Warwick School District

Curriculum❯Honors Seminar: Independent Study (grades 10-12)

Honors Seminar: Independent Study (grades 10-12)

Grade Levels: 11 | 12 |

Course Description

This course is created to allow students to pursue an independent study in self-selected areas that are outside Warwick's High School curriculum. These could be an approved online course or courses or in-depth studies of approved subject matter with resources of the student's choosing. Students will create a working journal of their work and present their learning to the instructor several times per month.

Core Curriculum Content Standards

Gifted Programming Standards (2010)

  • Pre-K-Grade 12

    • Learning and Development - Educators, recognizing the learning and developmental differences of students with gifts and talents, promote ongoing self-understanding, awareness of their needs, and cognitive and affective growth of these students in school, home, and community settings to ensure specific student outcomes.(GIFT.PK-12.1)
      • Self-Understanding. Students with gifts and talents demonstrate self-knowledge with respect to their interests, strengths, identities, and needs in socio-emotional development and in intellectual, academic, creative, leadership, and artistic domains.(GIFT.PK-12.1.1)
      • Self-Understanding. Students with gifts and talents possess a developmentally appropriate understanding of how they learn and grow; they recognize the influences of their beliefs, traditions, and values on their learning and behavior.(GIFT.PK-12.1.2)
      • Self-Understanding. Students with gifts and talents demonstrate understanding of and respect for similarities and differences between themselves and their peer group and others in the general population.(GIFT.PK-12.1.3)
      • Cognitive and Affective Growth. Students with gifts and talents benefit from meaningful and challenging learning activities addressing their unique characteristics and needs.(GIFT.PK-12.1.6)
      • Cognitive and Affective Growth. Students with gifts and talents recognize their preferred approaches to learning and expand their repertoire.(GIFT.PK-12.1.7)
      • Cognitive and Affective Growth. Students with gifts and talents identify future career goals that match their talents and abilities and resources needed to meet those goals (e.g., higher education opportunities, mentors, financial support).(GIFT.PK-12.1.8)
    • Curriculum Planning and Instruction - Educators apply the theory and research-based models of curriculum and instruction related to students with gifts and talents and respond to their needs by planning, selecting, adapting, and creating culturally relevant curriculum and by using a repertoire of evidence-based instructional strategies to ensure specific student outcomes.(GIFT.PK-12.3)
      • Curriculum Planning. Students with gifts and talents demonstrate growth commensurate with aptitude during the school year.(GIFT.PK-12.3.1)
      • Talent Development. Students with gifts and talents become more competent in multiple talent areas and across dimensions of learning. (GIFT.PK-12.3.2)
      • Talent Development. Students with gifts and talents develop their abilities in their domain of talent and/or area of interest.(GIFT.PK-12.3.3)
      • Instructional Strategies. Students with gifts and talents become independent investigators.(GIFT.PK-12.3.4)
      • Culturally Relevant Curriculum. Students with gifts and talents develop knowledge and skills for living and being productive in a multicultural, diverse, and global society.(GIFT.PK-12.3.5)
      • Resources. Students with gifts and talents benefit from gifted education programming that provides a variety of high quality resources and materials.(GIFT.PK-12.3.6)
    • Learning Environments - Learning environments foster personal and social responsibility, multicultural competence, and interpersonal and technical communication skills for leadership in the 21st century to ensure specific student outcomes.(GIFT.PK-12.4)
      • Personal Competence. Students with gifts and talents demonstrate growth in personal competence and dispositions for exceptional academic and creative productivity. These include self-awareness, self-advocacy, self-efficacy, confidence, motivation, resilience, independence, curiosity, and risk taking. (GIFT.PK-12.4.1)
      • Social Competence. Students with gifts and talents develop social competence manifested in positive peer relationships and social interactions.(GIFT.PK-12.4.2)
      • Leadership. Students with gifts and talents demonstrate personal and social responsibility and leadership skills.(GIFT.PK-12.4.3)
      • Cultural Competence. Students with gifts and talents value their own and others' language, heritage, and circumstance. They possess skills in communicating, teaming, and collaborating with diverse individuals and across diverse groups.(GIFT.PK-12.4.4)
      • Communication Competence. Students with gifts and talents develop competence in interpersonal and technical communication skills. They demonstrate advanced oral and written skills, balanced biliteracy or multiliteracy, and creative expression. They display fluency with technologies that support effective communication.(GIFT.PK-12.4.5)
    • Programming - Educators are aware of empirical evidence regarding (a) the cognitive, creative, and affective development of learners with gifts and talents, and (b) programming that meets their concomitant needs. Educators use this expertise systematically and collaboratively to develop, implement, and effectively manage comprehensive services for students with a variety of gifts and talents to ensure specific student outcomes.(GIFT.PK-12.5)
      • Variety of Programming. Students with gifts and talents participate in a variety of evidencebased programming options that enhance performance in cognitive and affective areas.(GIFT.PK-12.5.1)
      • Comprehensiveness. Students with gifts and talents develop their potential through comprehensive, aligned programming and services.(GIFT.PK-12.5.5)
      • Career Pathways. Students with gifts and talents identify future career goals and the talent development pathways to reach those goals. 5.7.2. Educators facilitate mentorships, internships, and vocational programming experiences that match student interests and aptitudes. (GIFT.PK-12.5.7)

