Shawnee Mission School District
Middle School Course Syllabus
CourseTitle / SEEK :Students Examining and Experiencing Knowledge / Teacher: Cassie Shonfelt
Number / 0132/133 / School: Trailridge Middle School
Department / SPED / Years: 2013-2015
Course
Description / This course is designed for the identified gifted student and is curriculum differentiation above and beyond what is offered in the general education classroom. While students pursue their individual interests and talents, they will enhance their creative, critical thinking skills, and problem-solving skills, and hone the independent study and research competencies needed to be effective self-directed learners. Verbal and non-verbal communication and leadership abilities will also be refined while students’ social and emotional needs are supported. Students will be evaluated on their ability to communicate and set personal goals for their future, utilizing their individual strengths, interests, and leadership skills.
Primary
Objectives / The student will:
1. Demonstrate a thorough knowledge of creative thinking skills to include fluency, flexibility, originality, elaboration, evaluation and meta cognitive skills
2. Apply creative thinking skills through individual skill development and independent study as well as by participation in Future Problem Solving Program
3. Demonstrate knowledge of critical and higher level thinking skills using Bloom’s Taxonomy
4. Apply critical thinking skills through the reading of persuasive and interpretive text
5. Apply critical thinking skills through independent research project(s), Future Problem Solving Program, and debate
6. Demonstrate knowledge of the problem solving process (brainstorm all problems, select “the problem,” brainstorm all solutions, select the best solution, develop an action plan for the chosen solution)
7. Apply problem solving skills through participation in the Future Problem Solving Program, a community or global based problem solving group project, and through independent study
8. Demonstrate an understanding of psychology (how the mind works, especially in relation to the social and emotional needs of gifted learners) and apply that knowledge in personal skill development
9. Demonstrate an understanding of sociology (how individuals interact with others according to their culture), and apply that knowledge in personal skill development
10. Increase self-awareness/self-actualizing potential and develop a personal plan for applying these skills
11. Develop a thorough knowledge of leadership skills that includes: establishing vision (goal setting), effective communication, culture of collaboration/teamwork, decision making, pacing, and measurement of progress
12. Demonstrate leadership skills through the completion of a community or global based problem solving group project
13. Demonstrate effective verbal communication through the development of presentation skills
14. Use discussion techniques to demonstrate knowledge of effective verbal communication, i.e., Socratic, Inquiry)
15. Use debate as a means to demonstrate effective verbal communication skills
16. Demonstrate non-verbal communication skills through a variety of teacher and student selected methods (PowerPoint, graphic organizers, advertising/marketing, effective and appropriate body language)
17. Interact with others in ways that demonstrate an understanding of active listening, and the role of body language in non-verbal communication
18. Complete an independent study project that incorporates research, creative and critical thinking, a product, and a self-evaluation of the independent study
2011-2012
MaterialsUsed / Future Problem Solving Program International materials
Community Problem Solving Handbook
7 Habits of Highly Effective Teens by Sean Covey
The Complete Guide to Service Learning by Cathryn Berger Kaye
Junior Great Books, Series 7-9
Center for Gifted Education at the College of William & Mary curriculum materials
I-Search project format
Classic novels and short stories
Competitive Debate: The Official Guide by Richard Edwards
Model United Nations Handbook
Year 1
TOPIC QUARTER
Problem Solving and Affective Skill Development 1st Quarter
Individual Skill Development “Know Thyself”
Week 1
Know Thyself Activity: Personality Profile
“Seven Habits of Highly Effective Teens” – Habit 1: Be Proactive
Week 2
Know Thyself Activity: Goal Setting and Career Inventory
“Seven Habits of Highly Effective Teens” –Habit 2: Begin with the End in Mind
Week 3
Know Thyself Activity: Time Management, Organization, and Study Skills
“Seven Habits of Highly Effective Teens” – Habit 3: Put Frist Things First
Week 4
Know Thyself Activity: Emotional IQ
“Seven Habits of Highly Effective Teens” – Habit 4: Think Win-Win
Problem Solving – Future Problem Solving
Week 5
Overview of FPS
Vocabulary/Terms
Discussion questions
Weeks 6-7
Article summaries
Bibliography of Additional Research
Questions & Answers over article summary
Weeks 8-9
Future Scene Scenario (Fuzzy)
Steps 1-3 of the 6-Step Problem Solving Process
TOPIC QUARTER
Problem Solving and Affective Skill Development 2nd Quarter
Individual Skill Development “Know Thyself”
Week 1
Know Thyself Activity: Multiple Intelligence/IQ
“Seven Habits of Highly Effective Teens” – Habit 5: Seek First to Understand, Then to be Understood
Week 2
Know Thyself Activity: Learning Styles
“Seven Habits of Highly Effective Teens” – Habit 6: Synergize
Week 3
Know Thyself Activity: Stress Management
“Seven Habits of Highly Effective Teens” – Habit 7: Sharpen the Saw
Week 4
Know Thyself Activity: Creation and Synthesizing Portfolio
Week 5
Know Thyself Activity: Portfolio Presentation & Self-Evaluation
Problem Solving – Future Problem Solving
Weeks 6-7
Steps 4-6 of the 6-Step Problem Solving Process
Weeks 8-9
Evaluation of Global Issues
Problem Solving booklet
TOPIC QUARTER
Community Problem Solving and
Individualized Curriculum (IEP Goals) 3rd Quarter
Leadership: Student-Driven Service-Learning Project
Weeks 1-5
Identify an Issue, Problem, or Concern
Personal Inventory (CGtSL p. 33)
Taking Action in Our Community (CGtSL p. 34)
Area of concerns (CmPS p. 3-16)
Research the Issue (Outline/summary)
Taking Action in Our Community (CGtSL p. 34)
Area of concerns (CmPS p. 3-16
Construct a Vision – (Underlying Problem – Vision Statement)
Service Learning Proposal (CGtSL p.35)
Present the results of the research and create a vision for input and approval to pursue partnerships
Individualized Curriculum (IEP Goals)
Weeks 6-9
Students work on IEP goals and independent projects in an area of interest, enrichment and/or need.
