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Table of contents Table of contents 5 Abstract 1 1. Introduction 1 2. Purpose and Objectives 3 3. Justification, Theoretical Framework & Methodology 4 4. Unit Plan Proposal 13 5. Conclusions 25 6. References 28 7. Appendices 30 Abstract Over the years high gifted students have been ignored within the educational system, since most of them, even their families, did not want to be diagnosed as high gifted students in order to avoid being marginalised in classroom. Therefore, it has been discovered that either LOMCE or the Aragonese Curriculum lacks of special pedagogical strategies to implement in classroom in order to favour the learning process of high gifted students. That is why, this article aims to analyse different educational strategies proposed by different authors in order to increase their interest in learning. Moreover, within this article a unit plan has been created in order to facilitate high gifted students’ integration within the dynamic of the classroom. For this purpose, the unit plan includes many activities which foster the cooperative working, since it facilitates the integration of students through the use of the language within a real-world context. Finally, the study of high gifted students also involves the viewpoints of some teachers. Some of them coincided with the idea that the lack of particular measures for high gifted students makes difficult their integration in classroom, so that their level of interest in learning decrease and their process of learning is negatively affected. 1 1. Introduction This dissertation aims to study the diversity and special educational needs within the educational system, since it has been very controversial. Although it has been ruled by a law, particularly LOGSE, actually, the educational Spanish system requires an amount of modifications in order to create a high-quality education which takes into account the wide variety of students that may arise. Since, to achieve an education which integrates all variety of students, not only it is necessary to consider all differences that each student may present, but also it is required to establish diverse measures adapted to their personal characteristics. The aim is to engage students to achieve the basic goals proposed by education. Therefore, it is indispensable to detect students by doing a pedagogical test in order to obtain the required information and, with that, build a better educational system for them (Casanova, 1995) In fact, it must be said that the issue relies on the fact that educational system not only should take into account special educational students, but also, all students since every student presents different characteristics in relation with their needs. Therefore, according to the Aragonese Curriculum (Orden ECD/2016) 26th of May, the main principle of education is based on the creation of a high-quality educational system for all students, not only for special students who required an adaptation or certain adjustments of general rules. These adaptations must be applied, specially, in compulsory secondary education where it is established the basis of an adequate education which is able to adjust the educational system in regards to the particular characteristics of students, the final outcome is to take advantage of their abilities to make them useful and valuable for their future. Consequently, in educational terms the concept of quality needs to be associated to equity, which refers to provide the same educational opportunities to all students. Therefore, by doing so, the whole student body will have to be taken into consideration when new qualitative standards are approved. (Casanova, 1995) In relation to this, Casanova (1995) stated that, nowadays, what makes rich our society is the wide diversity that exists between members, since there is a wide variety in terms of abilities, ideas, cultures or social context etc. As the educational system is the reflection of this variety, it has to choose between two options: The former consists 2 in establishing a differentiated education depending on the necessities that students present, such as their capacity, culture or social circumstances. The latter, is based on creating an inclusive education which tries to integrate all educative differences in the same educational centre. Spanish government clearly chose the second option, although it has the difficult challenge of building a society in which all students are able to develop their personal characteristics. To do so, it has to offer a wide range of adaptations to potentiate their necessities. Undoubtedly, within these necessities, high gifted students have to be included. The big issue related to high gifted students is that until some years ago, they were not legally recognised, so that it was so difficult to offer proper curricular adaptations to cover their necessities. Therefore, as there were not specific criteria reflected on Aragonese Curriculum, this have had negative consequences regarding the development of high gifted students since for instance, teachers are not prepared to teach those students due to the demands that these students require. Nowadays, it has been discovered that another relevant issue related to high gifted students is that is very difficult to apply specific criteria for them since their characteristics may vary depending their own personalities. In other words, it is not a