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Creative and Critical Thinking

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Title: Creative and Critical Thinking


1
Creative and Critical Thinking
  • Keri Harris
  • Cameron ISD Teacher
  • GT Coordinator

2
Stories With Holes
3
Stories With Holes
  • Inspire Creative Thinking
  • Students only ask questions that I can answer
    with a yes/no answer
  • www.storieswithholes.com
  • By Nathan Levy
  • Not Just Schoolwork (gr. 3-12)

4
Goal of GT Programs
  • Opportunities for developing talents and special
    interests.
  • Promote potential for divergent, creative, and
    critical thinking.

5
Be All That You Can Be? When
  • Put in learning environments which offer little
    or no challenge
  • Top grades for minimal effort by requiring too
    little
  • They should always get A, anything less is
    unacceptable
  • We foster dependence rather than independence as
    we protect them from possible mistakes or
    negative consequences.
  • We prevent the development of positive
    self-concept/self-reliance/self-efficacy
  • Not allowing struggle
  • Work hard at something difficult
  • Learn effort success

6
Helping these students isnt a bonus or an
optional extra its a professional obligation.
7
Challenge for Teachers
They teachers must know their subject areas
deeply, and they must understand how students
think as well as what they know in order to
create experiences that produce learning
teachers need access to the growing knowledge
that exists about how to teach different kinds of
learners effectively.
-Summary Report of the National Commission on
Teaching and Americas Future, September, 1996.
8
Student Suggestions for Effective Teachers of the
Gifted
  Be patient   Have a sense of humor   Move
quickly through material   Treat each student as
an individual   Avoid being a "sage on the
stage" all the time  Consistently give
"accurate" feedback
9
Creative/Critical Principles
  • To make the basic curriculum more appropriate for
    gifted students
  • we should modify
  • Content (what is learned),
  • Process (the methods used and the thinking
    processes)
  • Product (expected as a result of the processes
    used), and
  • Based on
  • Readiness of the student
  • Interests of the student
  • Learning Profile (strengths) of the student

10
Content Modifications
  • Powerful academic effects when GT learners are
    given (Dr. Karen Rogers)
  • Abstract or complex content
  • telescoped or progressed rapidly through the
    "regular" curriculum
  • tend to be analogical (transfer information of
    one subject to another) in their processing and
    therefore "get" the themes of true
    interdisciplinary curriculum more successfully

11
  • tend to learn most successfully when they are
    given the whole concept, in depth, up front and
    then allowed to break it down through analysis
  • Gifted boys, in particular, and to some extent,
    girls are motivated by learning the way things
    work and the ways professionals work
  • (Methods of Inquiry) gifted students are more
    successful with "practicing professionals" tasks
    than are other students

12
Gifted girls, in particular, are motivated by
learning - famous people - career paths
- people-oriented issues of a content
area Biography reading often provides "role
models" for gifted learners
13
Process Modifications
  • Process includes teaching methods which include
  • Higher levels of thinking
  • Open-endedness
  • Discovery
  • Evidence of reasoning
  • Freedom of choice
  • Group interaction activities and simulations
  • Pacing
  • Tiered Assignments

14
From Dr. Rogers Study
  • The learning rate of children above 130 IQ is
    approximately 8 times faster than for children
    below 70 IQ
  •  Gifted students are significantly more likely to
    retain science and mathematics content accurately
    when taught 2-3 times faster than "normal" class
    pace.
  • Gifted students are significantly more likely to
    forget or mislearn science and mathematics
    content when they must drill and review it more
    than 2-3 times

15
Product Modifications
  • These products should reflect the adjusted
    content and process in the following ways.
  • Real-life problems
  • Real-life audiences let them choose
  • Independent study
  • Rubrics
  • Multiple modes of expression

There must be a "fit" between the student and the
content, processes, and products that create
learning experiences.
16
How can you and your teachers meet the needs of
your students? - What will the kids do? -
When/Where will they do it? - OMG! What will they
miss? - Who will grade it?
17
Texas Association for Gifted and
Talented www.txgifted.org Legislative
Updates Conferences

