Enrichment - California Association For The Gifted

Conference    

February 27 March 1, 2015  

“Enrichment Strategies for Bilingual Students” Dr. Janet Saenz   Mexican Association for the Gifted   Professor Emeritus – University of Tlaxcala, México  

Definition   What is Enrichment?    

Enrichment is a form of differentiation, as is extension. They can, of course, overlap, though each has its own essential characteristics. Enrichment might be said to involve:   •  staying with a theme, subject or skill and developing it in depth;   •  ‘rounding out’ the basic curriculum subjects with a wider context;   •  relating learning to new areas;   •  and/or providing pupils with experiences outside the ‘regular’ curriculum (breadth).  

Extension, on the other hand, gives students opportunities for accelerated progress and access to new, more challenging concepts or content, etc. Most evidence submitted to the Education and Employment Committee for its Report on the Highly Able (1999) supported the use of both enrichment and extension to improve provision for the more able. Indeed, many activities in school involve the two in combination. When this happens, the result is of particular value in the development of the able child, a process which has been dubbed a ‘two-way stretch’ (Eyre and Marjoram, 1990).  

Enrichment has been defined in a number of ways. One such is that of Teare (1997), who described it as: •  A higher quality of work than the norm for the age group or grade level   •  Work covered in more depth   •  A broadening of the learning experience   •  Promoting of higher levels of thinking   •  The inclusion of additional subject areas and/or activities   •  The use of supplementary materials beyond the normal range of resources.   Enrichment is sometimes seen in terms of the development of certain qualities of mind. These include problem solving, creative thinking, initiative and self-direction, discovery, higher order thinking skills, profound personal interests, self-acceptance, and the courage to be different.  

Opportunities for these kinds of enrichment should be created throughout the curriculum, as well as beyond lesson time – and both in and out of school. An important feature of enrichment is that it should enhance the curriculum and also the interests of the student experience. It is certainly important that all learners should receive an enriched diet in their everyday school life, but the word ‘enrichment’ when applied to more able learners usually implies something markedly extra or beyond what is normally offered. As Freeman (1998) expressed it, enrichment is not a supplementary diet which depends on whether there is enough money for ‘extra’ material rather, it should be an integral part of the educational program.  

Why is Enrichment an Important Focus in the Education of Gifted and Talented Pupils?

Able children need as much motivation and recognition as other pupils, and sometimes more. There is often a need to guard against the assumption, especially in mixed ability classes, that these children will motivate themselves and keep themselves interested. This belief is not borne out by the research. It is also evident from a scrutiny of ousted reports (Wallace 2000) that even in a ‘good’ school there is all too often not enough differentiation of classroom activities to motivate the very able child. Enrichment can have an important contribution to make here.

A project devised by the National Association for Gifted Children initiated enrichment activities in seven schools. The views of students, parents and teachers were then sought on the benefits of the activities. Ten key points emerged from the study: 1.  Enrichment activities can be of great benefit to a more able student’s experience of school. 2.  Able students are highly motivated by challenging activities which are different from those they do in class. 3.  Able students welcome the opportunity to discuss and debate, especially when given a suitable stimulus or ‘framework. 4.  Brainteasers and puzzles seem to be particularly enjoyed by more able students, and can make suitable starters to any enrichment activity. 5.  Enrichment activities are enjoyable and should form part of a program for more able students, but what happens in the classroom daily is also of vital importance to a child’s overall experience in school.

6.  Continuity is an extremely important element in any project, and planned activities must be realistic and achievable. 7.  It is particularly important to honor any commitments to the students, as they remember what they were promised and may be looking forward to it keenly. 8.  It is preferable to use lesson time for enrichment projects if possible, as it eliminates problems with attendance and competing commitments. 9.  Monitoring and evaluation are important. It is extremely valuable to collect student feedback – even though this is time consuming - as this can enhance and inform future projects. 10. Parents have many insights and experiences to contribute, and a way should be found to effectively include parents as much as possible in the development of enrichment activities. (Counsell 2005)

What Are the Key Issues to Consider? The first step in devising enrichment opportunities should be to identify who should receive them. To do this most effectively means establishing consistent methods of assessment in all contexts, and at all levels, and using them flexibly and imaginatively. Of course, students of all abilities should be given enrichment opportunities now and then as suggested in the research. Apart from the obvious benefits, this will encourage seemingly ‘average’ students to show unexpected abilities and interests. Some able children, despite their above average ability, are not used to, or happy with, encountering risk or the unfamiliar. They may fear that they will be unable to cope or that they will not be able to handle new or different subjects and strategies of learning . The best way to help them is to let them meet failure and new experiences in a climate of support and understanding.

