Lindy Levis

Guided Practice Assignment #1

Mark clearly demonstrates gifted tendencies, even at the young age of six years old. Mark
exhibits a great amount of potential. He reads at an incredibly accelerated level and has mastered
math concepts that are difficult for most students his age. The primary concern for Marks case is
how to sufficiently challenge him. Marks case study reveals the fact that the pace of the
classroom does not meet his needs; Barbara Moore makes the point in Developing Research
Skills in Gifted Students that because of [gifted students] precocious ability to learn and retain
information easily, they are often impatient with the pace of the regular classroom curriculum
and are bored in class. I will develop an independent contract for Mark so that he may receive
the proper individualized instruction and support for his unique needs(Johnsen & Goree).
I propose that Marks needs as a gifted student should be met through facilitation from
the teacher, small-group learning methods, choices in individualized projects, and options for
creativity. As defined in the article Teaching Gifted Students through Independent Study, the
instruction intended for Mark will be a planned research process that is authentic to the
discipline, facilitated by the teacher, and focuses on lifelike problems that go beyond the regular
class setting (Johnsen & Goree). Keeping structure in mind is especially important when
devising a plan for independent study.
Another aspect that I will focus on for Marks independent contract is the importance of
active experience, investigation, and reflection. In the chapter Shlomo and Yael Sharan: Group
Investigations, John Deweys philosophy for intellectual development is as follows: Active
experience, inquiry in a social setting, and reflective thinking are the tools of intellectual
development. These few tools are essential for Mark to receive the proper instruction that he
deserves as a gifted student.

Lindy Levis

Menu Planner
All items in the main dish and the specified number of side dishes must be complete by
the due date. You may select among the side dishes and you may decide to do some of the
dessert items, as well.

Main Dish (Complete all)

1. Create a report on a book you chose (active experience)
2. Survey classmates about a question of your choice (active experience)
3. Use a computer to research something of interest on the internet (inquiry)
4. Experiment with word problems and solve five (inquiry)
5. Present your discoveries to the class
*Use the questions below to reflect about your experience (reflection)

Side Dish (select two)

1. Make a diagram to represent the plot of the novel
2. Write a nice letter to one of your classmates
3. Create a graph to display your classmates responses
4. Write three words to describe the setting of the novel on a poster

Dessert (Optional)
1. Make a timeline of important events in your life
2. Discuss your favorite time of the year with a friend
3. Look out the window and use ten words to describe what you see

Lindy Levis

REFLECTION (Callaway & Goertz, 1999):

Conference objectives
1. Did you learn what you set out to learn?
2. What skills were you able to use to help you in your research?
3. What skills do you think you need to be able to do more research on your own?
4. How can I (the teacher) help you next time?
Presentation
5. What do you think went well with your presentation?
6. What would you do differently if you do a study again?
Student Assessment
My study was very thorough. 1 2 3 4 5
I contacted several people. 1 2 3 4 5
I used different materials. 1 2 3 4 5
My presentation was well done. 1 2 3 4 5
I learned a great deal from this activity. 1 2 3 4 5

Lindy Levis
I like the Menu Planner contract because I think it is fun, creative, and approachable tool for
Marks age group. Ive given Mark several options; he must complete the main dishes, choose two
side dishes, and he has a few optional desserts. The options that Mark has in his menu give him a
chance to work through the six stages of independent study in one way or another: 1) selecting a
topic, 2) finding a question or problem to research, 3) developing a plan of action, 4) gathering
information, 5) analyzing information, and finally, 6) reporting findings. These stages are outlined
and described by Barbara Moore in her article Developing Research Skills in Gifted Students.
The contracts include many options for hands-on, visual, and oral products. According to coauthors Diane Callaway and Jeanie Goertz in Creative Productive Research: CPR for Primary Gifted
Student, hands-on, visual, and oral products are easier than written ones for younger children
(1999). I believe this is important to keep in mind for Mark when thinking about how to serve his
needs best. Providing manageable and creative options is important for gifted students. Gifted
students cannot be limited to library research; Moore states that these projects are dull and it is
important for them to find innovative ways for them to present their projects (Developing Research
Skills in Gifted Students). Callaway and Goertz emphasize the importance of using different types of
research, such as interviewing, experimentingobserving, surveying, [and] discussing. They also
delineate a list of products like books, diagrams, videos, games, graphs, posters, reports, timelines,
models, and many others, which give gifted students room to express their creativity (Callaway &
Goertz, 1999).
Marks case study mentions that he has been having difficulty developing friendships.
Communication is an important part of independent study, and I believe that giving Mark the main
dish requirement to present some of his projects and findings to his classmates will help improve
friendships. In his independent study contract, I provide options for Mark to interact with his
classmates and work in a small group learning environment. Small group learning methods, as

Lindy Levis
mentioned in Shlomo and Yael Sharan: Group Investigations, would benefit Mark and his need for
improved social interactions. As described in the Group Investigations model, working in small
groups allows for the incorporation of students interests, abilities, and past experiences in planning
of small group activities. Also peer collaboration and student choice of projects is emphasized in
this model (Shlomo and Yael Sharan: Group Investigations). Student choice, student collaboration,
and student interest are important when considering the dynamics of a group. These group dynamics
will help to foster friendships within the classroom for Mark.
It is crucial for Marks teacher to be involved in the process of implementing the independent
study contract. In Creative Productive Research: CPR for Primary Gifted Student, Callaway and
Goertz say that in order for independent studies to be effective teachers are actively involved,
facilitating each phase of study as students interest emerges and develops (1999). By facilitating
each stage, teachers create a structure and timeline for research projects and allow students to
work efficiently and effectively, minimizing off-task time (Moore). By giving Mark structure, his
teacher will help him work well and manage his time wisely. Marks teacher will also help him hone
his skills of inquiry and skills of expression once Mark presents his findings (Moore).
Through the independent contract that Ive created, Mark will be given choices for products
that he wants to create, options for creative outlets, opportunities to discuss with peers and his
teacher, and hell improve his inquiry and communication skills throughout his experience. The
Menu Plan Ive created is appropriate for Marks strengths in reading and math. This plan will also
allow for Mark to improve his spelling and writing. Lastly, reflection will help Mark to see, assess,
and evaluate how he is doing. My hope is that Mark will be sufficiently challenged through this
independent study contract and that he will excel and improve as a student.

Lindy Levis

References
Callaway, D. & Goertz, J. (1999, May 01). Creative productive research: CPR for primary
gifted student. Gifted Child Today Magazine, 22(3), Retrieved from
https://blackboard.jmu.edu/bbcswebdav/pid-3374846-dt-content-rid9323353_1/courses/EXED565_1_SP14/Primary.pdf
Chapter 7: Shlomo and yael sharan. Retrieved from
https://blackboard.jmu.edu/bbcswebdav/pid-3374598-dt-content-rid9323350_1/courses/EXED565_1_SP14/Groupinvestigations
Johnsen, Susan K. and Krystal K. Gore. Independent Study. Retrieved from:
https://blackboard.jmu.edu/bbcswebdav/pid--3118542--dt--content--rid--
8130277_1/courses/EXED565_401_8W2_SP13/TeachingGiftedStudents.pdf
Moore, B. (n.d.). Developing research skills in gifted students. Retrieved from
https://blackboard.jmu.edu/bbcswebdav/pid-3374595-dt-content-rid9323347_1/courses/EXED565_1_SP14/DevelopingResearchSkills.pdf