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oviding Next Generation Sunshine State Standards whh suort a chaenng andorous curriculum in order meet the nds of gifted studenin ouschlsSponred by theFlora Department of ucation Working on Gifted Iue ID: 870247 Download Pdf

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1 riFrameworks r K12 Gted Learn oviding Ne
riFrameworks r K12 Gted Learn oviding Next Generation Sunshine State Standards, whh suort a chaenng andorous curriculum, in order meet the nds of gifted studenin ouschls.Sponred by theFlora Department of ucation Working on Gifted Iues Chaenge ant ProjectFlora Association for the Gifted��Bureau of Curriculum and Instruction Revised January 2013 Teresa D. Sweet, Bureau Chief �� This pubcation s initiated e Working on fted Iues (WI) Change Grant Projerough tNorth East Florida Educational Consortium (Nand e Univerty of North Florida wChrtine Weber, Principal Invtigator, Cort McKee, ProjeDirector, and Karen Hairston, ProjeDirector, fby ate of Florida, Department of Education, K-12 Pubc Sch, Bureau of Exceptional Education and udServicand e Caringhouse Information ter.Florida Department of EduionBureau of Exceptional Education and udent ServcesBambi J. Lockman, Chiefnd, Admintrator, ESE Program Devopment and ServcesDoSmi, Program Speciat, ESE Program Devopment and ServcesOriginal Copight ate f Florida Departmet of te Authorition for reproduction is hereby granted tate System of Pubc Education as defined iction 228.01)Florida atut. Nauthorition is graed for dtribion or reproduction ode ate System of Pubc Eduiowiout prior aroval iriing. Bureau of Curriculum and Instruction Revised January 2013 Task rce Membe C h r is t i n e L . W e b e r, P h . D. c o - c h a i r Un i v e r si t y o f N o r t h F l o r i d a Be n G r a ff a m, P h . D. c o - c h a i r Un i v e r si t y o f S o ut h F l o r i d a M a ry A nn e H a n d le y m e m b e r L a ke H i g h l a n d P r e p a r a t o ry S c h oo l , O r l a n d o W il l i s H e n d e r s o n m e m b e

2 r E s c a m b i a C o unt y P u b li
r E s c a m b i a C o unt y P u b li c S c h oo l s M a r th a Kesle r m e m b e r O r a n g e C o unt y P u b li c S c h oo l s J o d i O e a ra m e m b e r FD L R S M a n a t e e C o unt y P u b li c S c h oo l s M a r t y O rr m e m b e r R e t i r e d , M a r i o n C o unt y P u b li c S c h oo l s Su za nn e R aw li n s m e m b e r V o l u si a C o unt y P u b li c S c h oo l s L a u r e l St a n le y, E d . D. m e m b e r Un i v e r si t y o f N o r t h F l o r i d a Thank you to e Florida Association for fted (FLAG) for r co-sponsorship and support of is project. Thank you te Crdinators and ESE Directors of fted Programs who provided fack te task force members ae Florida Department of Education Statewide Mting, October , iaytona ach. A special ank you is eended to Dr. verly ake (George Mason iverVirginia) and Dr. Cecelia Boswel(Austin k Education Systems, Texas) for providing editorial commes and sutions as part of e documeernal revake is one of ree editors for e National Aociation of fted Chdrens Aiming for Excellencefted Programs andards (2001). Dr. Boswl is one of e devopers for e Texas Advanced Academics Curriculualuation System (2005-20��Bureau of Curriculum and Instruction Revised January 2013 �� This is Floridaameworks for K-12 fted Learners avaable rough e Bureau of Curriculum and Instruction, Florida Department of Education, degned tassist schl dtricts and state agencies, whisuduioprograms iprovision of special programs for exceptional sdes. For additional information on is pubiocoe Bureau of Curriculum and InstructionK-12 PubSch, Florida Department of Education, Room Turngton Buding, llahae, Florida 32399Telephone: (850) 0423Fax: (850) E-mail: carol.bailey@fldoe.org ��Bureau of Curriculum and Instruction Revised January 2013 �� TABLE OF CONTENTS ce ..........................................................................................................................

3 ....................... Rationale/Miion
....................... Rationale/Miion Statement ................................................................................................................... ested Use of Floridas Frameworks r K12 Gied Learne............................................................... Standards Coding Scheme ««««««««««««««««««««............................................................... Student Ocomes Frameworks Goals and Objectives ............................................................................. eting Standards...................................................................................................................... ogram lsGoal 1 ................................................................................................................................................ Goal 2 ................................................................................................................................................ 14Goal 3 ................................................................................................................................................ 18Goal 4 ................................................................................................................................................ 23Goal 5 ................................................................................................................................................ 27Goal 6 ................................................................................................................................................ 31Goal 7 ................................................................................................................................................ 35tional terialsVisuazing e Goals ............................................................................................................................ 38pport Materials................................................................................................................................. 39Glossary...................................................

4 ........................................
........................................................................................... 44blioaphy ........................................................................................................................................ 46««Bureau of Curriculum and Instruction Revised January 2013 �� PREFAThis docume, Floridas Framerks for K-12 fted Learners, is e produof e Working on fted Iues (WOGIgra, fded by e State of Florida, Department of Education -2007 and revised in January 2013It provides Next Generation Sunshine State Standards for developing and designing differentiated learning experiences for gifted deThe resulting document combines e current rarch and practices rated to educating gifted chdren anthe experte of a task force consisting of gifted educatorspares, and represeatives om e Florida Department of Education. The task force members dcusrk of two previous documes pubhed by e Florida Department oEducation -GAGGreater Accountability in fted Education (1994) and uepri: Organizing for Rults (1) -animpae documes had on e accoabty of mting sdeds in e state of FloridaThe task force members deteined e nd to uate those reports in e form of a curricular framewofor gifted arners. Aitionaguidelines were provided by Aiming for Excellence: fted Program andards published by National Association for fted Children (NAGC)��Bureau of Curriculum and Instruction Revised January 2013 �� RATIONALE/ION STATEMENT Studes who are gifted haarning nds at go beyond what is traditionaered in e regular claThnare of r abilits, demonstrated or latent, requires diereiated arning expernces and oortunits for

5 em tmaximize eir poteial. Teachers nd to
em tmaximize eir poteial. Teachers nd to devop e depth and quaty of r sdeexpernces whe adjustine pato meet individual nds. This can be aomphed by oering oortunits for sdes to: Pursue topiof sdy igreater depth or to a greater vel of cognitichallenge le a wider range of autheic and compx academic tasat require doing real rld Advanrough activits at a faster paDevnse of self and e poties rld has ter The expernces may be aressed in a differeiated curriculum at may invole modification of co, procproduct, andarning environment (Tomnson, 19In Curriculum for fted and ed Students (2004), Joyce Van ssel-BasstatThe trend for curriculum dgned for e gifted in e future must embraparadoxIt must provide sdewith a rigorous, high-quaexperienat readies em to sufully traverse e next vel of educationachange in a sectiiversity as well as groem in f-arning and social learning of e momemust hem find true f in e midst of gring toward a profonal carr. It must inculcate a healnse of respefor civizationspast aomphmes as well as e desire to shape a new and beer rld ie future. a curriculum must first be envisioned, en devoped, and en imped. The reachange for e future of cuiculum in is field is e preparation of educators commied to the vision ocurriculum as e core of what makes gifteeducation a whe eerpre (p. ). The gl of e Floridaamerks for K12 fted Learners is to provide Next Generation Sunshine State Standardswhisuort a challenging and rigorous curriculuin order to mt the nds of gifted sdes iour schls. The ��Bureau of Curriculum and Instruction Revised January 2013 �� folling rigor and chalnge of the Next Generation Sunshine State Standards ierrate and rnforce curriculuminstruction, and assessment to help define academic excellence in programs for gifted learners. William Daggett (2005) suts at when ree compones of instructional plaing are vwed togeer, relevanarning becomes focus. Cuiculum a

6 dvancedsophticated, anconsistebudinupoan
dvancedsophticated, anconsistebudinupoanendinbeyonthgeneracurriculum. Rigorous and challenging curriculum is eanced rough e sdy of iversal concepts, compvels of generazations, and esseiaqutionsStudes are consistely engaged in multip, compoughprovoking and ambiguous tes/materials at change whaey ink and f. Acation is made to real-rlpredictable ations. Inructional deery emploa varty of rh-bad strategies and meods om various curriculamodat emphasize skills suas inquiry, invtigation, and experimeationStudes are regularly providewith oortunits for derstanding whysrough scholarly dialogue/discuionand ey refconcepts, generalitionsand esseial qutions encountered with rigorous tes/materials. The teacher constaly probes sdes to dpen mning and tprovide rationale(s) for potions. Multipassessments are ud to consistely monitor sdegrth and understanding of ineacompxity of materia, ideas, issu, and probThe teacher provides oortunities for sdes to refderstanding and gr. Assessmes matvel of rigor and relevance ideifd in arninobjectiv(adapted from the NorCarolinas Public SchRigor Rubric for Education Programtp:w.ncpublicschools.org/ec/deveent/gifted/noegotiables/aetts Rigor/Relevance Framerk, ��Bureau of Curriculum and Instruction Revised January 2013 ��  GGESTED E OF FLORIDS FRAMEFOR KGIFTED LEARNEFloridas Framerks for K12 fted Learners has been eated for many different stakeholders wiin gifted educationThe document provides 1H[W*HQHUDWLRQ6XQVKLQH6WDWH6WDQGDUGVIRUWKHYDULRXVFRXUVHVFLWHGDV*LIWHGLQ)ORULGD¶VCourse Code Directory serving dtrirdinators and teachers of gifted learnersIt may also assist superiendeSE specialts, regular education cla

7 m teacherspares, and sdes in derstanding
m teacherspares, and sdes in derstanding how gifteeducation can be more eectiveengaging, and enriching. Eagroup just meioned will hadierent reasons to use amerksever, all groups will benefit om few pois of referenprior tving io its coThink of e Program Goals as a ven tapestry raer an a lWhe gls are arranged by coen(1 & , process (3 & 4), a(5 & 6), and produ(7), ey do not stand alone. Each gl refcts compones of and can be nked with all oer gThere is no hierarchy or recommended order for aressing e goals in curricular dgn. This is true of e objectives and traits wiin eal. The Program Goals include both an expotory explanation and a t of standards to asst in comprehensionSome readers wl go immediaty to e standards to glean eir pertinent information from e documewhers will dwl upon e expotionng bostrategies is suggested, and reading all the Program Goal expositions prior to dving ie standards is recommendedThis will eate a spacein your mind for specificity e rubril deliver. The standards present a four-tiered scale for msuring sdent ocomes wiin e particular trait for eacobjective. This scaleKnderstand, Perform, and Accomph, quatatively ibes e behaviors and des cern ides to moem alonPicsures as bng rkable roughout des tere during fted Education rvicIn oer rds, iis possiblat a cond grade gifted arner could rk at an Accompvel in a particular traitbjective/gl, ough later, in h grade, be rking at an derstand vel in e same traitbjective/gThe scale should not be seen as a laer to crough e years, but raer a diptor oe sdeZone of Proximal Devopment at any particular point in time during h/her education. VVBureau of Curriculum and Instruction Revised January 2013 �� A graphic organizer hps tshow e iegrated nare of e program gt of suort materials hps texplain veral concepts f

8 od wiin e program gbjectiv/standards. A
od wiin e program gbjectiv/standards. A gloary ao clarifies some of e terminology uwiin e program gbjectives/standards. A bibography whiideifs rources ue devopment of ameworks. As previouy stated, teachers of gifted arners and dtrirdinators can use ameworks in many ysThe Frameworks are instrumental to hp design and revise gifted educatiorvices statewideThe standards provide the content that will be contained in courses cited as Gifted in the Course Code Directory. It is a tl for eancincurricular degnisting teachers and coordinators ir quto create rigorous and challenging learning expernces. It can be usein eation of IndividuaStudent Education Plans, as it dibes many areas 6 traits wiin 22 objectives wiven program g) of focud sEquait can be a tooof asssmeping districts honand organizeir programs arod ceral issuperiendeand ESE specialists can use ameworks in is laer area, avaing emsves a y to lk at thspecial rld of gifted educationSome admintrators may not haa sufficnt bagroor training in gifteeducation; ameworks wl helto percand ae quaty corol needed in gifted education. neral education clam teachers can ao benefit by condering e nare of changand rigor at esameworks suWhe gifted arners caot meet high expectations for sus wiout high changes in arning environmeall sdes will benefit om high changIn addition, as most general educatioteachers will with gifted arners on a regular basis document will help e teachers to beer derstanhow at might be devoped ie diereiated classrFinapares and sdes can use this document to evaluate e educatioey arecvingfted educatiois aimportant component in ves of many studes and this document provides gifted students and famils with beer ys tderstand how education should be conducted. ��Bureau of Curriculum and Instruction Revised January 2013 STANDARDS CODING SCHEMEThe standards are defined by the framework goals, objectives, traits, and markers. There are seven goals that describe what gifted students should know and be able to do by graduation and four markers to describe successful meeting of each trait as