It is important to allow students of high ability to work together on occasion. Enrichment sessions, outside the classroom, allow a ‘gathering of like minds’ (Teare, 1997), even if the school’s normal grouping policy is to mix abilities. Such sessions can be a valuable means of meeting these students’ particular needs and might also be used to celebrate high achievement in a supportive environment. It goes without saying that enrichment sessions of this kind need to be arranged and timetabled sensitively. Freeman (1998) highlights some potential difficulties with ‘separate’ enrichment sessions. Children who have taken part in them have been known to experience problems with their peer- group when they return to lessons in the regular classroom. There is also a risk that external activities may not be tied into or followed up by classroom work which would help embed and consolidate the extended learning. These are not, of course, factors which should discourage the practice, but they need to be taken into account in the planning process.

Rather than plan separately for enrichment, it is best to design the tasks, materials and opportunities in the course of the normal planning of lessons or schemes of work. This is an aspect of the principle of integrating enrichment opportunities with the mainstream curriculum, and also with other in school and out -of school activities. A criticism of enrichment activities has often been that they are simply a bolt-on extra, rather than ensuring continuity and progression as part of a coherent strategy. Staricoff (2005) pressed the case for a ‘thinking skills’ approach to provision for the gifted and talented, seeing it as an essential element of the general classroom atmosphere. An ‘open-ended, questioning, discussion filled, and enrichment based approach to the curriculum’ not only benefits children already recognized as able, but allows children to reveal high abilities that might sometimes be unexpected. This may result from their being exposed to a teaching approach ‘based on the premise of enriching for every child in the classroom.’

Freeman (1998) warns that enrichment activities for the highly able often lack clear goals. This problem is particularly noticeable in ‘decontextualized’ activities out of class or out of school. Eyre and Marjoram (1990) advocate applying a model of enrichment at whole school level, incorporating into the curriculum itself a focus on higher order skills and ‘outstanding qualities’. This enables clear goals to be set for any enrichment opportunity, whatever the context. Eyre and Marjoram describe two models – Bloom’s Taxonomy of Educational Objectives (1956) and Renzulli’s Enrichment Triad Model (1977). The Bloom taxonomy emphasizes the higher order thinking skills of analysis, synthesis and evaluation. Renzulli’s model presents three types of activity: general exploration, group training and investigations of problems which through research and creative processes, result in a product. Both models allow teachers to identify processes and qualities that they wish their pupils to develop. Eyre and Marjoram (1990) describe and list these in detail. It goes without saying that the opportunities most likely to have real and long-term effects are those with two essential features. They will be wide in range, and they will be integrated with all planning for provision, assessment and progression at whole school level.

Planning for enrichment opportunities in the classroom can be incorporated into existing planning documentation. Of course, not all enrichment opportunities can be planned for. Teachers need to be alert to the special interests of individuals and groups - interests which may emerge in lessons but not be appropriate for all the class to pursue in depth. They also need to recognize where students already have skills or knowledge in what at any given moment is being taught. Teachers might provide further resources, information, or talking points for such pupils in subsequent lessons, or they could encourage students to broaden their existing knowledge or pursue these interests at another time.

Revised Bloom’s Taxonomy (2000) In 1999, Dr. Lorin Anderson, a former student of Bloom's, and his colleagues published an updated version of Bloom’s Taxonomy that takes into account a broader range of factors that have an impact on teaching and learning. This revised taxonomy attempts to correct some of the problems with the original taxonomy. Unlike the 1956 version, the revised taxonomy differentiates between “knowing what,” the content of thinking, and “knowing how,” the procedures used in solving problems. The Knowledge Dimension is the “knowing what.” It has four categories: factual, conceptual, procedural, and metacognitive. Factual knowledge includes isolated bits of information, such as vocabulary definitions and knowledge about specific details. Conceptual knowledge consists of systems of information, such as classifications and categories. Procedural knowledge includes algorithms, heuristics or rules of thumb, techniques, and methods as well as knowledge about when to use these procedures. Metacognitive knowledge refers to knowledge of thinking processes and information about how to manipulate these processes effectively. The Cognitive Process Dimension of the revised Bloom’s Taxonomy like the original version has six skills. They are, from simplest to most complex: remember, understand, apply, analyze, evaluate, and create.

Bloom’s Taxonomy

Creating Evaluating Analyzing Applying Understanding Remembering Average Student

Gifted Student Dr. Janet Sáenz Derechos en trámite

Belia Chaidez – Tema: Manzanas

Carlos Guillermo – Tema: Cultura Maya

Fernando Lara – Tema: Canarios

Ma. Elena Hernández – Tema: Plantas Medicinales

A Brief Synopsis of Howard Gardner's Eight Intelligences Howard Gardner names eight intelligences and proposes that these intelligences be deliberately included in curriculum for the inclusion of all kinds of learners and the expansion of their thinking and learning potential. These eight are not an exclusive list, but their use in classrooms will greatly enhance student involvement and thinking development. Many excellent teaching lessons will include several of these intelligences:

MUSICAL/RHYTHMIC Students sing, dance, listen, and respond to music. They develop musical abilities and talents and learn to distinguish tone, mood, melody, and rhythm. Rhyme, rap, chanting, dance, songs, and jump-rope rhymes are all ways to access this intelligence. BODILY / KINESTHETIC Students learn through touch and movement. Field trips, math and science manipulatives, gymnastics, role-playing, sign language, and many artistic and physical expressions provide access to this intelligence.