18
Legislation
HB 3 has been signed into law by Governor Perry.
The responsibility now rests with the
commissioner of education he made the decision
as to how to proceed (see below). In addition,
the governor signed HB 3646, which alters and
lightly increases funding for most school
districts and also increases teacher salaries
until
19
Legislation
House Bill 3 39.236 The Commissioner shall
adopt standards to evaluate school district
programs for gifted and talented students to
determine whether a district operates a program
for gifted and talented students in accordance
with ? The Texas Performance Standards Project
or ? Another program approved by the
commissioner that meets the requirements of the
state plan for the education of gifted and
talented students under Section 29.123. (81st
Legislative Session in 2009)
20
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21
SECTION 3 CURRICULUM AND INSTRUCTION Districts
meet the needs of gifted/talented students by
modifying the depth, complexity, and pacing of
th curriculum and instruction ordinarily provided
by the school.
3.1 Exemplary Curriculum options in
intellectual, creative and/or artistic areas
leadership and specific academic fields are
provided for gifted/talented students.
3.1.1 Recommended Opportunities are provided for
students to pursue areas of interest in selected
disciplines through guided and independent
research.
22
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23
3.2E The opportunity for students who have been
served in a gifted program for one or more years
to develop sophisticated products and/or
performances assessed by external evaluators who
are knowledgeable in the field that is the focus
of the product is available through
gifted/talented curricula.
3.2R Participation in the Texas Performance
Standards Project (TPSP), or other experiences
that result in the development of sophisticated
products and/or performances that are targeted to
an audience outside the classroom, is available
through gifted/talented curricula.
24
Websites
  • www.noodletools.com
  • NoodleBib MLA Starter FREE and simple MLA
    bibliography tool. Access info on-line.
  • id sample for workshop
  • password cameron

25
using YOUTUBE.COM
  • Make Ideas Real with SketchUp
  • Create Cool Stuff with Google SketchUp
  • Why Create 3D models for Google Earth

Google Earth Google Sketchup
26
Texas Performance Standards Project
  • www.texaspsp.org/
  • Curriculum for K-12
  • We are Texans 4th graders
  • and adaptable for 7th grade

27
High School Science Unit Whats the
Diagnosis? Historical and Physical Impacts of
Disease
Explore the physical and historical impacts of
disease. Students will begin by researching
cells, bacteria, and viruses and the role of each
in the body. They will then study different
diseases (e.g., common cold, HIV/AIDS, bubonic
plague) and their impacts on the body.
28
High School Science Unit Whats the
Diagnosis? Historical and Physical Impacts of
Disease
Students will then choose one disease and track
its history through time. They will determine
the impact on the populations (including future
populations) affected, as well as the impact on
lifestyles of affected populations (including
future populations) throughout the world.
29
  • Read the book Code Orange
  • Overload the senses with gross!
  • YouTube has excellent videos about diseases
  • Google images diseases

30
Students will then choose one disease and track
its history through time. They will determine
the impact on the populations (including future
populations) affected, as well as the impact on
lifestyles of affected populations (including
future populations) throughout the world.
31
Goals Students will meet these goals
in their explorations
  • Ask questions and explore theories
  • Have opportunities to generate new ideas
  • Develop the essential skills of logical thinking,
    creative problem solving, intellectual risk
    taking, and communicating
  • Become familiar with the biology and sociology of
    various diseases
  • Understand how awareness of disease has changed
    over time and how people from various cultures
    have responded to this knowledge

32
http//www.wix.com/daviseric2009/malaria http/
/www.wix.com/chanman876/cholera
33
Game of Life Middle School
Students will have a realistic idea of the
educational path needed for a career of their
choosing. Students will create homes based on the
salary of their career choice.
34
Game of Life
  • Students will meet these goals in their
    explorations
  • Become familiar with various career and study
    opportunities related to interests
  • Learn about the purpose of their field of study
    within society
  • Develop the essential skills of logical thinking,
    creative problem solving, intellectual risk
    taking,
  • and communication
  • Explore unanswered questions and generate new
    questions
  • Generate new ideas
  • Build and apply critical thinking skills

