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

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Is ICM Pie in the Sky or a Model That Works? Emily Mofield, Ed.D. [email protected]

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.

[email protected]

The Reality

Accountability

Test Scores

Common Core State Standards

PARCC

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

Should….?

Stakeholders

Point of View

Assumptions

Implications

Concepts, Data/Evidence, Conclusions

Theme

Setting

Mood Plot

Conflict

Characters

Point of View

Tone

Symbols

Language

Style

Stambaugh & Mofield, 2014

Use with Permission

For Classroom Use Only

Literary Analysis Wheel

Interpetation

Big Idea

Pyramid

Concepts

Generalization

Problem

Conflict

Issue

Insight on Life

World

Community

Individual

Implications

Solutions

Alternatives

Mofield & Stambaugh, 2014

Big Idea

Pyramid

Technology, power,

nature, environment

Technology is a

powerful force that

brings positive and negative

effects.

Technology

Vs.

Nature

Accountability,

Decrease screen

time

Do I control

technology, or

does it control

me?

Mofield & Stambaugh, 2014

Generate, Create, Alternatives

What other title would you give this

poem?

What are some practical ways we can

control the invasion of technology on our

lives?

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.

ADDITIONAL CCSS ELA TASKS

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

lessons?

Think broadly, beyond the text for the

issues.

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

experimentation

Lab results to answer the

question about energy

adding or taking away heat

To identify and use

metaphorical thinking

enhance writing and author’s

message

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

inserting/removing

metaphors and discussing

the impact

NONEXAMPLE:

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

co-teach?

Choose a big idea- Develop a chart. Have

students find concept connections on the

chart.

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)