A Brief Synopsis of Howard Gardner's Eight Intelligences INTERPERSONAL Students learn through developing empathy and connection with other humans. Cooperative learning, interviews, partner-reading, inferences based on oral and body language, discussions, and group problem solving are ways to access this intelligence. INTRAPERSONAL Students learn through increased awareness of their own interests, abilities, and strengths. Metacognition, development of increased self-esteem and self-awareness, pride, and self-evaluation of work all are part of this intelligence. VISUAL/SPATIAL Students learn through perceiving three-dimensional reality. Visualization, architectural planning, orienting by maps and directional cues, planning and executing mazes, imaging story maps, and planning three-dimensional projects all access this intelligence.

A Brief Synopsis of Howard Gardner's Eight Intelligences LOGICAL / MATHEMATICAL Students learn through reasoning and logic. Sequencing, scientific thinking, cause and effect awareness, mathematical reasoning, and number sense are all parts of this intelligence. VERBAL/LINGUISTIC Students learn through the use of language communication skills. Reading, writing, oral speech, persuasion, phonics, spelling, and other composition skills are all part of this intelligence. NATURALISTIC Students learn through the process of observing and recording changes in nature.

Multiple Talent Approach

Multiple Talent Approach Summary 1.  Talents Unlimited is designed to help teachers recognize and nurture the Multiple Talents of students. 2.  Nearly all students are talented, that is, they can be above average in at least one of the many important intellectual talents we can now measure. 3.  Dr. Calvin Taylor's approach to the teaching learning process is called the Multiple Talent Approach. 4.  Talent research provides many new hopes because there are many high level talents and different persons excel in different talents. 5.  Dr. Calvin Taylor states that there are several ways of being smart which are related to the world-of-work. 6.  Taylor suggested a grouping of talents based upon world-of-work needs, specifying at present only Academic talent and 5 other often extremely important types: Productive-Thinking talent, Decision-Making talent, Planning talent, Forecasting talent and Communication talent.

Multiple Talent Approach Summary 7.  Each of the different talents can function in acquiring knowledge across all subject-matter areas. In the Multiple Talent Approach, the students develop their talents while they are simultaneously growing in knowledge. 8.  Taylor feels that if the Multiple Talent Approach to education is used greater numbers of our students will be successful both in cognitive and affective components. 9.  The multiple Talent Approach is a complex process incorporating both cognitive and affective components. 10. Nine out of ten children will be above average in at least one of the talents. 11. Every student in the classroom can become successful in at least one Talent area. These successes will enhance his self-concept and enable him to achieve more.

Productive Thinking

1.  Think of many ideas. 2.  Think of different ideas. 3.  Think of unusual ideas. 4.  Add to your ideas to make them better.

FORECASTING

1.  Make many, different predictions about the causes of a situation. 2.  Make many, different predictions about the effects of a situation.

Communication   1.  Give many, different single words to describe something. 2.  Give many, different single words to describe someone's/something's feelings. 3.  Think of many, different comparison in the form of a simile. 4.  Let others know that you understand how they feel by sharing a personal experience. 5.  Make a network of ideas using many, different complete thoughts in oral or written language. 6.  Show your feelings, thoughts and needs without using words.

Decision Making 1.  Think of many, different things you could do.

Alternatives  

2.  Think of the different questions you need to ask about these things you could do.

Criteria  

3.  Use your answers to help you make a decision.

Weighing  

4.  State your final decision.

Decision  

5.  Give many, different reasons for your decision.

Reasons  

Planning 1.  Think of what you are going to plan so someone will know what your project is. 2.  Think of all of the materials and equipment you will need for your project. 3.  Think of all steps needed to complete the project and put the steps in order. 4.  Think of any problems that could keep you from completing the project. 5.  Think of ways to improve your plan.

Activity Cards  

HALLOWEEN BLOOM’S TAXONOMY: KNOWLEDGE

INTELLIGENCE: VISUAL-SPATIAL VERBAL-LINGUISTIC

TALENT: COMMUNICATION #1

ACTIVITY:

To play Bingo using Halloween descriptive vocabulary. STEPS: 1.  Students select a Bingo card. 2.  The teacher.reads vocabulary words 3.  The student who marks all the pictures first is the winner.

MATERIALS: - Bingo with Halloween vocabulary.

HALLOWEEN BLOOM’S TAXONOMY: INTELLIGENCE: COMPREHENSION APPLICATION INTRAPERSONAL VERBAL-LINGUISTIC

TALENT: COMMUNICATION #5

ACTIVITY:

Read a Halloween story and answer questions about it.