homogeneous student body (Casanova, 1995). This is the main reason why it has been a controversial issue to find a proper definition to high gifted students throughout the history. Given that, it worth mentioning that many authors have proposed general aspects to be implemented in class, by doing this, it facilitates integration to gifted students. For instance, Gardner (1983) proposed a cognitive model in which eight types of intelligences are analysed. By doing this, it is easier to cover all curricular areas presented, so teachers will have the opportunity to reflect on the type of intelligence each student may develop. Moreover, Van Tassel (2007) established many features which should be fostered in classroom such as the creation of a dynamic environment where all students might participate actively by sharing worries or ideas between students, this could prevent high gifted students being bored in class, as well as teachers should promote autonomous learning or self-assessment to make students able to reflect on their learning. Also, this author stated that teachers should promote activities to develop high gifted students’ abilities to solve problems and perform further investigations about the topic proposed. 3 Finally, it must be added that over the years the acknowledgements about high gifted students have been very positive and now it can be confirmed that the worries regarding education for these students have increased to the fact that there are more articles or authors who propose measures to adapt their necessities within a classroom. This piece of work is composed by four main points. The first one is focused on introducing the topic as well as the contents and a brief description of the background of the topic of this work. Then, it will briefly describe the main aim of this work. The third section is about the explanation of several authors who have investigated about high gifted students in terms of education. In the fourth section, it will be commented critically on the unit plan designed to integrate high gifted students in classroom. Therefore, certain points will be mentioned such as the context of the unit plan, that is, the reason of the chosen topic. Moreover, the key competences involved in this unit plan, will be mentioned, as well as the main objectives of this unit plan. Lastly, materials and criteria will also be included. Finally, this work will end by a final conclusion which summarizes the main points of this dissertation. 2. Purpose and Objectives The main purpose of this dissertation is to demonstrate learning along the master. Moreover, this dissertation aims to create a unit plan which fosters the integration of gifted students within a classroom. Therefore, one of the main objectives is the creation of a topic which enables all students to participate actively in class, without the necessity of making any distinction. According to Bloom’s taxonomy the objectives of this work are:  To analyse high gifted students’ features and behaviours  To investigate the main issues in relation with high gifted students features  To describe authors’ relevant investigations about high gifted students  To create a unit plan which integrates students in classrooms  To design a unit plan which improves high gifted students’ learning  To demonstrate learning of this master by analysing high gifted students  To explain critically the unit plan designed for high gifted students 4 3. Justification, Theoretical Framework & Methodology 3.1 Justification This master has given me the opportunity to course a module known as “Atención a los alumnos con necesidades educativas específicas” which leads to study the wide variety of characteristics, among other aspects, that high gifted students present. Moreover, thanks to this module and the creation of a syllabus for another module it was analysed that any curricular adaptation or measures to high gifted students’ learning have been included in the LOMCE and in the Aragonese Curriculum (see in appendix I). The educational adaptation of high gifted students in classroom is not clear that has effects on their learning. Therefore, this unit plan has been designed in order to implement different measures to allow high gifted students to feel integrated; to motivate them to learn and to increase their learning. As there are not any specific criteria in order to evaluate high gifted students, teachers have some difficulties in terms of which measures could be applied to teach them. Therefore, the only thing, which guides teachers to teach high gifted students, consists in basing on their own knowledge about intelligences, as well as, what they have learnt along their formation as teachers. However, this is not enough in order to teach the whole variety of characteristics that high gifted students present (Castiglione & Carreras-Triño, 2003) In fact, these ideas are proved by analysing the answers of a brief questionnaire (see in appendix 7.5) provided to several teachers from different high schools. The questionnaire was composed by five open-questions. The vast majority of questions are about if teachers have ever experienced teaching to high gifted students. Many teachers stated that, although many students and their families did not want to be diagnosed in this way, they have taught some high gifted students. Moreover, almost all teachers agreed with the idea that teaching high gifted students is very difficult to manage, since there