A major philosophical tenet of programs and services for gifted learners relates to the creation of an “appropriate challenge” for these students within the general curriculum. Creating a challenge for gifted learners might be easy to define in concept and harder to execute pragmatically. This series will present The Depth and Complexity Model as a tangible and concrete strategy for modifying, adapting, and/or tailoring the curriculum to meet the needs, interests, and abilities of gifted learners. Participants will be introduced to a set of prompts that serve as key words for digging into content in many and varied ways. The prompts of depth and complexity will be integrated into teacher’s core content as well as current events to create extensions and enrichment experiences for gifted learners. The series will also discuss how the prompts can be used as a means of creating opportunities for ALL learners to engage and develop the dispositions of a scholar.
Participants are encouraged to bring their curriculum to the series and will leave with a set of “challenge” tasks to extend the learning for gifted students. We will also discuss how the prompts of depth and complexity can be integrated into other curriculum elements such as Big Ideas, Universal Concepts, and Thinking Like a Disciplinarian.
Audience: Certified Teachers, Instructional Coaches and Administrators
Location: Remote Learning through the Pima County School Superintendent’s Office; 200 N. Stone Avenue Tucson, Arizona 85701
Jessica Manzone has worked at USC in various capacities for the last 13 years. Jessica is currently an Adjunct Assistant Professor in the Masters of the Art in Teaching Program at the Rossier School of Education. Jessica currently works as a Research Assistant on two U.S. Department of Education grants with Dr. Sandra Kaplan in the field of curriculum development and gifted education. Jessica has been a primary teacher and instructional coach in Baltimore City, Maryland and currently works with districts across the country on creating integrated units of study.
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