SELF AND SOCIETY An interdisciplinary curriculum for highly gifted adolescents, developed by the teaching staff at the University Transition Program, Fall 2004 University Transition Program Homepage

Course Synopsis: This course has been developed to provide academically gifted students in the University Transition Program with the essential skills and concepts that prepare them for early entrance to UBC. The course provides opportunities for students to problem solve and learn collaboratively as they work through four interdisciplinary units: Human Development, Social Justice, Media Awareness, and Environmental Stewardship. Through the creation and use of an electronic portfolio, students learn to monitor and reflect on their learning throughout the course and consider their learning at the end of the year in light of their own individual education plan. Rationale: Research into radical acceleration programs suggests that to be successful, students in such a program require interesting learning opportunities outside the classroom as well as skill and concept development in Human Development (Matthews, 1996). Academic preparation for life in a learning society must include developing the capacity for innovation and generation of knowledge in a collaborative way (Keating, 1999, Scardamalia & Bereiter 1999). Collaboration, in turn, requires interpersonal skills. Interpersonal competence and knowledge of global issues also needs to be a focus of learning if students are to become citizens who function effectively in a global community. Students in the University Transition Program do not complete the requirements for a B.C. Ministry of Education dogwood diploma. Instead, once they successfully complete an intense program of highly academic study, they are granted early entrance into UBC based on their provincial exam results in four subjects. As such, they are not required to complete a full complement of grade 10 and 11 subjects. This two part Self and Society course is designed to cover important curriculum content from English 11, Social Studies 11, Biology 11, the new Planning 10 curriculum and the graduation portfolio requirements which are important for helping students develop as autonomous learners and effective global citizens. Instructional Component: Problem Based Learning Direct instruction Mentorship On-line learning Seminar discussions Electronic portfolios Reflective Journaling Learning Resources Speakers from UBC campus and Lower Mainland community (i.e., Ad Busters, Condomania, UBC Wellness Center, UBC Mentor Center, etc.) Films: Pay it Forward, Control Room, Wag the Dog Dr. Allan Smith, UBC History Professor Bamfield Marine Station Summitt Outdoor School, Squamish, B.C. This list is still being developed

Unit 1 Human Learning and Development: This unit introduces students to an interdisciplinary study of our ways of knowing about self and society. The study of eminent people, giftedness, and models of intelligence, develops the students’ understanding of their own rapid acceleration and the career options/paths available to them. The use of mentorship, electronic portfolios, and a problem based learning approach to much of the material is designed to develop each students’ metacognitive awareness, and enable their being autonomous learners. (Approximately 40 hours) Unit 2 Social Justice: Through the lens of B.C. and Canadian history and the history of history, students gain an understanding and awareness of social justice issues. Participation in community building, mentorship and service activities, which dovetail with the curriculum in this unit, allow opportunities for students to practice active involvement in global citizenship activities. (Approximately 40 hours) Unit 3 Media Awareness: Media literacy is the focus of this unit. Students are taught to critically view a variety of forms of media. This unit clearly crosses over into the units on Social Justice and Human Learning and Development and is taught through integration of that curriculum material as well as a specific use of material about media. Internet safety and safe development of electronic portfolios to portray each students own media messages are also a major component of this unit. (Approximately 20 hours) Unit 4 Environmental Stewardship: The focus of this unit is human impact on the environment and our role as global citizens in caring for and protecting what we have. Again the content in this unit is interdisciplinary and crosses over into the other units. Through problem based learning, mentorship, community building and service activities students have opportunities to be actively involved and develop their own personal commitment to a social action process. (Approximately 20 hours) Assessment Component: Credit for the course will be based on a Pass/Fail, determined by a 1, 2, 3 Performance Standard Rubric. Students who have a 3 in academic content work and have a 2.5 average from their total scores by the end of the term will achieve a pass. Students will have opportunities to self-assess their progress during each term, and will be expected to track their progress in their learning portfolio. Percentage marks will be given for academic and written assignments throughout the year based on the criteria set for each specific assignments. Throughout the year other more specific rubrics, questionnaires, self-assessment and focus group discussions will focus on the following core factors which are important for competence in a learning society: Capacity for innovation Knowledge generation in collaboration with others Interpersonal competence, the ability to understand others\' point of view and respond accordingly Metacognitive processes for judging, organizing, and acquiring new information Relating new knowledge to prior understanding Understanding the conceptual underpinnings of bodies of knowledge Application of specific strategies to novel tasks Understanding of the thinking and learning strategies used (Hmelo & Ferrari, 1997) Term 1 Criteria grid Term 2 Criteria grid