STEPS: 1.  Read a Halloween story. 2.  Answer questions about the story. 3.  Fill out the worksheet.

MATERIALS: - Halloween story -  Questionaire - Pencil

HALLOWEEN BLOOM’S TAXONOMY: INTELLIGENCE: APPLICATION BODILY KINESTHETIC INTERPERSONAL

TALENT: COMMUNICATION 6

ACTIVITY:

Dress up in a costume and participate in an event. STEPS: •  •  • 

Choose a costume and dress up! Go to a Halloween activity with family and friends. Have fun!

MATERIALS: - Costumes

HALLOWEEN BLOOM’S TAXONOMY: ANALYSIS ACTIVITY:

INTELLIGENCE: INTERPERSONAL VERBAL LINGUISTIC

TALENT: PRODUCTIVE THINKING

Order sentences or phrases to make a Halloween story. STEPS: 1.  Talk to your classmates about Halloween. 2.  Select an envelope with sentence strips.. 3.  Analyze the ideas and form a story. 4.  Read it aloud to the class.

MATERIALS: - Parts of several stories with a Halloween theme.

HALLOWEEN BLOOM’S TAXONOMY: INTELLIGENCE: ANALYSIS VERBAL-LINGUISTIC

TALENT: PRODUCTIVE THINKING

ACTIVITY:

Read about the history and customs of Mexico's “Day of the Dead”, and also about the origins of Halloween. STEPS: 1.  Analyze the history of both Customs and Celebrations, in Mexico and the United States. 2.  Develop a chart with comparisons of similarities and differences. 3.  Present your project to your class.

MATERIALS: -  Chart paper -  Crayons -  Markers

HALLOWEEN BLOOM’S TAXONOMY: SYNTHESIS

INTELLIGENCE: VISUAL-SPATIAL

TALENT: PRODUCTIVE THINKING

ACTIVITY:

Develop two Webs

STEPS: 1.  Design a web (Mind Map) about Halloween. 2.  Design a web about Day of the Dead. 3.  Use illustrations, photographs, etc. in each webs.

MATERIALS: - Photographs - Scissors - Coloured pencils - Markers - Glue

Plan de Clase – Planeación “Altar de Día de Muertos” PreEscolar PreE.

K

Primaria 1

2

3

Pensamiento Productivo Transformaciones, modificaciones, cambios, estrategias, temas, recursos, reciclaje, muestras, invenciones, etc.

4

Secundaria 5

6

7

Comunicación 1. Palabras únicas-algo. 2. Palabras únicas-sentimientos 3. Símil. 4. Cómo se sienten otros. 5. Red de ideas. 6. Sin palabras.

8

Preparatoria 9

10

11

Predicción Causas. Efectos. Planeación. Toma de Decisiones.

Área o contenido académico: Ciencias Sociales - Tradiciones y costumbres mexicanas. Material:

Fotocopia del Libro: Levy, Janice. (1995) El Espíritu de Tío Fernando: una historia del Día de los Muertos. Illinois, Albert Whitman & Company, Morton Grove, Illinois Los maestros podrán observar el video disponible en el CECAM de su zona

Motivación o calentamiento: ¿Se acuerdan ustedes de los 5 talentos no-académicos? ¿Cuáles son? (El maestro muestra el poster). Ahora vamos a hacer una clase de Planeación . Tengo algunas ilustraciones relacionadas con un cuento escrito sobre nuestras tradiciones en el “Día de Muertos”. (El maestro mostrará las ilustraciones o leerá el cuento). Maestro (a): ¿Quién recuerda cuál es el primero de los 5 pasos en el proceso de planeación? Así es. “Dime que vas a planear para que alguien mas sepa qué proyecto vas a hacer” Bien en esta clase vamos a planear una ofrenda o altar de muertos, entonces escriban: Planeación de un altar u ofrenda de muertos. Ahora vamos al paso No. 2: Enumera todo el material que vas a necesitar para tu proyecto. (Los alumnos desarrollarán listas). El paso No. 3 dice: Dime en orden los pasos que se necesitan para completar tu proyecto. (Los alumnos escriben). En el paso No. 4: Piensa y dime los problemas que pueden impedirte que termines o completes tu trabajo. (Los alumnos contestan) El paso No. 5: Desarrolla ideas para mejorar tu plan. (Los alumnos mejoran sus ideas y luego leen su plan).

12

Plan de Clase – Planeación “Altar de Día de Muertos” Respuesta del alumno: Formato del producto o actividad: Oral.

Estrategia organizacional: Otro.

Grupo total.

Gráfico.

Grupo pequeño (3 o 4 personas).

Escrito.

Individual.

Corporal. Refuerzo: Conseguir o crear artículos, fotografías, cuentos, poesías, canciones, etc. Desarrollar un Centro de Interés con fichas de actividades. Escribir calaveras, entrevistar a expertos en esta tradición mexicana y mucho mas. Realiza un dibujo de tu plan. Comentarios positivos cuando utilicen los comportamientos deseados en relación a los pasos del talento.

