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## A,C,D

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**A,C,D**Eliciting Advanced Achievement Through Abstract Thinking, Complexity, and Depth**Deletion is the “Key”**• “Instruction that is differentiated for highly able students must increase the complexity as well as the process by which the students learn… To accomplish elevated complexity, pretest students and then delete any known concepts and skills from the instruction. Time gained by the deletion makes it possible to respond to the students’ interest and readiness… Kingore, B (2004) Differentiation: Simplified, Realistic,and Effective**Dialogue between a Teacher and Bertie Kingore**“My Gifted students really don’t want to work. I get better responses from my regular classes.” “What might we do to elicit higher responses from these advanced students?” “More higher level thinking, more focus, more abstract thinking, more dedication, more depth, more complexity more technology…” “Be more specific.” “I use Blooms taxonomy.” What is wrong with the teachers answers? Kingore, B (2004) Differentiation: Simplified, Realistic,and Effective**The Problem**• The teacher lacks a specific approach or technique to lift students’ accomplishments. Kingore, B (2004) Differentiation: Simplified, Realistic, and Effective**The Solution**• “Teachers must first identify the specific elements of advanced achievements and high level responses in order to elicit them.” • “Identifying and defining elements of abstract thinking, complexity, and depth develop the terminology needed to differentiate curriculum for advanced gifted students.” Kingore, B (2004) Differentiation: Simplified, Realistic,and Effective**Elements of Advanced Achievement: Abstract Thinking,**Complexity, and Depth • HGT students need complex content that allows them to use their abstract thinking skills if they are going to stay engaged in their learning. • “Our students thrive on Intellectual challenges and in depth study. They are apathetic to content generalities and overviews.” Kingore, B (2004) Differentiation: Simplified, Realistic,and Effective**Providing the level of challenge for advanced learners can**be difficult and time consuming. • This process becomes manageable and effective when teachers define and integrate the elements of A,C,D to focus levels of study. • “This technique requires less intensive teacher preparation and simplifies management as it develops students’ independence and responsibility for continued learning.” Kingore, B (2004) Differentiation: Simplified, Realistic,and Effective**Examine the elements of Abstract Thinking, Complexity, and**Depth as well as Understanding the Elements of ACD • Think Pair and Share: • How you could use one of these elements of ACD to elicit advanced achievement in your classroom?**Quiz**• Examine the following images and identify which one is associated with each of the 12 elements of ACD.**Application**• Using ACD and Modified DBQ’s can help to elicit Advanced Achievement • A modified DBQ is a version of an the DBQ strategy used in AP classrooms • MDBQ’s Focus on critical thinking skills needed for college • MDBQ’s can be used in all content areas and can incorporate any of the elements of ACD**Modified DBQ Example**• Follow the directions on Activity 2.16 and Analyze the following documents to answer the following question in the MDBQ format • The United States served as a land of opportunity for most immigrants who came here. Assess the validity of this statement. • You have 45 minutes to complete the process • When you have finished post your Final Copy**Tips for using MDBQ’s**• Keep sources/documents reasonable • Have students use C-Notes to explore document/s for homework • Do not allow students to divide the labor, groups should analyze documents together • Can be group or individual • Use different color highlighters to monitor group participation • Start with one document as a class