Learning Outcomes: Curriculum Organizer: Academic Development At the Year 1 level, it is expected that students will: Develop electronic portfolios to use for documenting and monitoring Individual Education Plan goals Demonstrate the ability to think critically, including being able to define an issue or problem, and generate hypotheses and supporting arguments Demonstrate an understanding of and an ability to use effective research methods and skills Examine conceptions of intellect and giftedness Identify and explain risk and resilience issues in gifted adolescents Examine the impact of human behaviour on the natural environment and assess the risks and responsibilities inherent in this interaction At the Year 2 level, it is expected that students will Demonstrate effective use of a personally developed electronic portfolios as part of an Individual Education Plan and as a resume and application process Apply metacognitive awareness to problem solving. Develop the ability to effectively analyse a problem, apply appropriate methods for information gathering, assessing possibilities and evaluating solutions. Effectively utilize research methods and skills Demonstrate understanding of conceptions of intellect and giftedness Critique social justice issues in British Columbia and Canada from an historical perspective Analyze and assess the impact of a variety of individual and group action on global trends and issues Gain a thorough understanding of the concept of environmental stewardship, particularly as related to BC in the 21st century Curriculum Organizer: Career Exploration At the Year 1 level, it is expected that students will: Have the opportunity to participate in a mentorship experience in an area of high interest and/or learn about mentorship experience of others in the program Gather relevant information about academic programs and possible career choices based on personal interests and talents Gather relevant information about academic programs, careers and opportunities for involvement relevant to Social Justice Participate in action directed at making the world/community a better place Gather relevant information about academic programs, careers and opportunities for involvement with regards to environmental stewardship Gather relevant information about academic programs, careers and opportunities for involvement relevant to media At the Year 2 level, it is expected that students will: Participate in a mentorship experience in an area of high interest (if not previously completed in the Year 1 equivalent of this course) Gather relevant information about academic programs and possible career choices based on personal interests and talents and document evidence of this in an electronic portfolio Interact with people working in the fields of human learning and development, social justice, media, and environmental stewardship Gather and document relevant information about academic programs, careers and opportunities for involvement relevant to Social Justice Initiate and justify action directed at making the world/community a better place Gather and document relevant information about academic programs, careers and opportunities for involvement with regards to Environmental Stewardship Gather and document relevant information about academic programs, careers and opportunities for involvement relevant for work in the field of media Curriculum Organizer: Social/Emotional Development At the Year 1 level, it is expected that students will: Assess and reflect on own metacognition Use effective group problem solving skills Practice a variety of positive roles within a group when working collaboratively Assess and explain personal interpretation for a variety of moral dilemmas Understand personal roles and responsibilities in creating healthy communities Assess and discuss personal interpretation of social justice issues within own peer group and/or larger community Identify elements of effective leadership and assess own strengths and weaknesses in this arena Assess and articulate the impact of media on self At the Year 2 level, it is expected that students will: Integrate metacognition into personal learning strategies Model and influence the use of effective group problem solving skills Demonstrate competency in a variety of positive roles within a group when working collaboratively Formulate and apply consistent, predictable and ethical solutions to a variety of moral dilemmas Demonstrate and value personal roles and responsibilities in creating healthy communities Integrate and defend personal interpretation of social justice issues and ecological issues within own peer group and/or larger community Display effective leadership and willingness to assess own strengths and weaknesses in this arena Respond to the impact of media on self