III. PLANEACIÓN 1. DIME QUE VAS A PLANEAR PARA QUE ALGUIEN MAS SEPA QUE PROYECTO VAS A HACER. 2. ENUMERA TODO EL MATERIAL QUE VAS A NECESITAR PARA TU PROYECTO. 3. DIME EN ORDEN LOS PASOS QUE SE NECESITAN PARA COMPLETAR TU PROYECTO. 4.  PIENSA Y DIME LOS PROBLEMAS QUE PUEDEN IMPEDIRTE QUE TERMINES O COMPLETES TU PROYECTO. 5. DESARROLLA IDEAS PARA MEJORAR TU PLAN.

DIA DE MUERTOS TAXONOMIA DE BLOOM RECORDAR

INTELIGENCIAS VISUAL – ESPACIAL VERBAL – LINGÜÍSTICA LÓGICO – MATEMÁTICA

ACTIVIDAD Organiza una visita al mercado, para que observes todo lo que te puede servir para decorar la ofrenda de tu salón. PASOS A SEGUIR 1.  Visita el mercado de tu comunidad. 2.  Observa todos los productos que se exhiben para el “Día de Muertos”. 3.  Enlista los productos e investiga sus precios. 4.  Forma equipos entre tus compañeros. 5.  Decidan cuales productos adquirirá cada equipo. 6.  Traten de repartir los productos, de manera que los gastos sean equitativos.

MATERIALES 1.  Libreta 2.  Lápiz

DIA DE MUERTOS TAXONOMIA DE BLOOM APLICAR CREAR

INTELIGENCIAS CORPORAL – KINESTÉSICA VISUAL – ESPACIAL

ACTIVIDAD Construye un móvil con figuras que diseñes, relacionadas con el tema: fantasmas, calaveras, esqueletos, brujas, etc. PASOS A SEGUIR 1.  Selecciona entre los temas anotados, el de tu predilección. 2.  Diseña algunas figuras para tu móvil. 3.  Reúne el material que pienses que sea el adecuado para elaborar tu móvil. 4.  Arma tu móvil. 5.  Cuélgalo para decorar tu salón

MATERIALES 1.  2.  3.  4.  5.  6.  7. 

Cartulina Pegamento Lápiz Colores Tijeras Palitos Hilos

DIA DE MUERTOS TAXONOMIA DE BLOOM ANALIZAR

INTELIGENCIAS VISUAL – ESPACIAL

ACTIVIDAD Clasifica los objetos que se encuentran en una ofrenda por diversas categorías. PASOS A SEGUIR 1.  Observa una ofrenda y analiza todos los objetos con que se encuentra decorada. 2.  Clasifícalos por diversas categorías. 3.  Puedes clasificarlos por: tamaños, colores, frutas, alimentos, adornos, etc. 4.  Enlista los elementos de cada categoría e ilustra tu trabajo con dibujos o recortes.

MATERIALES 1.  Libreta 2.  Lápiz

DIA DE MUERTOS TAXONOMIA DE BLOOM ANALIZAR

INTELIGENCIAS VERBAL – LINGÜÍSTICA

ACTIVIDAD Compara las tradiciones que tenían los antiguos pueblos mesoamericanos y de otros lugares de nuestro planeta, para celebrar el "Día de Muertos". PASOS A SEGUIR 1.  Algunas culturas mesoamericanas, acostumbraban a festejar el "Día de Muertos". 2.  Investiga como era esta tradición entre cada pueblo. 3.  Compara como se festejaban en la antigüedad y como se festejan actualmente. 4.  Enlista las semejanzas y diferencias.

MATERIALES 1.  Libros sobre el Día de Muertos 2.  Libros de Historia de Mesoamérica 3.  Lápiz 4.  Libreta

DIA DE MUERTOS TAXONOMIA DE BLOOM ANALIZAR

INTELIGENCIAS VERBAL – LINGÜÍSTICA

TALENTOS COMUNICACIÓN #5

ACTIVIDAD Debate sobre las teorías que acerca de los muertos, tenían algunos pueblos antiguos como aztecas, mayas, egipcios, etc. PASOS A SEGUIR 1.  Convoca a tus compañeros del grupo, para participar en un debate sobre el tema. 2.  Explica las reglas de un debate. 3.  Pídeles que repasen sus investigaciones. 4.  Cada equipo va a defender la posición de cada uno de los investigadores. 5.  Cada equipo tiene que desarrollar sus razones basado en acciones. 6.  Infórmales el día y la hora en que se llevará a cabo el debate.

MATERIALES 1.  Diversas fuentes de consulta

DIA DE MUERTOS TAXONOMIA DE BLOOM CREAR

INTELIGENCIAS VERBAL – LINGÜÍSTICA

TALENTOS COMUNICACIÓN #5

ACTIVIDAD Inventa calaveras para cada uno de tus compañeros y maestros.

