WAN, Wai-Yan Sally (Pui Kiu College, Hong Kong) http://citers2012.cite.hku.hk/en/paper_515.htm

1. http://sallywywan.com
sallywywan@gmail.com

2. Outline
• Background of the study
• Methodology
• Findings
• Conclusion and discussion

3. Background of the study
• Aim of the paper:
– To share our experience of planning a humanities
unit “My Dinosaur Park” with reference to the
Spherical Integrated Model for Gifted and
Talented (SIM-GT) (Lam and Wan, 2011)
– To unfold learning experiences and perceptions in
the unit of a group of Grade 5 students

4. Background of the study
SPHERICAL INTEGRATED MODEL FOR
GIFTED AND TALENTED (SIM-GT)

5. O: Organizational context such as organizational policy, structure, resources and culture
R: regional context (culture and ideology of the district, state, country and region)
B: Bureaucratic context (the government policy)
I: Identification of giftedness
T: Teacher professionalism: practice and professional development
&
Values
Attitudes
Spherical Integrated Model for Gifted and Talented SIM-GT (Lam & Wan, 2011)

6. Key features of SIM-GT
• Integration of the breath and width of GE curriculum: a balanced
curriculum
• Integration of affective development and cognitive
advancement: infusing affective development in all curriculum
• Integration of gifted learner and the programme: gifted learners as
the centre of learning
• Integration of assessment in curriculum: assessment for, in, of learning
• Integration of learning experiences, learning approach, skills
development, curriculum dimensions and assessment:
orchestration of all curriculum elements
• Integration of the 21st Century education: towards a forward looking
curriculum
• Integration of contextual factors (OBRIT) and GE provision: GE
curriculum as a social ecology

7. 5 stratums with an axis
• Stratum 1: GE Curriculum as the collection of a wide
range of GE learning experiences
• Stratum 2: GE learning approach
• Stratum 3: Skills development amongst the gifted
• Stratum 4: Learning dimensions for the gifted
• Stratum 5: Values and attitudes for the gifted

8. Stratum 1: GE Curriculum as the collection of a
wide range of GE learning experiences
 Curriculum modification: curriculum
compacting, differentiation, flexible grouping (Renzulli, 2003; Brody, 2004)
 Acceleration options: early admission, subject acceleration, grade
skipping, dual enrollment (Renzulli, 2003; Colango & Assouline, 2009)
 Individual options: internship, apprenticeship, mentorship
(Klasen, 2002; Clasen & Clasen, 2003; Renzulli, 2003)
 Self-directed study: self-regulated learning, individual projects
(Betts & Kercher, 1999)
 Pull-out cluster: within/across classes, non-grade clusters in
targeted abilities and interest areas (Renzulli, 2003)
 Special enrichment programmes: transdisciplinary
investigation for exceptionally gifted students (Renzulli, 2003)

9. Stratum 2: GE learning approach
1. Authentic learning
 Authentic learning experiences are those which best enable learners to be engaged with
their learning while the learning situation is meaningful to the life of the student and
connected to real life events, whereas students are better able to construct knowledge
and to make meaning from school-based learning.
(Newmann,, Marks, & Gamoran , 1995; Renzulli, Gentry, & Reis, 2004)
2. Cooperative learning
 Cooperative learning encompasses a range of instructional formats within which small
groups of students work towards a shared goal and depend on the efforts of others (i.e.,
interdependence).
(Kagan, Robertson, & Kagan, 1995; Robinson, 2003; Patrick et al., 2005)
3. Independent learning
 A set of skills which can be learned and applied in self-directed learning with external
guidance, leading to learners’ self-directed learning
(Betts & Kercher, 1999)

10. Stratum 2: GE learning approach
4. Inquiry learning
 Inquiry learning is an approach that provides learners opportunities to actively develop
skills that enable them to locate, gather, analyse, critique and apply information in a wide
range of contexts. as they develop understanding.
(VanTassel-Baska, 1986; Barell, 1998)
5. Problem based learning
 Problem-based learning (PBL) is a student-centered pedagogy in which students learn
about a subject in the context of complex, multifaceted, and realistic problems.
(Trefiinger, Isaksen, & Dorval, 1994; Coleman, 1995; Schroeder & Zarinnia, 2000)
6. Service Learning
 Service-learning involves students in community service activities and applies the
experience to personal and academic development.
 Service-learning differs from internship experience or volunteer work in its intention to
equally benefit the provider and the recipient of the service as well as to ensure equal
focus on both the service being provided and the learning that is occurring.
(Furco, 1996; Bartlett & Hunsaker, 2009)
7. Situated learning
 On site, hands-on, real-life learning with a mentor who facilitates absorption of both
explicit and tacit knowledge.
(Lave, & Wenger, 1991)

