Comment on the article The Parallel Curriculum Model article found in Course Documents.

I would like to see students meeting objectives that seek to engage them at higher levels of learning. I sometimes feel like the objectives are low so we can meet them, but the students would be so much more involved at the application, synthesis, and evaluation levels.

The concept of interdisciplinary instruction goes against so many of our educational structures and rewards. I think interdisciplinary instruction has so many advantages, however, and I'd like to see it more.

I admire all the strategies Lydia employed and her creativity related to the Parallel Curriculum Model. For most teachers I know, they are struggling to get through all the basics. Particularly for special education teachers, they have so much administrative and IEP paperwork, I just don't know where they find the time to do everything they need to do to adapt to students.

 “What’s New about the Parallel Curriculum?

I like the elements of teacher support. I sometimes do work in providing instructional resources for faculty. When there are creative teachers providing excellent curricular materials, everyone seems to benefit.

“Additional Parallel Curriculum Information”.

A curriculum of connections, practice, and identity seem so engaging for students. That kind of engagement should be interesting, useful, and just plain fun! I like the kinds of questions they want students to ask and investigate. I particularly liked this section from the material:

Good Stewardship of Advanced Ability is NOT about:

· Rote memorization of more information,

· Earning the "right" to "explore" by demonstrating mastery of the basics,

· Recognition for norm-based "excellence,"

· Finishing first—or even finishing,

· Being sure or being right,

· Comfort,

· Hunger for reward.

Tomlinson, C. (2002, October). The parallel curriculum: Lenses for contemporary classrooms. A paper presented at the annual conference of the Gifted Association of Missouri, p. 11.

Relate your comments to your own practice and respond to other class members’ discussion.

I'm currently teaching a course to teachers and trainers. One thing that always bothers me is when teacher or trainers say something like this: "I have to cover this." Covering information means they lecture or give a handout or something. I would be much happier to hear them say: "My students have to connect, or practice, or make this their own." I think it's important to look at the curriculum as a guide, then figure out what students need to do to engage and embrace the content. Over the years, I've seen outstanding teachers of any topic who manage to engage students because of how they apply the curriculum. I've often thought that the curriculum is or can be, or should be the most exciting part of the educational process.

Curriculum Materials:

Discovering the Distant Past to Perceive the Present and Forecast the Future Unit Title Traveling the World: Today and In the Beginning is a sixth grade enrichment program from Sage. DESE standards are included. Clear lesson plans. Nicely designed.

Teaching Models Reflection Paper 1—Joan Aitken

 I was interested to see the general classifications of models because they seem comparable to models of communication, which has been my field of study. The general models include the following:

1. Social interaction models.

2. Information processing models.

3. Personal models related to self concept.

4. Behavior modification and cybernetic models. (pp. 1-2)

 A variety of modifications to the curriculum can be used for gifted students. Here are strategies for content modifications:

1. Abstractness

2. Complexity

3. Variety

4. Organization for learning value.

5. Study of people

6. Study of methods of inquiry

7. Higher levels of thinking

8. Open-endedness

9. Discovery

10. Evidence of reasoning

11. Freedom of choice

12. Group interaction

13. Pacing and variety

 Here are strategies for learning environment modifications:

1. Learning centered versus teacher centered.

2. Independence versus dependence.

3. Open versus closed.

4. Acceptance versus judgment.

5. Complex versus simple.

6. Varied versus similar groupings.

7. Flexibility versus rigidity.

8. High mobility versus low mobility. 

 Maker and Schiever (2005) recommended several criteria for assessing a curricular model: Appropriateness for the situation, comprehensiveness, flexibility and adaptability, practicality, and validity (pp. 12-13). Of course, models can be combined to meet the needs of the situation (p. 20).

Autonomous Learner Model

 The model I want to consider in more depth is the Autonomous Learner Model (ALM), which seems particularly relevant at the college level (the level I teach) (pp. 27-81). The model reminds me of the adage that "the purpose of learning is to teach oneself how to learn." Although this model has been used effectively K-12, it seems to me that too many students entering college lack the ability to succeed in this type learning. For the K-12 learner whose needs are not being met, this model offers a solid way to learn content, skills, and values beyond the regular classroom. Of course, there's the possible negative perception that instead of doing well in the regular work, gifted students are expected to do that and do a lot of extra work under this model. I sometimes think there isn't enough flexibility in curricular matters to accommodate students as we might accommodate them.