PASOS A SEGUIR 1.  ¿Has leído algunas calaveras escritas? 2.  Recuerda que son versos dedicados a las personas, donde se resaltan en forma chusca, algunas de sus cualidades. 3.  Analiza la personalidad de cada compañero o maestro a quien vas a escribir una calavera. 4.  Inventa las calaveras. 5.  Colócalas en el periódico mural para que todos puedan leerlas.

MATERIALES 1.  Fotocopias de calaveras escritas 2.  Libreta 3.  Lápiz

DIA DE MUERTOS TAXONOMIA DE BLOOM CREAR

INTELIGENCIAS VERBAL – LINGÜÍSTICA VISUAL – ESPACIAL

TALENTOS PLANEACIÓN

ACTIVIDAD Diseña las bases de la Convocatoria para el Concurso de Ofrendas. PASOS A SEGUIR 1.  Investiga todos lo referente a una ofrenda y lo que se acostumbra colocarle en tu comunidad. 2.  Escribe las bases que debe contener la Convocatoria para el Concurso de Ofrendas. 3.  Pide a tu maestro que te dé su opinión sobre las bases. 4.  Elabora un póster muy atractivo para dar a conocer las bases entre tus compañeros. 5.  Distribuye varias copias entre tus compañeros 6.  Pega algunas copias de la Convocatoria en lugares visibles.

MATERIALES 1.  2.  3.  4.  5. 

Libreta Lápiz Cartulinas Colores Cinta adhesiva

DIA DE MUERTOS TAXONOMIA DE BLOOM EVALUAR

INTELIGENCIAS VERBAL – LINGÜÍSTICA LÓGICO – MATEMÁTICA

TALENTOS TOMA DE DECISIONES

ACTIVIDAD Según las bases de la Convocatoria para el Concurso de Ofrendas, juzga cual de todas las ofrendas participantes reúne los requisitos para otorgarle el primer premio. PASOS A SEGUIR 1.  Lee las bases de la Convocatoria. 2.  Anota las características de cada ofrenda (Criterio) y puntos acumulados. 3.  Decide cual de ellas llena todos los requisitos y da tus razones. 4.  Otorga los premios a las mejores ofrendas, de acuerdo a las bases de la convocatoria.

MATERIALES 1.  2.  3.  4. 

Libreta Lápiz Premios Convocatoria

DIA DE MUERTOS TAXONOMIA DE BLOOM EVALUAR

INTELIGENCIAS VISUAL – ESPACIAL

TALENTOS TOMA DE DECISIONES

ACTIVIDAD Imagina que te han invitado a una Tienda de Regalos y como estás planeando decorar tu ofrenda, puedes seleccionar algunos de los productos que ahí se exhiben y que sean apropiados para tu proyecto. PASOS A SEGUIR 1.  Observa los diversos objetos que se exhiben: alternativas. 2.  Piensa con mas cuidado sobre cada alternativa, utiliza tu criterio. 3.  Escoge la alternativa que pienses que es la mejor decisión sobre el producto que prefieres para decorar tu ofrenda. 4.  Da muchas y diferentes razones por haberte decidido sobre esa alternativa.

MATERIALES 1.  Libreta 2.  Lápiz

DIA DE MUERTOS TAXONOMIA DE BLOOM ANALIZAR

INTELIGENCIAS VERBAL – LINGÜÍSTICA

TALENTOS PREDICCIÓN

ACTIVIDAD Predice los efectos que puede haber si no se siguen llevando a cabo estas tradiciones. PASOS A SEGUIR 1.  Haz variadas predicciones sobre las causas de la desaparición de algunas tradiciones mexicanas. 2.  Investiga cuales han sido las causas de la desaparición de algunas tradiciones. 3.  Haz muchas y variadas predicciones sobre los efectos de la desaparición de algunas tradiciones en el país. 4.  Deduce cuales son los efectos mas graves de la desaparición de las tradiciones. 5.  Pronostica como se pueden conservar algunas de nuestras tradiciones más bellas.

MATERIALES 1.  Libreta 2.  Lápiz 3.  Fuentes de consulta

DIA DE MUERTOS TAXONOMIA DE BLOOM CREAR

INTELIGENCIAS VERBAL – LINGÜÍSTICA

TALENTOS PLANEACIÓN

ACTIVIDAD Planea la Fiesta de Día de Muertos.

PASOS A SEGUIR 1.  Haz un repaso del Talento de Planeación. 2.  Enumera todo lo que vas a necesitar para llevar a cabo este evento. 3.  Ordena los pasos que vas a necesitar para completar este proyecto. 4.  Comenta con tus compañeros, qué problemas pudieran impedir que se lleve a cabo esta fiesta. 5.  Desarrollen nuevas ideas para mejorar su plan.