9 sociated with the objectives. G.K12.1.2.
sociated with the objectives. G.K12.1.2.1a G K12 1 2 1a Gifted Grade Band Goal Objective Trait/Marker ��Bureau of Curriculum and Instruction Revised January 2013 �� STUDENT OUTCOMES FRAMERK GOALS AND OBJECTIVES 1. By graduation, e sdent ideifd as giftel be able to critically examine e complexity of kne: location, definition, and organition of a varty of fields of kne. Locate, define, and organize a field of sdy as it rates te brd spectrum of kndge. and ustrate bac principles and e fodational concepts are ceral tunderstanding of a field of sand aly invtigatiodologfoed iselected field of kne.2. By graduation, e sdent ideifd as giftel be able to create, adapt, and as multifaceted qutions in a varty of fields/dcipnes.gnificant qutions wiin and aoss dcipnes.nerate significant qutions wiin and aoss dciplinaluate and refine gnificant qutions wiin and aosscipnes. 3. By graduation, e sdent ideifd as giftel be able to conduthougful rarch/exploration in multiple fields. Use a varty of rarch tls and meodologies. Use and manipulate information sourcDetebias and reliability ie procs of reseah. ly eical standards to rarch and analy4. By graduation, e sdent ideifd as giftel be able tink eativand iticay tideand solreal-rld probms.and invtigate a probm and generate suortiargumemultiple perspectives of a compissue.Analyze e relevance, riabilitand ufulns of data tdraw concluons and forecaseffectiprobsolions. Use and evaluate various probm-solving meods tdetermine eectivens isolving real-rld probms. Bureau of Curriculum and Instruction Revised January 2013 �� 5. By graduation, e sdent ideifd as giftel be able tume adership and participatory ros iboth gifteand heterogeneous group arning ations. Accept divergen

10 t vws tpotivy echange. adership traits a
t vws tpotivy echange. adership traits and quas as ey aear idierenindividuals and ations. Manifgnificant adership skills and organize group(s) tachproje6. By graduation, e sdent ideifd as giftel be able tt and achpersonal, academiand carr gpersonal strengs and weaknesses and aept changes iboth areas taximize arning. Assume primary rponbity for arning, including ideing nds and ing reasonable ggn plans of action ts benefits and obstacs iachving gls of personal iert. 7. By graduation, e sdent ideifd as giftel be able tdevop and deliver a varty of autheproducts/performances demonstrate understanding in multiple fields/discipDevproducts at commicate experte in multiple fields and dcipnes tvarty of autheic audnc2) Create products at synthze information from diverse sources iustrating divergensolions or perspectiv��Bureau of Curriculum and Instruction Revised January 2013 INTERPRETING THE STANDARDS The Standards will use four markers tibe suful meetinof a particular traitThe maers are defined here: Knowe abty to recall and locate information. One who kns can cite facts, concepts, and ideas. One who kndeals wite ingular fashion; not recognizing, and prly able to fction with the iercoectednbetwn kne fields. Learners who know e individual snaphodere abty to reca, ierpret, and coinformation. One who understands can use information multiple sources, ough not almultaneouOne who derstands can be fxible and eatiwitCombining kne fields ohere, ough not necessarily witease or on onen. Learners who derstand e coage of snaphotsrfoe abty tanalyze and synthze information om multiple soues simultaneouOne who performs cause kne inveivnovel siationsOne who performs kne fields in creatibodars bluLearners who perform e snapshots in motion. ompshe abity tevaluate and use information om multiple soues iticay and eectivy tompgnificant purpo. One who aomphes has iernalized e processes ased ie first ree s and has abt

11 y to call on ose proces aomatically. One
y to call on ose proces aomatically. One who aomphes has nership of kne, yet wl share ilinglLearners who omplish e snapshots moving i��Bureau of Curriculum and Instruction Revised January 2013 �� Student Outcomes Program Goal By graduation, the student identified gifd will be abto critically examine the complexity oknowlee: the location, definition, and organization of a variy of fields of knowlee. This program gl speato e recognition of kne as a man system of derstandingIt recognizes knis a man construct, and at all knis aected by ing (time and place), terms, and strucKne changes people, and people change kne. Knlee is a compx procs including expernceseractions, and ierpretationsKnowis mumore an what we knIt is ao how we kn, why we knwhere we kn, and when we knFor gifted learners e ideas are both apprchable and aropriateGifted learners should be guided toward devopment of a personal eptemology (eory of knlee) while moving rough gifted programsTheir ieltas must be chalnged to find to explore e nare of knowing so at ey begin to see how kndevoped and ud in dierent discipnes is made up of charactertierent to ose dciplinfted sdeabties tomprehend compx issues and tevaluate kne systems of divergent flds musbe nurred. Student jectesThe giftedent wLocate, define, and organize a field of sdy as it rates te brd spectrum of kndge and ustrate bac principles and e fodational concepts at are ceral to understanding ncof a field of sdy and aly invtigatiodologfoed iselected field of kn��Bureau of Curriculum and Instruction Revised January 2013

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Student Outcomes Program Gojective 1: The student wloca, defe, and organize a fieof study as it res to the brospectrum of knowlee. T rait K now U nderstand P erform A ccomplish N a t u re o f K n o w l e d g e G.K12.1.1.1a L o c a te a n d l i s t t h e ge n e r a l d i v i s i o n s of k n o w led g e , i . e . , a rt , s c i e n c e , hu m a n it ie s , e t c . , a n d r e c o g n iz e i n t e gr a te d f i e l d s a n d di s c i p l i n e s . G.K12.1.1.1b I de n ti f y a n d d e f i n e a f i e l d of i n t e r e s t a n d a n al y z e h ow t h e f ie l d i s o r ga n i z e d b y e xp l a i n i n g w h a t c r i te r i a d e f i n e t h e di s c i p l i n e a n d h o w t h o s e c r it e r i a a r e o r g a n i ze d a n d d iv i de d . G.K12.1.1.1c D i f f e r e n ti a t e f a c t , co n c ep t , t h e o r y , a n d p r i n c ip l e a n d e m p l o y e a ch i n de v e l o p i n g m e a n i n g a n d k n o w le d g e . G.K12.1.1.1d C o ns t r u c t o w n m ea n i n g w i t h i n a c h o s e n f i el d a n d offer n e w c o n t r i b u t i o n s t o t h i s r e s p e c t iv e f i e l d of s t u d y . B a s i c R e s e a r c h G.K12.1.1.2a I de n ti f y a n d l o c a te ba s i c re f e r e n c e s o u r c e s t h a t su pp o r t g e n er a l r e s e a r ch i n s e v e ra l d i s c ip li n e s . G.K12.1.1.2b A n a l yz e t h e r el e v a n c e a n d us e f u l n e s s of p r i m a r y a n d s e co n d ar y r e f er e n c e s w h il e i d e n t i f yi n g h o w f i e l d s a r e o r ga n i ze d a n d su b d iv i de d . G.K12.1.1.2c U s e m u lt i pl e p r i m a r y a n d s e co n d ar y s o u r c e s t o a n a l yz e , s y n t h e s i ze , a n d e v a l u a t e r el e v a n t p er s o ns , p l a c e s , e v e n t s , or b el ie

13 f s t h a t a r e d o m i n a n t i
f s t h a t a r e d o m i n a n t i n a f i e l d . G.K12.1.1.2d U s e a v a r ie t y of p r o f e ss i o n a l j o u r n al s , p r o f e ss i o n a l d at a b a s e s , a n d c o l le g e t e x t b o o k s t o m a k e c o nn e c t i o n s b etw ee n a n d / or a m o n g f i el d s of di s c i p l i n e . M a n i p u l a t i o n o f D a t a G.K12.1.1.3a M a n i p u l a t e da t a i n o rd e r t o d et e r m i n e co n t ri b u t i o n s of t h e di s c i p l i n e t o t h e co m m un i t y a n d w o r l d . G.K12.1.1.3b S e e k and identify co n n e c ti o n s b et w e e n f i el d s t o m a k e s e n s e of p a t te r n s a n d t r e n d s . G.K12.1.1.3c Construct r e s e a r ch q u e s t i o n s t h a t h e l p i n t er p r e t t h e e ff e c t s of m a j o r t r e n d s a n d i ssu e s o ve r t i me . G.K12.1.1.3d D ev e l o p t h e m e s a n d co nn e c t i o n s a c r o s s h i s t o r i c a l e v e n t s , p e r i o d s , a n d f ie ld s . O r ga n i z a t i o n o f D a t a G.K12.1.1.4a C r e at e or s el e c t a n e x i s t i n g s y s t e m f or o r ga n i zi n g d a t a i n a s e q u e n c e . G.K12.1.1.4b C o ns t r u c t a n o r ga n i za t i o n a l s y s t e m ( i . e . , k n o w led g e t re e , g ra p h i c o r ga n i z e r , o r d ia g r a m ) t h a t re p r e s e n t s a n d i l l us t ra te s t h e o r g a n iz a t i on i n a f i e l d of s t u d y a n d t h e su b d i v i s i o n s w i t h i n t h a t f i e l d . G.K12.1.1.4c I de n ti f y a n d i l l us t r at e t h e m e s , p a t t e r ns , a n d s tr u c t u r e s t h a t d e f i n e a n a re a of s t u d y . G.K12.1.1.4d C h a l l e n ge (and defend or justify the challenge) a c c e p te d b o d ie s of k n o w led g e a n d o r ga n i za t i o n a l m e t h o d o l o g i e s . ��Bureau of Curriculum and Instruction Revised January 2013

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Student Outcomes Program Goal 1 jective 2: The student widentify and rate basprciples and the foundational concepts that arcentrto underding the sence of a fieof udy. T rait K now U nderstand P erform A ccomplish Co nc e p t u a l F r a m ew o r k s G.K12.1.2.1a F o r m u la te q u e s t i o n s t o d et e r m i n e t h e r e le va n ce of t h e s k i l l s a n d k n o wl e dg e r e q u ir e d of a d i s c ip li n e . G.K12.1.2.1e I de n ti f y e s ta b l i sh e d r u le s o r l a w s ( p r i n c ip le s ) of n at u r e w h i ch i m p a c t d a i l y li f e a n d d ra w co n c l us i o n s re g a r d i n g t h e i r r o l e i n t h e w o r l d of w o r k . G.K12.1.2.1b D e mo ns t r at e un d e r s t a n d i n g of co n c e p t u a l t h e m e s a n d t h e i r o r ga n i za t i o n a l o p p o r t un i t i e s w i t h i n a b o d y of k n o wl e dg e . G.K12.1.2.1f D i f f e r e n ti a t e s i m i l a ri t i e s a n d di f f e r e n c e s be t we e n f un c t i o n a l co n c e p t s a n d p ri n c i p l e s w it h i n a f i e l d . G.K12.1.2.1c C r e at e g ra p h i c o rg a n i z e r s t h a t o r ga n i z e t h e l o g i c a l s eq u e n c e s of k e y co n c ep t u a l t h e m e s i n a f i el d of s t u d y . G.K12.1.2.1g A ss i m i l a t e t h e o f t e n co n f l i c t i n g n a t u r e of k n o w led g e ge n e r at e d w i t h i n i n t e gr a te d d i s c ip li n e s . G.K12.1.2.1d A n a l yz e d a t a a n d r e s e a r ch m e t h o d s us e d a n d d e v e l o p e d b y s c h o l ar s wi t h i n a f i el d ; i n t er n a li ze co n c ep t u a l t h e m e s of t h a t ( t h o s e ) di s

15 c i p l i n e ( s ) . G.K12.1.2.1h Cri
c i p l i n e ( s ) . G.K12.1.2.1h Critique a c c e pt e d co n v e n t i o n s a n d r u le s a n d i d e n t i f y a m b i g u it y . Co m p o n e n t s a n d Me t h o d o l o g i es G.K12.1.2.2 a I de n ti f y a n d u s e t e r m i n o l o g y a u t h e n t i c t o a c h o s e n d i s c i p li n e of k n o w led g e . G.K12.1.2.2 b C r e at e a l i s t of t h e m e t h o d o l o g i c a l s k i l l s a n d p r o c e ss e s ( g e n e r a l a n d s pe c i f i c) us e d b y p r a c ti c i n g p r o f e ss i o n a l s i n a f ie l d . G.K12.1.2.2 c Demonstrate an u n d er s ta n d ing of a n d de li n e at e t h e d iv er s it y of l a n g u a g e , t o o l s , a n d m et h o d o l o gi e s b etw ee n a n d a mo n g di s c i p l i n e s . G.K12.1.2.2 d E x pe r i m e n t w it h a v a r i et y of m e t h o d s t o a n a l yz e d a t a t o d ev e l o p g re a te r un d er s t a n di n g . Co nc e p t u a l Co n n e c t i o n s G.K12.1.2.3 a I de n ti f y e ss e n t i a l p r i n c i pl e s t h a t g o v er n a n d d ri v e a s e ri e s of k e y co n c ep t s i n a c h o s e n f i el d . G.K12.1.2.3 b D e mo ns t r at e foundational k n o w led g e of v a r i o u s f i el d s a n d di s c i p l i n e s . G.K12.1.2.3 c A n a l yz e a n d s y n t h e s i ze co n c e p t s a n d p ri n c i p l e s w it h i n a d i s c ip li n e i n o r de r t o i s o l a t e e ss e n ti a l c o n c e p t s a n d i de n ti f y m a c r o co n c e pt s . G.K12.1.2.3 d A p p ly a n d t r a ns f e r un d e r s t a n d i n g t o o t h e r di s c i p l i n e s . ��Bureau of Curriculum and Instruction Revised January 2013