AASL Standards for the 21st Century Learner (2007)

  • Grades K-12

    • Inquire, think critically, and gain knowledge(1)
      • Skills(1.1)
        • Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life.(1.1.1)
        • Use prior and background knowledge as context for new learning.(1.1.2)
        • Develop and refine a range of questions to frame the search for new understanding.(1.1.3)
        • Find, evaluate, and select appropriate sources to answer questions.(1.1.4)
        • Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs, importance, and social and cultural context.(1.1.5)
        • Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.(1.1.6)
        • Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias.(1.1.7)
        • Collaborate with others to broaden and deepen understanding.(1.1.9)
      • Disposition In Action(1.2)
        • Display initiative and engagement by posing questions and investigating the answers beyond the collection of superficial facts. (1.2.1 )
        • Demonstrate confidence and self- direction by making independent choices in the selection of resources and information. (1.2.2)
        • Demonstrate creativity by using multiple resources and formats.(1.2.3)
        • Maintain a critical stance by questioning the validity and accuracy of all information.(1.2.4)
        • Demonstrate adaptability by changing the inquiry focus, questions, resources, or strategies when necessary to achieve success.(1.2.5)
        • Display emotional resilience by persisting in information searching despite challenges. (1.2.6)
        • Display persistence by continuing to pursue information to gain a broad perspective. (1.2.7)
      • Responsibilities(1.3)
        • Seek divergent perspectives during information gathering and assessment. (1.3.2)
        • Follow ethical and legal guidelines in gathering and using information. (1.3.3)
        • Contribute to the exchange of ideas within the learning community.(1.3.4)
      • Self-Assessment Strategies(1.4)
        • Monitor own information-seeking processes for effectiveness and progress, and adapt as necessary. (1.4.1)
        • Use interaction with and feedback from teachers and peers to guide own inquiry process.(1.4.2)
        • Monitor gathered information, and assess for gaps or weaknesses. (1.4.3)
    • Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge(2)
      • Skills(2.1)
        • Continue an inquiry-based research process by applying critical-thinking skills (analysis, synthesis, evaluation, organization) to _information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge. (2.1.1)
        • Organize knowledge so that it is useful. (2.1.2)
        • Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations. (2.1.3)
        • Use technology and other information tools to analyze and organize information. (2.1.4)
        • Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems. (2.1.5)
      • Disposition In Action(2.2)
        • Demonstrate flexibility in the use of resources by adapting information strategies to each specific resource and by seeking additional resources when clear conclusions cannot be drawn. (2.2.1)
        • Use both divergent and convergent thinking to formulate alternative conclusions and test them against the evidence. (2.2.2)
        • Employ a critical stance in drawing conclusions by demonstrating that the pattern of evidence leads to a decision or conclusion. (2.2.3)
      • Responsibilities(2.3)
        • Connect understanding to the real world.(2.3.1)
        • Consider diverse and global perspectives in drawing conclusions.(2.3.2)
        • Use valid information and reasoned conclusions to make ethical decisions.(2.3.3)
    • Share knowledge and participate ethically and productively as members of our democratic society.(3)
      • Skills(3.1)
        • Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning. (3.1.1)
        • Participate and collaborate as members of a social and intellectual network of learners. (3.1.2)
        • Use writing and speaking skills to communicate new understandings effectively. (3.1.3)
        • Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess. (3.1.4)
        • Connect learning to community issues. (3.1.5)
      • Disposition In Action(3.2)
        • Demonstrate leadership and confidence by presenting ideas to others in both formal and informal situations. (3.2.1)
        • Show social responsibility by participating actively with others in learning situations and by contributing questions and ideas during group discussions. (3.2.2)
        • Demonstrate teamwork by working productively with others. (3.2.3)
      • Responsibilities(3.3)
        • Solicit and respect diverse perspectives while searching for information, collaborating with others, and participating as a member of the community. (3.3.1)
        • Respect the differing interests and experiences of others, and seek a variety of viewpoints. (3.3.2)
        • Use knowledge and information skills and dispositions to engage in public conversation and debate around issues of common concern. (3.3.3)
        • Contribute to the exchange of ideas within and beyond the learning community. (3.3.5)
        • Use information and knowledge in the service of democratic values. (3.3.6)
        • Respect the principles of intellectual freedom. (3.3.7)
    • Pursue personal and aesthetic growth.(4)
      • Skills(4.1)
        • Read widely and fluently to make connections with self, the world, and previous reading. (4.1.2)
        • Seek information for personal learning in a variety of formats and genres.(4.1.4)
        • Connect ideas to own interests and previous knowledge and experience.(4.1.5)
      • Self-Assessment Strategies(4.4)
        • Recognize the limits of own personal learning.(4.4.2)
        • Interpret new information based on cultural and social context.(4.4.3)
        • Develop personal criteria for gauging how effectively own ideas are expressed.(4.4.4)

Units

Unit #1 - Autonomous Learning

Unit #2 - Critical Thinking Discussions

Course Resources

Online coursework or other materials dependent on the student's topic and/or area of study.