 Some of the areas of individual development in this ALM model include the following: Learning skills, technology, college and career development, organizational skills, and productivity. One area that strikes me as useful to my work is to provide students with an explanation of this model when they are beginning their capstone project, either the senior undergraduate project or the MA thesis, project, or reflection. We are preparing them to be lifelong learners.

(Lifelong Learner, 2008)

 I'm always surprised how many students struggle with this independent, in-depth project, and seem to flounder when they are required to do so. Given that I read somewhere that most college graduates could be classified as gifted, it seems to me that I can treat all my students as identified as gifted, particularly graduate students. That doesn't mean, however, that they've been identified as gifted or had these kinds of opportunities or expectations in K-12 contexts or even many undergraduate courses.

 So within this structure, what kinds of enrichment elements might I use? Exploration, investigation, and cultural activities, service, and seminars can be selected. One of my concerns about this ALM model is that there is no empirical research available.

At my school, we are required to give a final exam in the senior project seminar. The In-depth Study Personal Evaluation looks like an excellent final exam for the course (p. 70).

Cognitive and Affective Taxonomies

The Cognitive and Affective Taxonomies (Bloom & Krathwohl) are designed to facilitate communication with psychologists and educators. At my school, we are required to use higher levels of the taxonomy in upper level and graduate courses. Our course and program assessment process are to a large extent based on these taxonomies.

References

Maker, C. J., & Schiever, S. W. (2005). Teaching models in education of the gifted (3rd. ed.). Austin, TX: Pro-ed.

Lifelong learner. (2008). Teaching and Learning Forum. Retrieved from http://otl.curtin.edu.au/tlf/tlf2005/refereed/stauble1.gif

AFFECTIVE TOPIC PAPER: Social Skills Joan Aitken

I teach courses in communication, including interpersonal, intercultural, leadership, and Internet communication. Teaching communication skills is largely about teaching social skills. I've been surprised in reading the work in special education about social skill instruction, for example, because they do not incorporate what we in communication theorize about the processes. Academics have trouble bridging their work to other fields. In the area of social skills, there seems to be a disconnect between the fields of education and communication on this topic.

Chapter 13 suggested to me that the teaching of affective topics is important for more reasons than I realized. I had never heard this concept: "Feelings drive thinking" (p. 211). This makes sense that good feelings or negative feelings will lead the thinking processes. Last week I read a research article about deception. The findings were that although people can't tell when others are deceiving them--about 50% accuracy--when people are happy, their accuracy rate is less accurate and when upset, they are a little better than average. The theory is that upset people are more skeptical. I found this article very interesting because I'd never really contemplated just how much feelings might affect the effectiveness of our thinking.

People who teach speech communication are often involved in affective development. This work is exactly what prompts many of our colleagues to suggest that we are not a "real" academic area and just "do touchy-feely stuff." Actually, we are an interdisciplinary field which has developed a solid research base of our own. What a pleasure to read these this chapter and see some research-based justification for the importance of affective instruction as an approach to learning.

In parentheses--after the pscyho-social concerns found by Strop (cited in VanTassel-Baska & Stambaugh, p. 213)--I've added the courses I teach, which work on this specific area.

1. Establishing and maintaining positive relationships with peers. (Interpersonal Communication and Measuring Leadership)

2. Dealing with oversensitivity to what others say and do. (n/a)

3. Making appropriate career choices. (n/a)

4. Developing the ability to relax and relieve tension. (Interpersonal Communication)

5. Maintaining the motivation and desire to achieve. (n/a regarding course content, but I try to do this)

6. Developing positive leadership sills. (Measuring Leadership).

7. Getting along with siblings. (Very little, although Interpersonal Communication touches on this one.)

8. Developing tolerance. (Intercultural Communication)

9. Dealing with the striving for perfection. (n/a)

10. Avoiding prolonged periods of boredom. (n/a)

If students are unhappy, they will struggle to learn. When they are in the outgroup, have trouble with friends, or are stressed out, for example, they can't concentrate on their learning. I like the idea of using feelings to develop greater depth and maturity enabled through this process. We also know that the gifted may be particularly vulnerable and have uneven development, which suggests special needs in affective development.

There are three pieces of information that I've read little about regarding gifted students, and gifted students probably receive too little help:

• Being overly sensitive.

• Perfectionism.

• Boredom.

I'm on the right track, but I need to think of ways I can do more in this area.

VanTassel-Baska, J., & Stambaugh, T. (2006). Comprehensive curriculum for gifted learners (3rd ed.) Boston: Allyn and Bacon.

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CHAPTER 4

I was interested in reading the chapter on interdisciplinary teaching of humanities (p. 179). My college currently has a push to create some interdisciplinary courses. Faculty are resistant to the idea for a variety of reasons, but I've enjoyed the interdisciplinary approach probably because I work in an interdisciplinary field.

