Studies for Students who are Gifted (#7965040) 


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Course Standards
Name Description
G.K12.1.1.1a: Nature of Knowledge - Know: Locate and list the general divisions of knowledge, i.e., art, science, humanities, etc., and recognize integrated fields and disciplines.
G.K12.2.1.1b: The Nature of Questions - Understand: See potential for questions to explore broader aspects of knowledge, moving toward speculative and evaluative aspects.
G.K12.2.1.1c: The Nature of Questions - Perform: Recognize that questions connect disciplines and build better frameworks for thinking.
G.K12.2.1.1d: The Nature of Questions - Accomplish: Seek and use questions that connect divergent disciplines in order to expand understanding.
G.K12.2.1.2a: The Importance of Questions - Know: Identify and situate questions within a singular discipline’s method of inquiry.
G.K12.2.1.2b: The Importance of Questions - Understand: Analyze and synthesize questions that connect methods of inquiry in different disciplines.
G.K12.2.1.2c: The Importance of Questions - Perform: Order/categorize questions that link divergent disciplines and frame different inquiry methods.
G.K12.2.1.2d: The Importance of Questions - Accomplish: Use questions that frame inquiry within divergent disciplines in order to understand the links between and/or among the disciplines.
G.K12.2.1.3a: The Power of Questions - Know: Explain the function of questions within singular disciplines.
G.K12.2.1.3b: The Power of Questions - Understand: Understand the function of questions to connect multiple disciplines.
G.K12.2.1.3c: The Power of Questions - Perform: Demonstrate an initial use of questions to drive critical thought within a discipline.
G.K12.2.1.3d: The Power of Questions - Accomplish: Manifest an understanding of the integrative nature and function of questions that drive inquiry in multiple disciplines.
G.K12.2.2.1a: Question Creation - Know: Create questions that drive factual exploration within singular disciplines.
G.K12.2.2.1b: Question Creation - Understand: Unite questions that drive broader exploration within disciplines.
G.K12.2.2.1c: Question Creation - Perform: Manipulate ideas to create and organize questions that drive inquiry and connect divergent disciplines.
G.K12.2.2.1d: Question Creation - Accomplish: Use questions that link divergent disciplines to develop personal understandings of experiences.
G.K12.2.2.2a: Questions and Inquiry - Know: Explain the kind of information questions seek.
G.K12.2.2.2b: Questions and Inquiry - Understand: Explain how the questions limit and/or expand the nature of the exploration.
G.K12.2.2.2c: Questions and Inquiry - Perform: Use questions to refocus the nature of the inquiry.
G.K12.2.2.2d: Questions and Inquiry - Accomplish: Use questions to situate personal interest and background within the inquiry.
G.K12.2.3.1a: Questions Scrutinized - Know: Recognize the quality of questions (both identified and created) that frame singular disciplinary inquiry.
G.K12.2.3.1b: Questions Scrutinized - Understand: Explain the quality of questions (both identified and created) that work to expand inquiry into integrated disciplines.
G.K12.2.3.1c: Questions Scrutinized - Perform: Evaluate questions (both identified and created) as a regular component of personal research and exploration.
G.K12.2.3.1d: Questions Scrutinized - Accomplish: Explore the nature of questioning, always aware that better questions deliver the potential for more complete information.
G.K12.2.3.2a: Questions Revised - Know: Refine questions as directed so they explore a clearer line of inquiry within a single discipline.
G.K12.2.3.2b: Questions Revised - Understand: Synthesize questions as directed so they explore a clearer line of inquiry and integrate disciplines.
G.K12.2.3.2c: Questions Revised - Perform: Develop questions spontaneously and independently while conducting personal research and exploration.
G.K12.2.3.2d: Questions Revised - Accomplish: Refine questions as a general practice or characteristic of intellectual pursuit.
G.K12.4.1.1a: Problem Investigation - Know: Recognize multiple problems within a complex issue; poses research questions.
G.K12.4.1.1b: Problem Investigation - Understand: Categorize and prioritize identified problems within a complex issue; generate hypotheses.
G.K12.4.1.1c: Problem Investigation - Perform: Use established criteria to focus the problem statement and generate solutions.
G.K12.4.1.1d: Problem Investigation - Accomplish: Propose new avenues for research of existing and future related problems.
G.K12.4.1.2a: Multiple Perspectives - Know: Acknowledge diverse viewpoints of a problem.
