstrate within and integrate across all content areas the ability to
1. plan and make written, oral and visual presentations for a
variety of purposes and audiences
2. review and r=
evise
communications to improve accuracy and clarity
3. exchange
information, questions and ideas while recognizing the perspectives of othe=
rs
7. use technological tools to exchange inform=
ation
and ideas