Protocols for Professional Learning

Order Description

Post your dilemma including a description of one or more specific issues related to the context for professional learning at your study school. Use information from this week’s Learning Resources to help describe the issue and support your ideas.

This Discussion provides an opportunity to practice using a protocol or structured inquiry format to explore issues related to the context for designing professional development.

First, consider the important role that various aspects of the school environment can play in professional development efforts as outlined in the “Context: Establishing the Environment for Professional Learning” chapter and as discussed in the Context Considerations video program. What specific issues related to professional learning at your study school came to mind as you read the chapter and watched the video program?

Then, review the “Probing Protocol” outlined in your “Protocols for Professional Learning” course text. Consider one or more of the issues you identified above to share as your dilemma for the protocol.

Media

Multimedia: Recursive Phases of Professional Development
Click on the Design phase and view the following video:

Video: “Context Considerations” (approximate length: 5 minutes)
Principal Darwin Spiller discusses important considerations related to a school’s context when planning for professional learning.

http://mym.cdn.laureate-media.com/2dett4d/Walden/EDUC/7741/CH/mm/phases/index.html

Having viewed powerpointread the textbook chapters as required and thought about these ideas, you are asked to complete this series of short answer questions.

1- If a school decides to use the Columbus Group definition in their gifted students’ policy, what would you expect to see in that school and why? (Your answer should be less than 30 lines)250 words

(you should look to powerpoint)touched on a large number of theorists and theories. As a memory jog, this question asks you to match the theorist with the theory so that you can recognise and understand the references to these ideas throughout the readings. Note that there are more names than are required to match with the theories.

2-1Gifted children have ‘superstimulatability’ in aspects of their development that make them more sensitive. This phenomenon is generally referred to as the overexcitability of gifted children.
Answer 1CHOOSE
Renzulli
Gardner
Silverman
Maslow
Hollingworth
Sternberg
Mayer and salovey
Torrance
Dabrowski
2-2The higher the degree of giftedness, the more susceptible the gifted child is to social and emotional problems, and the more significant their needs are for a qualitatively different educational provision. The concept of optimal intelligence may apply.
Answer 2
CHOOSE Renzulli
Gardner
Silverman
Maslow
Hollingworth
Sternberg
Mayer and salovey
Torrance
Dabrowski

2-3Asynchrony is an important concept to understand for gifted children, who may be internally out of sync with their development or externally out of synch with their age peers.
Answer 3
CHOOSE Renzulli
Gardner
Silverman
Maslow
Hollingworth
Sternberg
Mayer and salovey
Torrance
Dabrowski
2-4When gifted children have a passion and a deep need to learn, their understanding can advance beyond their years. Gifted and creative ‘beyonder’ students are entitled to appropriate educational provisions to feed their passion.
Answer 4
CHOOSE Renzulli
Gardner
Silverman
Maslow
Hollingworth
Sternberg
Mayer and salovey
Torrance
Dabrowski

2-5Emotional intelligence includes mastery of one’s own emotions and insights into others’ emotions in order to manage oneself and one’s relationships with others.

Answer 5
CHOOSE Renzulli
Gardner
Silverman
Maslow
Hollingworth
Sternberg
Mayer and salovey
Torrance
Dabrowski
——————

2-6Growth needs – industry, mastery and self-actualisation – motivate and inspire development.

Answer 6
CHOOSE Renzulli
Gardner
Silverman
Maslow
Hollingworth
Sternberg
Mayer and salovey
Torrance
Dabrowski

2-7 There are a range of cognitive and affective dispositions towards learning that provide the background for the development of gifted behaviours.
Answer 7
CHOOSE Renzulli
Gardner
Silverman
Maslow
Hollingworth
Sternberg
Mayer and salovey
Torrance
Dabrowski

3- In a brief critical reflection, select one aspect of affective development discussed in this LM that you think illustrates Silverman’s claim that gifted children not only think differently, they feel differently (1993).
You have less than 300 words to (1) identify that one aspect, (2) analyse how difference may impact on the gifted child and (3) reflect on how this view of the gifted child changes/affirms/impacts on your beliefs and practices relating to gifted children

Protocols for Professional Learning

Order Description

Post your dilemma including a description of one or more specific issues related to the context for professional learning at your study school. Use information from this week’s Learning Resources to help describe the issue and support your ideas.