G.K12.4.1.2b: Multiple Perspectives - Understand: Compare and contrast multiple perspectives of a problem.
G.K12.4.1.2c: Multiple Perspectives - Perform: Integrate multiple points of view into a problem statement.
G.K12.4.1.2d: Multiple Perspectives - Accomplish: Restructure the problem statement to reflect new perspectives.
G.K12.4.1.3a: Supportive Constructs - Know: Generate an effective argument on each side of a problem.
G.K12.4.1.3b: Supportive Constructs - Understand: Develop multiple supporting statements from different perspectives.
G.K12.4.1.3c: Supportive Constructs - Perform: Communicate supportive evidence convincingly in multiple formats.
G.K12.4.1.3d: Supportive Constructs - Accomplish: Defend, challenge, and articulate points of view using available resources; develop effective rebuttals.
G.K12.4.1.4a: Solution Finding - Know: Propose multiple solutions to a problem within varied categories (i.e., social, technological, educational, environmental, political).
G.K12.4.1.4b: Solution Finding - Understand: Establish and apply criteria for evaluation of solutions.
G.K12.4.1.4c: Solution Finding - Perform: Create original solutions and products based on evaluated criteria; analyze possible consequences and impacts; test conclusions to improve ideas.
G.K12.4.1.4d: Solution Finding - Accomplish: Extend solutions to aid in solving future problems; seek alternative innovative outcomes or solutions.
G.K12.4.1.5a: Creative Thinking - Know: Generate numerous and varied ideas to solve a real- world problem (fluency and flexibility).
G.K12.4.1.5b: Creative Thinking - Understand: Synthesize unique alternatives to solve a problem (originality).
G.K12.4.1.5c: Creative Thinking - Perform: Elaborate ideas through collaborative processes with colleagues.
G.K12.4.1.5d: Creative Thinking - Accomplish: Evaluate and modify ideas and products to improve usefulness.
G.K12.4.2.1a: Data Analysis - Know: Locate information and data sources relative to a complex, real-world problem.
G.K12.4.2.1b: Data Analysis - Understand: Make decisions about the usefulness of data to filter out extraneous information.
G.K12.4.2.1c: Data Analysis - Perform: Use a variety of tools and techniques to organize data to draw conclusive statements.
G.K12.4.2.1d: Data Analysis - Accomplish: Perform data analysis using tools of practicing professionals for a specific intent.
G.K12.4.2.2a: Forecasting Solutions - Know: Identify patterns within related facts and information.
G.K12.4.2.2b: Forecasting Solutions - Understand: Organize facts and information using various methods to predict potential outcomes.
G.K12.4.2.2c: Forecasting Solutions - Perform: Use forecasting tools to evaluate possible solutions.
G.K12.4.2.2d: Forecasting Solutions - Accomplish: Anticipate and plan for possible, probable, and preferable future outcomes.
G.K12.4.2.3a: Critical Thinking - Know: Distinguish between fact and opinion in a variety of sources.
G.K12.4.2.3b: Critical Thinking - Understand: Recognize bias and value statements in a variety of media.
G.K12.4.2.3d: Critical Thinking - Accomplish: Analyze, interpret, and synthesize details and facts to examine relationships, infer meanings, and predict outcomes.
G.K12.4.2.4a: Ethics - Know: Recognize the role of values in the development of attitudes about a complex problem.
G.K12.4.2.4b: Ethics - Understand: Use knowledge of recognized ethical standards of various stakeholders to formulate problem statements and solutions.
G.K12.4.2.4c: Ethics - Perfom: Use the value system most common to a field of study to evaluate solutions and products.
G.K12.4.2.4d: Ethics - Accomplish: Promote humane and respectful solutions to complex problems.
G.K12.4.3.1a: Evaluation - Know: Recognize existing knowledge and attitudes about a complex problem.
G.K12.4.3.1b: Evaluation - Understand: Analyze the impacts of existing knowledge and attitudes; identify personal assumptions and blind spots in approaching the problem.
G.K12.4.3.1c: Evaluation - Perform: Identify knowledge gaps and inconsistencies to challenge existing attitudes and beliefs.
G.K12.4.3.1d: Evaluation - Accomplish: Use multiple sources to affect change in generally accepted knowledge and attitudes.
G.K12.4.3.2a: Creative Methodology - Know: Recognize contributions of inventors and innovators in multiple fields of accomplishment.
G.K12.4.3.2b: Creative Methodology - Understand: Analyze and/or replicate methods used by creators and problem solvers in multiple fields.
G.K12.4.3.2c: Creative Methodology - Perform: Create original products using various inventive strategies.
G.K12.4.3.2d: Creative Methodology - Accomplish: Design original problem solving models for use in specific situations.