16
Student Outcomes Program Goal 1 jective 3: The student widentify and ainvestigative methodologies that are foowed a selecfieof knowlee. T rait K now U nderstand P erform A c c omplish S k il l De v e l o p m e n t G.K12.1.3.1a L o c a te re l ev a n t i n f o r m a t i on a b o u t v a r ie d p r o f e ss i o n al s a n d i d e n t i f y pe r s o n a l s t r e n gt h s t h a t m a y c o n t r i b u t e t o t h e f i el d . G.K12.1.3.1b C o m p a r e a n d co n t r a s t j o b de s c r i p t i o ns , m et h o d s of w o r k i n g , a n d c h a l le n g e s f a c e d b y v ar i o u s p r a c t i c i n g p r o f e ss i o n a l s t o d et e r m i n e r el e v a n c e t o p er s o n a l n e e d s a n d g o al s . G.K12.1.3.1c U s e a n d r e f i n e t h e s k i ll s a n d m e t h o d s of a p r o f e ss i o n a l i n a di s c i p l i n e . G.K12.1.3.1d S e e k a n un de r s t a n d i n g of t h e et h i c a l i ssu e s a n d s t a n d ar d s t h a t f r a m e a di s c i pl i n e . M a n a g e m e n t o f D a t a f o r R ese a r c h G.K12.1.3.2a I de n ti f y a l i s t of m et h o d s m a n u al s , H o w T b o o k s , a n d o t h e r r e s o u r c e s t o r e s ea r ch m e t h o d o l o g i e s us e d b y p r a c t i t i o n e r s . G.K12.1.3.2b C o m p a r e a n d co n t r a s t ge n e r a l a n d s p e c i f i c m e t h o d s of re s e a r ch us e d b y p r a c t i t i o n e r s t o s ee k a n s w e r s t o vi a bl e p r o f e ss i o n a l q u e s t i o n s . G.K12.1.3.2c U s e ap p r o p r ia t e d at a g a t h e r i n g i ns tr u m e n t s n e e de d f or a r e s e a r ch s t u d y . G.K12.1.3.2d A p p l y t h e s c ie n t i f i c m e t h o d n at u r a l l y , i . e . , i d e n ti f y r o u t i n e p r o b l e m a re a s , f oc us t h e pr o bl e m, s ta te h y p o t h e s e s , l o c a

17 te r e s o u r c e s , c l a ss i f y
te r e s o u r c e s , c l a ss i f y a n d o rg a n i ze d at a , d ra w co n c l us i o ns , a n d re p o rt f i n d i n g s . I n v e s t i g a t i v e G.K12.1.3.3 a G.K12.1.3.3b G.K12.1.3.3c G.K12.1.3.3d Me t h o d o l o g i es I de n ti f y co n t e n t a re a s pe c i a l i s t s t o e s ta b l i s h a s e ns e of c a us e a n d e ff e ct w i t h i n a f i el d . U n d er s ta n d , id e n t i f y , a n d a n al y z e r e l a t i o nsh i p s a mo n g v a r ia b l e s , c o ns ta n t s , a n d co n t r o l s i n re s e ar ch . A p p l y t h e i n d i c a t o r s t h a t re f l e ct q u a l it y i n a f i el d a n d un d e r s t a n d h o w t h e f i e l d m e a su r e s su cc e s s . C h a l l e n ge e x i s t i n g t h e o r i e s , p r i n c i pl e s , a n d r u l e s t h r o u g h r e s ea r ch a n d e xp e r i m e n t a t i on . S u p p o r t G.K12.1.3. 4a G.K12.1.3.4b G.K12.1.3.4c G.K12.1.3.4d S t r uc t u r e s R e c o g n i ze a n d id e n t i f y t h e n e e d f o r su p p o r t s tr u c t u re s f o un d w it h i n a de s ig n a t e d f ie l d of s t u d y a n d e s ta b l i sh t h e n at u r e of s pe c i f i c su p p o rt s . R e c o g n i ze t h e va l u e s a n d p e r s p e c t i v e s of t h o s e w h o h o l d o p p o s i n g vie w s w i t h i n t h e di s c i p l i n e . I n t e r vi ew c o n t e n t a re a s pe c i a l i s t s t o v e r i f y t h e a pp l i c a t i on of m et h o d o l o g ie s i n c o r p o r a te d i n a s t u d y . C o ll a b o ra te w i t h p r o f e ss i o n a l s , ex p e rt s , a n d o t h er s i n t h e f i e l d t o a dv a n c e r e s e a r c h , d ev e l o p m e n t , a n d un d e r s t a n d i n g i n t h e f i e l d . ��Bureau of Curriculum and Instruction Revised January 2013 ��

18
Student Outcomes Program Goal By graduation, the student identified gifd will be abto create, adapt, and assess multifacetequestions riety of fielddisciplinThis program goal speaks to a nd of developing itical inquiskills of gifted sdeInquiry drives arningames curiositand coects topics. Inquiry hps sdes produquaty rarch and engage in refctif-assessmeQutioning, as a pedagogical sk, is sometimes taken for graed, nce it is sua prominent tl wie procs of arningever, devopinour sdesks to improand enrir abtieto construct, refineand evaluate qutions of all types, and aoss a wide range of dcipnes, is a major gl of education. For gifted sdewho e and experrld dierely om r prs, itical inquimay be one of e keycovering neavees for lifes pursuitsIt must be saiis is more an a rearch and schngissue, as ispeato y our sdes will both lten and reato e news of rld aroem. As is rld coto iegrate and clesin a variety of ys, itical thinking and inquiry become all e more importaThe art oqutioning aows sdes to devop dper and carer perspectivThey will be able to evaluate aders, eir coeagunds, and emsves when ey can generate, refine, and evaluate qutions iticaStudent jectesThe giftedent wgnificant qutions wiin and aoss dcipnes nerate significant qutions wiin and aoss dciplines aluate and refine gnificant qutions wiin and aoss dcipnes ��Bureau of Curriculum and Instruction Revised January 2013 Student Outcomes ProgrGojective 1: The student widentify significant questions within and across discip T r a i t K n o w U n d er s t a n d P er f o r m A cc o m pl i sh Th e n a t u r e o f q u e s t i o n s G.K12.2.1.1a Identify q u e s t i o n s a s s e ek i n g basic i n f o r m a ti o n and f a c t s i n s i n g u l a r d

19 i s c ip li n e s . G.K12.2.1.1b S ee
i s c ip li n e s . G.K12.2.1.1b S ee p o t e n t i a l f o r q u e s t i o n s t o e xp l o r e b r o ad e r a s p e c t s of k n o w led g e , m o vi n g t o wa r d s pe c u l a t i v e a n d e va l u a t iv e a s p e c t s . G.K12.2.1.1c R e c o g n i ze t h a t q u e s t i o n s co nn e ct d i s c i pl i n e s a n d b u i l d b et t e r f r a m e w o rk s f or t h i n ki n g . G.K12.2.1.1d S e e k a n d us e q u e s t i o n s t h a t co nn e ct di v er ge n t d i s c i p li n e s i n o r d e r t o e xp a n d un d er s t a n di n g . Th e i m p o r t a nc e o f q u e s t i o n s G.K12.2.1.2a I de n ti f y a n d s i t u a t e q u e s t i o n s w i t h i n a s i n g u l a r di s c i p l i n e s m e t h o d of i n q u i r y . G.K12.2.1.2b A n a l yz e a n d s y n t h e s i ze q u e s t i o n s t h a t co n n e ct m e t h o d s of i n q u i r y i n di f f e r e n t di s c i p l i n e s . G.K12.2.1.2c O r d e r / c a t e g o r iz e questions t h a t l i n k d iv e r ge n t d i s c i p li n e s a n d f ra me di f f e re n t i n q u i r y m e t h o d s . G.K12.2.1.2d U s e q u e s t i o n s t h a t f r a m e i n q u i r y wi t h i n di v er ge n t di s c i p l i n e s i n o r d e r t o un d e r s t a n d t h e li n k s b e tw ee n a n d / o r a m o n g t h e di s c i p l i n e s . Th e p o w er o f q u e s t i o n s G.K12.2.1.3a E x pl ai n t h e f un c t i on of q u e s t i o n s w i t h i n s i n g u la r di s c i p l i n e s . G.K12.2.1.3b U n d er s ta n d t h e f un c t i on of q u e s t i o n s t o co n n e c t m u l t ip l e di s c i p l i n e s . G.K12.2.1.3c D e mo ns t r at e a n i n it i a l us e of q u e s t i o n s t o d r iv e c r i t i c a l t h o u g h t wi t h i n a di s c i p l i n e . G.K12.2.1.3d M a n i f e s t a n un de r s ta n d i n g of t h e i n t e gr a t i v e n a t u r e a n d f un c t i on of q u e s t i o n s t h a t d r iv e i n q u i r y i n m u l ti p l e d i s c ip li n e s . ��

20 ;Bureau of Curriculum and Instruction Re
;Bureau of Curriculum and Instruction Revised January 2013 Student Outcomes ProgrGojective 2: The student wgenerate significant questions within and acrs discip T r a i t K n o w U n d er s t a n d P er f o r m A cc o m pl i sh Q u e s t i o n c r e a t i o n G.K12.2.2.1a C r e at e q u e s t i o n s t h a t d r iv e f a c t u a l e x p l o r at i on wi t h i n s i n g u la r d i s c ip li n e s . G.K12.2.2.1b U n i te q u e s t i o n s t h a t d ri v e b r o ad e r e xp l o ra t i on w it h i n di s c i p l i n e s . G.K12.2.2.1c M a n i p u l a t e id ea s t o c re a t e a n d o r ga n i z e q u e s ti o n s t h a t d r i v e i n q u i r y a n d co n n e c t d iv e rg e n t di s c i pl i n e s . G.K12.2.2.1d U s e q u e s t i o n s t h a t l i n k d iv e rg e n t di s c i pl i n e s t o d ev e l o p p er s o n a l un d e r s t a n d i n g s of e xp e ri e n c e s . Q u e s t i o n s a n d i n q u i r y G.K12.2.2.2a E x pl ai n t h e k i n d of i n f o r m at i on q u e s t i o n s s e e k . G.K12.2.2.2b E x pl ai n h o w t h e q u e s t i o n s l i m i t a n d / o r ex pa n d t h e n at u r e of t h e e xp l o ra t i on . G.K12.2.2.2c U s e q u e s t i o n s t o re f oc u s t h e n at u r e of t h e i n q u i r y . G.K12.2.2.2d U s e q u e s t i o n s t o s i t u at e p e r s o n a l i n t e r e s t a n d b a c kg r o u n d w it h i n t h e i n q u i r y . ��Bureau of Curriculum and Instruction Revised January 2013 Student Outcomes Program Gojective 3: The student wevaluate and refine significant questions within and acrs discip T r a i t K n o w U n d er s t a

21 n d P er f o r m A cc o m pl i sh Q u
n d P er f o r m A cc o m pl i sh Q u e s t i o n s s c r u t i n i z e d G.K12.2.3 .1a R e c o g n i ze t h e q u a li t y of q u e s t i o n s ( b o t h id e n t i f ie d a n d c r e at e d ) t h a t f r a m e s i n g u l a r di s c i p l i n ar y i n q u i r y . G.K12.2.3 .1b E x pl ai n t h e q u a l i t y of q u e s t i o n s ( b o t h id e n t i f ie d a n d c r e at e d ) t h a t w o r k t o e x p a n d i n q u i r y i n t o i n t eg r at e d di s c i p l i n e s . G.K12.2.3 .1c E v a l u a t e q u e s t i o n s ( b o t h i d e n t i f i e d a n d c r ea t e d ) a s a r e g u la r c o m p o n e n t of p e r s o n a l r e s e a r ch a n d e xp l o ra t i on . G.K12.2.3 .1d E x p l o re t h e n a t u r e of q u e s t i o n i n g , al w a y s aw a r e t h a t b e tt e r q u e s ti o n s d e l iv e r t h e p o te n t ia l f or m o r e co m p le t e i n f o r m a t i on . Q u e s t i o n s r e v i sed G.K12.2.3 .2a R e f i n e q u e s t i o n s a s d i r e c t e d s o t h e y e x p l o r e a c l e a re r l i n e of i n q u i r y wi t h i n a s i n g l e di s c i p l i n e . G.K12.2.3 .2b S y n t h e s i ze q u e s t i o n s a s d ir e c te d s o t h e y e xp l o r e a c l e ar e r l i n e of i n q u i r y a n d i n t e gr a t e d i s c i p li n e s . G.K12.2.3 .2c D ev e l o p q u e s t i o n s s p o n t a n e o us l y a n d i n de pe n d e n t l y w h il e co n d u c t i n g p e r s o n a l r e s e a r ch a n d e xp l o ra t i on . G.K12.2.3 .2d R e f i n e q u e s t i o n s a s a g e n e r a l p r a c t i ce o r c h a r a c t e ri s t i c of i n t e ll e c t u a l p u r s u i t . ��Bureau of Curriculum and Instruction Revised January 2013 �� Student Outcomes Program Goal By graduation, the student identified gifd will be abto conduct

22 thoughtful researchxploration in multipf
thoughtful researchxploration in multipfields. This program gspeaks to e devopment of a brd range of research skls and strategat manifemselvein a varty of dciplines and ielal pursuits. Rearch skil, in is co, include both research done for academic pursuits as wl as at whiis pursued for personal iert. Skis of analysis, of dcerning e importanand nare of diering sourc, and of e pursuit of furer sdy are all significanparts of e activities at embodresearch. For gifted sdes, is represee opportunity to explore deeply and y areas of gnificant ierest. ftearners should be encouraged to invtigate ose areas and ideas ey find fascinatingerts could bharnd to expose e learners to more significant rearch meodologs and practicImportant here is e ideat rarch should be conducted in multiple fields/dcipnes. Throughout e full range of e gifted program, des should be encouraged texplore and iegrate multiple areas of research. Student jectesThe giftedent wUse a varty of rarch tls and meodologUse and manipulate information sources Detebias and reliability ie procs of research ly eical standards to rarch and analy��Bureau of Curriculum and Instruction Revised January 2013 Student Outcomes Program Gojective 1: The student wuse a riety of research tools and methodologi T r a i t K n o w U n d er s t a n d P er f o r m A cc o m pl i sh Coo p e r a t i v e r e se a r c h G.K12.3.1.1a P a r t i c i p at e i n a c o o pe r a t iv e g r o u p t o s o lv e p r o b l e ms a n d / o r co m p l et e a r e s e a r ch p r o j e c t . G.K12.3.1.1b D e mo ns t r at e et h i c a l l ea d e r sh i p a n d / or te a m w o r k w i t h i n a r e s e a r ch w o r k g r o u p . G.K12.3.1.1c W o rk c oo p e r at i ve l y w i t h p ee r s

