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Kids Into Thinking:

Keeping

Instruction

Topnotch!

A Training Model for Volunteers

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Kids

Into

Thinking

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Mission Statement

Our mission is to design model extension tasks that will assist classroom teachers in effectively differentiating instruction for the highly able students in his / her class. Additionally, KIT will develop each student’s potential through active participation in the learning process.

Kids

Into

Thinking

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Kids

Into

Thinking

Digging Into the Treasure

Recognition and Reflection:

Essential Questions:

  1. What “jewels” did you discover?
  2. What are the different components of this resource?
  3. What subject / topic(s) did you find?

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What Does It Look Like?

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    • Read stories about houses. Collect pictures of different houses in the US and around the world.

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    • Create a Venn diagram to show how houses are alike and different.

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    • Select at least one adult and some friends as your audience. Share what you learned.

Kids

Into

Thinking

WCPSS, 2002

Application/ Analysis

Adventure 1

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How Is It Evaluated?

Adventure

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Insufficient = 1

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Progressing = 2

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Proficient = 3

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Exemplary = 4

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Criteria

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∙ Incomplete

∙ Lacks complexity

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∙ Seldom or rarely meets expectations.

∙ Limited elaboration

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∙  Meets expectations

∙  Understandable

∙  Adequate complexity & elaboration

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∙  Exceeds expectations

∙  High level of complexity & elaboration

∙  Significant originality

 

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Adventure 1

 

 

Date:

 

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What do You Need?

Goals / Objectives

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Adventures

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Materials

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Resources

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Notes/Comments

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Science Goal 4: The learner will build an understanding of actions of objects.

♦         Observe the many ways in which things move such as straight, zigzag, round and round, back and forth, and fast and slow.

♦         Describe the motion of objects by tracing and measuring the motion over time.

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Adventure 4

 

Analysis

Synthesis

 

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Paper, Pencil

Crayons / markers

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Movement books

Alphabet chart

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Adventure 5

 

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Synthesis

 

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Paper

Pencil

Crayons / markers

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Samples of concrete poetry

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Levels of Cognition:�Stepping Stones to Excellence

Remember

Rote memorization

Understand

Understanding the facts

Apply

Correct use of the facts,rules, or ideas

Analyze

Breaking down info

Evaluate

Judging the value or worth of information

Create

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Combining parts to make a whole

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A Closer Look!

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  • What thinking skills are addressed?

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  • Identify verbs aligned with each thinking skill.

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What is my Role?

  • Gather materials.
  • Work with the students.
  • Challenge the students.
  • Support the teacher.
  • Be flexible!

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How do I Gather Materials?

  • Look in the KITs at the cards.
  • Look in the KITs for books/resources.
  • Keep your eye out!
  • Use the media center.
  • Ask the teacher/assistant.

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How do I Work With and �Challenge the Students?

  • Small groups
  • Questions - Good questions engage student thinking and promote analysis of the situation
  • NOT CENTER WORK! The quality should reflect a longer effort and more thorough thought process.
  • Facilitate learning – materials, resources, attitude!
  • Keep our Mouths shut - Don’t give them answers! HELP them think things through! (my personal challenge ☺)

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How do I Support the Teacher?

  • Talk to the teacher about expectations.
  • Slow and steady wins the race.
  • Make sure the students see the adults as a team.
  • Watch “outside conversations.”
  • Have fun!

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Delightful task!

To rear the tender thought,

To teach the young idea how to shoot.

James Thomson

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