Recently, I talked to an art design professor. As she told me about her course in the communication of design and proxemics, I told her about my intercultural communication course that has a section on the influence of culture on the built environment. We are both talking about social interaction caused by built environments.

Class: Interpersonal Communication (Social Skills is the Affective Topic)

Unit: Nonverbal Immediacy

Teacher: J. E. Aitken

Objectives:

To identify characteristics of nonverbal immediacy, which lead to communication of caring and engagement.

Standards

Missouri Show Me Standard Communication Arts: Participating in formal and informal presentations and discussions of issues and ideas.

Anticipatory Set

Nonverbal Immediacy Scale-Self Report (NIS-S)[ii]

 

Directions: The following statements describe the ways some people behave while talking with or to others. Please indicate in the space at the left of each item the degree to which you believe the statement applies TO YOU. Please use the following 5-point scale:

1 = Never; 2 = Rarely; 3 = Occasionally; 4 = Often; 5 = Very Often

_____ 1. I use my hands and arms to gesture while talking to people.

_____ 2. I touch others on the shoulder or arm while talking to them.

_____ 3. I use a monotone or dull voice while talking to people.

_____ 4. I look over or away from others while talking to them.

_____ 5. I move away from others when they touch me while we are talking.

_____ 6. I have a relaxed body position when I talk to people.

_____ 7. I frown while talking to people.

_____ 8. I avoid eye contact while talking to people.

_____ 9. I have a tense body position while talking to people.

_____10. I sit close or stand close to people while talking with them.

_____11. My voice is monotonous or dull when I talk to people.

_____12. I use a variety of vocal expressions when I talk to people.

_____13. I gesture when I talk to people.

_____14. I am animated when I talk to people.

_____15. I have a bland facial expression when I talk to people.

_____16. I move closer to people when I talk to them.

_____17. I look directly at people while talking to them.

_____18. I am stiff when I talk to people.

_____19. I have a lot of vocal variety when I talk to people.

_____20. I avoid gesturing while I am talking to people.

_____21. I lean toward people when I talk to them.

_____22. I maintain eye contact with people when I talk to them.

_____23. I try not to sit or stand close to people when I talk with them.

_____24. I lean away from people when I talk to them.

_____25. I smile when I talk to people.

_____26. I avoid touching people when I talk to them.

Teaching: Input 

You can create a sense of caring and engagement with coworkers through nonverbal immediacy. Nonverbal immediacy is the use of nonword communication to generate a sense of interest and caring about the other person.[i] Consider meeting someone in the business context. You walk up to the person with confidence (or stand if you are already seated). You look the person in the eye, offer a firm handshake (or bow slightly in some cultural contexts), and wait for the person in power to suggest you sit down. Then, with good posture, adequate volume, positive vocal elements, and engaged eye contact, you can begin to build rapport.

Nonverbal immediacy behaviors include using vocal variety, hand-shaking, consistent eye contact, and animated facial expression, smiling, and hand gestures. As you think about your use of nonverbal communication in the workplace, it's important to note that in the US, women are expected to use more nonverbal variety (such as smiling, gestures, eye contact) than men are.

Teaching: Modeling

The teacher will model high nonverbal immediacy during the class session.

Teaching: Checking for Understanding
 

Score your test and consider what the results may mean about your communication.

Step 1. Add the scores from the following items: 1, 2, 6, 10, 12, 13, 14, 16, 17, 19, 21, 22, and 25.

 Step 2. Add the scores from the following items: 3, 4, 5, 7, 8, 9, 11, 15, 18, 20, 23, 24, and 26.

 Total Score = 78 plus Step 1 minus Step 2.
Norms:

Females High = >112 (more nonverbal immediacy); Mean = 102.0 S.D. = 10.9; Low = <92

 Males High = >104 (more nonverbal immediacy); Mean = 93.8 S.D. = 10.8; Low <83
 

Guided Practice
In pairs, please carry on a conversation about something you plan or hope to do in the next week or so. For the first half of the conversation, use low nonverbal immediacy and for the second half use high nonverbal immediacy.

Discuss in pairs what you noticed about your own and the other student's nonverbal immediacy.

Examine your test results. What specific behaviors could you do to increase your nonverbal immediacy?

Closure
Today you learned that you use communication to increase the way others perceive you as a caring and engaged person. You practices expressiveness in distance, touch, facial expression, vocal elements, and gestures.

Independent Practice
Between now and the next class, take a moment now and then to practice improving your nonverbal immediacy.
 