G.K12.4.3.2e: Creative Methodology - Know: Identify a variety of problem solving methods.
G.K12.4.3.2f: Creative Methodology - Understand: Differentiate the effectiveness of problem solving methods in a variety of settings.
G.K12.4.3.2g: Creative Methodology - Perform: Apply appropriate methodologies for problem solving based on their usefulness.
G.K12.4.3.2h: Creative Methodology - Accomplish: Reflect on adequacy of inventive processes and problem solving in various disciplines.
G.K12.4.3.3a: Communication - Know: Identify stakeholders within a complex problem.
G.K12.4.3.3b: Communication - Understand: Use multiple tools and techniques to target identified audiences; use precise language to explain positions.
G.K12.4.3.3c: Communication - Perform: Use information about the stakeholders to develop convincing arguments to support solutions.
G.K12.4.3.3d: Communication - Accomplish: Advocate convincingly to diverse audiences using sophisticated techniques (oral, written, technological) appropriate to the field and audience.
G.K12.7.1.1a: Audience Recognition - Know: Identify an authentic audience based on set criteria related to a specific topic.
G.K12.7.1.1b: Audience Recognition - Understand: Communicate recognition of audience members’ strengths and needs.
G.K12.7.1.1c: Audience Recognition - Perform: React and refine performance based on audiences’ strengths and needs.
G.K12.7.1.1d: Audience Recognition - Accomplish: Communicate intentional reaction to subtle and overt feedback from audience.
G.K12.7.1.2a: Communication - Know: Prepare and execute practiced performance to communicate ideas.
G.K12.7.1.2b: Communication - Understand: Integrate ideas with visual supports to emphasize key point(s) in a performance.
G.K12.7.1.2c: Communication - Perform: Identify personal presentation style and adapt that style to different purposes, moods, tones.
G.K12.7.1.2d: Communication - Accomplish: Demonstrate evidence of refining a performance to communicate personal style.
G.K12.7.1.3a: Advanced Presentation - Know: Use advanced language and symbol systems to communicate ideas.
G.K12.7.1.3b: Advanced Presentation - Understand: Evaluate the personal preferences of others related to language and symbol systems.
G.K12.7.1.3c: Advanced Presentation - Perform: Evaluate self in the area of presentation, language, and symbol systems.
G.K12.7.1.3d: Advanced Presentation - Accomplish: Based on evaluation, revise and adapt presentation, language, and symbol systems for specific and various audiences.
G.K12.7.1.4a: Problem Solving - Know: Create product to solve a problem or communicate a perspective.
G.K12.7.1.4b: Problem Solving - Understand: Use strategies or tools of persuasion to resolve an issue or communicate a perspective.
G.K12.7.1.4c: Problem Solving - Perform: Create specific strategies targeted at opposing viewpoints/perspectives.
G.K12.7.1.4d: Problem Solving - Accomplish: Address critics with prepared, defensible arguments that effectively defend solutions.
G.K12.7.2.1a: Inventive Thinking - Know: Generate ways to improve an existing product using two related sources.
G.K12.7.2.1b: Inventive Thinking - Understand: Create an original product for a specific audience using inductive and deductive reasoning.
G.K12.7.2.1c: Inventive Thinking - Perform: Create a product with defined rationale using multiple sources from varied fields or disciplines.
G.K12.7.2.1d: Inventive Thinking - Accomplish: Create and defend a product using multiple sources that can be used in and across fields/disciplines.
G.K12.7.2.2a: Metaphorical Promotion - Know: Create a statement or product using two related ideas to strengthen the message.
G.K12.7.2.2b: Metaphorical Promotion - Understand: Illustrate a new concept using two or more related ideas innovatively.
G.K12.7.2.2c: Metaphorical Promotion - Perform: Create two seemingly unrelated or opposing ideas to reflect an in-depth understanding of an issue, concept, or principle.
G.K12.7.2.2d: Metaphorical Promotion - Accomplish: Incorporate multiple sources from varied perspectives to create and test a novel theory.
G.K12.7.2.3a: Praxis - Know: Generate multiple solutions to a given problem.
G.K12.7.2.3b: Praxis - Understand: Generate a new, personal concept by synthesizing multiple solutions and multiple perspectives.
G.K12.7.2.3c: Praxis - Perform: Create a new personal theory by synthesizing multiple solutions and perspectives that can be applied to a different field of study.
G.K12.7.2.3d: Praxis - Accomplish: Critique or defend a personal theory based on evidence from multiple sources and multiple perspectives.
MA.K12.MTR.1.1: Actively participate in effortful learning both individually and collectively.  

