Inter-Disciplinary Strategies

This strategy thematically links two or more disciplines and is used in both independent and group settings. Teachers combine their expertise to contribute toward inter-disciplinary goals.

Implementation

A thematic approach using combinations of disciplines

Can be structured as independent or group learning experiences

Gifted learners make connections between past and new learning

Themes should align with student strength

Group Projects involving gifted learners

In order for the G/T learner to feel good about group work, the end product needs to be better than what could have been accomplished on their own.

Simulations - students create or are provided a scenario and assume certain roles related to learning.

Independent Project Based Learning / Study

Teacher or Student Choose Topics

Students learn through investigation and research, areas of interest

Journaling - See Assessment section for more on journaling

Internet Source

Project Based learning

http://www.ascd.org/publications/educational_leadership/sept10/vol68/num01/Seven_Essentials_for_Project-Based_Learning.aspx

http://serc.carleton.edu/introgeo/assessment/project.html

http://www.shsu.edu/centers/project-based-learning/k-12.html

Betts Autonomous Learning Model, where G/T learners develop, implement and evaluate their own learning.

5 Dimensions:

1. Orientation - Understanding personal aspects of giftedness, group building activities, etc.

2. Individual development - Inter/intra personal understanding, learning skills, use of technology, university/career awareness, organizational and productivity skills, etc.

3. Enrichment activities Courses, cultural activities, community service, excursions, etc..

4. Seminars small group presentations of futuristic, problematic, controversial, general interest or advanced knowledge topics.

5. In depth study Individual projects, group projects, mentorships, assessments of self and others. Independent study involves student selection of a topic and independent work.

Treffingers Independent Study Model

Teacher-directed Traditional format, no student choice involved

Self directed 1 Teachers pre-assess learners for content understanding and provide choices. Students work at a predetermined appropriate and challenging pace and are permitted to interact with the teacher during the evaluation process. Assessment is linked to the core learning standards.

Self Directed 2 learners are involved in developing lesson options. Teachers pre-assess learners to determine the extent of content understanding and mastery and determine and provide the necessary resources. Teachers also arrange learning contracts, scope and sequence and determine the pace at which learners work. Peers provide feedback and teacher-student evaluation processes occur.

Self Directed 3 The learner consults with the teacher after they pre-assess their own understanding and readiness for enrichment. Students control content, activities, scope and sequence choices and the pace at which they work. The student identifies the resources they need and self assess their work.

Research Citations

Levy, D. L., & Byrd, D. C. (2011). Why can't we be friends using music to social justice. Journal Of The Scholarship Of Teaching And Learning, 11(2), 64-75.

Zolg, C. (1993). Astronomy: Exploring beyond Earth. Self-Directed Study Units for Grades K-3 and 4-8.

Payson, P. (1994). Science Fiction: Imagining Worlds. Self-Directed Study Units for Grades K-3 and 4-8.

Morgan, M. (2003). Through Another's Eyes: An Interdisciplinary Creative Problem Solving Conference for Both Teachers and Their Students. Gifted Child Today, 26(4), 14-19