Materials
Handout of Nonverbal Immediacy Scale or Internet Access

Duration:50 minutes

TEACHING MODELS PAPER #2 Joan Aitken

Bruner's Basic Structure of Discipline (BSD)

No matter what the level, Bruner believed the best way to learn was as an investigator in the field. If studying science, behave as a scientist. There seem to be some positive results for gifted students, especially adding a discovery approach. Bruner suggested five aspects of education:

1. The importance of structure, including research strategies. Unless the details are structured, they are easily forgotten.

2. Readiness for learning, although the educator should tempt the learner with the next stage.

3. Intuitive and analytic thinking, which are opposite kinds of processing. When people know their subject well, then they can allow their intuition to work.

4. Motives for learning, including arousing interest in long-term interest and a commitment to learning.

5. Aids to teaching. Bruner believes that with good teacher, all students can learn. (p. 130).

One of the things I like about the Bruner model is the emphasis on the nature of humans. There is a focus on studying people, which would make sense for my field of communication. Methods of modification can include content, self-direction, pacing, variety, group interaction, real audience. I probably wouldn't use this approach in most of my classes, although it's worth considering. While thinking about these methods, I immediately think of my quantitative research course. There I emphasize thinking like a scientist, and I think the Bruner model would work well in that course. I like the idea of a real audience, so there is an emphasis on being a scientist. After reading this chapter, I decided to dress up like a mad scientist the first night of that course (last week). I'll wear a lab coat each week, while we talk about being a communication scientist.

Creative Problem Solving

The Parnes model (p. 195) frequently has been used with the gifted because of the link to using the imagination in practical situations. This model sounds like it would be excellent for such courses as Conflict Management, Interpersonal Communication, Intercultural Communication, and Public Relations. The method emphasizes a variety of possible alternatives before selecting a solution. The idea is that creativity is learned behavior. Creativity is also linked with the "ability to learn, achievement, self-concept, and intelligence" (p. 197). An implication is that the gifted can be more creative than others. The six steps in the creative problem solving process include the following:

1. Set the objective.

2. Collect data.

3. Prioritize options.

4. Brainstorm.

5. Find a solution.

6. Develop a plan of action.

This procedure seems quite similar to the scientific method. Scientists are good at asking questions and looking for unconventional solutions.

The Parnes Creative Problem Solving (CPS) model recommends a positive, learner-centered environment as a crucial part of the process. Students are encouraged to solve academic and personal problems as individuals and groups. The steps are as follows (pp. 200-201):

1. Mess finding (object finding).

2. Data finding.

3. Problem solving.

4. Idea finding.

5. Solution finding.

6. Acceptance finding.

I do like the idea that this approach can increase complexity for gifted students. Considerable research using the topic suggests that CPS is flexible and valid. Because the method not designed for use with gifted students, it is hard to justify for curriculum development. This method reminds me of the Dewey problem-solving method, which we use in teaching group discussion. CPS looks like an approach that could be used as a teaching strategy, however, that would be useful for students who are gifted.

Maker, C. J., & Schiever, S. W. (2005). Teaching models in education of the gifted (3rd. ed.). Austin: Pro-ed, chapter 4 & 6.

1. What are some of the major issues in gifted program evaluation?
2. What questions are important to ask when evaluating gifted services?
3. To what extent are program goals important when planning evaluation strategies?

CHANGE

 As a result of the economic changes of recent years, organizations have been forced to change their structure. Many companies downsized, reduced or eliminated operations, closed plants, or laid off workers. Some organizations managed the economic changes by upsizing through mergers and acquisitions. Some financial institutions disappeared while others merged. The interpersonal communication implication of such changes is that employees need to be attuned to the organization’s formal communication and networks so that employees can adapt to the company's organization. Interpersonal communication in the workplace requires that individuals be open to change because change is the hallmark of much about organizations today. The Individual Innovativeness measure examines your openness toward change, which is and important interpersonal communication skill in today's workplace.