Mathematicians who participate in effortful learning both individually and with others: 

  • Analyze the problem in a way that makes sense given the task. 
  • Ask questions that will help with solving the task. 
  • Build perseverance by modifying methods as needed while solving a challenging task. 
  • Stay engaged and maintain a positive mindset when working to solve tasks. 
  • Help and support each other when attempting a new method or approach.

 

Clarifications:
Teachers who encourage students to participate actively in effortful learning both individually and with others:
  • Cultivate a community of growth mindset learners. 
  • Foster perseverance in students by choosing tasks that are challenging. 
  • Develop students’ ability to analyze and problem solve. 
  • Recognize students’ effort when solving challenging problems.
MA.K12.MTR.2.1: Demonstrate understanding by representing problems in multiple ways.  

Mathematicians who demonstrate understanding by representing problems in multiple ways:  

  • Build understanding through modeling and using manipulatives.
  • Represent solutions to problems in multiple ways using objects, drawings, tables, graphs and equations.
  • Progress from modeling problems with objects and drawings to using algorithms and equations.
  • Express connections between concepts and representations.
  • Choose a representation based on the given context or purpose.
Clarifications:
Teachers who encourage students to demonstrate understanding by representing problems in multiple ways: 
  • Help students make connections between concepts and representations.
  • Provide opportunities for students to use manipulatives when investigating concepts.
  • Guide students from concrete to pictorial to abstract representations as understanding progresses.
  • Show students that various representations can have different purposes and can be useful in different situations. 
MA.K12.MTR.3.1: Complete tasks with mathematical fluency. 

Mathematicians who complete tasks with mathematical fluency:

  • Select efficient and appropriate methods for solving problems within the given context.
  • Maintain flexibility and accuracy while performing procedures and mental calculations.
  • Complete tasks accurately and with confidence.
  • Adapt procedures to apply them to a new context.
  • Use feedback to improve efficiency when performing calculations. 
Clarifications:
Teachers who encourage students to complete tasks with mathematical fluency:
  • Provide students with the flexibility to solve problems by selecting a procedure that allows them to solve efficiently and accurately.
  • Offer multiple opportunities for students to practice efficient and generalizable methods.
  • Provide opportunities for students to reflect on the method they used and determine if a more efficient method could have been used. 
MA.K12.MTR.4.1: Engage in discussions that reflect on the mathematical thinking of self and others. 

Mathematicians who engage in discussions that reflect on the mathematical thinking of self and others:

  • Communicate mathematical ideas, vocabulary and methods effectively.
  • Analyze the mathematical thinking of others.
  • Compare the efficiency of a method to those expressed by others.
  • Recognize errors and suggest how to correctly solve the task.
  • Justify results by explaining methods and processes.
  • Construct possible arguments based on evidence. 
Clarifications:
Teachers who encourage students to engage in discussions that reflect on the mathematical thinking of self and others:
  • Establish a culture in which students ask questions of the teacher and their peers, and error is an opportunity for learning.
  • Create opportunities for students to discuss their thinking with peers.
  • Select, sequence and present student work to advance and deepen understanding of correct and increasingly efficient methods.
  • Develop students’ ability to justify methods and compare their responses to the responses of their peers. 
MA.K12.MTR.5.1: Use patterns and structure to help understand and connect mathematical concepts. 