35
Game of Life
Introduce this unit with guiding questions
How many of you have thought about the career
you would like to pursue? Do you know what
type of training is required for the career of
your choice? What kind of a house will you
be able to afford with salary you will make?
36
Game of Life
Using www.texascollegeandcareer.org, students
take their first steps to college and/or a
career.   Under the Careers tab, click Get To
Know Yourself.   Many students make the mistake
of trying to fit the mold of different career
paths. In reality, the best career choice may be
one that naturally fits you. So how do you figure
out what careers fit you? Take a look at these
quizzes!
37
Game of Life
What Do I Like? assesses your interests and work
personality. The quiz asks you to rate how
much you like (or dont like) different work
activities. Do you prefer working with your
hands, working with people, or working with
computers? The quiz results fit into 6 Interest
Areas that can help give you a better idea of
what type of work you would like.
38
Game of Life
What Do I Value? asks you to prioritize different
Work Values. Work Values are your personal
rule book for your working life. Knowing your
values can make the difference between finding a
job that you love and being stuck in a job you
hate.
39
Game of Life
What Are My Skills? introduces you to the
fundamental building blocks of work
activity. Learning about what skills you have,
and how they match with careers, can help you
guide your studies and early career choices.
40
Game of Life
Students will have the opportunity to explore the
occupations that match their likes, values, and
skills. After learning about an occupations
characteristics, students will find a field of
study and the education level required for that
occupation. Under the College tab, click
College Search. Click on Majors. Students may
search and compare colleges by entering the major
name or major category. Students may enter more
than one major. This will show students the
colleges in Texas that offer their desired major.
41
Game of Life
Under the Paying for College tab, click College
Cost Estimator. Step 1 Add your School Step
2 Review your Cost per Year Step 3 Add your
awards per Year (goal for middle school) Click
Calculate at the bottom of the page. Step 4
Cost Gap Results Add another school. Students
may compare the four year average cost for their
chosen schools.
42
Game of Life
Under the Paying for College tab, click Loan Cost
Estimator. Enter the loan amount (Cost Gap
Results). Calculate to find the Loan Cost
Analysis. Can you afford your monthly loan
payment? Choose your career and calculate
affordability. Students will be given a Quality
of Life Analysis. You may wish to have the
students present their findings in a paper or in
another format.
43
Game of Life
  • Phase II. Independent Research
  • Research process
  • 1. Selecting a topic. Students should
    select and sketch a dream home. The home can be
    anywhere and include as many options as they
    want.
  • 2. Asking guiding questions. Once
    students have decided about their home, each
    student should think of three to five guiding
    questions, such as
  • What do you like about your current home?
    What would you change?
  • What style of home will you design?
  • How many bedrooms? Bathrooms?
  • What kind of spaces do you need, e.g. big
    kitchen, family room, library?
  • Where do you want to build your home?

44
Game of Life
  • 3. Creating a research proposal.
  • The student should include numerous components in
    the research proposal
  • Students career choice and salary
  • Sketch of dream home
  • Three to five guiding questions he/she will
    investigate
  • Resources he/she will need to find answers to
    questions

45
Game of Life
  • Plan your living space.
  • Student will research the area where he wants to
    live. How much is an acre? A city block is about
    2.5 acres. Plan to purchase at least one acre.
  • A single story home is one level. A two-story
    home will cost less because the two-story home
    will have a smaller roof and foundation. Sketch
    ideas for all interior rooms under the main roof.
    Include the attic or porches only when used as
    four-season rooms. Do not include the footage for
    the garage area or patios.