11. Stratum 3: Skills development
amongst the gifted
1. Productive creativity
 Creativity is the ability, voluntary or involuntary, to think out of the norm in a productive
manner.
(Davis, 2003; Renzulli, 1992, 2003, 2004; Sternberg, 1985, 1986; Sternberg & Zhang, 1995; Balchin, 2009)
2. Higher-order thinking
 Higher-order thinking requires students to manipulate information and ideas in ways
that transform their meaning and implications.
(VanSickle, & Hoge, 1991; Lewis & Smith, 1993)
3. Collaboration
 Collaboration is working together to achieve a goal. It refers abstractly to all processes
wherein people work together —applying both to the work of individuals as well as
larger collectives and societies.
(Schultz & Delisle, 2003; Lam, 2009)
4. Communication
 Communication skills is the ability to use language (receptive) and express (expressive)
information. Communication skills is the set of skills that enables a person to convey
information so that it is received and understood.
(Burkhart et al., 2003)

12. Stratum 3: Skills development
amongst the gifted
5. Risk taking
 Students are willing to solve problems in new circumstances.
(Costa & Kallick, 2000)
6. Metacognition
 Metacognition is “thinking about thinking”. It is the knowledge and awareness one has
of their own thinking processes and strategies and the ability to evaluate and regulate
one's own learning.
(Sheppard & Kanevsky, 1999; VanTassel-Baska & Little, 2003; VanTassel-Baska, 2005; Martinez, 2006)
7. Digital-age literacy
 Digital literacy is the ability to locate, organize, understand, evaluate, and analyze
information using digital technology. It involves a working knowledge of current high-
technology, and an understanding of how it can be used.
(Pyryt, 2003; Siegle, 2004; 2005)

13. Stratum 4: Learning dimensions for
the gifted
Concepts & issues dimension:
 Emphasizing the importance of learning skills and concepts within a
predetermined domain of inquiry
 Diagnostic  prescriptive (DP) instructional approach
 Fast-paced
 Proficiency-based
 Organized by intellectual content
(VanTassel-Baska, 1986, 1994, 2004)

14. Stratum 4: Learning dimensions for
the gifted
Process-product dimension:
 In-depth on selected topics
 Product based
 Resource-oriented
 Organized around scientific process
 Collaborative model
(VanTassel-Baska, 1986, 1994, 2004)

15. Stratum 4: Learning dimensions for
the gifted
Advanced content dimension:
 Epistemological
 Aesthetics-based
 Discussion approach
 Organized by themes and ideas
 Socratic method
(VanTassel-Baska, 1986, 1994, 2004)

16. Stratum 5: Values and attitudes for
the gifted
 Motivation: intrinsic motivation attributes to success (Dai, Moon, &
Feldhusen, 1998; Siegle & McCoach, 2005; Dai & Schader, 2001)
 Persistence: don’t give up easily; think hard about a problem and think of
a way to try and attack it. (Costa & Kallick, 2000)
 Managing impulsivity: think before acting; trying to make sure
understanding all the directions and using a good strategy for solving the
problem before starting (Costa & Kallick, 2000)
 Taking responsible risks: push themselves past where they feel
comfortable to achieve goals; challenge themselves by trying situations
which are unpredictable; accept that failure is part of learning and will
give things a go despite the chance of failing (Costa & Kallick, 2000)
 Remaining open to continuous learning: constantly search for new and
better ways to do things; try to improve them; treat all experiences as
learning opportunities (Costa & Kallick, 2000)

17. Stratum 5: Values and attitudes for
the gifted
 Resilience: The ability to recover quickly from illness, change, or
misfortune (Reis, Colbert & Hebert, 2005; Dai, in press)
 Optimism: being positive and looking at the brighter side of life (Bar-On &
Maree, 2009)
 Empathy: being award of and understanding how others feel (Bar-On &
Maree, 2009)
 Social responsibility: identifying with one’s social group and cooperativce
with others (Bar-On & Maree, 2009)
 Self-actualization (striving to achieve goals and actualize one’s potential
(Bar-On & Maree, 2009)
 Assertiveness: effectively and constructively managing emotions (Lehman
& Erdwins, 2004; Bar-On & Maree, 2009)
 Interpersonal relationship: establishing mutually satisfying relationships
(Bar-On & Maree, 2009)

