At NAGC2010, I attended a session about social and emotional focused on self-evaluation or “sharpening the saw.” Rather than simply offering vague recommendations for students to “get in touch with their emotions,” Tim Gott introduced a very practical pathway to assist children in assessing their own emotions.
All AboutDepth And Complexity
Another example of “structure that increases creativity” is character archetypes. An archetype, according to Wikipedia, is “an original model of a person, ideal example, or a prototype upon which others are copied, patterned, or emulated.” Let’s use an inductive lesson to teach our students about these literary tools.
We’re continuing our unit about patterns in writing. This time, let’s examine the traditional five-act dramatic structure through the modern classic, Finding Nemo. Remember, we’re also framing the whole unit around the big idea that “structure increases creativity.”
Take a break from teaching the details of writing and examine narrative writing from a larger perspective. How can structure increase creativity in writing? Take your gifted writers on a journey through common patterns in narrative writing.
Do you ask your students to look back at their work and reflect on their progress? If so, are you integrating the tools of depth and complexity into these reflections?
Do your gifted learners use the complexity tool of “multiple perspectives” to analyze stories, problems, and historical events? Here’s a TED Talk about real life multiple perspectives that will make your students (and you!) reconsider basic assumptions.
A reusable extension menu gives gifted students choice while simplifying directions and reducing teacher workload. These eight options for character analysis incorporate depth, complexity, content imperatives, and interesting uses of technology.
Here’s an interesting quote to use with some of your older gifted students: “I see no hope for the future of our people if they are dependent on the frivolous youth of today, for certainly all youth are reckless beyond words.” The author of this quote might surprise you!
Thought I’d share this Word document my students have been using to analyze characters’ changes over time. It has both depth and complexity as well as content imperatives embedded.
Think you’re lucky to get your students to read a story once? Can’t imagine convincing a class to read a story through again? The key is giving your gifted students an enticing purpose for a reread.