23 f r om a v a ri e t y of p e r s p
f r om a v a ri e t y of p e r s p e c t i v e s a n d a b il i t ie s w h i l e o b t a i n i n g va l i d r e s ea r ch a n d / o r p r o d u c t s f r o m r e s e a r ch . G.K12.3.1.1d I n t e g ra te a v a r i et y of a pp r o p r i at e c o m p o n e n t s un co v e re d f r o m c o o pe r a t iv e re s e a r ch w i t h i n a f i e l d of s t u d y . S c i e n t i f i c m e t h o d G.K12.3.1.2a D e mo ns t r at e t h e a bi l i t y t o g a t h e r a n d d oc u m e n t d a t a r el e v a n t t o s c i e n t i f i c i n v e s t i ga t i o n s us i n g t h e s c ie n ti f i c m e t h o d . G.K12.3.1.2b A n a l yz e t h e i m p a ct o r e f f e c t of c h o s e n a l te r n a t iv e s ( v a r i ab le s ) w it h i n t h e s c i e n t i f i c m e t h o d . G.K12.3.1.2c C o ns t r u c t s c i e n ti f i c r e s ea r ch us i n g p r o p e r pr o t o c o l f or s c ie n ti f i c s t u d y . G.K12.3.1.2d U s e s c i e n t i f i c m et h o d t o p r o d u ce p r o d u c t s or s o l u t i o n s t o p r o b l e ms i n a r e s ea r ch s e t ti n g a n d i n a n o n - r e s e a r ch s e t ti n g . R ese a r c h t o o l s G.K12.3.1.3a R e c o g n i ze o r g a n iz a t i o n a l t o o l s us e d f o r r e s ea r ch i n a v a r ie t y of f i el d s . G.K12.3.1.3b U s e o rg a n iz a t i o n a l s t r at e gi e s t o g e n e r a t e ide a s f or r e s e a r ch a n d / o r c r e at i v e p r o d u c t s . G.K12.3.1.3c C o m m un i c a te r e su l t s of re s e a r ch us i n g t h e e s ta b l i sh e d o r ga n i za t i o n a l t o o l s w i t h i n a f i el d of s t u d y . G.K12.3.1.3d C r e at e un iq u e t oo l s t h a t i n c o r p o r a t e a v a r i et y of m e t h o d s of co m m un i c a ti o n / o r g a n iz a ti on f o r t h e c l ar i f i c a ti on of o t h er s a b o u t a f i e l d of s t u d y . ��Bureau of Curriculum and Instruction Revised January 2013

24
Student Outcomes ProgrGojective 2: The student wuse and manipulate foation urces. T r a i t K n o w U n d er s t a n d P er f o r m A cc o m pl i sh I n f o r m a t i o n i n M u l t i pl e G.K12.3.2 .1a G.K12.3.2.1b G.K12.3.2.1c G.K12.3.2.1d Co n t e x t s I de n ti f y a n d l o c a te i n f o r m at i on av a i l ab l e i n a m u l t i t u d e of pl a c e s , i n c l u d i n g n ew s p a pe r s , m a ga zi n e s , c a t a l o g u e s , I n t e r n e t d ir e c t o ri e s , t i m e s c h e d u l e s , a n d m ed i a , a l l of w h i ch i n c l u d e l o c a l , s t a te , n a t i o n a l , a n d / o r i n t er n a t i o n a l s o u r c e s . A n a l yz e t h e r el e v a n c e a n d us e f u l n e s s of i n f o r m a t i on f or t h e c o m p le t i on of a s p e c i f i c ta s k . G e n er a t e , c la ss i f y , a n d e va l u at e i de a s , o b j e c t s , a n d / o r e ve n t s i n a un i q u e wa y t o co ns t r u c t o ri gi n a l p r o j e c t s t h a t i ll us t r at e s o l u ti o n s t o r e a l - w o r l d pr o b l e ms a n d co n c er n s . A ss e m b l e id ea s , o bj e c t s , a n d / o r e ve n t s f r o m a va r i e t y of s o u r c e s ( p r i m ar y a n d s e co n d ar y ) t o co n d u ct re s e a r ch i n a f i e l d of s t u d y . G.K12.3.2.1e U s e a s y s t e m at i c ap p r o a ch t o l o c a t e i n f o r m a t i on f r o m a v a r ie t y of re f e re n c e m a t e r ia l s , i n c l u d i n g t h e us e of p a rt s of a b o o k ,( e . g . , t ab l e of c o n t e n t s , i n d e x , ap pe n d i c e s , g l o ss a r y , i n d e x , t i tl e p a g e ) . G.K12.3.2.1f Use a p p r o p r i at e a cc u r at e i

25 n f o r m at i on f or re s e a r ch
n f o r m at i on f or re s e a r ch a n d e xp e r i m e n t a t i on to c r ea t e a n o r ig i n a l w o r k . G.K12.3.2.1g U s e m u lt i pl e s e co n d a r y a n d p r i m a r y s o u r c e s t o a n a ly z e , s y n t h e s i ze , a n d e v a l u a t e r el e v a n t d e t a i l s a n d f a c t s t o e x a m i n e r e l a t i o nsh i p s , i n f e r m e a n i n g s , de f i n e r e l at i o nsh i p s , a n d pr e d i c t o u t c om e s . G.K12.3.2.1h A n a l yz e a n d s y n t h e s i ze i n f o r m at i on a n d co n c e pt s co n t ai n e d i n m u l t i pl e s o u r c e s a n d c o m m un i c a te s r e su l t s i n a un iq u e wa y , i . e . , de s ig n i n g a b et t e r m o d e l o r c re a t i n g a s i m u l a t i on . ��Bureau of Curriculum and Instruction Revised January 2013 Student Outcomes ProgrGojective 3: The student wdetect bias the procs of rearch. T r a i t K n o w U n d er s t a n d P er f o r m A cc o m pl i sh De d u c t i v e a n d I n d uc t i v e R e a s o n i n g G.K12.3.3 .1a D e mo ns t r at e t h e a bi l i t y t o r e t ri e v e i n f o r m a t i on f r o m a r e l ia b l e d a t a b a s e . G.K12.3.3 .1e D e f i n e de d u c t iv e a n d i n d u c t i v e re a s o n i n g a n d di s ti n g u i s h t h e di f f e r e n t t h o u g h t p r o c e ss e s e a ch us e s . G.K12.3.3 .1b D e s c r ib e t h e n at u r e of a n a r g u m e n t , t h e de g re e of a m b i g u i t y , a n d t h e s o u r ce ( de d u c ti v e / i n d u c t iv e ) of t h e a r g u m e n t s a u t h o r it y . G.K12.3.3 .1f E x pl ai n w h e t h e r a n ar g u m e n t d ep e n d s on a m b i g u i t y ,

26 a sh i f t i n t h e li n e of re
a sh i f t i n t h e li n e of re a s o n i n g , o r w h e t h e r t h e al l ege d a u t h o r i t y i s r e l ia b l e . G.K12.3.3 .1c C r i t iq u e a n d d e f e n d s ta te m e n t s of de d u c ti v e a n d i n d u c t i v e re a s o n i n g . G.K12.3.3 .1g E v a l u a t e j u dg m e n t s m ad e w i t h i n t h e c o n t e x t of a n a r g u m e n t . G.K12.3.3 .1d I m pl e m e n t de d u c t iv e a n d / o r i n d u c t i v e re a s o n i n g w it h i n di s c uss i on a n d / o r p r o d u c t d ev e l o p m e n t i n a f i e l d of s t u d y . G.K12.3.3 .1h B ri n g co ns i s t e n t us e of di f f e r e n t r ea s o n i n g t yp e s t o a c t i v e s t u d y a n d r e s e a r ch i n a f i el d . F a c t v ers u s O pi n i o n G.K12.3.3 .2 a I de n ti f y f a c t a n d o p i n i on a n d r e c o g n iz e s t h e i m p o r t a n t i m p l i c a t i o n s f o r e a ch . G.K12.3.3 .2b J u x t a p o s e o p i n i o n s a n d f a c t s f r om m u l t i p l e s o u r c e s t o su pp o r t or va l id a t e c o n c l u s i o ns . G.K12.3.3 .2c A n a l yz e o p i n i o n s a n d f a c t s of e xp e r t s w it h i n a r e s ea r ch f i e l d . G.K12.3.3 .2d C r e at e , d e f e n d , a n d a d a pt o p i n i o n s d ev e l o pe d a f t e r t h e a n al y s i s of d a t a wi t h i n a v a r ie t y of f i el d s . ��Bureau of Curriculum and Instruction Revised January 2013 Student Outcomes ProgrGojective 4: The student whicdards to research and analyses. T r a i t K n o w U n d er s t a n d P er f o r m A cc o m pl i sh E t h i c s G.K12.3.4 .1a I de n ti f y et h i c a l c o n c er n s r e l at e d t o t h e us e of k n o w led g e ( c o p y r i g h t , s e c u r i t y , i n te g r i t y , p i r a c y , p r i v a c y , e t c . ) . G.K12.3.4.1b E x pl ai n e t h i c a l s ta n d a r d s i n r eg a r d

27 t o i n te l l e c t u a l e f f e c
t o i n te l l e c t u a l e f f e c t s on re s e a r ch o u t c om e s . G.K12.3.4.1c C l a r i f y a n d de v e l o p a p e r s o n a l et h i c re g ar di n g c r i t i c a l r e s ea r ch . G.K12.3.4.1d A n a l yz e t h e us e of et h i c a l p r o t o c o l a s i t p e rt ai n s t o r ea l - w o r l d p r o b l e ms a n d co n c er n s . ��Bureau of Curriculum and Instruction Revised January 2013 �� Student Outcomes Program Goal By graduation, the student identified gifd will be abto think creativeand critically to identify and lve re-worproblems.This program gl speaks to the abty of learners to bnd ideas and poteiasolutions for probom a wide varty of inpDivergent views ae mainstay of teamwork and team-bad learning, as it is rare for any twindividualto feel exactly e same y about a collection of dataBy embracing divergent vwse procs of problem finding is eancedWith iticaevaluation and synthesis, multiple information sources can be included iaction planat use brd arching evidence and seek acceptance from multiple audncesThis leads to budinconnsus raer an mery compromising. For gifted sdes, e abty to evaluate divergent vws is importanbecause often ose sdes han able tdepend upon inking in exclusion of oerspoiof view to obtain sus in schLearninto synthesizmultiple viewpois is important in coing cognitigrth as well as engendering a more potiacceptanwpoidier from oneinking. Making sure at giftearners hagnificant time tengage with real-rld probom multiplperspectives helps grow not only r probm solving skills but ar ier-and ipersonaskillsThough gifted sdes often hasus in rld of schl, part of our task is to aure em aequagnificant sus ode of school. Student jectesThe giftedent wand invtigate a probm and generate suortiargumemultiple perspectives of a compx issue Analyze e relevance, riabilitan

28 d ufulns of data tdraw concluons and for
d ufulns of data tdraw concluons and forecaseffectisolions Use and evaluate various probm-solving meods tdetermine eectivens isolving real-rld probBureau of Curriculum and Instruction Revised January 2013 Student Outcomes Program Gojective 1: The student widentify and investigate a problem and generate suortive argunts fromultipperspectes of a complex iue. T rait K now U nderstand P erform A ccomplish P r o b l e m I n v e s t i g a t i o n G.K12.4.1 .1a R e c o g n i ze m u l ti p l e p r o b le ms w i t h i n a c o m pl e x i ss u e ; p o s e s re s e a r ch q u e s t i o n s . G.K12.4.1.1b C a t eg o r i z e a n d p r i o r i ti ze i d e n t i f i e d p r o b l e ms w it h i n a co m p le x i ssu e ; g e n e r at e h y p o t h e s e s . G.K12.4.1.1c U s e e s t a b l i sh e d c r it e r i a t o f oc u s t h e pr o b l e m s t a t e m e n t a n d ge n e r at e s o l u t i o n s . G.K12.4.1.1d P r o p o s e n e w av e nu e s f o r re s e a r ch of e x i s t i n g a n d f u t u r e r e l at e d p r o b l e ms . M u l t i p l e P er s p e c t i v es G.K12.4.1.2 a A c k n o w le d g e d i ve r s e v iew p o i n t s of a p r o b l e m . G.K12.4.1.2b C o m p a r e a n d co n t r a s t m u l t i p l e p e r s p e c t iv e s of a p r o bl e m . G.K12.4.1.2c I n t e g ra te m u l ti p l e p o i n t s of v ie w i n t o a p r o bl e m s ta te m e n t . G.K12.4.1.2d R e s t r u c t u r e t h e p r o bl e m s ta te m e n t t o re f l e c t n e w p e r s p e c t i v e s . S u p p o r t i v e Co n s t r u c t s G.K12.4.1.3 a G e n er a t e a n e f f e c t iv e a r g u m e n t on