18. AXIS: Assessment learning
Assessment as learning
• Assessment as learning involves students in becoming more responsible
participants in the whole learning process where they understand the
purposes of their work, generate personal learning goals; ask themselves
metacognitive questions to actively reflect on their progress; and regularly
undertake informal and formal self and peer assessment.
(Earl, 2003, 2007; Earl & Katz, 2006; Manitoba Education, Citizenship and Youth, 2006)
Assessment for learning
 The process of seeking and interpreting evidence for use by pupils and their
teachers, to decide where the pupils are in their learning, where they need
to go and how best to get there.
(Gipps, 1994; Black et al., 2003; Earl & Katz, 2006; Glasson, 2009)
Assessment of learning
 Assessment of student learning is the process of evaluating the extent to
which participants in education have developed their knowledge,
understanding and abilities.
(Guskey & Bailey, 2001; Earl & Cousins, 1995; Earl & Katz, 2006)

19. ORBIT
• O: Organizational context – organizational policy,
structure, resources and culture (Mintzberg, 1983; Sergiovanni &
Corbally, 1986; Senge, 1990; Law et al., 2000)
• R: Regional context – culture and ideology of the
district, state, country and region) (Fullan, 1982, 1996, 1999;
Elliott, 1998)
• B: Bureaucratic context – the government policy (Cross,
2003; Hargreaves & Shirley, 2009)
• I: Identification of giftedness (Sternberg, Jarvin, & Grigorenko,
2011)
• T: Teacher professionalism – practice and professional
development (Darling-Hammond, 1988; Day, 1999; Earley and Bubb,
2004; Day and Gu, 2010; Goodall et al. 2005; Wan & Lam, 2011)

20. Background of the study
“MY DINOSAUR PARK” UNIT

21. “My Dinosaur Park”
http://mydinosaurpark.wordpress.com
• What?
– An extended project in a humanities unit as implemented in a DSS school in
HK
– Pull-out programme based on SIM-GT Model
• inquiry learning approach, integrated with the development of higher-order thinking,
digital literacy and collaboration skills
• When?
– May to June 2012 (after the completion of the project during the ordinary
class)
• Who?
– A group of Grade 5 students who were selected based on teacher observation
and students’ self-nomination (taking Renzuelli’s 3-Ring Model into account:
task commitment, average ability and creativity)
• How?
– A pull-out programme as held during lunchtime (1:00-1:35pm)
– Use of web2.0 tools such as Quora.com and Wordpress.com
• Quora.com: raise questions and find answers with the outside world
• Wordpress.com: collaboratively create and manage own pages and build-on each other’s
ideas thru “Leave a reply”

22. Tasks
Objectives

23. Methodology
• Qualitative approach
– Exploratory study
• A focus group interview with a group of six
Grade 5 students engaged in the “My
Dinosaur Park” unit
– Conducted on 13th June 2012
• Data analysis
– Common themes

24. Preference of working in the computer
room
• Student H: “In the computer room, it is better.
We work peacefully.”
• Student S: “The computer room is quiet and we
can focus on our works.”
• Student A: “Everyone is very cooperative.”
• Student S: “We can express our opinions…
because if you work in the group (in the
classroom), the others may dislike.”
• Student A: “And our opinions may be neglected.”

25. What have students learnt?
Knowledge & skills

26. What have students learnt?
Deep thinking

27. What have students learnt?
• Self-reflection

28. What have students learnt?
• self-reflection

29. What have students learnt?
• Student N: “I found lots of online information about dinosaurs. Now I
know there are different types of dinosaurs. They include carnivores,
herbivores and omnivores.
• Student H: “I think there are many gains to me during the online project
because I can write a lot online. It can help me to improve English. You can
also understand more words.”
• Student L: “In addition, we can learn how to use the computer in an
efficient way. We can learn some new things such as uploading photos,
drawing pictures online, etc.”
• Student S: “And we can have a lot of responses online.”
• Student H: “I also learn how to use English. We use English to answer and
we learn more vocabulary.”
• Student H: “We can also understand more about what we are learning.
Usually many projects are assessed by teachers. Now the network is so
advanced. The people around the world can see what you have written
and they can respond to your writing.”

