| ICM
Features
| Overarching Concepts |
|
Advanced Content |
|
Process-Product |
Change |
|
In- depth |
|
Elements of Reasoning |
Systems |
|
Advanced Reading |
|
Research |
Patterns |
|
Primary Sources |
|
Problem-based Learning |
Cause & Effect |
|
Advanced skills |
|
Inquiry Skills |
VanTassel-Baska,
J. (2003). Content-based curriculum for high-ability
learners: An introduction. In J. VanTassel-Baska
& C. A. Little (Eds.), Content-based curriculum
for high-ability learners (pp. 1-23). Waco, TX:
Prufrock Press. |
Curriculum materials have been developed
in each of the major content areas (language arts, mathematics,
science, and social studies). Materials are disseminated
either through the Center
for Gifted Education or through Kendall/Hunt
Publishing Company.
Effective November 1, 2007, there will be an increase in the cost of all materials available for purchase from the Center.
William and Mary
Teaching Models
Within the William and Mary curriculum units, specific
teaching models are used to strengthen students’
critical thinking skills. Each of the models is used
within the context of a particular unit of study. Each
of the models is flexible and may be adapted to use
in many classroom lessons. The models may be downloaded
for classroom use, maintaining the Center for Gifted
Education logo on any copies that are made. Training
in the use of these models can be arranged by contacting
the Center.
Literature Web
Hamburger Model for Persuasive
Writing
Vocabulary Web
Paul's Elements of Reasoning
Analyzing Primary Sources
Research Model
The
Literature Web
The Literature Web is a model designed to guide
interpretation of a literature selection by encouraging
a reader to connect personal response with particular
elements of the text. The web may be completed independently
and/or as a tool for discussion. Recommended use is
to have students complete the web independently and
then share ideas in a small group, followed by a teacher-facilitated
debriefing. The web has five components:
The
Hamburger Model for Persuasive Writing
The Hamburger Model uses the familiar metaphor
of a sandwich to help students construct a paragraph
or essay. Students begin by stating their point of view
on the issue in question (the top bun). They then provide
reasons, or evidence, to support their claim; they should
try to incorporate at least three supportive reasons
(the “patties”). Elaboration on the reasons
provides additional detail (the “fixings”).
A concluding sentence or paragraph wraps up the sandwich
(the bottom bun).
To view and print a copy of the Hamburger Model-Primary
Version: PDF
To view and print a copy of the Hamburger Model-Regular
Version: html
| PDF
The Dagwood Model is an extended version
of the sandwich metaphor (i.e. the famous sandwich of
the cartoon character). This model is designed to help
students construct a persuasive essay which also addresses
the arguments of the contrasting viewpoint. Thus, the
sandwich contains multiple layers of "patties"
or reasons and their contrasting viewpoints, as well
as many "fixings" or elaborations.
To view and print a copy of the Dagwood Model: html
| PDF
The
Vocabulary Web
The Vocabulary Web is a tool for exploring words
in depth. It asks students to investigate a single word
in detail, finding its definition, synonyms and antonyms,
and etymological information. With this information,
students then identify “word families,”
or other words using the same meaning-based stems as
the original word; and they provide an example of the
word, which may be a sentence or analogy using the word,
a visual or dramatic representation, or another creative
form.
To view and print a copy of the Vocabulary Web: PDF
To view and print a sample Vocabulary Web: PDF.
Paul’s
(1992) Elements of Reasoning
Paul’s (1992) Elements of Reasoning is
a model for critical thinking and emphasizes the following
eight elements: issue, purpose, point of view, assumptions,
concepts, evidence, inferences, and implications or
consequences. Teachers may wish to introduce these terms
to students, using a familiar issue such as something
being discussed in the school or community; teachers
should then encourage the use of the terms and the model
in approaching problems and issues.
To view and print a copy of the Elements of Reasoning:
PDF
To view and print a copy of the Project Phoenix Questions
based on the Elements of Reasoning, html.