 LEARNING EXPERIENCE: Interested in learning your level of individual innovativeness? If so, do Activity 12.4

Activity 12.4

Individual Innovativeness (II) Hurt, H. T., Joseph, K., & Cook, C. D. (1977). Scales for the measurement of innovativeness. Human Communication Research, 4, 58-65. Retrieved from http://www.jamescmccroskey.com/measures/innovation.htm

Directions: People respond to their environment in different ways. The statements below refer to some of the ways people can respond. Please work quickly, there are no right or wrong answers, just record your first impression. Please indicate the degree to which each statement applies to you by marking whether you:

Strongly Disagree = 1; Disagree = 2; are Neutral = 3; Agree = 4; Strongly Disagree = 5

_______ 1. My peers often ask me for advice or information.

_______ 2. I enjoy trying new ideas.

_______ 3. I seek out new ways to do things.

_______ 4. I am generally cautious about accepting new ideas.

_______ 5. I frequently improvise methods for solving a problem when an answer is not apparent.

_______ 6. I am suspicious of new inventions and new ways of thinking.

_______ 7. I rarely trust new ideas until I can see whether the vast majority of people around me accept them.

_______ 8. I feel that I am an influential member of my peer group.

_______ 9. I consider myself to be creative and original in my thinking and behavior.

_______10. I am aware that I am usually one of the last people in my group to accept something new.

_______11. I am an inventive kind of person.

_______12. I enjoy taking part in the leadership responsibilities of the group I belong to.

_______13. I am reluctant about adopting new ways of doing things until I see them working for people around me.

_______14. I find it stimulating to be original in my thinking and behavior.

_______15. I tend to feel that the old way of living and doing things is the best way.

_______16. I am challenged by ambiguities and unsolved problems.

_______17. I must see other people using new innovations before I will consider them.

_______18. I am receptive to new ideas.

_______19. I am challenged by unanswered questions.

_______20. I often find myself skeptical of new ideas.

Scoring:

Step 1: Add the scores for items 4, 6, 7, 10, 13, 15, 17, and 20.

Step 2: Add the scores for items 1, 2, 3, 5, 8, 9, 11, 12, 14, 16, 18, and 19.

Step 3: Complete the following formula: II = 42 + total score for Step 2 - total score for Step 1.

Scores above 80 are classified as Innovators.

Scores between 69 and 80 are classified as Early Adopters.

Scores between 57 and 68 are classified as Early Majority.

Scores between 46 and 56 are classified as Late Majority.

Scores below 46 are classified as Laggards/Traditionalists.

Problem Solving

Interpersonal Communication of Leaders

Blair, C. A., Hoffman, B. J., & Helland, K. R. (2008). Narcissism in organizations: A multisource appraisal reflects different perspectives. Human Performance, 21(3), 254-276

Effective communicators focus on the present interpersonal interaction, through various types of communication.[i]

· Expressiveness, such as saying what you think or feel, articulating your position, and talking fluently.

· Language precision, such as using clear and direct language.

· Niceness, such as being kind, considerate, encouraging, and positive toward another person.

· Reflection, such as consideration, contemplation, and deliberation.

· Supportiveness, including being a good listener, having an open mind, and encouraging the other individual.

Gender Challenges at Work[i]

Adapted from "Pretzels" by Ruth Sidney Charney, The Responsive Classroom.

I read chapter 20 early because of a discussion on groupings in another course. Although I had some reservations about ability grouping, this chapter makes a strong case for gifted children. I've also wondered about having children skip a grade, and the chapter has made a strong case for the value of that approach. The many elements designed to help children, such as time management and teaching to needs. Although I've never heard the term compacting, it makes sense to teach students only those elements they need to learn and avoid repetition. I also like the idea of anchor activities, which students can complete independently in areas of need. Finally, the record keeping ideas looked useful.

Until reading chapter 21, I didn't really understand why assessment of gifted students might be more complicated than assessment of other students. I'm in the assessment course learning how to conduct assessments, but this overview of the problems is thought-provoking. I can see where the standards problem being that gifted students are beyond their grade standards, so what should the standards be? Plus, higher level thinking process may be more difficult to measure. Long term gains may be a challenge to identify. The multiple approaches to using performance-based measures and rubrics make sense. So multiple sources, triangulation, short and long term measures, and multiple modes (e.g., portfolios, standardized tests) should give an accurate picture. The curriculum can be evaluated as part of the process, but I can't help but wonder how realistic this complicated assessment process is. I do think that students can learn much by being involved in the assessment process and doing self-assessment, so I would want that to be part of the process.

The leadership elements of chapter 22 seem like they would apply to any leadership situation. I like the idea of the gifted coordinator as a myth dispeller. I hadn't thought of that, but that too could be an important role for any leader. The role of fund-raiser, model, and liaison also seem important. Perhaps one of the key ideas I feel like I understand is "Practitioners need to understand the core process of differentiation."

VanTassel-Baska, J., & Stambaugh, T. (2006). Comprehensive curriculum for gifted learners (3rd ed.) Boston: Allyn and Bacon.