Mathematicians who use patterns and structure to help understand and connect mathematical concepts:

  • Focus on relevant details within a problem.
  • Create plans and procedures to logically order events, steps or ideas to solve problems.
  • Decompose a complex problem into manageable parts.
  • Relate previously learned concepts to new concepts.
  • Look for similarities among problems.
  • Connect solutions of problems to more complicated large-scale situations. 
Clarifications:
Teachers who encourage students to use patterns and structure to help understand and connect mathematical concepts:
  • Help students recognize the patterns in the world around them and connect these patterns to mathematical concepts.
  • Support students to develop generalizations based on the similarities found among problems.
  • Provide opportunities for students to create plans and procedures to solve problems.
  • Develop students’ ability to construct relationships between their current understanding and more sophisticated ways of thinking.
MA.K12.MTR.6.1: Assess the reasonableness of solutions. 

Mathematicians who assess the reasonableness of solutions: 

  • Estimate to discover possible solutions.
  • Use benchmark quantities to determine if a solution makes sense.
  • Check calculations when solving problems.
  • Verify possible solutions by explaining the methods used.
  • Evaluate results based on the given context. 
Clarifications:
Teachers who encourage students to assess the reasonableness of solutions:
  • Have students estimate or predict solutions prior to solving.
  • Prompt students to continually ask, “Does this solution make sense? How do you know?”
  • Reinforce that students check their work as they progress within and after a task.
  • Strengthen students’ ability to verify solutions through justifications. 
MA.K12.MTR.7.1: Apply mathematics to real-world contexts. 

Mathematicians who apply mathematics to real-world contexts:

  • Connect mathematical concepts to everyday experiences.
  • Use models and methods to understand, represent and solve problems.
  • Perform investigations to gather data or determine if a method is appropriate. • Redesign models and methods to improve accuracy or efficiency. 
Clarifications:
Teachers who encourage students to apply mathematics to real-world contexts:
  • Provide opportunities for students to create models, both concrete and abstract, and perform investigations.
  • Challenge students to question the accuracy of their models and methods.
  • Support students as they validate conclusions by comparing them to the given situation.
  • Indicate how various concepts can be applied to other disciplines.
ELA.K12.EE.1.1: Cite evidence to explain and justify reasoning.
Clarifications:
K-1 Students include textual evidence in their oral communication with guidance and support from adults. The evidence can consist of details from the text without naming the text. During 1st grade, students learn how to incorporate the evidence in their writing.

2-3 Students include relevant textual evidence in their written and oral communication. Students should name the text when they refer to it. In 3rd grade, students should use a combination of direct and indirect citations.

4-5 Students continue with previous skills and reference comments made by speakers and peers. Students cite texts that they’ve directly quoted, paraphrased, or used for information. When writing, students will use the form of citation dictated by the instructor or the style guide referenced by the instructor. 

6-8 Students continue with previous skills and use a style guide to create a proper citation.

9-12 Students continue with previous skills and should be aware of existing style guides and the ways in which they differ.

ELA.K12.EE.2.1: Read and comprehend grade-level complex texts proficiently.
Clarifications:
See Text Complexity for grade-level complexity bands and a text complexity rubric.
ELA.K12.EE.3.1: Make inferences to support comprehension.
Clarifications:
Students will make inferences before the words infer or inference are introduced. Kindergarten students will answer questions like “Why is the girl smiling?” or make predictions about what will happen based on the title page. Students will use the terms and apply them in 2nd grade and beyond.
ELA.K12.EE.4.1: Use appropriate collaborative techniques and active listening skills when engaging in discussions in a variety of situations.
Clarifications:
In kindergarten, students learn to listen to one another respectfully.

