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Professional Development Services3

Universal ConceptsDefinitions

1. Adaptation » Something, such as a device or mechanism,that is changed or changes so as to becomesuitable to a new or special application orsituation

2. Change » To cause to be different» To give a completely different form or

appearance to; transform3. Community » A group of people living in the same locality

and under the same government» A group of people having common interests

4. Conflict » A state of open, often prolonged fighting; abattle or war

» A state of disharmony between incompatibleor antithetical persons, ideas, or interests; aclash

5. Exploration » To travel for the purpose of discovery» A careful systematic search» A systematic consideration

6. Force » The capacity to do work or cause physicalchange; energy, strength, or active power

7. interdependence » Mutually dependent» Dependent on others for some needs

8. Order vs. Chaos » [Order] A condition of logical or prescribedarrangement among the separate elements ofa group

» [Order] Condition or state in general» [Chaos] condition or place of great disorder or

confusion9. Patterns » Model or original used as an archetype

» A person or thing considered worthy ofimitation

10. Power » The ability or capacity to perform or acteffectively

» Strength or force exerted or capable of beingexerted; might

» The ability or official capacity to exercisecontrol; authority

11. Relationships » The condition or fact of being related;connection or association

12. Structure » Something made up of a number or parts thatare held or put together in a particular way

13. Systems » A group of interacting, interrelated, orinterdependent elements forming a complexwhole

Created for Houston Independent School District - Advanced Academics & Professional Development

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Universal Concepts and Generalizations

Adaptationv' Everything adapts over time.v' Adaptation can be positive or negative../ Adaptation can influence a culture.v' Adaptation is a part of all societies.

Changev' Change generates additional change.v' Change is inevitable.v' Change is necessary for growth.v' Change can be evolutionary or

revolutionary.

Communityv' Communities have purpose.v' Communities change over time.v' Communities are built on relationships.v' Communities are composed of systems.

Conflictv' Conflict is composed of opposing forces.v' Conflict may be natural or human-made ../ Conflict may be intentional or

unintentional../ Conflict may allow for synthesis and

change.

Exploration./ Exploration requires recognizing

purposed and responding to it ../ Exploration confronts "the unknown" ../ Exploration may result in "new findings"

or the confirmation of "old findings".

Force./ Force attracts ../ Force influences or changes../ Force and inertia are co-dependent../ Force may be countered with equal or

greater force.

Interdependence./ Interdependence can impact the

personal needs and wants of anindividual.

./ Interdependence involves human rightsand responsibilities .

./ Interdependence links people and theenvironment .

./ Interdependence can impact the local,regional, national and globalcommunities .

./ Interdependence can involve controllingfactors from outside forces.

Order vs. Chaos./ Order may be natural../ Order may allow for prediction ../ Order is a form of communication../ Order may have repeated patterns ../ Order and chaos are reciprocals../ Order lead to chaos and chaos leads to

order.Patterns

v' Patterns have segments that arerepeated.

./ Patterns allow for prediction .

./ Patterns have internal order.v' Patterns are enablers.

Powerv' Power is the ability to influence.v' Power may be used or abused.v' Powers is always present in some form.v' Power may take many forms (chemical,

electrical, political, mechanical).

Structures./ Structures have parts that interrelate ../ Parts of structures support and are

supported by other parts.v' Smaller structures may be combined to

form larger structures ../ A structure is no stronger than its

weakest component part.

Systemsv' Systems have parts that work to

complete a task.v' Systems are composed of sub-systems../ Parts of systems are interdependent

upon one another and form a symbioticrelationship.

v' Systems interact .

Relationshipsv' Everything is related in some way../ All relationships are purposeful.v' Relationships change over time.

Created for Houston Independent School District - Advanced Academics & Professional Development

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Core Curriculum

HISD CLEAR(ClarifyingLearning toEnhanceAchievementResults)

GIT FrameworkStrandsStrand I.*AscendingLevels ofIntellectualDemand

Strand II.Concepts

Strand III.Differentiation

Scholarly Behavior

**Depth/Complexity

**ContentImperatives

Thinking Skills

IndependentResearch/Study

Strand IV.ProductsConcrete/Abstract

HISD Gifted and Talented Curriculum Framework, K-12Scholars & Knowledge

K-5: HISD CLEARProgram Options for GIT:

• GIT HomogeneousClassroomGIT Clusters in RegularClassroom

• Combination of GITHomogeneous and GITClusters

K-12: Modifications based on unique needs of individual GIT students in thefollowing:• Escalating levels of challenge, abstraction, complexity, and depth• Appropriate levels of challenge-the zone of proximal development• Cognitive processes, learning styles, interests, prior knowledge, readiness levels

Learnina environments that foster affective arowth for all studentsK-12: Universal Concepts• Universal Concept Based Teaching Establishes Interdisciplinary Approach to