Reasoning
About a Situation or Event
Based on the elements and premise of the Paul
model, this reasoning model should be used when analyzing
a specific event where two or more people or groups
of people conflict with one another and have a vested
interest in the outcome of the event.
To view and print a copy of Reasoning About a Situation
or Event (based on Paul's model): PDF.
Analyzing
Primary Sources
The Analyzing Primary Sources model has been
developed as a means for teaching students how to confront
a historical document, the questions to ask of it, and
how to critically examine information they receive.
The chart guides students from establishing a context
and purpose for the source to evaluating and interpreting
the source, including its authenticity/reliability and
consequences/outcomes.
To view and print a copy of the Analyzing Primary
Sources model: html
| PDF
To view and print a copy of the Analyzing Primary
Sources model (simpler language): html
| PDF
Research
Model
The Research Model provides students with a way
to approach an issue of significance and explore it
individually and in small groups. Its organization follows
major elements of reasoning. Teachers are encouraged
to model each stage of this process in class.
To view and print a copy of the Research Model: html
| PDF
Frequently Asked
Questions on the William and Mary Curriculum
Using the William and Mary Curriculum
in Special Programs and Alternative Settings
Can I use the William and
Mary curriculum units in a homeschool environment?
All three William and Mary curriculum strands
have been used by a number of families in the homeschool
environment. It requires some revision on the part of
the parent, because the units do emphasize small and
large group interaction among students, but the units
are definitely usable in homeschool settings -- especially
the language arts and social studies units.
We recommend attending one of our implementation workshops
for training in implementing the units because we model
the teaching practices that are incorporated in the
units, and we try to address the questions that we know
will arise when you start working through the units.
The training is not required but most teachers find
it helpful; we have also had parents attend workshops.
We have workshops available in each curriculum strand.
There is some overlap between the teaching models that
are used in the language arts and social studies units,
in particular, but science is a little more separate.
We hold training sessions here at William and Mary a
couple of times a year; specifically, there is a one-day
workshop in March during the Pre-conference session
of our National Curriculum Network Conference (NCNC,
http://cfge.wm.edu/ncn.php), and a three-day workshop
in June at Summer Institute (http://cfge.wm.edu/summerinstitute.php).
At each of these, you would pick one content area to
attend and remain in that strand for the whole workshop.
We also do workshops for school districts around the
country. For more information, contact us at cfge@wm.edu.
What modifications will I
need to make to use the William and Mary curriculum
units in a homeschool environment?
Most modifications required to use the William
and Mary curriculum units in a homeschool environment
relate to the time required for implementation, grade
level specifications, and grouping for instructional
activities.
The units vary in the recommended allotment of time
for implementation. In a classroom setting, the language
arts units are usually used for a semester, the social
studies units for a semester or nine weeks, depending
on how much time can be devoted to the topics in question,
and the science units can be used in a few weeks or
a full semester. All of the units are designed so as
to be somewhat flexible for the teacher, they can really
be as long or short as you'd like them to be, and they
all include lesson extensions, suggestions for learning
centers, and other explorations in addition to the regular
lessons.
Our grade level indicators are intended to refer to
highly able students at the grade level specified. For
example, a unit for grades 4-5 means gifted fourth and
fifth graders. You can start at whatever level seems
to you appropriate for your child -- the reading selections
and activities are all pitched two or three years above-average
grade level, and the teaching models are the same across
all units. Contact our publisher, Kendall/Hunt (http://www.kendallhunt.com/giftedtalented)
to request a review copy to examine before purchasing
if you want to get a clearer picture of what unit would
be best for your child. Or, if you attend any of our
events here at W&M, we also have copies of all of
the materials here for examination.
Implementing the curriculum units would also require
some tailoring of the instructional activities because
the lessons make reference to "putting students
into groups. The most challenging units in terms of
using small groups would be the science units because
they call for students to be divided into collaborative
learning groups for most of the duration of the unit.
The language arts and social studies units specify pairings
and small group discussion to compare/contrast ideas
and understanding.
|
The
Integrated Curriculum Model (ICM)