29 e a ch s i d e of a p r o bl e m .
e a ch s i d e of a p r o bl e m . G.K12.4.1.3b D ev e l o p m u l t i pl e su p p o rt i n g s ta te m e n t s f r o m d i ff er e n t p e r s p e c t i v e s . G.K12.4.1.3c C o m m un i c a te su p p o r ti v e e vi de n ce c o n v i n c i n gl y i n m u l t i p l e f o r m at s . G.K12.4.1.3d D e f e n d , c h a l l e n ge , a n d a r t i c u l a t e p o i n t s of v ie w us i n g a va i la b l e r e s o u r c e s ; d e ve l o p e ff e c t i v e re b u tt al s . S o l u t i o n F i n di n g G.K12.4.1.4 a P r o p o s e m u l t i pl e s o l u t i o n s t o a p r o b le m w it h i n v a r i e d c a t e g o r i e s ( i . e . , s o c i a l , t e c hn o l o g i c a l , e d u c a t i o n a l , e n v i r o n m e n ta l , p o l i t i c a l ) . G.K12.4.1.4b E s t a b l i sh a n d ap p l y c r it e r i a f o r ev al u a t i on of s o l u t i o n s . G.K12.4.1.4c C r e at e o r i g i n a l s o l u t i o n s a n d p r o d u c t s b a s e d on e v al u a t e d c r it e r i a ; a n a ly ze p o ss i b l e co ns e q u e n c e s a n d i m p a c t s ; te s t co n c l u s i o n s t o i m p r o v e i de a s . G.K12.4.1.4d E x t e n d s o l u t i o n s t o a i d i n s o l v i n g f u t u r e p r o b le m s ; s e ek a lt er n a t i v e i n n o v a ti v e o u t c om e s or s o l u t i o n s . C re a t i v e Th i n ki n g G.K12.4.1.5 a G e n er a t e nu m e r o u s a n d v a r ie d id ea s t o s o l v e a r e al - w o r l d p r o b l e m ( f l u e n c y a n d f l e x ib i l i t y ) . G.K12.4.1.5b S y n t h e s i ze un i q u e a lt er n a t i v e s t o s o l v e a p r o bl e m ( o r i g i n al i t y ) . G.K12.4.1.5c E l a b o r a t e i d e a s t h r o u g h co l l ab o r a ti v e p r o c e ss e s w it h co ll e a g u e s . G.K12.4.1.5d E v a l u a t e a n d m o di f y i de a s a n d p r o d u c t s t o i m p r o v e us e f u l n e s s . ��Bureau of Curriculum and Instruction Revised January 2013

30
Student Outcomes Program Gojective 2: The student wanalyze the relevance, rety, and usefulns of data to drconcsions and forecast eective sotions. T rait K now U nderstand P erform A ccomplish D a t a A n a l y s i s G.K12.4.2 .1a L o c a te i n f o r m a t i on a n d d a t a s o u r c e s r e l at i v e t o a c om p l e x , r e a l - w o r l d pr o b l e m . G.K12.4.2 .1b M a k e d e c i s i o n s ab o u t t h e us e f u l n e s s of da t a t o f i l t e r o u t e x t r a n e o u s i n f o r m a t i on . G.K12.4.2 .1c U s e a v a r ie t y of t o o l s a n d t e c hn i q u e s t o o rg a n iz e d a t a t o dr a w c o n c l us i v e s ta te m e n t s . G.K12.4.2 .1d P e r f o r m da t a a n al y s i s us i n g t o o l s of p r a c t i c i n g p r o f e ss i o n a l s f or a s p e c i f i c i n t e n t. F o re c a s t i n g S o l u t i o n s G.K12.4.2 .2a I de n ti f y p a t t e r n s w it h i n r e l at e d f a c t s a n d i n f o r m a t i on . G.K12.4.2 .2b O r ga n i ze f a c t s a n d i n f o r m at i on us i n g v ar i o u s m e t h o d s t o p re di c t p o t e n ti a l o u t c om e s . G.K12.4.2 .2c U s e f o r e c a s t i n g t o o l s t o e va l u at e p o ss ib l e s o l u t i o n s. G.K12.4.2 .2d A n t i c ip a t e a n d pl a n f or p o ss i b l e , p r o b ab l e , a n d p r e f e ra b l e f u t u r e o u t c om e s . C r i t i c a l Th i n ki n g G.K12.4.2 .3a D i s t i n g u i sh bet w e e n f a ct a n d o p i n i on i n a va r i e t y of s o u r c e s . G.K12.4.2 .3b R e c o g n i ze bi a s a n d v al u e s ta te m e n t s i n a v a r ie t y of m ed i a . G.K12.4.2 .3c U s e i n d u c ti v e a n d d ed u c t i v e t h i n ki n g p

31 r o c e ss e s t o d r a w co n c l u
r o c e ss e s t o d r a w co n c l u s i o n s . G.K12.4.2 .3d A n a l yz e , i n t e r pr et , a n d s y n t h e s i z e de t a il s a n d f a c t s t o e x a m i n e r e l a t i o nsh i p s , i n f e r m e a n i n g s , a n d p re di c t o u t c om e s . E t h i c s G.K12.4.2 .4a R e c o g n i ze t h e r o l e of v al u e s i n t h e d e ve l o p m e n t of a t t i t u de s a b o u t a c o m p le x p r o bl e m . G.K12.4.2 .4b U s e k n o wl e dg e of r e c o g n i ze d et h i c a l s t a n d ar d s of v a r i o u s s t a ke h o ld er s t o f o r m u l a t e p r o bl e m s t a te m e n t s a n d s o l u t i o n s . G.K12.4.2 .4c U s e t h e v al u e s y s te m mo s t co m mon t o a f i e l d of s t u d y t o e va l u at e s o l u t i o n s a n d p r o d u c t s . G.K12.4.2 .4d P r om o t e hu m a n e a n d re s p e c t f u l s o l u ti o n s t o c o m pl e x p r o bl e ms . ��Bureau of Curriculum and Instruction Revised January 2013 Student Outcomes ProgrGojective 3: The student wuse and evaluate rious problem-lving methods to dectenlving re-worproblems. T R A I T K N O W U N D E R S T A N D P E R F O R M A C C O M P L I S H E v a l u a t i o n G.K12.4.3.1a R e c o g n i ze ex i s ti n g k n o w led g e a n d a t t i t u de s a b o u t a co m pl e x pr o b l e m . G.K12.4.3.1b A n a l yz e t h e i m p a c t s of e x i s t i n g k n o w led g e a n d a t t i t u de s ; i d e n t i f y pe r s o n a l a ssu m p t i o n s a n d b l i n d s p o t s i n a p p r o a c h i n g t h e pr o bl e m . G.K12.4.3.1c I de n ti f y k n o w led g e g ap s a n d i n co ns i s te n c i e s t o c h a ll e n g e

32 e x i s t i n g a t t i t u d e s a n
e x i s t i n g a t t i t u d e s a n d b el ie f s . G.K12.4.3.1d U s e m u lt i pl e s o u r c e s t o a ff e ct c h a n g e i n g e n e r al l y a c c e p te d k n o w led g e a n d a t t i t u de s . C re a t i v e M e t h o d o l o g y G.K12.4.3.2a R e c o g n i ze co n t ri b u t i o n s of i n v e n t o r s a n d i nn o v a t o r s i n m u l t i p l e f ie ld s of a c c o m p l i sh m e n t . G.K12.4.3.2e I de n ti f y a v a ri e t y of p r o b l e m s o l v i n g m e t h o d s . G.K12.4.3.2b A n a l yz e a n d / o r r e p l i c at e m e t h o d s us e d b y c r e a t o r s a n d p r o bl e m s o l v er s i n m u l t i p l e f ie ld s . G.K12.4.3.2f D i f f e r e n ti a t e t h e e ff e c t i v e n e s s of p r o bl e m s o l v i n g m e t h o d s i n a v a r ie t y of s e t ti n g s . G.K12.4.3.2c C r e at e o r i g i n a l p r o d u c t s us i n g v a r i o u s i n v e n t i v e s tr at e gi e s . G.K12.4.3.2g A p p ly a p p r o p ri a t e m e t h o d o l o g i e s f or p r o bl e m s o l v i n g b a s e d on t h e i r us e f u l n e s s . G.K12.4.3.2d D e s i g n o ri gi n a l p r o bl e m s o l v i n g m o d el s f or us e i n s pe c i f i c s it u a ti o n s . G.K12.4.3.2h R e f l e c t on ad eq u a c y of i n v e n ti v e p r o c e ss e s a n d p r o bl e m s o lv i n g i n v a r i o u s di s c i p l i n e s . Co m m un i c a t i o n G.K12.4.3.3a I de n ti f y s t ak e h o ld er s w i t h i n a c o m pl e x pr o b l e m . G.K12.4.3.3b U s e m u lt i pl e t o o l s a n d t e c hn i q u e s t o t a rg e t id e n t i f ie d a u di e n c e s ; us e p r e c i s e la n g u ag e t o e x pl ai n p o s i t i o n s . G.K12.4.3.3c U s e i n f o r m a t i on a b o u t t h e s t a ke h o ld er s t o d e ve l o p co n v i n c i n g a r g u m e n t s t o su pp o r t s o l u t i o n s . G.K12.4.3.3d A d v o c a te c o n v i n c i n g l y t o d iv er s e a u d i e n c e s us i n g s o p h i s ti c a t e d t e c h n i q u e s ( o r

33 al , w r i tt e n , t e c hn o l o g
al , w r i tt e n , t e c hn o l o g i c a l ) a pp r o p r i at e t o t h e f iel d a n d a u di e n c e . ��Bureau of Curriculum and Instruction Revised January 2013 �� Student Outcomes Program Goal By graduation, the student identified gifd will be abto aume leadership and participary roles in h gifd and heterogeneous group learning situations. This program gl speaks to e social nare of arning and its rationship to adershipellecpress is nofod only in olated gmes of cognitivought but is foroughouan individualfe-long journey. It is founrelationships witfamily, iendsmentorsanwiteveryonwhsharesociacoact witindividualRecognizing at soations require an individuato step upand aume a adership role whe oer ationequay demand a more foing ame of mind, is an esseial skill, inavigating social ieractions. For gifted arners ere is often a commostrule betwading and follingImplied in is program gl is thdirectito engage gifted learners in all vels of arning so at ey expernce e pursuit of ils om veral perspectivesSome emes of adershiseem to come narally to gifted arnerspeciay as ey becomellecleaders in e classrm seingYet, recent rearch has shere is a nd to establish eectivadership skls as a curricular componenin e gifted clam. When gifted arners get togeer, it is important for em to derstanat rough e art of weaving rationships, we learn how to rk with oers towards commoStudent jectes The sdent wAccept divergent vws tpotivy achange adership traits and quas as ey aear idierenindividuals and ations Manifgnificant adership skills and organize group(s) tachprojels ��Bureau of Curriculum and Instruction Revised January 2013

34
Student Outcomes Program Gojective 1: The student wept dergent ews to pitect change. T rait K now U nderstand P erform A ccomplish Co n se n s u s B u i l d i n g G.K12.5.1.1a R e c o g n i ze t h e e s s e n t i a l n ee d t o r e s p e c t t h e id ea s , f e el i n g s , a n d a bi l i t i e s of o t h er s . G.K12.5.1.1b D e mo ns t r at e a g r ea t e r a w a re n e s s of o t h er s t h r o u g h p a r t i c i p a t i on i n p r o g ra ms a n d p r o j e c t s t h a t e m p h a s iz e s e r v i ce t o o t h e r s . G.K12.5.1.1c U s e d i ve r s e i n d i vi d u a l be l i e f s a n d v a l u e s of t h e g r o u p t o de s ig n p l a n s of a c t i on t h a t a dd re s s i ssu e s o r p r o b l e ms . G.K12.5.1.1d D e f e n d t h e r e su l t s a n d g ai n su pp o r t f or a p l a n of a c t i on t o a dd re s s i ssu e s o r p r o b l e ms w i t h i n a d i ve r s e p o p u l a t i on . P er s o n a l Q u al i t i e s G.K12.5.1.2a I de n ti f y p er s o n a l s tr e n g t h s a n d w e a k n e ss e s t h a t i n f l u e n c e p o s i t iv e g r o u p d y n a m i cs . G.K12.5.1.2e I de n ti f y p er s o n a l a bi l i t i e s , t al e n t s , s t re n gt h s a n d w e a k n e ss e s f or c e rt ai n t a s k s , r e c o g n i zi n g t h e p o we r t o i n f l u e n c e o n e s o w n d e s t i n y . G.K12.5.1.2b R e c o g n i ze le a de r sh i p p a tt er n s a n d be h a v i o r s t h a t p o s it i v e l y a ff e ct c h a n g e i n a g r o u p . G.K12.5.1.2f C o m p a r e a n d co n t r a s t t h e p e r s o n a l a n d a c a de m i c g o al s of s el f a n d o t h e r s i n o rd e r t o b u i l d co h e s i on . G.K12.5.1.2c I m p r o ve g r

35 o u p pe r f o r m a n c e s t h r o
o u p pe r f o r m a n c e s t h r o u g h i n d iv id u a l s tr e n g t h s a n d c o ll a b o r a ti v e r u l e s of co u r te s y a n d o rd e r . G.K12.5.1.2g D e mo ns t r at e t h e a bi l i t y t o s ta t e p e r s o n a l p r e f e r e n c e s a n d su pp o r t a pe r s o n a l p o i n t of v ie w w h e n co n t r a r y t o t h e a c c e p te d v i e w of o t h er s . G.K12.5.1.2d A n a l yz e p o s i t i v e a n d n eg a ti v e a s p e c t s of l ead er sh i p t h a t d r i v e t h e b e l i e f s a n d va l u e s of a d i ve r s e gr o u p . G.K12.5.1.2h D e s i g n , p l a n , a n d ev al u a t e a p la n of a c ti on t o ad d r e s s a n i ssu e or p r o bl e m of p e r s o n a l i n t e r e s t . Co n fli c t R es o l u t i o n G.K12.5.1.3a V e r ba l iz e a n a w ar e n e s s of t h e c a us e / e f f e c t r e la t i o nsh i p of h i s / h e r b e h av i o r w it h i n a g r o u p s e t t i n g . G.K12.5.1.3b G e n er a t e a l i s t of s o l u t i o n s t o a g r o u p co n f l i c t , p re di c t i n g p o ss i b l e c o n c o m i ta n t r e su l t s t h a t m i g h t i m p a c t t h e g r o u p . G.K12.5.1.3c I m pl e m e n t co n f l i ct m a n a ge m e n t a n d r e s o l u t i on t e c hn i q u e s t o b ri n g a b o u t p o s i t iv e c h a n g e . G.K12.5.1.3d R e f l e c t u p on t h e e ff e c t i v e n e s s of co n f l i ct m a n a g e m e n t a n d re s o l u t i on t e c h n i q u e s us e d t o d ev e l o p s t r a t e g i e s for f u t u r e g r o u p p r o bl e m s o lv i n g . ��Bureau of Curriculum and Instruction Revised January 2013 Student Outcomes Program Gojective 2: The udent