MATERIALES 1.  Póster del Talento de Planeación 2.  Libreta 3.  Lápiz

DIA DE MUERTOS TAXONOMIA DE BLOOM RECORDAR COMPRENDER

INTELIGENCIAS VERBAL – LINGÜÍSTICA

TALENTOS COMUNICACIÓN #1 y 3

ACTIVIDAD Da muchas y variadas palabras para describir una ofrenda.

PASOS A SEGUIR 1.  Recuerda las características de una ofrenda. 2.  Observa fotografías de ofrendas. 3.  Piensa en muchas palabras con las cuales puedas describirla. 4.  Piensa en variadas palabras que puedan describir a una ofrenda. 5.  Piensa en muchas comparaciones que puedes hacer entre la ofrenda de tu casa y la de tu salón.

MATERIALES 1.  2.  3.  4. 

Ofrendas Fotografías de ofrendas Libreta Lápiz

DIA DE MUERTOS TAXONOMIA DE BLOOM ANALIZAR

INTELIGENCIAS VERBAL – LINGÜÍSTICA

TALENTOS COMUNICACIÓN #2 y 4

ACTIVIDAD Comunica a otro compañero, mediante palabras diferentes, tus impresiones sobre la fiesta del "Día de Muertos". PASOS A SEGUIR 1.  Enlista varias palabras con las que podrías describir tus impresiones sobre la fiesta preparada para el "Día de Muertos". 2.  Pregunta a otro de tus compañeros, cómo se sintió durante la Fiesta de Día de Muertos y que te lo diga utilizando diversas palabras.

MATERIALES 1.  Libreta 2.  Lápiz

DIA DE MUERTOS TAXONOMIA DE BLOOM RECORDAR ANALIZAR

INTELIGENCIAS VERBAL – LINGÜÍSTICA

TALENTOS COMUNICACIÓN #3

ACTIVIDAD Recuerda algunas tradiciones que se celebran en tu localidad y piensa en muchas comparaciones similares, con la Fiesta del Día de Muertos. PASOS A SEGUIR 1.  Enumera las diferentes tradiciones que se celebran en tu comunidad. 2.  Recuerda como se celebra cada una (decoraciones, actividades, etc.) 3.  Compara algunas tradiciones con la del Día de Muertos y encuentra algunas similitudes entre ellas.

MATERIALES 1.  2.  3.  4. 

Libreta Lápiz Fotografías Libros u otras fuentes de consulta

DIA DE MUERTOS TAXONOMIA DE BLOOM CREAR

INTELIGENCIAS TALENTOS VERBAL – LINGÜÍSTICA COMUNICACIÓN #5 VISUAL – ESPACIAL CORPORAL – KINESTÉSICA

ACTIVIDAD Inventa un cuento sobre una Fiesta de Día de Muertos.

PASOS A SEGUIR

MATERIALES

1.  Utiliza tu talento de Comunicación # 5 para inventar una red de ideas en forma de un cuento original en donde se lleve a cabo una Fiesta de Día de Muertos 2.  Elabora bellos dibujos para ilustrarlo. (visual espacial) 3.  Investiga el proceso para empastarlo. 4.  Lleva a cabo el proceso de empastado. 5.  Préstalo a tus compañeros para que lo lean.

1.  Libreta 2.  Colores 3.  Materiales para el proceso de empastado

DIA DE MUERTOS TAXONOMIA DE BLOOM APLICAR

INTELIGENCIAS TALENTOS VERBAL – LINGÜÍSTICA COMUNICACIÓN #6 CORPORAL – KINESTÉSICA

ACTIVIDAD Utiliza materiales de re-uso, para construir, sin hablar algunos productos originales para decorar tu ofrenda. PASOS A SEGUIR 1.  Intégrate a un equipo. 2.  Nombren a un jefe del equipo. 3.  El Jefe del Equipo, acudirá al lugar donde se encuentran los materiales de re-uso, seleccionará lo que necesiten para elaborar su proyecto y los llevará a su mesa de trabajo. 4.  Repasen los pasos del Talento de Comunicación # 6. 5.  Cada equipo trabajará sin hablar, para crear entre todos, algunos productos originales para decorar la ofrenda.

MATERIALES 1.  Materiales para reciclar 2.  Tijeras 3.  Pegamento

REFERENCES   • 

Bloom, B. S. (Ed.). (1985). Developing talent in young people. New York: Ballantine Books.

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Counsell, J. (2005). Report on the Esmee Fairbairn Foundation/National Association for Gifted Children (NAGC) Project, Bletchley, NAGC

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Eyre, D and Lowe, H (eds) (2002). Curriculum Provision for the Gifted and Talented in the Secondary School

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Eyre, D. and Marjoram, T., 1990. Enriching and Extending the National Curriculum. London: Kogan Page.

