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As the Gifted Resource Teacher (GRT) at Christopher Farms Elementary School, I assist cluster classroom teachers in differentiating the current learning targets of the general education curriculum to provide rigorous learning challenges. To do so, I collaborate with these teachers and other specialists weekly to plan instruction specifically targeting the needs of our gifted students and peers who excel in a challenging environment.
Stay updated on how your child is involved in inquiry-based and critical-thinking learning. I will add a sampling of learning experiences on this page. Follow me on Twitter @giftedresourced. Every month, be sure to read Dr. Ringling's S'more newsletter where I will also advertise testing dates and share information. My biggest hope is that you will find out about our exciting adventures through your child's excitement.
Quarter 1
Quarter 1
critical thinking / Collaborative challenges/INQUIRY/social-emotional learning
I will be opening up the year by visiting classrooms and working with students on collaborative challenges through a critical thinking/problem solving lens. We have so many interesting STEM Design challenges built into our science units that will help with fostering a growth mindset. This is one of the most important things that I wish to instill in our students. We praise effort and resilience, instead of intelligence. The goal is to have students make the connection that they can do anything they set their minds to-if they work hard and keep pushing along.
We also want students to be Future-Ready. I collaborate with teachers to plan rigorous, relevant, and real-world learning experiences. We have been introducing Design Thinking/Experimental Design, Kaplan's Depth and Complexity Concepts, and are working toward designing Student-led Exhibitions of Learning and Portfolios.
Claims/Evidence/Reasoning , Kaplan's Depth and Complexity, Experimental design/Wasserman, Novel studies
Nurturing the Minds of Tomorrow: Gifted Strategies in Action
In our gifted cluster classes, we are committed to providing our students with a stimulating and enriching educational experience. As part of our ongoing efforts to challenge and engage our gifted learners, we have implemented a range of gifted strategies that expand their horizons and encourage their intellectual growth.
One such strategy is "Claims/Evidence/Reasoning," which helps our students develop critical thinking skills and the ability to support their viewpoints with evidence. This skill is crucial not only in academic pursuits but also in everyday life. Students use this strategy to defend their ideas (with evidence) across disciplines. For example, 5th grade students created claims regarding fairy tale characters and argued situations where a crime was committed. Their evidence was shared in front of "a judge" and mock trials will be our next steps with students who shared an interest and strength in this activity. Students in all grade levels use this strategy to defend their ideas in content as well. video CER
The strategy "Claim, Evidence, Reasoning" (CER) is an instructional approach that helps students develop critical thinking and argumentation skills. It is commonly used in science and other academic disciplines to structure and support arguments or explanations. Here's how CER works:
1. Claim (C): The "claim" is a concise statement or conclusion that answers a specific question or addresses a particular issue. It represents what the student is trying to prove or explain. It should be a clear and debatable statement.
2. Evidence (E): The "evidence" consists of facts, data, observations, or information that supports the claim. It is essential to use credible and relevant evidence to back up the claim. This evidence can come from research, experiments, observations, readings, or other sources.
3. Reasoning (R): The "reasoning" is the part of the argument where students explain how the evidence connects to the claim. It involves providing a logical and coherent argument for why the evidence supports the claim. This may involve explaining the underlying principles, cause-and-effect relationships, or the significance of the evidence.
The CER strategy encourages students to think critically, analyze information, and communicate their ideas effectively. It helps them structure their arguments in a clear and organized manner. Additionally, it fosters scientific and logical thinking by requiring students to provide a well-reasoned explanation for their claims, which is a valuable skill not only in academic contexts but also in everyday problem-solving and decision-making.
Sandra Kaplan's "Depth and Complexity Icons" prompts our gifted students to explore subjects from multiple angles, fostering a deeper understanding of complex topics. This encourages them to think beyond the surface, fostering a habit of inquisitiveness that lasts a lifetime. We are currently using the prompts to generate questions in novel studies, short stories, and literature excerpts.
"Experimental Design" provides students with hands-on experience, promoting scientific inquiry and analytical skills. They learn how to approach problems systematically, fostering creativity and innovation.
"Novel Studies" are essential for broadening our students' horizons by exposing them to diverse perspectives, cultures, and time periods. This helps cultivate empathy and a deeper understanding of the world around them.
"Student-Led Explorations" give our gifted learners a chance to take control of their learning, promoting independence and a strong sense of ownership in their education.
These strategies are not only engaging and enriching but also vital for nurturing the potential within each of our gifted students. By challenging them with a diverse set of experiences and promoting intellectual curiosity, we aim to prepare them for a future where they will undoubtedly be leaders and innovators in their fields.
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