TOPIC QUARTER
Community Problem Solving and
Individualized Curriculum (IEP Goals) 4th Quarter
Leadership: Student-Driven Service-Learning Project
Weeks 1-4
Create a Collaborative Partnership
As a team:
Task Assignment Form p. 4-6
Individual Task Assessment Form p. 4-7
Within the Community/Across the Globe:
Community Contact Information (CGtSL p. 43)
Community Response Form (CGtSL p. 44)
Develop an Action Plan
Action Plan – from Covey’s Habit 6 “How to do an Action Plan”
Step 6 – Develop an Action Plan (CmPS)
Individualized Curriculum (IEP Goals)
Weeks 5-9 Students work on IEP goals and independent projects in an area of interest and/or need.
. Year 2
TOPIC QUARTER
Problem Solving and Individualized Curriculum (IEP Goals) 1st Quarter
Individualized Curriculum (IEP Goals)
Weeks 1-4
Students work on IEP goals and independent projects in an area of interest, enrichment and/or need.
Problem Solving – Future Problem Solving
Week 5
Overview of FPS
Vocabulary/Terms
Discussion questions
Weeks 6-7
Article summaries
Bibliography of Additional Research
Questions & Answers over article summary
Weeks 8-9
Future Scene Scenario (Fuzzy)
Steps 1-3 of the 6-Step Problem Solving Process
TOPIC QUARTER
Problem Solving and Individualized Curriculum (IEP Goals) 2nd Quarter
Individualized Curriculum (IEP Goals)
Weeks 1-5
Students work on IEP goals and independent projects in an area of interest, enrichment and/or need.
Problem Solving – Future Problem Solving
Weeks 6-7
Steps 4-6 of the 6-Step Problem Solving Process
Weeks 8-9
Evaluation of Global Issues
Problem Solving booklet
TOPIC QUARTER
Leadership: Community Problem Solving & Debate 3rd Quarter
Leadership: Community Problem Solving
(Student-Driven Service-Learning Project)
Weeks 1-2
Identify an Issue, Problem, or Concern
Personal Inventory (CGtSL p. 33)
Taking Action in Our Community (CGtSL p. 34)
Area of concerns (CmPS p. 3-16)
Weeks 3-4
Research the Issue (Outline/summary)
Taking Action in Our Community (CGtSL p. 34)
Area of concerns (CmPS p. 3-16
Week 5
Construct a Vision – (Underlying Problem – Vision Statement)
Service Learning Proposal (CGtSL p.35)
Present the results of the research and create a vision for input and approval to pursue partnerships
Weeks 6-9 Debate
TOPIC QUARTER
Leadership: Community Problem Solving & Debate 4th Quarter
Leadership: Community Problem Solving
(Student-Driven Service-Learning Project)
Weeks 1-2
Create a Collaborative Partnership
As a team:
Task Assignment Form p. 4-6
Individual Task Assessment Form p. 4-7
Within the Community:
Community Contact Information (CGtSL p. 43)
Community Response Form (CGtSL p. 44)
Weeks 3-4
Develop an Action Plan
Action Plan – from Covey’s Habit 6 “How to do an Action Plan”
Step 6 – Develop an Action Plan (CmPS)
Debate
Weeks 5-9
Method of
Evaluation / Minimum of 8 Student Product/Projects graded through use of rubrics per quarter– products show evidence of higher order thinking skills.