is a lack of measures reflected on LOMCE or Aragonese Curriculum. Therefore, as there is not any unit plan or syllabus which indicates which contents should be taught for high gifted students, many teachers find difficulties to which measures should be implemented in class in order to motivate those students or increase their learning. However, other teachers pointed out that the issue relies on the difficulty of applying 5 specific criteria due to the diverse characteristics high gifted students present. Therefore, in order to cover high gifted necessities it should be adequate to implement different criteria depending on each characteristic each high gifted student presents. Despite this issue, some teachers mentioned that it should be taken into account that sometimes it can be found another issue, which is related to the lack of psycho pedagogical evaluation. The main reason is that it requires the help of the tutor of the student; the family and the orientate teacher. Besides many students do not want to be diagnosed as high gifted, therefore, it is difficult to apply any criteria for them. This is produced by the desire of not being marginalised by their classmates, that is, these students want to feel integrated in classroom. In fact, many teachers confirmed that they have had high gifted students without being aware of that, due to they did not want to be diagnosed, so that they were treated without implementing any specific criteria. 3.2 Theoretical Framework Moreover, taking into consideration that there are not specific criteria for teaching high gifted students, many authors have been investigating about pedagogical methods to implement in classrooms. The aim was to achieve a methodology which allows high gifted students to increase their learning successfully. For instance, Van Tassel (2007) proposed a wide variety of strategies to implement in classrooms. In fact, according to Van Tassel (2007) to achieve a success educational environment for high gifted students it is required to create a dynamic environment in classrooms to avoid these students feeing bored. Consequently, he stated that teachers should propose flexible tasks in order not to make these students feel pressure while they are completing tasks in class. As well as, teachers should promote working in groups, since, through this strategy, it is favouring high gifted to develop social skills, which is an ability they lack of, and also they will be able to share their knowledge; worries or ideas with the rest of the classmates. By doing so, these students will feel integrated; therefore they will not feel that they are special. Lastly, this author suggested that it should be necessary to create activities which foster creativity, given that, as high gifted students acquire information faster and their way of thinking is more complex, these types of activities would help them to develop their ability to solve real-world problems and complete further investigations. 12 imaginative elements; debates or problem-solving activities. Finally, it must be added that motivation enhances students to participate actively in class, which increases students’ interests in learning. Moreover, Aragonse Curriculum is mainly based on the Communicative language teaching method (CLT) (Orden ECD/2016 26th May). This method facilitates acquisition by promoting interaction between students. Therefore, according to the principles of this method, acquisition occurs when students are exposed to interact with the use of the language within a communicative real-world context. As Brown (2007) stated, CLT focuses on the implementation of all the communicative components, such as grammar; lexis; sociolinguistic within real-world context. Consequently, Richards (2006) suggested that in order to favour interaction between students it is required to promote cooperative working. Thereby, Richards (2006) emphasised that allowing students to work in pairs or in groups not only increases their motivation, but also enhances interaction between students. Given that, students are exposed to use the language interactively within a real-world context. 3.3. Methodology The procedure of this dissertation is divided into different stages. Firstly, I choose certain authors, such as Castelló (1990); Oliver (1995); E. Carpintero, D. Cabezas & L. Pérez (2009) who have investigated about which measures should be implemented in order to favour and increase high gifted students’ learning due to the lack of foundations within the Aragonese Curriculum and LOMCE. Once some articles have been analysed, I started to design a unit plan taking into account the aspects previously read, such as the inclusion of activities which favour the integration of high gifted students in classroom. Therefore, the second stage is based on the design of the unit plan which is composed by six lessons. Then, the following stage focuses on establishing the objective of this piece of work such as the creation of a unit plan which integrates high gifted students within a classroom. The fourth stage is followed by a brief description of the theoretical framework of this piece of work, where I have mentioned the main authors who have investigated about adequate educational implementation within classrooms. Finally, I will proceed to comment critically on the unit plan designed by analysing the chosen sequences of activities, as well as a brief description of the context of the classroom where