TEACHING MODELS PAPER #3 Joan Aitken

Chapter 8 discussed the Renzullii Enrichment Triad Model and the Renzulli and Reis Schoolwide Enrichment Model.   I was very interested to read the three clusters of characteristics of successful people:  "above average intelligence, creativity, and task commitment" (p. 285).  One thing that always surprises  me is how many students don't seem to care about learning through discovery.  Most students don't seem to have curiosity like I would expect. 

The sample activities seem to work on a student's curiosity:  field trips, interact with professionals, simulations, identify problem of real concern, investigate a real problem, develop a new product (pp. 279-281).  I thought about working with research students on identifying a problem or question and investigating, which to me is a fascinating process.  I think this approach has great potential for gifted students because they can work on figuring out something real or creating something real through higher level thinking.  The processes of active student participation, no routine solution, sincere interest, using raw data, student as producer, and tangible product (p. 266) sound like the process we use in graduate research thesis and project courses. 

Chapter 12 discussed the Kohlberg model, the Williams' Teaching Strategies for Thinking and Feeling, and a promising new model:  Prism of Learning.

The Kohlberg Model of Discussions of Moral Dilemmas (pp. 409-448). I think the idea of ethical relativity has become more pervasive since Enron and all that beginning a downward spiral into the collapse of many US companies. I like the Kohlberg-type idea that when it comes to fundamental moral questions, there is a right answer and a wrong answer. Although I admit I'm pretty rules based, I feel quite clear about what is appropriate, responsible, honest academic behavior. As a teacher of graduate students conducting research, I am currently struggling with how to teach values. My field--communication studies-- has traditionally taken a social-improvement approach. Teachers in interpersonal communication study how people relate in hopes of improving relationships, for example. One area of research in recent years has been interpersonal deception. In general, contrary to what people believe, deception is pervasive,

For me, my main concern is that for graduate students who are about to embark on scholarly research, there is a clear right and wrong approach to academic integrity. A scientist in the US always gives credit to the source of ideas. Academic integrity means using one's own words and ideas and following the rules of to ensure integrity in advancing knowledge.

One of my colleagues told me that students are innocent, they just don't know what constitutes plagiarism. To which I said, "I volunteered in a special education class of 5th and 6th graders, who were being taught how to attribute ideas and information to sources. I don't think it's a problem of knowing what is right, but a moral dilemma of choosing to do what is wrong. Although this is nothing new--I started teaching years ago--I've never had students before who argued with me about it. One woman called me at home during dinner to say: "You're rude. I'm a customer, and you better treat me right." She's mad because she has to rewrite her plagiarized paper. In reality, she's lucky I caught it during the course so that she could revise it, because if I didn't figure it out until the end of the course, she'd have an "F." Two of the students have admitted they didn't read the material, fabricated their assignment, and submitted other people's work as their own, and they're response is that they did nothing wrong and it's my fault because I'm a bad teacher. Thus, Academic Integrity using the Kohlberg model became my topic for the curricular unit.

The Williams model was designed to improve student creativity and productivity.  The 18 strategies don't seem to contain anything new, but they are a reminder of how I tend to use certain methods and forget about using others.

The final model of Prism of Learning has "three dimensions:  (a) the environment, (b) competencies or outcomes for the learners, and (c) learning processes" (p. 435).  General capacities include remembering, creativity, reasoning or logic, metacognition, and intuition (p. 436).  Human abilities include social or humanitarian, emotional, mathematical or symbolic, scientific or natural, somatic or bodily, visual or spatial, auditory or sonance, verbal or linguistic, mechanical or technical, and spiritual abilities (pp. 437-438).  These categories of abilities seem more comprehensive than the ones I'm used to using.  Basically, it seems to be one more way of broadening the teacher's approach to teaching and the student's approach to learning. 

Maker, C. J., & Schiever, S. W. (2005). Teaching models in education of the gifted (3rd. ed.). Austin: Pro-ed.

Kohlberg Model of Discussions of Moral Dilemmas

At the end of the unit, students will have formulated a personal ethical approach to research consistent with American Psychological Association (APA), Park University Institutional Review Board (IRB), and Park University guidelines.

Advanced Research Unit

 Format for Gifted Curriculum Unit
UNIT DESCRIPTION

Each unit must contain all elements described in this format.