In grades 1-2, students build upon these skills by justifying what they are thinking. For example: “I think ________ because _______.” The collaborative conversations are becoming academic conversations.

In grades 3-12, students engage in academic conversations discussing claims and justifying their reasoning, refining and applying skills. Students build on ideas, propel the conversation, and support claims and counterclaims with evidence.

ELA.K12.EE.5.1: Use the accepted rules governing a specific format to create quality work.
Clarifications:
Students will incorporate skills learned into work products to produce quality work. For students to incorporate these skills appropriately, they must receive instruction. A 3rd grade student creating a poster board display must have instruction in how to effectively present information to do quality work.
ELA.K12.EE.6.1: Use appropriate voice and tone when speaking or writing.
Clarifications:
In kindergarten and 1st grade, students learn the difference between formal and informal language. For example, the way we talk to our friends differs from the way we speak to adults. In 2nd grade and beyond, students practice appropriate social and academic language to discuss texts.
ELD.K12.ELL.SI.1: English language learners communicate for social and instructional purposes within the school setting.



General Course Information and Notes

General Notes

Academic rigor is more than simply assigning to students a greater quantity of work. Through the application, analysis, evaluation, and creation of complex ideas that are often abstract and multi-faceted, students are challenged to think and collaborate critically on the content they are learning.

Students who are gifted have learning needs that go beyond what is traditionally offered in the regular classroom.  The nature of their abilities, demonstrated or latent, requires differentiated learning experiences and opportunities for them to maximize their potential. Teachers need to develop the depth and quality of their students’ experiences while adjusting the pace to meet individual needs.

This gifted course has been designed for the teacher to select and teach only the appropriate standards corresponding to a student’s individual instructional needs.

Major Concepts/Content. The purpose of this course is to provide appropriately individualized curricula for students who are gifted.

The content should include, but not be limited to the following:

  • develop critical thinking and inquiry skills
  • independent learning
  • examine the complexity of knowledge
  • application of acquired knowledge
  • develop problem solving skills
  • high-level communication
  • create/deliver quality products
  • self-awareness

English Language Development ELD Standards Special Notes Section:
Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate for social and instructional purposes within the school setting. For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success. The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL’s need for communication and social skills. To access an ELL supporting document which delineates performance definitions and descriptors, please click on the following link: https://cpalmsmediaprod.blob.core.windows.net/uploads/docs/standards/eld/si.pdf

 


VERSION REQUIREMENTS

Instructional Practices

Teaching from well-written, grade-level instructional materials enhances students’ content area knowledge and also strengthens their ability to comprehend longer, complex reading passages on any topic for any reason. Using the following instructional practices also helps student learning:

1. Reading assignments from longer text passages as well as shorter ones when text is   extremely complex.

2. Making close reading and rereading of texts central to lessons.

3. Asking high-level, text-specific questions and requiring high-level, complex tasks and assignments.

4. Requiring students to support answers with evidence from the text.

5. Providing extensive text-based research and writing opportunities (claims and evidence).

Special Note

This entire course may not be mastered in one year. A student may earn multiple credits in this course. The particular course requirements that the student should master to earn each credit must be specified on an individual basis.

Instructional activities used to meet course requirements and address individual student needs may occur in schools, communities, museums, institutions of higher education, or other appropriate scientific or cultural organizations. Instruction in these settings may require that students acquire specialized knowledge and skills, including the use of advanced technology, special tools, and equipment; terminology; and methodologies essential to the student’s research.

It is necessary to implement a combination of research-based standards and strategies that have been proven successful in accelerating the educational development of gifted students. The instructional approaches should meet the needs of each student based on results of individual portfolios, assessments, and progress monitoring.


General Information

Course Number: 7965040 Course Path: Section: Exceptional Student Education > Grade Group: Senior High and Adult > Subject: Gifted >
Abbreviated Title: STUDIES STUS GIFTED
Number of Credits: Multiple credits
Course Type: Elective Course Course Level: 3
Course Status: Draft - Course Pending Approval



Educator Certifications

Gifted Endorsement


Qualifications

Certificate holder must be certified in the academic subject area being taught, in addition to the Gifted Endorsement requirement.


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