this unit plan would be implemented. Also, I will explain the 13 reasons why I choose the topic of the unit plan and the criteria which my unit plan is based on. The last point is adding the materials created. Finally, to evaluate the success of this unit plan I would create a questionnaire (see in appendix 7.6) in which students have to answer five close-questions related to the effectiveness of this unit plan for their learning. For instance, “Did you find the topic of this unit interesting?” “Do you think this unit plan has provided enough activities to work in groups?” Moreover, I would include two or three open-questions in order to know their opinions about this unit plan and what changes they suggest. Personally, I believe that creating a questionnaire is the most effective manner to analyse students’ opinions about the effectiveness of thus unit plan. Also, I believe that this unit plan would have been successful for integrating high gifted students in classroom, since many of educational measures have been included such as activities which encourage them to solve problems, as well as activities which foster working in groups in order to allow them to develop their social skills. Their characteristics have also been taken into account. 4. Unit Plan Proposal 4.1. The topic of this Unit Plan It has been designed a unit plan which is composed by six sessions of about 50 minutes each. The topic of this unit plan is known “Landslide” in order to make students be aware of the environment around them. The reason for this topic is because it is considered as a problematic topic, that is, natural disasters may produce controversial opinions which lead to the creation of some debates between students. Consequently, this topic will benefit the integration of high gifted students in classroom since with this topic, this unit plan includes some activities which foster working in groups (see in appendixes 7.3.3.1 and 7.3.5.3), according to Van Tassel (2007) & Oliver (1995) proposing topics, which permit the creation of activities to work in groups, allow high gifted students to develop their social skills, and also to share their knowledge about natural disasters. In addition, Oliver (1995) declared that topics which enhance problem-solving tasks favour high gifted students’ learning due to the opportunity which brings them to provide creative and original solutions. (See in appendixes 7.3.2.1; 7.3.3.3 and 7.3.4.1) 14 The high school where this unit plan would have been implemented is at IES Santiago Hernández, it is a state school located in Zaragoza. More precisely, it is located in Delicias a medium-low class neighbourhood. However, it is a school well equipped in terms of ICTs so as to offer a wide variety of resources to students. Moreover, this school also includes the integration of the two main educational stages such as Secondary Compulsory Education (ESO); and Bachillerato; as well, this school offers another educational option which is the stage of the medium and higher vocational education. Regarding the characteristics of students, this unit plan is designed for the 2º year of ESO. This course is composed by 28 students, sixteen boys and twelve girls. It can be said that it is a cohesive and heterogeneous group of students. In addition, this classroom presents a wide variety of students since five of them are high gifted; on this account, any significant curricular adaptation will be necessary to be done, just adding few educational strategies to feel these students integrated in classroom. 4.2 Key Competences Most of the key competences are included in this unit, since each of them play an essential role in learning English. First of all, the communicative and linguistic competence is implemented in this unit due to students will have to discuss and propose solutions for the natural disasters proposed by the teacher. The integration of this competence in this unit plan will benefit high gifted students since they will have the opportunity to expose their ideas orally (see in appendix 7.3.4.1). In fact, Oliver (1955) stated that teachers should provide different means of expression which help high gifted students to expose their opinions clearer. Moreover, digital competence will also be included in this unit given that students will have to search further information about the articles or reviews provided by the teacher (see in appendix 7.3.3.3). Also, they will have to use their computers to submit their final project, as well as, the teacher will use computers in order to show pictures or videos about the topic of this unit (see in appendix 7.3.5.1). Even teachers will make use of computers as visual aids to support their explanation (see in appendixes 7.3.4.5 and 7.3.5.2). In relation with learning to learn competence, this competence plays an essential role in this unit plan since it favours high gifted students’ learning. According to Oliver (1995) & Van Tassel (2007), high gifted students present a weakness which is the lack of social skills, therefore, this competence, which is based on promoting to work in pairs or in groups, will lead them 15 to develop their social relationships (see in appendixes 7.1.3 and 7.1.4) . However, owing to this Oliver (1995) emphasised that teachers should pay attention to the vocabulary or expressions high gifted students use, since some times, as these students present a higher level in vocabulary, the words or expressions they use, might