MISSOURI TEACHERS should align unit and activities with Show-Me Goals and Standards and also see the format for gifted curriculum guide on the DESE website at: www.dese.mo.gov/divimprove/gifted/curriculumguide.htm

Show-Me Standards Science
In Science, students in Missouri public schools will acquire a solid foundation which includes knowledge of
7. processes of scientific inquiry (such as formulating and testing hypotheses)
Show-Me Standards Performance
Approved as a final regulation by the Missouri State Board of Education, January 18, 1996
GOAL 1
Students in Missouri public schools will acquire the knowledge and skills to gather, analyze and apply information and ideas.
Students will demonstrate within and integrate across all content areas the ability to
1. develop questions and ideas to initiate and refine research

2. conduct research to answer questions and evaluate information and ideas
 

RELEVANT MASTER OF ARTS IN COMMUNICATION AND LEADERSHIP PROGRAM GOALS:

1. To develop a framework for ethical conduct in contemporary organizations.

RELEVANT COURSE LEARNING OUTCOME:

1. Analyze and evaluate research quality as a social scientist (e.g., method, design, ethics, statistical tests).

1.COVER PAGE

Joining the Culture of the Social Scientist: Ethical Dilemmas for Communication Research

Joan E. Aitken

November, 2009

Grade level: University Graduate Students

Model:

2.OVERVIEW/BACKGROUND

In this section, provide a brief orientation to the unit, including a statement about your school setting, the type community in which it is located and the type of gifted program in which you teach, resource room, self-contained, pull-out program etc. Any other information that would promote understanding of the unit should be added. Explain how the unit will differentiate curriculum for gifted learners using higher level thinking skills.

I teach at Park University, which is a small liberal arts college, with an extensive online and distance education program. Although I do not teach in a gifted program per se, we can assume at least some students enrolled in a graduate program in Communication and Leadership would qualify as gifted. I find that there is a wide diversity of student levels at Park, which require greater flexibility in my instruction. I've enrolled in courses for gifted certification to expand my certification--my "retirement plan"--but also to improve instruction and my ability to adapt to my students.

Until this point, I've simply told students what the rules are for ethical behavior--including APA style and Institutional Review Board requirements--when conducting research. Since having access to Turnitin plagiarism detection software, however, I have discovered that a number of graduate student copy and paste section of materials other people have written. I'm not looking for students who follow the rules to avoid getting caught, but ones who believe in the principles of academic integrity in the advancement of knowledge. These students will conduct a major independent research project as their capstone experience. They need to motivate themselves to follow ethical research practices in this project. Kohlberg (2008) discussed how there has been a tendency to believe that we simply "stamp" morality onto students according to rules of our culture, when in fact their values need to be internalized (p. 8). Kohlberg lays out these tasks:

"1. The empirical isolation of sequential stages in the development of moral thought.
2. The study of the relation of the development of moral thought to moral conduct and emotion.
3. The application of a stage analysis of moral judgment to subcultural differences as well as pathological deviance in moral orientations.
4. The isolation of the social forces and experiences required for the sequential development of moral orientations." (p. 8)

My concern prompted me to look for an approach to teaching the American Psychological Association rules of ethics through more of a self discovery approach. The quantitative research course I teach, which is designed to prepare students for that capstone research experience, seems to be the logical course to provide a unit for ethical development.

Because this issue is an area that can become emotionally charged, I sought strategies that would allow students to internalize moral development that aligns with APA expectations.

I decided I should do the following:

• Name the unit: "Joining the Culture of the Social Scientist."

• Provide a class discussion where a different student will lead each week's discussion.

• As suggested by a class member, provide discussion about consequences of unethical behavior.
   

I found the talent development plan idea (VanTassel-Baska & Stambaugh, 2006, p. 214).
 

3.INVOLVING THE FAMILY SYSTEM

This section should explain how you plan to inform the families of your students concerning the nature of the unit and the progress of the students. This section should address the expectations you have for family/home involvement in your unit. What type of home support do you expect and what type of home involvement?

4.DAILY OR WEEKLY PLANS

In this section, include the actual learning experiences or activities that will be done with the students. If the unit is being developed as a long-term activity (several months), describe the content that is to be covered on a weekly basis. If the unit is being developed as a short-term activity (one month or less) , describe the content that is to be covered on a daily basis. This is best accomplished by creating a calendar of events.

5.SAMPLE LESSON PLANS

Include one week (five) lesson plans from your unit. Include the content , process and product objectives.

To see the unit, go to http://onlineacademics.org/CA517/Ethics.htm

6.EVALUATION OF STUDENTS

In this section, include how you plan to evaluate the progress of your students. State the criteria as well as the methods to be used including sample instruments if possible.

Self evaluation (based on Vantassel-Baska & Stambaugh, 2006, p. 217-218).

How are you redirecting and prioritizing your own thinking based on the feelings associated with events and other people?