Learning• GIT Framework Universal Concepts overlay CLEAR Subject Area Concepts• Year long Universal Concept for Grade Levels to be Selected by School Site

Vertical Teams• K-2: Patterns, Change, Relationships, Community, Interdependence• 3-5: Adaptation, Power, Conflict, Exploration, Systems• 6-8: Order vs. Chaos, Systems, Structures, Exploration, Conflict• 9-12: Svstems, Structures, Interdependence, Order vs. Chaos, Conflict, ExolorationK_2no Grade: 3_5'" Grade: 6_8'" Grade: 9-12'" Grade:Identifies & defines Identifies key Integrates the Conductseach single words that define dimensions of Interdisciplinarydimension of depth the dimensions of depth/complexity Studies. Is able to& complexity and depth/complexity. with the Content make decisionsrelates to four core Uses the Imperatives. based oncontent areas. dimensions of D & Designs an reasonedIdentifies traits of C as prompts to Independent Study arguments usingself with scholarly form questions pathway using the dimensions ofbehavior. &/or answers. dimensions of depth & complexity

Recognizes depth/ complexity. and Contentrelationships of Imperatives asContent substantiation.Imperatives withdeoth comolexi

Substantiates theuse of analytical,critical, problemsolving, & creativethinking skills &relates the skill toother skills.

Utilizes analytical,critical, creativeand executiveprocess thinkingskills in debating,art ofargumentation, &

roblem-solvina.

Applies strategiesof problem-solvinq,analytical, critical,and creative skillsas they relate tocontent area.

Uses analytical,critical, problemsolving, & creativeskills in relation tothe dimensions ofDepth andComplexity.

Understands &exemplifies thestudent's role as aresearcher.

Recognizes &applies the steps ofIndependent Study.

Develops abilitiesto workautonomously.

Evidencesincreasing levels ofprofessional qualityin IndependentResearch.

K-12: Evidence of new student learning (daily or longer-term knowledge,understandings & skills). Products / Performances are advanced-level. Products areauthentic, equitable, respectful, efficient, aligned to standards, and diaanostic.

"The Parallel Curriculum, NAGC, •• Javlts Grant to USC, Dr. Sandra KaplanFigure 1.2 Scholars & Knowledge· HISD Advanced Academics Dept. (see accompanying glossary) Revised, August 11, 2003.

HISD Advanced Academics Department

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Depth Icon Key Questions Thinking Skills Resources

Lansuase of

~

What terms or words are specific to the workof (disciplinarian)? • Categorize • Texts

the Discipline What tools does the o Identify • Biographies(disciplinarian) use?

@ What are its attributes? • Identify traits

What features characterize this? • Describe • PicturesDetails What specific elements define this? • Differentiate o Diaries or journals

What distinguishes this from other things? • Comparefconlra:d • Poetry• Prove with evidence0 Determine relevant vs,

~

What are the reoccurring events? irrelevantWhat elements, events, ideas are repeated o Summarize • Timelines

Patterns over time? • Make analogies • Other chronologicalWhat was the order of events? · Discriminate between listsHow can we predict what will come next? same and different

• Relateo Prioritize

• What ongoing factors have influenced this · Determine cause and • Journals..~.. .~.-. effect • NewspapersTrends ·:;-l·H··~·· study?

0 Predict o GraphsWhat factors have contributed to this study? · Relate • Charts0 Formulate questions

· Recognize fallacies

What is still not understood about this • Note ambiguity • Multiple and varied

??;:> area/topic/study /discipline? • Distinguish facl from resources

Unanswered What is yet unknown about this fiction and opinlen • Comparative• Formulate questions analyses ofQuestions • • • areaftopicfstudyfdiscipline? · Problem solve autobiographical

In what ways is the information incomplete0 Identify missing and current

or lacking in explanation? information nonfiction articles

o Test assumptions

m How is this structured? • EditorialsWhat are the stated and unstated causes • Generalize EssaysRules 0

related to the description or explanation of • Hypothesize o Lawswhat we are studying? • Judge credibility

• Theories

~

What dilemmas or controversies are • Editorials

Ethics involved in this areaftopicfstudyfdiscipline? • Judge with criteria • EssaysWhat elements can be identified that reflect · Determine bias • Autobiographiesbias, prejudice, discrimination? o Journals

Big Ideas,

rilliIDWhat overarching statement best describes

Generalizations, what is being studied?o Prove with evidence • Quotations

Principles, What general statement includes what is • Generalize • Discipline related· Identify the main idea essaysTheories being studied?

,--..e-& How are the ideas related between the past,• Timelinespresent, future?i ~ How are these ideas related within or during • Relate • TextChanges over a; w..

a particular time period? Sequence • Biographies\. ) ·Time How has time affected the information? · Order • Autobiographies

How an why do things change or remain the · HistoricalI>RESe.~ documents

same?