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Freeman, J. 1998. Educating the Very Able: Current international research. London: Ofsted/Her Majesty’s Stationery Office.

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Gardner, H. (1983). Frames of mind. New York: Basic Books.

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Sáenz, J.B. (2014) Antología de Innovaciones Educativas,7ª. edición, México, Secretaría de Veracruz

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http://www.gtvoice.org.uk/sites/www.gtvoice.org.uk/files/8enrichment.pdf

REFERENCES   • 

Schlichter, C. L. (1986). Talents unlimited: Applying the multiple talent approach in mainstream and gifted programs. In J. S. Renzulli (Ed.), Systems and models for developing programs for the gifted and talented (pp. 352-390). Mansfield Center, CT: Creative Learning Press.

• 

Staricoff, M. (2005). G&T Provision in the Primary Classroom through a Thinking Skills Approach. Available online at: http://www.nagty.ac.uk/ expertise/documents/westburyparkmarcellostaricoff.doc

• 

Teare, J.B. (2003) More Effective Resources for Able and Talented Children. Stafford: Network Educational Press.

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Teare, J.B. (2004) Enrichment Activities for Able and Talented Children. Stafford: Network Educational Press.

• 

Wallace, B (2000). Teaching the Very Able Child – Developing a Policy and Adopting Strategies for Provision. NACE/Fulton.

Dr. Janet Sáenz Dr. Janet Saenz completed a Bachelor of Science Degree in Education at the University of Southern California; an M. A. Degree in Elementary Education and a Doctoral Degree in Administration and Educational Leadership with an emphasis on Education of the Gifted and Talented, both from the University of Alabama. She also studied at the Universities of Michigan, Minnesota, and at “Confratute” at the University of Connecticut, with Dr. Joseph Renzulli Her professional career was initiated as a teacher in the Los Angeles Unified School District where she was selected to be a Master Demonstration Teacher for the University of Southern California after only two years of service. She not only gave demonstration classes in all areas of the elementary school program but also classes in beginning English to her Elementary School students from Mexico & Latin America. She began her work in Mexico City at the American School Foundation, Mexico City, where she gave ESL classes at the Pre-School and Primary Levels. Later she became a Professor at the University of Americas (UDLA) and eventually Director of the Department of Education for many years. She has been a consultant and trainer to Mexico’s public and private educational systems since 1985 in the area of Education of the Gifted and ESL. She currently works as professor for the M.A. Degree in Education of Gifted and Talented for the Autonomous University of Tlaxcala; she was Coordinator/Professor of Certificate Programs for the International Programs Office, College of Education, at the University of Alabama. As a founder/member of AMEXPAS (Mexican Association for the Gifted), she is very active in helping to establish school-wide Enrichment programs in Mexico. The California Association for Gifted (CAG) awarded the status of “Global Affiliate” to AMEXPAS and recognized Dr. Saenz for many years of dedication and work promoting Education of Gifted Mexican Children. She has been an educational consultant to the Educational Outreach Department of JLP-NASA and was honored by the University of Tlaxcala as Professor Emeritus for her many years of research and teacher training in rural, bilingual public schools and universities.

Dr. Janet Sáenz She was a consultant to Lic. Jose Martinez, Secretary of Education of Nuevo Leon in the development of Programs for the Gifted as well as ESL programs in more than 1000 public schools. Currently, she is a teacher and advisor to public and private schools in many parts of Mexico, (Veracruz, Oaxaca, Tabasco, Sinaloa, Chiapas, Tlaxcala, and others). She is conducting research in various rural and indigenous communities . She has appeared on more than 60 television and radio programs and recently helped to film a documentary about Mexican Gifted Children for Televisa. She was appointed to the “Consejo Consultivo en Discapacidad” which includes the area of Gifted students with or without physical disabilities. This important national group of advisors meets every Monday afternoon in the official residence of Mexico’s presidents,(“Los Pinos”), where recommendations are developed for all the Secretariats in the government, (Health, Education, Labor, etc.). The members of this group have been appointed to this council for the 6 years. She has published many articles and curricular manuals and is also writing several books about gifted children which will be useful to parents as well as teachers throughout Latin America. She has been an Educational Foundation of the Americas Board member for the past 15 years and is chairperson of the Grants Committee. This foundation is based in San Antonio, Texas. Aside from her academic activities, she is also an accomplished photographer and will soon present her 4th exhibit which will be inaugurated by important public figures from the state of Tlaxcala since the theme is “The Women of San Isidro, Tlaxcala”. Dr. Sáenz has captured the history and traditions of this Nahuatl town wherein the women have worked in the fields since prehispanic times and some of the men stay at home to embroider the traditional blouses, shirts and aprons worn by many participants in all processions and monthly religious festivities. The proceeds from the sale of any of the photographs will go towards the purchase of books for the trilingual library & cultural center which will soon be constructed in this community.

Gracias   Dra. Janet Saenz http://www.amexpas.net/ [email protected]