Is ICM Pie in the Sky or a Model That Works? ... Is ICM Pie in the Sky or a Model That Works? Emily

download Is ICM Pie in the Sky or a Model That Works? ... Is ICM Pie in the Sky or a Model That Works? Emily

of 23

  • date post

  • Category


  • view

  • download


Embed Size (px)

Transcript of Is ICM Pie in the Sky or a Model That Works? ... Is ICM Pie in the Sky or a Model That Works? Emily

  • Is ICM Pie in the Sky or a Model

    That Works?

    Emily Mofield, Ed.D.

  • The Reality


    Test Scores

    Common Core State Standards


    Teacher Evaluations

  • Isn’t Common Core Enough?

     The vast majority of gifted students are provided little more than the standard curriculum.

     Being under challenged denies gifted students the joy of achievement, as well as the necessary skills to struggle to solve a problem or complete a difficult task.

     Highly gifted students are the most likely to fall between the cracks in American classrooms – they are the ones experiencing the greatest gap between their potential and what is asked of them.

    (NAGC, 2014)

  • Lesson Format

     Assume that the kids have been identified for acceleration or advanced learning

     Goals/Objectives

     Standards

     Materials

     Introduction

     Close-Reading of Text

     Application of Reasoning Model

     Creative Activities

     Choice Assignments (that feature depth, complexity, challenge, etc.) and Assessment

     CCSS Task

  • Concept-Development

    Hilda Taba (1962) Method

     Examples

     Non-examples

     Classification

     Generalizations

  • Power Generalizations

     Power is the ability to influence

     Power can be used or abused.

     Power is connected to a source.

     Power…

  • Unit: Perspectives of Power I like to see it lap the Miles -

    And lick the Valleys up - And stop to feed itself at Tanks - And then - prodigious step Around a Pile of Mountains - And supercilious peer In Shanties - by the sides of Roads - And then a Quarry pare To fit its Ribs And crawl between Complaining all the while In horrid - hooting stanza - Then chase itself down Hill - And neigh like Boangeres - Then - punctual as a Star Stop - docile and omnipotent At its own stable door -

    Emily Dickinson

  • What’s the point of controversy?

    Is the poem about a train or a horse?

    Then beyond text:

    Does technology control us, or do we

    control technology?

    Apply a Reasoning Model to the problem.

  • Paul’s Reasoning

    Debatable Issue/Problem



    Point of View



    Concepts, Data/Evidence, Conclusions

  • Theme


    Mood Plot



    Point of View





    Stambaugh & Mofield, 2014

    Use with Permission

    For Classroom Use Only

    Literary Analysis Wheel


  • Big Idea







    Insight on Life







    Mofield & Stambaugh, 2014

  • Big Idea


    Technology, power,

    nature, environment

    Technology is a

    powerful force that

    brings positive and negative






    Decrease screen


    Do I control

    technology, or

    does it control


    Mofield & Stambaugh, 2014

  • Generate, Create, Alternatives

     What other title would you give this


     What are some practical ways we can

    control the invasion of technology on our


  • Products

    ◦ Create a picture that illustrates the “power” of technology in the poem. Use as many details from the poem as possible to develop your illustration.

    ◦ Compare a piece of technology in our world to a familiar object/figure in our world. Just as Dickinson compared a train to a horse, compare a smart phone to a cat (or your own choosing). Develop your own poem that shows this metaphor and uses at least three types of figurative language.

    ◦ Read another poem by Emily Dickinson such as “The Brain is Wider than the Sky.” In a paragraph, explain three ways literary elements contribute to developing an idea related to power. Cite specific evidence from the poem.

    ◦ Write an editorial about the imposing nature of technology. In your editorial, provide suggestions for individuals to take power over technology rather than allowing technology to control lives. Submit your article for publication in a local newspaper.


     How does Dickinson’s use of metaphor contribute to the main message of the poem? In an essay, answer the question by providing sufficient relevant textual evidence to support your response.

     Write a review that evaluates Dickinson’s use of literary techniques. Was she effective in developing her idea with these techniques? Support your response with textual evidence from the poem.

     Is the poem relevant to today? In an argument essay, support your claim by referring to specific evidence in the poem and to contemporary life.

  • Lessons learned

     It will come to you! Look at what you

    already do. What are your favorite


     Think broadly, beyond the text for the


     Use trick “Create a ____ that ___ and

    ____.” (Stambaugh, 2013)

     Incorporate concept feature.

  • Goal Process Measure/Product

    To explain how energy is

    transferred by adding or

    taking away heat

    Use the scientific method to

    determine an appropriate

    question for


    Lab results to answer the

    question about energy

    adding or taking away heat

    To identify and use

    metaphorical thinking

    enhance writing and author’s


    Use context clues to

    determine when and how to

    use metaphorical thinking in

    writing to convey a message

    Write metaphors that

    explain a specific situation in

    more exaggerated way and

    rewrite a story just read by


    metaphors and discussing

    the impact


    To explain that when one

    body system is dysfunctional,

    other systems must adapt

    Read an article on fevers and

    discuss how fevers impact

    the body.

    Create your own

    thermometer and measure

    everyone’s temperature.

    Matching Learning Objectives to

    Process and Products

  • How can you use the ICM in

    different contexts?  How can you use this in pull-out setting?

     How can you use this as you consult or


     Choose a big idea- Develop a chart. Have

    students find concept connections on the


     Incorporate thinking models across all

    content areas.

  • Across Content

    Power is the ability to influence-

     Math- Exponential power, x influences y, patterns influence

     Science- What are the factors that influence____? Where is the source for power? (electrons, chemical reactions, gravity, energy, etc.)

     Social Studies- What are some historical patterns in the movement of power and wealth?

  • Think about what you’re teaching

    Monday  Can you accelerate the standard?

     Look at your questioning (higher level)

     How can you relate it to Power?

     Can you turn the topic into an issue?

     What thinking model could you employ?

     How can you differentiate your assignment?

    Create a ____ that_____ and_____. (Stambaugh, 2013)

    Include features of depth, complexity, challenge, and creativity

    How can you have your students generate solutions and ideas? How can they think through multiple perspectives?

  • A word on change

    Change is difficult because it is riddled with dilemmas, paradoxes, and ambivalences. It combines steps that do not seem to go together: to have a clear vision and to be open-minded; to take initiative and empower others; to provide support and pressure; to start small and think big; to expect results and be patient; to have a plan and be flexible; to experience uncertainty and satisfaction.”

    Fullan and Steigelbauer (The New Meaning of Educational Change)