[fl • Biographies

What are the opposing viewpoints? o Argue • AutobiographiesDifferent Points How do different people and characters see • Determine bias • Mythologies,

of View this event or situation? · Classify legends vs. non-fiction accounts

• Debates

Relate • Primary &·What are the common elements In the • Compare/contrastSecondary

-{ID-- ResourcesAcross the subjects that come from the different · Differentiate · Internet searchesDisciplines disciplines? • Synthesize

• Text• Evaluate · Encyclopedias

Developed with funds from the USDE Javits Grant to the University of Southern California, Dr. Sandra Kaplan

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RelatedContent Icon Related ThinkingSkills Depth and Related TermsImperative Complexity

Dimensions• Multiple • Beginning

• Note ambiguity perspectives • Root

Origin~

• Identify missing information • Details • Source

• Test assumptions • Trends • Foundation

• Prove with evidence • Related over • Basistime • Catalyst

• Rules • Value

n• Differentiate relevant from

• Language of • Perseveranceirrelevant

Contribution discipline • Impact• Judge with criteria• Ethics • Significance• Prioritize

Prove with evidence • Related over • Achievement• time • Effects

• Comparable• Identify attributes • Patterns • Analogous• Compare and contrast • Trends • CorrespondParallel • Judge with criteria • Ethics • Repetition of• Support/prove with • Across featuresevidence disciplines • Non-converging

• Merging

ili • Sequence • Details • Concurrence

Convergence • Recognize relationships • Patterns • Intersections

• State and test assumptions • Big idea • Joining

• Identify cause and effect • Relate over time • Conjunction

• Meeting points

Differentiate fact from• Trends • Contradiction•

fiction • Rules Incongruity

~

•Determine relevant from • Unanswered • Antithetical•Paradox irrelevant

questionsQuandary•

• Judge with criteria • Big ideas • Dilemma

• Judge authenticity • Multiple • Inconsistenciesperspectives

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FFOEis a brainstorming technique that can be used in a variety of ways. Whether you arelooking for as many ideas as possible (fluency), creative ideas (flexibility), unique ideas(originality), or descriptive ideas (elaboration) this is an activity that works! Decide whichdimension of FFOEyou are targeting, then have students brainstorm, using the alphabet chartbelow.

FluenclI

FleXlbllltll

orll!lnaIIflI

Elaboration

sI( B C @

E F ~ /I

! ~ :K I~

M N U il

Q It $l !

U V W X

Y Z

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Transition Activities

./ Picture

./ Quote

../ Poem

../ Music

../ Literature

../ Joke

../ Interesting Fact

../ Commercial

../ True or FalseQuestions

../ Role playing

../ Guest Speaker

../ Dancing

../. Statistic

../ Personal story

../ RhetoricalQuestion

../ Movie Clip

../ Diary Entry

../ Sound Clip

../ Activity

../ Current Event

../ Interview

../ Advertisement

../ Article

../ Prop

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NationalSchaarReformFaculty

Harmony :.'::-; <f-'.'';.::~~XiEducation wWIA/.nsrflfarm0l)y.or&

Center :;.<., .

Feedback Provided During ProtocolsDeveloped in the field by educators affiliated with NSRF.

Three Response PerspectivesWarm Cool Hard

Recognizing Analyzing ChallengingHighlighting Discerning ExtendingSpecific Probing So What?

Example: Example: Example:" I see excellent use of ... " "I wonder if this fits that." "Does this do what we value?""On page 2, I see a good "It looks like you wanted this "Does the activity meet theexample of ... " to do that, but I'm not sure it stated goal?""Attention to detail is evident does." "Will it consistently providein the following areas... " "I can't tell if the student is to similar results?""I like the way you ... " do this or that." "Who is favored by this and

"It is hard to tell what the goal who is penalized?"was, and what the thinkingskills were."

This type of feedback highlights This type of feedback uses This type of feedbackthe specific areas in which the critical distance, which means challenges and extendswork is strong. taking a closer look to analyze, what is presented. It will test

probe and discern. the meaning of the workand provide direction fordevelopment.

This level of feedback requires Trust must be present in the The group needs to havethe least amount of trust, and group to give cool feedback. a higher level of trust andshould always be present. presenter should ask for this

type of feedback.

The facilitator's responsibility is to check with the presenter as to their comfort in the level of feedback.Make sure that the presenter is ready and wants hard feedback before utilizing that level.

Protocols are most powerful and effective when used within an ongoing professional learning community such as a Critical Friends Group® and facilitatedby a skilled coach. To learn more about professional learning communities and seminars for new or experienced coaches, please visit the National SchoolReform Faculty website at www.nsrfbarmonv.org.

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http://delicious.com/pdsgtra inhttp://delicious.com/ da ngreen berg hisd

http://wallwisher.com/wa II/stevenson ms

Brain Rules by John MedinaISBN-10: 0979777747http://brainrules.net

A Whole New Mind by Daniel PinkISBN-10: 1594481717

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