be so complex for the rest of the class. Besides, this competence not only provides the opportunity to share opinions with classmates, but also it fosters autonomous learning. This is also beneficial for high gifted students’ learning since Oliver (1995) declared that although working in groups favour high gifted students’ learning, autonomous learning is necessary to guide these students to organise a work plan; as well as to pay attention to work on their own interests in order to find them. The reason is that due to their diverse characteristics they present, they are easily distracted. (See in appendixes 7.1.1 and 7.3.1.3) In addition, this unit plan makes reference to science and technology competence as it tries to engage students to be aware of the environment and analyse some natural disasters that it may be found. Finally, this unit also focuses on the competence of sense of initiative and entrepreneurial spirit because it promotes intrinsic motivation; selfassessment and the development of critical thinking. This competence favours all students, but particularly to high gifted students since it allows them to develop their critical thinking. (see in appendix 7.3.6.2) In other words, according to Oliver (1995) although high gifted students have a high level of critical thinking, teacher must teach them how to define concepts properly, as well as, to value things more accurately in order to be able to give a critical opinion about the pros and cons of the topic of this unit plan. Consequently, this topic offers students the opportunity to propose original ideas in order to solve the problems produced by natural disasters. Therefore, high gifted students’ creative thinking is being developed. Clark (2008 cited in Albes et al. 2013) established that everyone has the capacity to think creatively, but this capacity is shown more evident in high gifted students since from early years they have developed an ability to expose a great fluidity of ideas so that their answers are so original that sometimes are unbelievable. It worth mentioning that, in relation with self-assessment, high gifted students require this tool in order to analyse their own capacities, that is to say, to know if they are able to overcome their limits. However, selfassessment may cause certain problems with high gifted students given that they are so demanding with themselves. 16 Therefore, they are very critic with their level of perfection, which may lead some issues when their expectations are lower, so that teachers should guide them in order to be realistic with their self-assessment. (See in appendix 7.3.6.2) (Oliver, 1995) 4.3. Objectives and Contents The objectives of this unit plan have been created for the second year of secondary and compulsory education, 2º ESO. Therefore, objectives refer to the capacities that students will be able to accomplish within an educational context (LOGSE, 1990). These objectives (see in appendix 7.1) have been selected according to the evaluation criteria provided by the Aragonese Curriculum, which is divided into four stages, referring to the four main skills that English language contain. Furthermore, each stage relates to each skill: The first stage refers to listening; the second stage to speaking; the third stage to reading and the last stage to writing skill. Additionally, objectives are formulated according to Bloom’s Taxonomy. Since LOGSE (1990) objectives have to be formulated following certain principles: First of all, objectives have to be clear; precise and flexible formulated. Also, objectives have to be comprehensible and evaluable; as well as, they must be formulated in infinitive, more particularly with to-infinitive. Moreover, according to Adams (2015) Bloom distinguished three domains in USA in order to formulate objectives: cognitive, affective and psychomotor. This is the reason why, according to Bloom’s Taxonomy, objectives are formulated hierarchically, form the simplest to the more complex. Within the cognitive level Bloom differentiated six sublevels: 1. Knowledge; 2 Comprehension; 3. Application; 4. Analysis; 5 syntheses and 6. Evaluation Moreover, in relation with the contents of this unit plan, it worth mentioning that many of them have been created for second year of secondary compulsory education, although there some contents which refer to the third year of secondary compulsory education. At all events, contents have been selected from Aragonese Curriculum (Orden ECD/2016 26th of May). It must be emphasised that there are two types of curriculum. The former contributes to work by objectives, which means that the goal of this curriculum focuses on accomplishing a specific purpose, so that contents of this curriculum are related to the achievement of this purpose. Eventually, this curriculum is designed to apply for a job at a particular company. While, the latter type of curriculum works by competences, so that it promotes the development of different skills, and abilities based on problem-solving tasks. Therefore, this curriculum tries to work on an 17 overall version to enhance students’ abilities. The contents of this unit plan are based on the curriculum by competences since it favours the involvement of all students, but, particularly, the inclusion of high gifted students which are expert on proposing original solutions to real-world problems. In fact, Renzulli (2003, cited in E. Carpintero et al. 2009) stated that using contents from