36 widentify leadership trts and qualities
widentify leadership trts and qualities they appedifferent dividuals and situations. T rait K now U nderstand P erform A ccomplish P r o b l e m S o l v i n g G.K12.5.2.1a I de n ti f y c h a r a c t e r i s t i cs t h a t e m p o w e r a n i n d i v i d u a l t o b e a p r o f i c i e n t , c re a ti v e p r o bl e m s o l ve r . G.K12.5.2.1b R e c o g n i ze a n d e m u la te e ff e c t i v e i m p l e m e n t a t i on of c r e a t iv e p r o b le m s o l vi n g s k i l l s . G.K12.5.2.1c S i m u la te a c r e at i v e p r o b l e m s o l v i n g e n c o un t e r w i t h a d iv er s e g r o u p of i n d i v i d u al s . G.K12.5.2.1d A n a l yz e t h e p r o d u c t i v i t y of t h e gr o u p s r e s p o ns e t o t h e p r o bl e m f o l l o w i n g t h e co n c l u s i on of a c r e a t iv e p r o bl e m s o lv i n g e xp e ri e n c e . D i v er s i t y G.K12.5.2.2a I de n ti f y i n i n d i v i d u al s t h e q u a l it ie s of e m p a t h y a n d s e ns i t i vi t y t o t h e id ea s of o t h er s . G.K12.5.2.2b P r om o t e d iv er s i t y i n ta le n t s a n d i n t e ll e c t u a l a b i l it ie s of ea ch m e m be r of t h e g r o u p . G.K12.5.2.2c D i s pl ay f le x i b il i t y w h e n i n c o r p o r a t i n g i n d i v i d u a l b el ie f s a n d v a l u e s t o w ar d g o a l a t t a i n m e n t . G.K12.5.2.2d A n a l yz e d iv er s e le a de r sh i p s t y le s of o u t s ta n d i n g l ea d e r s a n d e va l u at e t h e i m p a ct t o o n e s o w n p er s o n a l l ead er sh i p s k i ll s . S e l f - a w a r e n ess G.K12.5.2.3a I de n ti f y p er s o n a l a t t ri b u t e s a s a re a s of s t r e n g t h or w e a k n e s s . G.K12.5.2.3b D i f f e r e n ti a t e b e twe e n i n d i vi d u a l s t r e n gt h s a n d w e a k n e ss e s a s m o t iv a t o r s a n d / o r l i m it er s . G.K12.5.2.3c D e mo ns t r at e a n un d e r s t a n d i n g of p o s i t i v e s e l f - w o rt h a n d r e co g n i ze

37 l i m i t s i n t h e e m o t i o n
l i m i t s i n t h e e m o t i o n a l c a p a c i t y of i n d i vi d u a l s . G.K12.5.2.3d C el e b r at e s el f - ad v o c a cy a s a p e r s o n a l s t re n g t h ; a cc e p t w e a k n e ss e s a s a n o p p o r t un i t y f or c h a n g e . ��Bureau of Curriculum and Instruction Revised January 2013 Student Outcomes Program Gojective 3: The student wmanift significant leadership skand organize group) to achieprojecgos. T rait K now U nderstand P erform A ccomplish G r o u p D y n a mi c s G.K12.5.3.1a A d h e r e t o t h e e s t a bl i sh e d r u l e s of i n t e r a c t i on i n a c c e p t i n g a n d re s p e c ti n g co ns e nsu s . G.K12.5.3.1b D e mo ns t r at e t h e a bi l i t y t o co n ve y t o g r o u p m e m be r s g o o d d e c i s i on m a k i n g s k i ll s . G.K12.5.3.1c S ti m u l a t e g r o u p d i s c uss i on a n d d e c i s i on m a k i n g b y a s k i n g a pp r o p r i at e q u e s t i o n s . G.K12.5.3.1d D i r e c t t h e g r o u p t h r o u g h a n a n al y s i s a n d s y n t h e s i s of t h e f i n a l s o l u t i on t o t h e a c h iev e m e n t of a p r o j e ct g o a l . Co m m un i c a t i o n G.K12.5.3.2a C o n ve y i n f o r m a t i o n , co n c e p t s , a n d id ea s us i n g a pp r o p r i at e a n d ad va n c e d t e c hn i q u e s . G.K12.5.3.2b Sh o w a n aw a r e n e s s of t h e e xp e ri e n c e s , n e ed s , a n d co n c er n s of o t h e r s i n t h e co m m un i c a ti on process . G.K12.5.3.2c S o l id i f y g r o u p co h e s i on t o w ar d a n a ss i g n e d ta

38 s k us i n g b o t h v e rb a l a n
s k us i n g b o t h v e rb a l a n d n o n - ve r ba l s k i ll s . G.K12.5.3.2d A n a l yz e a n d s y n t h e s i ze t h e p r e s e n t a t i on s k i l l s n e c e ss a r y t o c o mm u n i c a t e id ea s , i n f o r m at i o n , c o n c e r ns , a n d s o l u t i o n s t o a p r o j e ct g o a l . T e chn o l o g y G.K12.5.3.3a I de n ti f y a p p r o p ri a t e t e c hn o l o g y t o a c h i e v e a p r o j e c t g o a l . G.K12.5.3.3b D e mo ns t r at e t h e a bi l i t y t o p r o p o s e n e w us e s f o r c u r re n t t e c hn o l o g y . G.K12.5.3.3c I n t e g ra te i n f o r m a t i on s y s t e ms i n t h e p r o b le m s o l v i n g p r o c e s s . G.K12.5.3.3d U s e i n f o r m a t i on s y s t e ms t o i d e n t i f y a n d a n a ly z e t r e n d s a n d e v e n t s i n o rd e r t o f o r e c a s t f u t u r e i m p l i c a t i o n s . Coo p e r a t i v e L e a r n i n g G.K12.5.3.4a R e c o g n i ze p o s i t iv e i n t e rd e p e n d e n ce as a b a s i c te n e t . G.K12.5.3.4b C o n ve y a n un d er s ta n d i n g of t h e i m p o r t a n c e of g r o u p co h e s i v e n e s s a n d p r i d e . G.K12.5.3.4c D e mo ns t r at e t h e a bi l i t y t o w o r k w i t h pe er s f r om a v a r ie t y of c u lt u r e s a n d a bi l i t y l ev el s r e s p e c t i n g i n d i vi d u a l s t r e n g t hs , t a l e n t s , a n d l e ar n i n g s t yl e s . G.K12.5.3.4d D i s pl ay f le x i b il i t y i n t h e i n c o r p o r a t i on of i n d i vi d u a l b el ie f s a n d va l u e s i n t h e co m p le t i on of a g o a l w h i l e r e c o g n i zi n g t h e di v e r s i t y of g r o u p m e m be r s . ��Bureau of Curriculum and Instruction Revised January 2013 ��

39 Student Outco
Student Outcomes Program Goal By graduation, the student identified gifd will be abto t and achiepernal, academic, and carr gos. This program gl speato e nd of sdes to become f-reflectiabout e nare of arningch abties engender stronger metacognitive skis and rk to eantraits of ong arningBeing able to derstanand dibe both strengs and weaknesses as a arner to navigate pas tard higher arning with beer suess. a skill ao ps personal learning io a carer perspective: when learners are able to emeratstrengs and weakney are able to determinwhiof ose ey might use while pursuing fes pasures anendeavorsThe goal suts, sukne has e poteial to hp sdet personal gls at machanges in ose msurIt is hoped at gifted arners will percand derstand e nare of arninweaknses and en t a course to rectiation. Of course, it is important here tnote noall gls iarea will as institutional arning. fted leaers often danto rhyms of a dierensortOur task iis goal is to encourage giftelearners to become f-refctive and self-affecting, ereby giving em e poteiato deal with gls and standards individuaCombined with e oer program gis goae gifted learner in a potion to devop even after formal, institutional learning has ended. It is our hope giftearners alpursue personal research ierts, asinformatiand probing qutionsdevop ostandinproducts of theatielgenceand iticay examine compxity of knlee in r worldStudent jectesThe giftedent wpersonal strengs and weaknesses and aept changes iboth areas taximize arning Assume primary rponbity for arning, including ideing nds and ing reasonable gls gn plans of action ts benefits and obstacs iachving gls of personal ier��Bureau of Curriculum and Instruction Revised January 2013

40 Student Outcomes Program Go
Student Outcomes Program Gojective 1: The student widentify pernal strengths and weaknses and accept challenges areto maximize learning. T R A I T K N O W U N D E R S T A N D P E R F O R M A C C O M P L I S H Me t a c o g n i t i o n G.K12.6.1.1a I de n ti f y a n d u s e nu m e r o u s t o o l s t o r e co g n i z e p er s o n a l s t r e n g t hs / wea k n e ss e s , l e ar n i n g s t yl e s / p r e f e r e n c e s . G.K12.6.1.1b I n t e r pr et a s s e ss m e n t s a n d i d e n t i f y s k i l l s / a b i li t i e s n e c e ss a r y f o r p r o f e ss i o n a l p e r f o r m a n c e i n a f i el d of s t u d y . G.K12.6.1.1c R e c o g n i ze c h a l le n g e s a n d c r e at e g o al s f o r d e ve l o pi n g e xp e r ti s e i n a f i el d of s t u d y . G.K12.6.1.1d E v a l u a t e a n d r e f oc u s g o al s a n d t h e p a t h t o a c c o m p l i sh m e n t through s e l f - re f l e c t i on a n d e va l u a t i on . L e a r n i n g P r o fi l e G.K12.6.1.2a R e c o g n i ze t h e c o m p o n e n t s of p e r s o n a l l e ar n i n g p r e f e r e n c e s . G.K12.6.1.2b R e f l e c t on le ar n i n g / w o r k p r e f e r e n c e s t o id e n t i f y t h e m e s a n d c h a n g e s o v e r t i me . G.K12.6.1.2c C o m p a r e h o w co m p o n e n t s of l ea r n i n g p re f e r e n c e s a l i g n w i t h p r o f e ss i o n al s i n a f i e l d of s t u d y . G.K12.6.1.2d U s e l e a r n i n g / w o r k p r e f e r e n c e s t o d ev e l op p r o d u c t s i n o n e or mo r e di s c i p l i n e s . A cc e p t a nc e o f C h a l l e n g e G.K12.6.1.3a R e c o g n i ze t h e n ee d t o a c c o m p l i s h t a s k s i n ar ea s of b o t h s t r e n g t h a n d wea k n e s s . G.K12.6.1.3b I de n ti f y s t r a te g i e s a n d re s o u r c e s t o o v er c o m e o b s t a c l e s . G.K12.6.1.3c R e t u r n t o a t a s k t h a t w a s n ot su c c e ss f u l ; e v a l u a t e a lt er n a t i v e s a n d s ee k su pp o

41 r t f r o m o u t s id e re s o u r
r t f r o m o u t s id e re s o u r c e s . G.K12.6.1.3d S e e k o p p o r t un i t i e s t o t r y n e w e xp e ri e n c e s i n a r e a s of s t r e n g t h s a n d w e a k n e ss e s . E v a l u a t i o n G.K12.6.1.4a U s e ev al u a t i on of p re vi o u s ta s k s t o i m p r o v e p er f o r m a n ce . G.K12.6.1.4b R e v ie w p r o g r e s s t o w ar d a c c e p t i n g c h a l l e n ge s i n v a r i o u s a re a s . G.K12.6.1.4c R e f l e c t on f a il u re s a n d su cc e ss e s t h r o u g h s el f e va l u a t i o n ; a c k n o wl e dg e co ns tr u c t i v e c r i t i c i s m . G.K12.6.1.4d S o l i c i t f e e db a c k f r o m p r o f e ss i o n a l s r e l a te d t o p r o j e c t s a n d s y n t h e s i z e c r i t i q u e s i n t o p er s o n a l g r o wt h . ��Bureau of Curriculum and Instruction Revised January 2013 Student Outcomes Program Gojective 2: The student wume primary rponsibility for learning, ding identifying nds and setting gos. T rait K now U nderstand P erform A ccomplish I n d e p e n d e nc e G.K12.6.2.1a R e c o g n i ze t h e n ee d t o s e t g o al s f o r a ss i g n e d t a s k s . G.K12.6.2.1b S y s t e m a t i c a ll y a p p r o a c h s e t ti n g a n d m o d i f y i n g g o al s w i t h su p p o r t f r om te a c h er s a n d / o r p e e r s . G.K12.6.2.1c Doc u m e n t f a i l u r e s a s a l e ar n i n g t o ol a n d a l t e r p la n s w h e n a p p r o p ri a t e . G.K12.6.2.1d I n co r p o r at e a s y s t e m of g o a l - s et ti n g a s a li f e l o n g l e ar n e r . S e l f - M o t i v a t i o n G.K12.6.2.2a F o l l o w d i re c t i o n s

