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Changing Tomorrow 2
Leadership Curriculum for High-Ability Middle School Students (Grades 6-8)
Joyce VanTassel-Baska, Linda Avery
- 130 pages
- English
- ePUB (adapté aux mobiles)
- Disponible sur iOS et Android
Changing Tomorrow 2
Leadership Curriculum for High-Ability Middle School Students (Grades 6-8)
Joyce VanTassel-Baska, Linda Avery
Ă propos de ce livre
A well-rounded curriculum needs to address the more formalized development of leadership abilities that will ensure that young people acquire the knowledge and skills essential to assuming leadership roles. Changing Tomorrow 2: Leadership Curriculum for High-Ability Students offers instructional activities for high-ability middle school students based on the Common Core State Standards that emphasize critical and creative thinking skills and gives gifted students an opportunity to apply these skills in an integrative and substantive way. This book includes 11 lessons that address leadership skill development and assignments that require students to research and compile biographical information on seven influential men and women drawn from multiple disciplines and diverse backgrounds. Instructional questions, pre- and postassessments, and appropriate rubrics are also included.Grades 6-8
Foire aux questions
Informations
Part I
Introduction to the Unit
Introduction and Overview of the Unit
Rationale
- ⟠Biographical studies: The unit uses the biographies of seven leaders drawn from a cross-section of fields to showcase the abilities, skills, and mindsets correlated with leadership practice. These individual case studies can serve as role models for students. Diversity in gender and race was a factor in their selection as was the level of contribution each has made to date.
- ⟠Generalizations about the concept of leadership: Based on the Taba (1962) Model of Concept Development, the unit is built around eight generalizations about leadership. These generalizations were culled from the theoretical and research base on the construct. Although there are myriad generalizations that can be articulated, the authors crafted these eight with an eye toward their prevalence in the professional literature and their salience for the age of the target population. The generalizations are included in Handout 1.1: Generalizations About Leadership, which is found in Lesson 1.
- ⟠Ideas and exercises adapted from contemporary leadership literature: The unit incorporates ideas and activities that have been adapted from a variety of materials and training guides on how to teach leadership skills. These application exercises have been tailored to high-ability students in middle school.
Unit and Lesson Structure
Technology Requirements
Adapting the Unit for Local Needs
- ⟠The biographical research can be done as an in-class activity. In most instances, this will add another period to the length of the whole lesson. In districts where home access to computers is limited and public libraries are not easily accessible, this adaptation would still allow the unit to be taught. If done as an in-class activity, the number of elements students have to document should be reduced from five to three.
- ⟠The task requirements for the completion of the Biographical Charts by students can be stratified. The preferred model is that all students complete all assigned elements in the Biographical Chart. If this is too time-consuming and/or too repetitive, students can take responsibility for different elements in the chart. All students should read or view all of the material assigned for the research, but the time allocated to documenting the knowledge regarding a leaderâs life story can be reduced with this approach.
- ⟠The unit is designed for consecutive sequencing in the curriculum, and Parts I and II of each lesson should be delivered back to back. However, in some lessons, there can be spacing between Parts II and III without great loss in instructional continuity.
- ⟠Journal writing, which is typically found in Part IV of the lessons, can be done as homework. Teachers can preselect the questions they wish students to explore.
Three Clarifications to Facilitate Unit Implementation
- ⟠There is a section included on the Teachersâ Rap Sheet that is omitted on the studentâs blank Biographical Chart for each leader studied. The section is called Lasting Impact and Contributions. In the set of questions provided in Part II of each of the biographical lessons, there is a question asking students to identify these for each leader studied. Students were not asked to document this information as part of the homework because the intent is to get them to think on their feet during class to respond to this prompt.
- ⟠The Internet research on the seven leaders studied is the primary basis for homework in the unit. In order to help students budget their time for conducting this research, teachers may want to distribute the full list of leaders studied, the recommended websites, and the due dates for completion of the Biographical Charts at the end of the first class session. This will ensure that students have plenty of time to complete the homework before each new lesson is started.
- ⟠There is intentional overlap on some of the Internet sites to which students are directed; their rereading of biographical material is designed to reinforce it in their memory banks. Although students are not tested on these biographical details, they need to have a fairly comprehensive knowledge of each leaderâs life story in order to construct responses to the questions pondered in the in-class discussions and in journal entries.
Curriculum Framework: Goals and Outcomes of Changing Tomorrow 2
- To provide role models for young people that will inspire leadership by example as an encouragement to seek and fulfill leadership roles and responsibilities for themselves. Students will be able to:
- â conduct biographical research on leaders using the Internet,
- â identify and evaluate the characteristics and skills of various leaders, and
- â synthesize the factors that contribute to effective leadership, including the talent development process.
- To develop skills in communication and collaboration to deepen student understanding of the complex demands and challenges of leadership. Students will be able to:
- â develop listening skills that promote their understanding of other perspectives,
- â articulate their ideas in written and oral form, and
- â work individually and in multiple group settings to carry out an agenda or execute a sophisticated task demand requiring more than one personâs effort.
- To understand the construct of leadership as it manifests within and across various fields of human endeavor. Students will be able to:
- â construct a definition of leadership,
- â elaborate on team-building and conflict resolution skills as dimensions of effective leadership, and
- â apply leadership knowledge and/or skills to real-world problem resolution.
- To develop metacognitive skills that will strengthen leadership capacity-building. Students will be able to:
- â articulate the skill sets and habits of mind of past and present leaders,
- â create products that reflect an understanding of leadership expectations and/or apply and assess selected leadership skills in carrying out multilayered task demands, and
- â reflect on their own leadership strengths and weaknesses through the creation of a personal profile.
Alignment of the Changing Tomorrow Series With National Standards
Alignment to the NAGC Pre-K-Grade 12 Gifted Education Programming Standards in Curriculum and Assessment
- ⟠Scope and sequence development: The Changing Tomorrow units offer a set of interrelated emphases/activities for use across grades 4â12, with a common format and within a key concept on leadership with interrelated generalizations.
- ⟠Use of differentiation strategies: The authors used the central differentiation strategies emphasized in the standards, including critical and creative thinking, problem solving, inquiry, research, and concept development.
- ⟠Use of acceleration/advancement techniques, including performance preand postassessments, formative assessment, and portfolios: The authors used all of these strategies as well as advanced research skills to ensure a high level of challenge for gifted and advanced students.
- ⟠Adaptation or replacement of the core curriculum: The project extends the Common Core State Standards by ensuring that gifted learners master them and then go beyond them in key ways. Some standards are mastered earlier (e.g., reading and language skills), while others are practiced at higher levels of skill and concept in these leadership units.
- ⟠Use of culturally sensitive curriculum approaches leading to cultural competency: The authors have employed international and American multicultural leaders to ensure that students have an appreciation for the contributions of different cultures to our world today.
- ⟠Use of research-based materials: The authors have included models and techniques found to be highly effective with gifted learners in enhancing critical thinking, text analysis, and persuas...
Table des matiĂšres
- Cover
- Half Title
- Title Page
- Copyright Page
- Table of Contents
- Part I: Introduction to the Unit
- Part II: Pre- and Postassessments and Rubric
- Part III: Lessons
- References
- Part IV: Appendices
- About the Authors
- Common Core State Standards Alignment