higher courses is an enrichment strategy in order to deepen the learning of high gifted students. More precisely, it belongs to the type III of enrichment since students will be able to use connectors from a higher level to perform a writing task about natural disasters, thereby, students will have the opportunity to apply their own knowledge as well as their motivation and their critical thinking. (See in appendix 7.2 and 7.3.4) 4.4 Sequencing and Materials This unit plan has been designed following a particular sequencing of activities. Firstly, it should be noted that this unit plan is divided into six lessons (see in appendix 7.3). In general terms, it can be said the these six lessons follow the same structure since they are based on the Communicative Language teaching (CLT), the main method established by the Aragonese Curriculum (Orden ECD/ 2016 26th of May), although, each lesson has been designed to accomplish different purposes. According to Richards (2006) CLT can be defined as a set of principles about the goals of language teaching, In other words, this method analyses how to use a language depending on the different contexts in which communication may arise. Moreover, Richards (2006) stated that the main principle of this method is to foster the interaction between students in order to produce the language within a real-world context. The reason for implementing this method in this unit plan is focused on favouring high gifted students to feel integrated in classroom. Given that, according to Renzulli (1978 cited in Iglesias 2015) & Van Tassel (2007) in order to increase high gifted students’ learning, it is required the creation of activities which promotes the resolution of problems based on the real-world context, as well as, the interaction with the rest of their classmates in order to make them feel integrated (see in appendix 7.3.1.1; 7.3.1.2 and 7.3.3.3). Thus, it is believed that CLT contributes to the implementation of these educational strategies. 18 Therefore, within the communicative approach, analysing the structure of the six lessons of this unit plan, it has been identified that these lessons follow a particular sequencing of stages in which a task is considered as the principal component (Prabhu, 1987). Consequently, following Prabhu’s (1987) criteria, the lessons of this unit plan are divided into three phases: pre-task phase; task phase and post-task phase (see in appendix 7.3.1). The pre-task phase consists in guiding students to perform the task. By doing so, there are many strategies to be implemented, such as explaining the purpose or the aim of the task in order to facilitate what it is expected students to do. Also, another strategy which could be implemented is based on presenting task in a way which motivates or actives students to perform the task, for instance proposing a wordcloud (see in appendix 7.3.1. and 7.3.1.1) or video (see in appendix 7.3.5. and 7.3.5.1) as it can be seen in some lessons of this unit plan. Lastly, pre-task phase also may include a planning stage which helps students to organise their ideas before performing the task, for example: using a graphic organiser; or a thinking routine (see in appendix 7.3.4 and 7.3.4.2). By creating activities which follow this phase, it is giving the opportunity to high gifted students to organise a work plan of each lesson by indicating the aim of each activity as well as providing different resources to later on perform the main task of the lesson; or even helping them to distribute the time the requite to complete each activity. (Oliver, 1995) During the task-phase, activities are designed to give students the opportunity to use the language within a meaningful context. Owing to this, students will be able to interact each other using the language within a communicative context. Consequently, tasks will be oriented to foster working in groups. (Prabhu, 1987) This phase can be seen, mainly, in the lesson six in which the main task programed is a debate (see in appendix 7.3.6). Therefore, students will have to use the language learnt through the previous lessons by sharing ideas about the topic established by the teacher. It must be emphasised that this phase contributes to enhance high gifted students’ social skills. As, Oliver (1995) declared, creating activities, which allow high gifted students to work in groups, motivate them to accept roles within groups in order to share their knowledge which, undoubtedly, makes them feel integrated. Nevertheless, sometimes teachers should pay attention to the vocabulary that these students use in groups, since the rich vocabulary they use, may produce some controversial situations with the rest of the 19 classmates. In order to monitor the vocabulary these students use, teacher will use a checklist in certain activities (see in appendix 7.3.6.1) The last stage refers to post-task phase, which according to Prabhu (1987) is divided into three varieties: The first refers to repetition, thus through this activity students have the opportunity to repeat the task. This allows students to improve and correct previous mistakes, also it is considered as a way to increase the complexity of the task, such as increasing the level of the vocabulary or grammar included. The second activity is oriented to analyse students’ opinions about the main task provided, which permits students reflect on their own learning and the effectiveness of the task. This variety includes