30. What have students learnt?
• Student J: “I think… I seldom go online… as my mum does not allow me to
go online. This project makes me know more about computers and how to
exchange ideas online. .. For example, how to post photos, how to post
comments, … I really did not know before.”
• Student A: “I learnt how to make hyperlinks. Sometimes the information is
found form the other websites. The hyperlinks are easy and convenient.”
• Student H: “I also think that I can learn how to select information. There is
a lot of information online. We have to analyze and make it concise. When
you find information in Google, you have to search one by one. Then I can
absorb much knowledge and identify what is good and what is bad. Hm…
not really bad… that is less useful.”
• Student H: “Now you can be reminded about your writing. Now there are
so many people online. They can remind you about errors in writing.”

31. Students’ preference of learning mode:
online learning vs making models?
• Student H: “I think using texts is better… as the model is 3D, I think you
can use more texts to tell more details about the model. If you just see
the model, you won’t know what dinosaurs they are and how many types
of dinosaurs. The model can’t tell you about the details. So I think using
texts is more useful in expressing details. Even if it is a model, you can post
its photo online.”
• Student I: “But if it is a 3D model, you can see it from different angles.”
• Student H: “You can take photos from different angles. From left to
right, from bottom to top. Nowadays the technology is so advanced and
we don’t need to have the real object.”
• Student I: “But if it is a 3D, you cannot enlarge it. You have to take photos
in every 0.5mm.”
• Student H: “But you can use texts to express.”
• Student I: “However, it is less real. You cannot see the real object.”
• Student A: “But the materials are very expensive. We cannot make the
whole model within limited time.”
• Student H: “There will be a lot of time and efforts to make it. And you may
not know what the object is.”

32. Students’ preference of learning mode:
online learning vs making models?
• Student H: “Other than going to the computer room, we can go home and
complete the tasks as the platform is online.”
• Student I: “And when you have some ideas, you can immediately post
them online.”
• Student H: “You can communicate with groupmates immediately.”
• Student I: “We don’t need to give a phone call to ask groupmates.”
• Student S: “When you post your questions, the others can give you
comments.”
• Student A: “Sometimes when you can’t contact the others, they still can
go online and find them.”
• Student L: “And you can save money as online learning is free.”
• Student H: “You can also save the money because you don’t need to buy
materials to make models. Though you can use recycle materials, those
bought materials are more beautiful. If that is online, it is more
convenient.”
• Student I: “I prefer making models more because you cannot see 3D. You
may need to make the 3D into 2D. Then perhaps something cannot be
clearly shown. “

33. Students’ preference of learning mode:
online learning vs making models?
• Student A: “We can touch on some more new technological things.
In our daily learning we can’t learn more diversified or more
globalized things. We can immerse ourselves into the society and
the earth.”
• Student H: “Because this learning occurs online. Everyday there are
many people going online. We can understand more about
diversified things. Because in Hong Kong, most of the curriculum
are very similar. And this project is not within our curriculum, we
learn more.”
• Student A: “We can have more advantages when compared with
others.”
• Student L: “We can know much more than the others.”
• Student H: “What we learnt here is useful to our future. The
knowledge (in the curriculum) is not so all-round. This project
allows us to get contact with the online world.”

34. Students’ expectations
• Student A: “More time can be given to the project. The outcomes
can be disseminated. Our learning outcomes can show our learning
attitudes and teachers’ teaching attitudes.
• Student H: “I think there should be more promotion because there
are few people who understand what this project is about.”
• Student I: “I think there should be a bigger scale and more people
can know what we are doing because seems that not many people
know about our project.. Perhaps we can have some other G4 to G6
students to join us.”
• Student N: “I think there can be more time for us to complete the
tasks.”
• Student A: “I think this project is very good because at first I
thought this project is traditional. However, after joining, I find it so
internationalized and diversified. I can contact the people in other
countries.”

35. Conclusion & Discussion
• Classroom learning & online learning
– Learning styles
– Anytime, anywhere
• Advantages of using ICT:
– Language development
– Development of higher-order thinking skills (i.e.
analyzing skills, organization skills, and so on)
– Meta-cognitive learning (i.e. self-assessment)
– Developing global perspectives