46
Game of Life
5. Grade Your Home Use Attachment 1. Students
appraise the different grades of building
construction and select one for their home. 6.
Options You Want Use Attachment 2. Students
research the cost of any options they want in or
around their house. Furniture, swimming pools,
basketball courts, putting greens, and hot tubs
are popular options. List the options and their
costs. 7. Detailed Plans Use Attachment 3.
Calculating the dream home can be frustrating.
Students should use a pencil to calculate their
homes square footage based on their choices. 8.
Refer to the Building Code Attachment 4 is a
simplified Building Code.
47
Game of Life
B. Product The student should express, through
the design and creation of an original product,
an example of her dream home. The complete
project should include floor plans and a
rendering of the proposed home following the
appropriate building codes. Some useful product
ideas include the following Google Sketchup
Design Workshop Lite 1 cm Jumbo Graph Paper
Roll
48
Texas Performance Standards Project
All Physics
49
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50
Challenging the System 8th PSP
Students will understand living and non-living
systems and patterns found in systems. They will
use technical writing and statistics to produce a
scientific paper and formal presentation. http//w
ww.physicsgames.net/game/Fantastic_Contraption.htm
l physics games, Fantastic Contraption http//inc
redibots.com/ Physics game http//www.edheads.org
/ Science, Math Critical Thinking -Deep Brain
Stimulation - Crash Scene Investigation -Brain
Surgery - Virtual Surgery (Hip, Knee) -Simple
Machine - Odd Machine -Stem Cell -Weather
51
Brainstorms Critical Thinking
  • List everything you used today.
  • What do we need to have a great day?
  • What could we do without and still have a great
    day?
  • What do people waste?
  • List all the things can you catch?

http//www.sporcle.com/ Choose the topic and play
as a class! Great brainstorm activity!
52
In a group, students will create a Rube Goldberg.
  • Students create the due date.
  • Students create a list of 5 simple tasks to
    choose from.
  • Students create the rubric. How many simple
    machines must be used? (Go to edheads.org for
    simple machines)
  • Group must draw/create a blueprint. NOTE It
    never ends up looking like the plan! You can also
    use a wiki here for each group. Yes, they have to
    add entries.

53
In a group, students will create a Rube Goldberg.
  • Supplies to have on hand
  • Hot glue sticks guns
  • Pulleys (Nasco 1.40 ea.) 2-3 for each group
  • Kite string
  • Ball bearings (metal balls instead of marbles)
  • Cheap dominoes
  • Students are responsible for the base. And now
    its time to create!

54
Research Process
  • Select a topic student identifies a problem
    within a system to study.
  • (biological, physical, environmental, social, or
    other)
  • Think of 3-5 guiding questions to explore
  • Hypothesize possible answers to questions

55
Research Proposal
Student will design and submit a research
proposal with real world problem to
investigate 3-5 questions to investigate resources
needed to find answers (previous studies on
topic, correspondence with expert, etc.) process
for gathering data experimental design, survey,
56
Conduct Research
After proposal is approved, students begin using
resources they identified (and many more).
Students will keep a log of all resources
(Noodletools), note cards or resource process
sheets of all sources they use and what they
learn from each one.
57
Data Summary
  • Depending on topic and needed data this may be
    a lab report or analysis of survey results.
  • http//nces.ed.gov/nceskids/createagraph/default.a
    spx Make a graph
  • http//www.ehow.com/how_5849690_write-science-expe
    riment-report-kids.html How to type a lab report
  • Or contact your SCIENCE teachers. (I was
    so out of my element.)

58
The Product
  • Student will show what he/she learned through one
    of following written products
  • Letter to person or organization with
    responsibility for the problem
  • Article that summarizes the results of research
  • MUST complete a Reference List/Works Cited Pages
    with at least 10 references.