Although there are set standards based on University, IRB, and APA standards, some students chose not to comply. As a faculty member, I need to figure out how to change the student thinking so that they will chose behaviors that fall within the acceptable range.

How can you generate or emulate vivid emotions to clarify your emotions?

How will you capitalize on mood swings to take multiple points of view?

How will you use emotional states to facilitate problems solving and creativity?

"Reflective Regulation. One of the most advanced skills in the reflective regulation of emotions is the ability to ameliorate negative emotions and promote pleasant ones. A further component of reflective regulation is the ability to understand emotions without exaggerating or minimizing their importance (Mayer & Salovy, 1997). 'Truly satisfying experiences consist of doing, not just having. What fills life with happiness is the process of accomplishment, not simply accomplishments. Control over consciousness is not simply a cognitive skill. At least as much as intelligence, it requires the commitment of emotions and will (Csikszentmihalyi, 1991)."(Vantassel-Baska & Stambaugh, 2006, p. 220-221).

7.EVALUATION OF THE UNIT

In addition to evaluating the progress of students, you should plan an overall assessment of the success of the unit. This could include questionnaires to parents, teacher checklists and/or rating scales to be completed by students.

8.RESOURCES
 

Kohlberg, L. (2008, 1963 Reprint). The development of children’s orientations toward a moral order. Human Development, 51(1), 8-20. DOI: 10.1159/000112530

VanTassel-Baska, J., & Stambaugh, T. (2006). Comprehensive curriculum for gifted learners (3rd ed.) Boston: Allyn and Bacon.

Mayer, J. D., & Salovy, P. What is emotional intelligence? In P. Salovy & D. Sluyter (Eds.), Emotional development and emotional intelligence: Implications for educators (pp. 3-31). New York: Basic Books.

Csikszentmihalyi, M. (1991.) Flow: The psychology of optimal experience. New York: HarperCollins Publishers.

9.EXTENSION ACTIVITIES

Include activities to allow student to continue to explore and research topics beyond the unit.

Principles of Differentiation
1.Present content that is related to broad-based issues, problems, or themes.

The focus of this course is to prepare a quantitative research proposal. Each lesson is geared to the proposal preparation task for the next week. The proposal needs to be for a thesis (major research study, 5 credit hours), a project (a significant piece of work, 5 credit hours), or a reflection (a substantive synthesis, 2 credit hours). The capstone experience proposal allows for wide variation according to student interest, skills, and values.

2.Integrate multiple disciplines into an area of study.

Communication and Leadership is a multidisciplinary field. Students can draw from communication studies, public administration leadership, business administration leadership, psychology, sociology, and education.

3.Present comprehensive, reinforcing, mutually related experiences within an area of study.

Here are the related learning activities I previously designed for each class session.

4.Allow for the indepth learning of a self-selected topic.

5.Develop independent or self-selected topic.

6.Develop research skills and methods.

7.Focus on open-ended tasks.

8.Develop productive, complex, abstract and/or higher-level thinking.

9.Integrate basic and higher-level thinking skills within the curriculum.

10.Encourage the development of self-understanding, i.e., recognizing and using one's abilities, becoming self-directed, appreciating likenesses and differences between oneself and others.

11.Encourage the development of products that challenge existing ideas and produce new ones.

12.Encourage the development of products that use new and existing ideas and produce new ones.

13.Evaluate student outcomes by using appropriate and specific criteria through self-appraisal, criterion referenced and/or standardized instruments.

Checklist (VanTassel-Baska, & Stambaugh, 2006, p. 43)

Appropriate for Gifted Learners

2. Diversity.

3. Openness.

4. Integration.

5. Integration.

5. Substantive Learning.

6. Independence.

7. Complexity.

8. Transfer.

9. Depth.

10. Choice.

11. Creativity.

12. Peer Interaction.

13. Self and Social Understanding.

14. Communication Skills.

15. Timing.

16. Multiple Resources.

17. Accelerated-advanced Pacing.

18. Continuity.

19. Economy.

20. Challenge

See http://onlineacademics.org/ICOMM2/

This webpage based on course materials for the course SPECIAL ED 8391, University of Missouri -- Prof. Nancy Gerardy. Some content is directly quoted or closely adapted from the following course textbooks. Any publisher who would like material removed should contact us.

Maker, C. J., & Schiever, S. W. (2005). Teaching models in education of the gifted (3rd. ed.). Austin, TX: Pro-ed.

VanTassel-Baska, J., & Stambaugh, T. (2006). Comprehensive curriculum for gifted learners (3rd ed.) Boston: Allyn and Bacon.

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