42 t o c o m p le t e a t a s k . G.K1
t o c o m p le t e a t a s k . G.K12.6.2.2b T a k e i n it i a t iv e t o c o m p l et e ta s k s . G.K12.6.2.2c D e mo ns t r at e p er s i s te n ce i n r e t u r n i n g t o t a s k s a n d o v e r co m i n g o b s t a c l e s ; ad h e re t o t i m e l i n e s a n d o t h e r b e n c h m a r k s . G.K12.6.2.2d S t r i v e f or pr o f e ss i o n a l q u a l i t y i n s el f - s el e c te d p r o j e c t s a n d p e r f o r m a n c e s . P r i o r i t y G.K12.6.2.3a I de n ti f y a nu m b e r of l o n g a n d sh o r t - t e r m g o a l s a n d di s ti n g u i s h e s b e tw ee n t h e m . G.K12.6.2.3b P r i o r i t iz e g o al s b y i m p o r t a n c e , t i m e , r e s o u r c e s , a n d sus t ai n a b i l i t y . G.K12.6.2.3c E v a l u a t e a n d a n t i c i p at e h ow co n t r o l la b l e a n d n o n - co n t r o l la b l e ev e n t s a n d be h a v i or a ff e c t g o a l a c h iev e m e n t . G.K12.6.2.3d E x e r c i s e v i s i o n a r y t h i n ki n g a n d f o c us on t h e f u t u r e t o a d j us t a n d rea dj us t g o al s . C r i t i c a l R e fl e c t i o n G.K12.6.2.4a I de n ti f y a ssu m pt i o ns , b el ie f s , v a l u e s , c u l t u r a l p r a c t i c e s , a n d s o c i a l s tr u c t u r e s t o a s s e s s i m p a ct . G.K12.6.2.4b A n a l yz e a ssu m pt i o n s i n r e l at i on t o s p e c i f i c h i s t o r i c a l a n d c u lt u r a l co n t e x t . G.K12.6.2.4c P r o p o s e a l te r n a t iv e wa y s of t h i n ki n g t o c h a l l e n g e p re v a i l i n g wa y s of k n o wi n g a n d a c ti n g . G.K12.6.2.4d Q u e s t i o n pa t t er n s of a c t i on t o e s t ab li s h t r u t h o r v ia b il i t y of a p r o p o s i t i on or a c t i on . ��Bureau of Curriculum and Instruction Revised January 2013

43
Student Outcomes Program Gojective 3: The student wign plans of action to as benefits and obstacles achieving goals operterest. T rait K now U nderstand P erform A ccomplish Co m m un i c a t i o n G.K12.6.3.1a C o m m un i c a te r e co g n i t i on of p e r s o n a l g r o w t h i n ar ea s of w e a k n e s s a n d ar ea s of s t r e n g t h . G.K12.6.3.1b U s e ap p r o p r ia t e a n d f i el d - s pe c i f i c l a n g u ag e t o de s c r ib e c h a ll e n g e s i n a v a r i et y of a re a s ; g o a l s a r e w e l l - d e f i n e d a n d s pe c i f i c . G.K12.6.3.1c D e s i g n o ra l a n d w r i t t e n pl a n s t o s e t g o a l s a n d i d e n ti f y s t ep s t o w ar d g o a l a c h i e v e m e n t a n d us e t h o s e p l a n s i n w o r k . G.K12.6.3.1d R e f l e c t on a pp r o p r i at e n e s s of d e s i g n e d g o a l - s et ti n g p la ns ; a lt er p l a n s w h e n ap pr o p r i a t e ; m ak e f u t u r e p la n s f or g o a l a c h iev e m e n t ba s e d on su cc e ss e s / f a i l u r e s . T al e n t D e v e l o p m e n t G.K12.6.3.2 a I de n ti f y s t ag e s of t al e n t d ev e l o p m e n t w i t h i n a b o d y of co n t e n t . G.K12.6.3.2b E v a l u a t e p er s o n a l l e v el s of a c h iev e m e n t a n d a li g n t h e m w i t h le v e l s of t a l e n t d ev e l o p m e n t . G.K12.6.3.2c P r o d u c e h i g h - q u a l i t y p r o d u c t s a n d pe r f o r m a n c e s t h a t a d v a n c e t h r o u g h a f ie ld s l ev e l of t al e n t dev el o p m e n t . G.K12.6.3.2d D ev e l o p p r o d u c t s a n d p e r f o r m a n c e s of p r o f e ss i o n a l q u a l it y t h r o u g h i n d i vi d u a l s t r e n g t h s i n r el a t i o nsh i p t o f i el d s o

44 f s t u d y . A c t i o n P l a n C
f s t u d y . A c t i o n P l a n C o m p o n e n t s G.K12.6.3.3a D e mo ns t r at e k n o w led g e of s t e p s t o w a r d g o a l a c h iev e m e n t . G.K12.6.3.3b D ev e l o p g o a l s a n d o b j e c ti ve s that ar e r e a li s t i c a n d s y s t e m a t i c . G.K12.6.3.3c A c t i on p l a n s i n c l u d e a pp r o p r i at e a l l o c a t i on of t i m e , mo n ey , m at e r i a l s , a n d o t h e r re s o u r c e s . G.K12.6.3.3d A c t i on p l a n i n c l u d e co m p o n e n t s of e v al u a ti o n , m u l t i p l i c i t y of s o l u t i o n s t o o v e r co m e o b s t a c l e s , a n d r e c r u i t m e n t of su p p o rt er s a n d re s o u r c e s . S o c i a l Co n t e x t G.K12.6.3.4a R e c o g n i ze h o w g o a l s of s el f a n d o t h er s i n t e r co n n e c t . G.K12.6.3.4b E s t a b l i sh g o a l s f or s e l f t h a t a c k n o w led g e g o al s of pe er s a n d o t h er s . G.K12.6.3.4c A ssu m e r e s p o ns i b i l i t y f o r d ev e l o pi n g a n d m a n ag i n g g o al s t h a t c o n t r i b u t e t o p e r s o n a l a n d g r o u p a t t a i n m e n t . G.K12.6.3.4d I n co r p o r at e m u l t i p l e p o i n t s of v ie w t o d e ve l o p l o n g - t e r m p e r s o n a l a n d c o l l e c ti v e g o al s i n v a r i o u s co n te xt s ( e d u c a t i o n a l , s oc ia l , p o l i t i c a l , c a re e r ) . ��Bureau of Curriculum and Instruction Revised January 2013 �� Student Outcomes Program Goal By graduation the udent identified as gifd will be abto develop and deer a riety of thentproducts/perfoces that demone underding multipfielddiscipThis program goaspeato e sdes natural tendenfor transforming arning io mningful products. Alougarning manifts itself in many ys, too often it is dri

45 ven by one-dimensional assignmeat requir
ven by one-dimensional assignmeat require minimal modeof cognitioand expresoneative learningever, manifts itself in a variety of ys, and sdes should bencouraged to exploeatiexprsion rough a varty of cognitiavecomes should provide multiplnkages betwn fields and dcipnes. For e gifted arner is mns dgning preseationat ite probm solving systems wiin e various areas oexpression and ougfted ers should pride emselves by devopinproducts at define vel onew derstanding, and by delivering ose products to autheic audncThe challenge here is in dceing hoose audnces play a role in solving e probms ierent in arningarly is gl iegrates with all oer program goals. As each sdenstrivefoquaher/his products, a veexpertdemonstrateomphepractice is devopedHere we pursue e larger gl of instilling e dre to ink of all arning as com of knial tdevoping f-eicacy and e coous movement toward f-aczation. Student jectesThe giftedent wDevproducts at commicate experte in multiple fields and dcipnes tvarty of autheic audnces eate products at synthze information from multiple sources iustrating solions teal-liprob��Bureau of Curriculum and Instruction Revised January 2013 Student Outcomes Program Gojective 1The udendeveloproducts that counicatexpertisin multiple fields and discipes to a riety of thentdienc T rait K now U nderstand P erform A ccomplish A u d i e nc e R e c o g n i t i o n G.K12.7.1.1a I de n ti f y a n a u t h e n t i c a u di e n c e b a s e d on s e t c r i t e ri a r e l at e d t o a s p e c i f i c t o p i c . G.K12.7.1.1b C o m m un i c a te r e co g n i t i on of a u di e n c e m e m b e r s s t r e n g t h s a n d n e e d s . G.K12.7.1.1c R e a c t a n d r

46 e f i n e p e r f o r m a n c e b a s
e f i n e p e r f o r m a n c e b a s e d on a u di e n c e s s tre n g t h s a n d n e e d s . G.K12.7.1.1d C o m m un i c a te intentional r e a c t i on t o su b t l e a n d o v e r t f e edb a c k f r o m a u d i e n c e . Co m m un i c a t i o n G.K12.7.1.2a P re p ar e a n d e x e c u t e p r a c t i c e d p e r f o r m a n c e t o co m m un i c a t e i de a s. G.K12.7.1.2b I n t e g ra te ide a s w i t h v i su a l su pp o rt s t o e m p h a s iz e ke y p o i n t ( s ) i n a p e r f o r m a n c e . G.K12.7.1.2c I de n ti f y p er s o n a l p r e s e n t a t i on s t y l e a n d ad a p t t h a t s t yl e t o di f f e r e n t p u r p o s e s , m o o d s , t o n e s . G.K12.7.1.2d D e mo ns t r at e e vi de n ce of re f i n i n g a p e r f o r m a n c e t o co m m un i c at e p e r s o n a l s t y l e . A d v a nc e d G.K12.7.1.3a G.K12.7.1.3b G.K12.7.1.3c G.K12.7.1.3d P re s e n t a t i o n U s e ad va n c e d l a n g u ag e a n d s y m b o l s y s t e ms t o co m m un i c a t e i de a s . E v a l u a t e t h e p er s o n a l p r e f e r e n c e s of o t h er s re l at e d t o l a n g u ag e a n d s y m b o l s y s t e ms . E v a l u a t e s el f i n t h e a re a of p r e s e n t a t i o n , la n g u ag e , a n d s y m b o l s y s t e ms . B a s e d on ev al u a t i o n , r e vi s e a n d ad a p t p r e s e n t a t i o n , la n g u ag e , a n d s y m b o l s y s t e ms f or s p e c i f i c a n d v a r i o u s a u di e n c e s . P r o b l e m S o l v i n g G.K12.7.1.4a C r e at e p r o d u ct t o s o lv e a p r o bl e m o r c o mm un i c at e a p e r s p e c t i v e . G.K12.7.1.4b U s e s t ra t eg ie s o r t o o l s of p e r su a s i on t o re s o lv e a n i ssu e or c o mm u n i c a t e a p e r s p e c t i v e . G.K12.7.1.4c C r e at e s p e c i f i c s t r a t egi e s t a r ge t e d a t o p p o s i n g v iew p o i n t s / p e r s p e c t i v e s . G.K12.7.1.4d A d d r e ss c r i t i cs w i t h p re p ar e d , d e

47 f e ns i bl e a r g u m e n t s t h a
f e ns i bl e a r g u m e n t s t h a t e f f e c t i v el y de f e n d s o l u t i o n s . ��Bureau of Curriculum and Instruction Revised January 2013 Student Outcomes Program Gojective 2: The udent wcreate products that nthize foation from multipurces rating tions to refe problems. T rait K now U nderstand P erform A ccomplish I n v e n t i v e Th i n ki n g G.K12.7.2.1a G e n er a t e wa y s t o i m p r o v e a n e x i s t i n g p r o d u ct us i n g t w o r e l at e d s o u r c e s . G.K12.7.2.1b C r e at e a n o ri gi n a l p r o d u ct f o r a s p e c i f i c a u di e n c e us i n g i n d u c t i v e a n d de d u c t iv e r e a s o n i n g . G.K12.7.2.1c C r e at e a p r o d u c t w it h de f i n e d r a t i o n al e us i n g m u l t i p l e s o u r c e s f r om v a r ie d f i el d s or d i s c ip li n e s . G.K12.7.2.1d C r e at e a n d d e f e n d a p r o d u ct us i n g m u l t ip l e s o u r c e s t h a t c a n b e u s e d i n a n d a c r o s s f i el d s / d i s c ip li n e s . Me t ap h o r i c a l P r o m o t i o n G.K12.7.2.2a C r e at e a s t a t e m e n t or p r o d u ct us i n g t w o re l at e d i de a s t o s t re n gt h e n t h e m e ss ag e . G.K12.7.2.2b I ll us t r at e a n e w co n c ep t us i n g t w o o r m o r e r e l a te d i de a s i nn o v a t iv e l y . G.K12.7.2.2c C r e at e t w o s e e m i n g l y un r e l at e d o r o p p o s i n g i d e a s t o re f l e ct a n i n - de pt h un d e r s t a n d i n g of a n i ssu e , co n c e p t , o r p ri n c i p l e . G.K12.7.2.2d I n co r p o r at e m u l t i p l e s o u r c e s f r om v a r ie d pe r s p e c t iv e s t o c r e a

48 t e a n d t e s t a n o v e l t h e
t e a n d t e s t a n o v e l t h e o r y . P r a x i s G.K12.7.2.3a G e n er a t e m u l t ip l e s o l u t i o n s t o a g iv e n p r o b l e m . G.K12.7.2.3b G e n er a t e a n ew , p er s o n a l co n c e p t b y s y n t h e s iz i n g m u l t i p l e s o l u t i o n s a n d m u l t ip l e p e r s p e c t i v e s . G.K12.7.2.3c C r e at e a n e w pe r s o n a l t h e o r y b y s y n t h e s i zi n g m u lt i pl e s o l u t i o n s a n d p er s p e c ti ve s t h a t c a n b e a p p l ie d t o a di f f e r e n t f i e l d of s t u d y . G.K12.7.2.3d C r i t iq u e or d e f e n d a p e r s o n a l t h e o r y b a s e d on e vi de n ce f r om m u l t i p l e s o u r c e s a n d m u l t i p l e p e r s p e c t i v e s . ��Bureau of Curriculum and Instruction Revised January 2013 �� Visual Model of thProgram Goalstegratithe alinto usable ndles Visualizing the irated nature of e seven Program Goals helps to illusate how e goals work to align many aspects of gifted ucationration is demonsated here in groups of three, ough it is possible to expand into groups of four irated elementsOua is that program cisions always include at lst tee combined goals, drawing toer ascts of conte, process, affect, and produin aed waysDecisions here mn a full range of possibilities, from full scale cicular design to consiration of a cific of study for an indidual lerng at e first set of three circles, we see at co, process, and produare broughtoer, whe the second set includes coent, process, and affectThe third group includes proce, aect, and product. his iration of program goals natally crtes a focus in e area where all tee ideas mesh, or on e merging of two of goals. In is way, a combination of three g