This Discussion provides an opportunity to practice using a protocol or structured inquiry format to explore issues related to the context for designing professional development.

First, consider the important role that various aspects of the school environment can play in professional development efforts as outlined in the “Context: Establishing the Environment for Professional Learning” chapter and as discussed in the Context Considerations video program. What specific issues related to professional learning at your study school came to mind as you read the chapter and watched the video program?

Then, review the “Probing Protocol” outlined in your “Protocols for Professional Learning” course text. Consider one or more of the issues you identified above to share as your dilemma for the protocol.

Media

Multimedia: Recursive Phases of Professional Development
Click on the Design phase and view the following video:

Video: “Context Considerations” (approximate length: 5 minutes)
Principal Darwin Spiller discusses important considerations related to a school’s context when planning for professional learning.

http://mym.cdn.laureate-media.com/2dett4d/Walden/EDUC/7741/CH/mm/phases/index.html

Having viewed powerpointread the textbook chapters as required and thought about these ideas, you are asked to complete this series of short answer questions.

1- If a school decides to use the Columbus Group definition in their gifted students’ policy, what would you expect to see in that school and why? (Your answer should be less than 30 lines)250 words

(you should look to powerpoint)touched on a large number of theorists and theories. As a memory jog, this question asks you to match the theorist with the theory so that you can recognise and understand the references to these ideas throughout the readings. Note that there are more names than are required to match with the theories.

2-1Gifted children have ‘superstimulatability’ in aspects of their development that make them more sensitive. This phenomenon is generally referred to as the overexcitability of gifted children.
Answer 1CHOOSE
Renzulli
Gardner
Silverman
Maslow
Hollingworth
Sternberg
Mayer and salovey
Torrance
Dabrowski
2-2The higher the degree of giftedness, the more susceptible the gifted child is to social and emotional problems, and the more significant their needs are for a qualitatively different educational provision. The concept of optimal intelligence may apply.
Answer 2
CHOOSE Renzulli
Gardner
Silverman
Maslow
Hollingworth
Sternberg
Mayer and salovey
Torrance
Dabrowski

2-3Asynchrony is an important concept to understand for gifted children, who may be internally out of sync with their development or externally out of synch with their age peers.
Answer 3
CHOOSE Renzulli
Gardner
Silverman
Maslow
Hollingworth
Sternberg
Mayer and salovey
Torrance
Dabrowski
2-4When gifted children have a passion and a deep need to learn, their understanding can advance beyond their years. Gifted and creative ‘beyonder’ students are entitled to appropriate educational provisions to feed their passion.
Answer 4
CHOOSE Renzulli
Gardner
Silverman
Maslow
Hollingworth
Sternberg
Mayer and salovey
Torrance
Dabrowski

2-5Emotional intelligence includes mastery of one’s own emotions and insights into others’ emotions in order to manage oneself and one’s relationships with others.

Answer 5
CHOOSE Renzulli
Gardner
Silverman
Maslow
Hollingworth
Sternberg
Mayer and salovey
Torrance
Dabrowski
——————

2-6Growth needs – industry, mastery and self-actualisation – motivate and inspire development.

Answer 6
CHOOSE Renzulli
Gardner
Silverman
Maslow
Hollingworth
Sternberg
Mayer and salovey
Torrance
Dabrowski

2-7 There are a range of cognitive and affective dispositions towards learning that provide the background for the development of gifted behaviours.
Answer 7
CHOOSE Renzulli
Gardner
Silverman
Maslow
Hollingworth
Sternberg
Mayer and salovey
Torrance
Dabrowski

3- In a brief critical reflection, select one aspect of affective development discussed in this LM that you think illustrates Silverman’s claim that gifted children not only think differently, they feel differently (1993).
You have less than 300 words to (1) identify that one aspect, (2) analyse how difference may impact on the gifted child and (3) reflect on how this view of the gifted child changes/affirms/impacts on your beliefs and practices relating to gifted children

Protocols for Professional Learning

Order Description

Post your dilemma including a description of one or more specific issues related to the context for professional learning at your study school. Use information from this week’s Learning Resources to help describe the issue and support your ideas.