many resources to be implemented such as “reflection chart” (see in appendix 7.3.1.3) in which students are able to indicate the strengths; weaknesses and further implications about the task they have handed in; another resource to be applied is the “compass points” where students have to complete a table by underlining students’ worries and needs about the task they have already done. Besides, students are required to include some suggestions for improvements and which aspects they have considered more relevant for the development of the task. Additionally, this variety has been included throughout the lesson of this unit plan in order to help students to develop their critical thinking. By promoting these kinds of activities, it is encouraging students to reflect critically on the effectiveness of the task they have done. In the same way, it is providing opportunities to share their opinions to, later on, taking them into consideration when designing tasks. The implementation of this variety benefits all students to be aware of commenting critically on educational strategies used by teachers, but above all, to high gifted students due to the lack of critical criteria the characteristics of these students present. Therefore, by promoting this variety teacher will be able to guide high gifted students to judge or comment critically on certain aspects (Oliver, 1995). Finally the last variety refers to the practice of fluency which favours learners’ language acquisition. (See in appendix 7.3.6.3) Moreover, it should be emphasised that, despite the general sequencing that the activities of these six lessons follow, lessons have been designed following a particular sequencing with the objective of presenting an attractive topic which promotes interaction between students; thereby high gifted students may feel integrated. For instance, through the analysis of the sequencing of the unit plan it has been observed that some lessons are oriented to present the topic of the unit plan and, to activate 20 students’ thinking about their knowledge of the vocabulary presented (see in appendix 7.3.1). Therefore, to begin with an adequate implementation of a unit plan which tries to integrate high gifted students in classrooms; the activities designed of the first lesson should be related to the presentation of the topic by incorporating working in groups’ activities and a flection activity in order to know whether this topic has been adequately chosen (see in appendix 7.3.1.1 and 7.3.1.2). Likewise, the selection of this sequence is highly related to the aim of increasing high gifted students’ motivation in classroom. Given that, according to the Renzulli’s (1978 cited in Iglesias 2015) theory of the “three-ring conception of giftedness”, the first element which should be taken into account to foster the participation and motivation of high gifted students in classrooms has to do with the proposal of attracting topics or topics which are related to their interests. Moreover, the according to Van Tassel (2007) the topic has been presented to students, other elements should be included in lessons in order to motivate high gifted students’ such as the incorporation of activities which lead them to share their knowledge of the topic with the rest of the classmates. By doing so, it is also working on a fundamental principle which is the integration of these students in classrooms. This can be seen perfectly in the second activity of this first lesson (see in appendix 7.3.1 and 7.3.1.2) Following the analysis of this sequencing, in general terms it can be stated that this unit plan include some lessons which are related to deepen about the process of learning of students by including the four main skills of a language: reading; listening; writing and speaking (see in appendix 7.3.3). Although, it worth mentioning that each lesson has been designed for a different specific purpose. For instance the second lesson (see in appendix 7.3.2) is more oriented, first of all, to proposing activities which stimulate students creativity due to, even if all students have enough capacities to provide creative answers to questions, Clark (2008, cited in Albes et al. 2013) established that high gifted students contain a high capacity to show creativity since early years. Therefore, through this activity, creativity has been shown from a cognitive and emotional perspective (Clark, 2008 as cited in albes et al. 2013) In addition, it should be added that to create a dynamic atmosphere in classroom where all students are free to participate actively and feel integrated, activities which foster creativity could be a good example (Van Tassel, 2007). Moreover, as mentioned above, this lesson is also focused on implementing activities to foster autonomous learning, such as proposing 21 students have to read individually a text and to find grammar points included. According to Oliver (1995), though working in pairs is essential for the increase of high gifted students’ learning, promoting autonomous learning help high gifted students to design a work plan in which they are able to distribute their own time to complete activities; even to use their own resources. In relation to this, as the rhythm of high students to complete tasks is faster than the rest of their classmates (Van Tassel, 1950) additional activities, in this unit plan, particularly lessons 2 (see in appendix 7.3.2) and 3 (see in appendix 7.3.3) have been included for