59
Communication
  • Student will demonstrate what he/she learned
    through one of the following types of
    presentations (15 minutes maximum)
  • Formal presentation to panel of experts
  • Informal class presentation to a class
  • FINALE Science Night for parents

60
Submission to teacher
  • Cover sheet
  • Research Proposal
  • Log, note cards, resource process sheets
  • Data summary
  • Letter or article
  • Works Cited Page
  • Videotape of Presentation include Q A
  • Response letters/emails to student letter or
    article

61
Shawn Johnson, gold medalist gymnast
  • If you are afraid of falling, youll never get
    on the balance beam. You have to be willing to
    fall off the beam again and again if you want to
    go to the Olympics.

62
Websites
www.eastoftheweb.com Short stories Games -
Popword, cryptoquote, definetime, 8 letters,
codeword, wordsearch edheads.org Activate your
mind! games.sify.com Full of games
www.sporcle.com How much do you know? Answers
are timed! www.engine-uity.com Engine-Uity
specializes in differentiated resources, keyed to
Bloom's Taxonomy of higher level thinking skills,
that lead to independent studies.
63
Free Websites
  • Google Earth
  • Google Sketchup build 3-D models of buildings.
  • Excellent follow up to Home Design Unit
  • www.thinkfinity.org Free lesson plans and
    educational resources K-2, 3-5, 6-8, 9-12 Arts
    Integration, Economics, Social Studies, National
    Geography, Smithsonian, Verizon Foundation,
  • www.izzit.org FREE educational DVDs, current
    events lessons, and unique games and contests

64
As teachers and educators
  • Its our job to offer learning opportunities to
    all students including gifted ones every day.
  • Its not our job to train our gifted learners to
    cope with boredom, but to facilitate their
    learning and excitement in their accomplishments.

65
As teachers and educators
  • We have to know their learning needs
    appropriate pace, levels of depth and complexity
  • We also have to know our content to make it
    relevant and interesting to the learner to engage
    their passion

66
As teachers and educators
  • We have to make it rigorous enough that students
    who want to make A will have to work hard to
    achieve it, not just because they are gifted,
    because they excelled and earned the mark.

This may require us to be able to explain to
parents and administrators as well as to students
that high grades are not a given!
67
Love him or hate him
he sure hits the nail on the head with this! Bill
Gates recently gave a speech at a High School
about 11 things they did not and will not
learn in school. He talks about how feel-good,
politically correct teachings created a
generation of kids with no concept of reality and
how this concept set them up for failure in the
real world.
Rule 1 Life is not fair - get used to it! Rule
2 The world won't care about your self-esteem.
The world will expect you to accomplish something
BEFORE you feel good about yourself. Rule 3 You
will NOT make 60,000 a year right out of high
school. You won't be a vice-president with a car
phone until you earn both.
68
Rule 4 If you think your teacher is tough, wait
till you get a boss. Rule 5 Flipping burgers
is not beneath your dignity. Your Grandparents
had a different word for burger flipping they
called it opportunity. Rule 6 If you mess up,
it's not your parents' fault, so don't whine
about your mistakes, learn from them.
69
Rule 7 Before you were born, your parents
weren't as boring as they are now. They got that
way from paying your bills, cleaning your clothes
and listening to you talk about how cool you
thought you were. So before you save the rain
forest from the parasites of your parent's
generation, try delousing the closet in your own
room.
70
Rule 8 Your school may have done away with
winners and losers, but life HAS NOT. In some
schools, they have abolished failing grades and
they'll give you as MANY TIMES as you want to get
the right answer. This doesn't bear the slightest
resemblance to ANYTHING in real life.
71
Rule 9 Life is not divided into semesters. You
don't get summers off and very few employers are
interested in helping you FIND YOURSELF. Do that
on your own time. Rule 10 Television is NOT
real life.. In real life people actually have to
leave the coffee shop and go to jobs. Rule 11
Be nice to nerds. Chances are you'll end up
working for one.
72
  • Keri Harris, GT Teacher
  • kharris_at_cameronisd.net
  • http//classroom.cameronisd.net/webs/kharris/
  • (254) 697-2131
  • Cameron ISD
  • 404 E. 22nd
  • Cameron, TX 76520
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