This Discussion provides an opportunity to practice using a protocol or structured inquiry format to explore issues related to the context for designing professional development.

First, consider the important role that various aspects of the school environment can play in professional development efforts as outlined in the “Context: Establishing the Environment for Professional Learning” chapter and as discussed in the Context Considerations video program. What specific issues related to professional learning at your study school came to mind as you read the chapter and watched the video program?

Then, review the “Probing Protocol” outlined in your “Protocols for Professional Learning” course text. Consider one or more of the issues you identified above to share as your dilemma for the protocol.

Media

Multimedia: Recursive Phases of Professional Development
Click on the Design phase and view the following video:

Video: “Context Considerations” (approximate length: 5 minutes)
Principal Darwin Spiller discusses important considerations related to a school’s context when planning for professional learning.

http://mym.cdn.laureate-media.com/2dett4d/Walden/EDUC/7741/CH/mm/phases/index.html

Having viewed powerpointread the textbook chapters as required and thought about these ideas, you are asked to complete this series of short answer questions.

1- If a school decides to use the Columbus Group definition in their gifted students’ policy, what would you expect to see in that school and why? (Your answer should be less than 30 lines)250 words

(you should look to powerpoint)touched on a large number of theorists and theories. As a memory jog, this question asks you to match the theorist with the theory so that you can recognise and understand the references to these ideas throughout the readings. Note that there are more names than are required to match with the theories.

2-1Gifted children have ‘superstimulatability’ in aspects of their development that make them more sensitive. This phenomenon is generally referred to as the overexcitability of gifted children.
Answer 1CHOOSE
Renzulli
Gardner
Silverman
Maslow
Hollingworth
Sternberg
Mayer and salovey
Torrance
Dabrowski
2-2The higher the degree of giftedness, the more susceptible the gifted child is to social and emotional problems, and the more significant their needs are for a qualitatively different educational provision. The concept of optimal intelligence may apply.
Answer 2
CHOOSE Renzulli
Gardner
Silverman
Maslow
Hollingworth
Sternberg
Mayer and salovey
Torrance
Dabrowski

2-3Asynchrony is an important concept to understand for gifted children, who may be internally out of sync with their development or externally out of synch with their age peers.
Answer 3
CHOOSE Renzulli
Gardner
Silverman
Maslow
Hollingworth
Sternberg
Mayer and salovey
Torrance
Dabrowski
2-4When gifted children have a passion and a deep need to learn, their understanding can advance beyond their years. Gifted and creative ‘beyonder’ students are entitled to appropriate educational provisions to feed their passion.
Answer 4
CHOOSE Renzulli
Gardner
Silverman
Maslow
Hollingworth
Sternberg
Mayer and salovey
Torrance
Dabrowski

2-5Emotional intelligence includes mastery of one’s own emotions and insights into others’ emotions in order to manage oneself and one’s relationships with others.

Answer 5
CHOOSE Renzulli
Gardner
Silverman
Maslow
Hollingworth
Sternberg
Mayer and salovey
Torrance
Dabrowski
——————

2-6Growth needs – industry, mastery and self-actualisation – motivate and inspire development.

Answer 6
CHOOSE Renzulli
Gardner
Silverman
Maslow
Hollingworth
Sternberg
Mayer and salovey
Torrance
Dabrowski

2-7 There are a range of cognitive and affective dispositions towards learning that provide the background for the development of gifted behaviours.
Answer 7
CHOOSE Renzulli
Gardner
Silverman
Maslow
Hollingworth
Sternberg
Mayer and salovey
Torrance
Dabrowski

3- In a brief critical reflection, select one aspect of affective development discussed in this LM that you think illustrates Silverman’s claim that gifted children not only think differently, they feel differently (1993).
You have less than 300 words to (1) identify that one aspect, (2) analyse how difference may impact on the gifted child and (3) reflect on how this view of the gifted child changes/affirms/impacts on your beliefs and practices relating to gifted children