49 oals allows a cre user to have four ways
oals allows a cre user to have four ways to rceive e irationSo, in e third set of goals ove, a tcher can think of ways Goals 7 (product) and 3 (proce) combine; the way Goals 5 (affect) and 3 (process) combine; way Goals 7 (product) and 5 (aect) combine; as well as how all three goals combineAs stated, it is even possible to imine ration of four goals, though we caion users ainst ying to take the model too farWhe a combination of all four goal arpossible, it is impoant to rememat programs and instruction of quaty cannot be all things to all peopleUsing Venn diramol as shown would allow a school anor a distrito crte timely uses of different goals wiin rameters of eir whole programUltimately, goal could be explored several times in conjunction with many oer goa, in various combinations, and with dierencome productions. Bureau of Curriculum and Instruction Revised January 2013 �� Categories of Knlects Are specificonete details are verifiable. Examples: The capital of Florida is Tallahassorge Washington e first prdent of ited StatConcepts Are general ideas or derstandings, emes, paerns, strucres or categors whidefine areas of shey are e tls witwhia specialrks. They rve as a vocabulary and are perful organizers of a field.)Examples: Culaporation Migration Macro-concepts e concepts at eenoss dcipnes.hey are perful coections enmeaning and relevance.)Examples: Systems Change Paerns ��Bureau of Curriculum and Instruction Revised January 2013 �� Prciples e enduring trus, ls, or ruare arriveat rough rigorous sdy/reseaThey explain e rationshipbetwn twor more concepts.hey harners probe biideaof a dcipne.)Examples: A culre consists of shared kne, art, customs, valu, belfs, habits, sbols and perceptions of its peopObjects ie shapaerns of movemeSkAre proficnci, abilities, teciqu, strategi, meods and procedures uby practitioners in a f

50 ield of shey are uteadee information nec
ield of shey are uteadee information necsary for acquiring kne about a fiels meods.) Examples: Learning how tanalyze a ploan authoLearning how tgrid a dite an archeologt. Learning how tuse a compass and the ss potion tdetermine directionaty ke a cartographer. itudes e areciations, valu, and bieof experts ifield?hey may be uexamine where sdents are along e grth coinuum.)Examples: Does e sdent taponty for h/her ing? Does e sdent envision nepoties? Adapted from Renzulli, J., & HayL. (2000). multiple memodel: practical guide for deveping differentiated curriculum TomlinsoA., KaplaS., Purcell, P. Purcell, J., LeppieJ., Bns, , & Strickland, 6a). parallel curriculum in the classroom: design develop high poteial achaenge high abity lrner��Bureau of Curriculum and Instruction Revised January 2013 ENTIFIC METHOD OBSERVATIONTake a ok at some aspect of the iverse or the nearworldNotice detailWatch what is happening for a period of time in repeated oortunities of obseati HYPOTHESISDetermine a tentative idea regarding why what observed is happening. PREDICTIONS Use the hypothesis gue(predicwhat may happen again. EXPERIMENTUsing only one variable, test the predictns or make furtheobseatns multiple times. Some experimenshould be conductein different seasondifferent laboratory conditiondierent settingand/or widifferent personnel to ensure that the results arrepeatableModify the hypothesis if you obsee that the edicteoutcome is different than expectedTry again. THEORYWhen consistency is oained om the experimenting, the hypothesis becomes a theory. At that time, the theory is only oposition as to why the phenomenon occurs. If further evidence is found later, the theory may altered. LAWTheory becomes law when there is absoluproof that the hypothesis is correct. Example: ThLaw of Gravity��Bureau of Curriculum and Instruction Revised January 2013 �� %OR

51 RP¶V7D[RQRP\ Knowle: Requires sdes teca
RP¶V7D[RQRP\ Knowle: Requires sdes tecall data or information. Comprehension: Requires sdes tunderstand e mning, tranationerpolation, and ierpretation of facts. lication: Requires sdes tuse a concept ineation or in a novel Analis: Requires sdes tparate material or concepts io componenparts iorder tidee organitional strucre. Synthis: Requires sdes to create a strucre or paern om diverselemes. Evaluation: Requires sdes tjus about e value of ideas or materials. m, B. (1984). Taxonomy of educatnal obctiveBostoMA: Aln acon Bureau of Curriculum and Instruction Revised January 2013 INDUCTIVE AND DEDUCTIVE THINNG In logitwo broad methods of rsoning are often refeed to as deductive and inductive approaches.Deductive ThinkingThe process of rsoning in whia specific conclusion follows from stated preses (from neral to specific).Inductive ThinkingThe process of riving neral principles from icular facts or instances (from scific to neral).uctive Thinking begins th a eory, whican lead to velopment of a hypos we can testObservations are me which can to e confirmation (or lack of confirmation) of e original eory ry Hythis Observation ation Some Deductive Thinking Skills Using logic Spotting contradictory statements Analyzing syllogisms Solving spatial problems In inductive reaning, we begin with scific observations and mes, gin to tes and regularities, formulate some teativhypoeses to explore, and finavelop some neral conclusions or eories. Obtion Paern Tentative Hypotheeory Some Induive Thinking SkilDetermining cause and effect Reasoning by analogy Making inferences Determining relevant information Recognizing relationships Solving insight problems Bureau of Curriculum and Instruction Revised January 2013 ��

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GlossaryThe following terms appear roughout e Program GoalsWhis probly rstood, ere may be tes when a cific uscrtes a minor shiin notation or connotationThis glossary will assist in e use of e program goals and standards. Analysis Authentic Audience Complexiof Knedge cepts The process of evaluating ta for e ppose of developing a deeper unrstanding of phenomenconsiration A group of indiduals rreseate of those who work directly in a rticular field; a group tharstands e iecal and affective coent of the material ing preseed The iat all knowledge is, to one degr, an iusion, and to anoer degree temporary; rstanding at we must question what we know from multiple rsctes General ideas rived or infeed from scific instances or occurrences ceptual amorks A broad set of related concts suorting and describing a scific body of knowledgceptual Sequence An orrly progression of developing concts from specific instances or occurrenceConruct A conct, model, or schematic perative Learning rning where Critical Inquiry Critical Reflection Critical Thinking evaluate Deductive Reasoning ing engagemes designed to bring derse lers to e same leof lrning; several stakeholrs take rt in finding and soing problems The set of ties by whian individual can conduinvestitions in a disciplined maer to develoexplanations and knoedge about a maer nal look inside to discern e nature of a lrning exrience; a moment where what I think I knois questioned from e point of view of what knowledge is (see complexity of knoHGJH¶The process of unnge issues and rameters thin a rticular inquiry; ty to multiple issues simultaneouThe process of reasoning in whia scific conclusion foows from stated premises Differentiated Curriculum A ling program at is appropriate to different levels and ties of snts, taught in a maer thareflects their dierent natures and ds Bureau of Curriculum and Instruction Revised January 2013 ��

53
Disciplines Branches of knowledge or ching Divergent Disciplines Branches of knowledge or tching at are often thought of as markedly different from ch other Epistemogy An exploration of e character of knoedge; a eory of knowledge; e nature of knowledge appliethrough an rstanding of self Fluency The cognite ability to work thly and, often, quickly wiin a domain Foresting Tls Cognitive skills at aow eecte predictions of ocomes, nerally sed on exrienand applicatioof scific and general as Generations ng scific knowledge apply to broad circumstances; turning e small tas into e big pictInductive Reasoning The process of ring general principles from icular facts or instances Inter-personal Skls at help e indidual ierath oers in cial environme; often these are sn as e of an indiduals ability to maneuver in e social world Intra-personal Skls at help indiduals manemsees thin the social mieu; skills at help lessen confliwhile also increasing rstanding of exteal exrienMacroccepts General ideas involng whole stems or groups MetacognitThinking out one's own inking; awareness of e meal process of knowing Pedagogy The art or profeion of tching; a sdy or unrstanding of ills used in a lrning environment Praxis A process of concalizing mnings and eories, then practicing e knowledge come Self-directed Learning ing at begins th e lerrstanding of ierests and goals, that incorporates self- discovered questions and resoces, at involves self-aessment and renewal, and at mts stanrdat are apprecile by a neral assessment of ing Synthesis The art of bringing ias toer to form newer, more eective uses of e multiple as Bureau of Curriculum and Instruction Revised January 2013 �� Bibliography Baum, S(2004). ice-exceptional and special populations of giftedes. Thousand Oaks,CA: Corwin Pressyer, B(2). Teaching inking skls: A hank for elemeary schl teachers. Bost

54 on,MA: A& Baconm, B(1984). xonoof educat
on,MA: A& Baconm, B(1984). xonoof educational objectiv. Boston, MA: A& Bacon. uepriOrganizing for rults llahassee, FL: Florida Department of Education.Colango, N., & Dav, G(Eds. (200. Hank of gifteeducation rd ed. Upper Sale RiveNJ: PreHallColango, N.ssouline, J. A., & GroM. U. M. (2004). A nation decved: Hoschls hold baAmericans brigdes. Retrved December omhtt//www.nationdecvedrg/nks.Da(2005). Achving academic exclenrough rigor and relevance. Iernational Ceerfor Leadership Education. White Paper. Avaab: September Dav, G. (2eativity is forever th ed. Dubuque, IOnda/Hunt Pubhing Co.Delis, J., & dy Galbrai. (2002). When gifted kids dont haall e answersHoto mBureau of Curriculum and Instruction Revised January 2013 social and emotionads. Mieapos, MN: FreSpiriPubhing Dixon, F.n, S(2006). The hank of condary gifteeducation. Waco, TPrufrock PressGa(200. Culrally rponteaching: Theory, rarch, & practice. w York: Teachers College GAGGreater aability igifteeducation (1994). Taahaee, FL: Florida Department of Education. ngore , B(200. Diereiation: Simpfied, reatic and eective. Austin, TProfessional Associates Pubhing. Landrum, M. S.ahan, M., & aklee, B. D. (Eds. (2001). Aiming for exclencefted program standards. WacoPrufroPress. Landrum, M., Caahan, C., & aklee, B(200fted program standards: Annotations to e NAGC pre-K-grade 1gifteprogram standards. Waco, TPrufrocPrNeihart, M., Reis, SM., Robinson, N.n, S(2002). The social and emotional development of gifted chdren: Whado we kn? Waco, TPrufroPrNorth Carona Pubc Sch. Rigor rubric for education programs. Retrved Jaary, om htt//www.ncpubcschlsrg/ec/developme/gifted/noegotiables/?&pri =true Palmer, D. (2006). Pares guide to IQ tting and gifted education. Long ach, Parent Guide BksBureau of Curriculum and Instruction Revised January 2013 ��

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Rak, S(2006). Educating sdes in middle schl: A practical guide. Waco, TPrufrock Press. Renzulli, J., & Hays, L. (2000). The multiple menu mod: A practical guide for devoping diereiated curriculuMansfield Ceer, CT: eatiLearning Prs. Rimm, S(2006). Kepareing e gifted chd. Scosfield, AZ: Great Poteial PrRogers, K. B. Reforming gifteeducation: Hopares and teachers can mate program to e chd. Mansfield Ceer, CT: Great Poteial PrSmutnJ. (2002). Dgning and devoping programs for giftestudes. Thousand Oaks, CA: Corwin Pressarko, (2005) eativity ie classrm (3rd ed. Hdale, NJ: Lrence Erlbaum Associates Pubhersnson, A. (1999). The diereiated clam: Rponding te nds of all arners. xandria, VA: ASCD. nson, A., Kaplan, S.Purcell, PPurcell, J., Len, J., Burns, D., & Striland, C. a). The Parallel curriculum ie clam: A design tdevop high poteial and change high abty learners. Thousand Oaks, CA: Corwin Press. nson, A., Kaplan, S.Purcell, PPurcell, J., Len, J., Burns, D., & Striland, C. b). The Parall curriculum ie clam: A design tdevop high poteial and change high abty learners, bk 1Thousand Oaks, CA: Corwin Prnson, A., Kaplan, S.Purcell, PPurcell, J., Len, J., Burns, D., & Striland, C. c). The Parael curriculum ie clam: A dgn tdevop high poteial and change high abty learner, bk 2Thousand Oaks, CA: Corwin Press. Bureau of Curriculum and Instruction Revised January 2013 �� nson, A., Kaplan, S.Purcell, PPurcell, J., Len, J., Burns, D., & Striland, (2006d). The Parallel curriculum ie clam: A dgn tdevop high poteial and change high abty arners, multimedia kitThousanOaks, CA: Corwin Press. Van ssel-Baska, J. (2003). Curriculum plaing and instructional dgn for gifted arners. Denver, CO: LoPubhing Co. Van ssel Baska, J. (Ed. (200. Curriculum for gifteand taed studes. Thousand Oaks, CA: NAGC and Corwin PrBureau of Curriculum and Instruction Revised January 2013 �� orida partment of EducationDr. Tony Bennett, CommionerBureau of Curriculum and Instruction Revised

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