the ones who finish earlier, this strategy can be denominated as a type of enrichment since it seeks to deepen high gifted students’ learning (Renzulli, 1978 cited in Iglesias 2015), eventually, to avoid discriminating high gifted students for their characteristics, these activities have been included for “fast finishers” making references to all students who finish earlier without making any distinction. However, through the analysis of this unit plan, in certain lessons such as lesson 3 (see appendix 7.3.3) it can be found a particular sequence of activities since, although the aims of this lesson is also to deepen high gifted students’ learning, it starts with promoting the enhancement of high gifted students’ social skills. Given that, as mentioned above one of the weakness presented in high gifted students’ behaviour is the lack of capacity to build social skills with other people. By promoting cooperative learning activities it is reinforcing this weakness. According to Kagan (1985) the integration of cooperative learning activities is not only beneficial for the development of social skills, but also, because it provides the opportunity for students to adapt different roles in different groups, where high gifted students highlight by being the leader of groups in order to be responsible for searching for more information (see in appendix 7.3.3; 7.3.3.3; 7.3.5 and 7.3.5.3). As, they have abilities to understand and retain information faster than others, they, later on, can explain that information to the rest. Moreover, this enrichment strategy have been used since Renzulli’s (1978) theory, the third element is based on proposing activities which promote certain investigations in small groups. Eventually, implementing this activity it is practising the four main language skills, so that this variety of roles favours the increase of motivational components of high gifted students, as they feel integrated (Van Tassel, 1950), which is on the basis of the activities of this unit plan. The rest of activities designed for this lesson are more focused on allowing students to deepen their process of learning. The 28 6. References Adams, N. E. (2015). Bloom’s taxonomy of cognitive learning objectives. Journal of the Medical Library Association: JMLA, 103(3), 152. Albes, C., et al. (2013). Orientaciones educativas. Alumnado con altas capacidades intelectuales. Recuperado de: https://www.euskadi.eus/contenidos/informacion/dig_publicaciones_innovacion/es_ escu_inc/adjunto s/16_inklusibitatea_100/100012c_Pub_EJ_altas_capacidades_c.pdf Amstrong, T (2008). Eres más listo de lo que crees. Guía infantil sobre las inteligencias múltiples. Barcelona: Oniro Aarnts, R. P., Corera, J., Perez, J., Gureghian, D., & Jennings, N. R. (1991). Examples of cooperative situations and their implementation. Vleermuis Journal of Software Research, 3(4), 74-81. Azri, R.H., & Al-Rashdi, M.H. (2014). The Effect Of Using Authentic Materials In Teaching. International Journal of Scientific & Technology Research, 3, 249-254. Brown, D. H. 2007 (3rd ed.). Teaching by Principles: An Interactive Approach to Language Pedagogy. New York: Pearson Longman. Casanova, M. (1995). Educación del Alumnado con altas Capacidades: Un reto para la sociedad actual. Madrid Cstiglioni, F. y Carreras-Triño, L. (2003) Mitos sociales en superdotación. En J.A. Alonso, J.S. renzulli y Y. Benito, Manual Internacional de Superdotados. Madrid: EOS. Dörnyei, Z. 1994. “Motivation and Motivating in the Foreign Language Classroom”. The Modern Language Journal 78.3:273-284. Gardner, H. (1983). Estructuras de la mente: la teoría de las inteligencias múltiples. Colombia: Fondo de Cultura Económica Iglesias, M., M. (2015). El Nuevo Paradigma de la Alta Capacidad. Madrid. Kagan, S. (1985). Dimensions of cooperative classroom structures. In Learning to cooperate, cooperating to learn (pp. 67-96). Springer, Boston, MA. 29 Molina-Carpintero, E., Cabezas-Gómez, D., Sánchez-Pérez, L. (2009). Inteligencias Múltiples y Altas Capacidades. Una propuesta de enriquecimiento basada en el modelo de Howard Gardner. Vol. 14 nº16, 4-13. Universidad Complutense de Madrid: Madrid Oliver, A.I. (1995). Necesidades Educativas De Los Alumnos y Alumnas con Altas capacidades. 30-47: Departamento de Educación, Universidades e Investigación, Gobierno Vasco: Vitoria – Gasteiz. Orden ECD/489/2016, de 26 de mayo, por la que se aprueba el currículo de la Educación Secundaria Obligatoria y se autoriza su aplicación en los centros docentes de la Comunidad Autónoma de Aragón. Boletín Oficial de Aragón, 2 de junio de 2016. Paul, R., Elder, L., Bartell, T. (1997). California Teacher Preparation for Instruction In Critical Thinking: Research Findings and Policy Recommendations. Dillon Beach, CA: The Foundation for Critical Thinking. Prabhu, N. S. (1987). Second Language Pedagogy. Oxford: Oxford University Press. Richards, J. C. 2006. Communicative Language Teaching Today. Cambridge: CUP. Spanish Ministry of Education. 2013. “Ley Orgánica 8/2013, de 9 de diciembre, para la Mejora de la Calidad Educativa (LOMCE)” in Boletín Oficial del Estado (BOE). Van Taseel-Baska, J. y Brown (2007). An analysis of the efficacy of curriculum models in gifted education. The Gifted Child Quarterly, 4, 345-358 30 7. Appendices Appendix I Assignments used as evidence of the necessity of improvement [https://drive.google.com/drive/folders/1DC081AG8BVVJ5R6QgCoKFSzwnmDRWW 4z?usp=sharing] 1. [Programación ICD 4º ESO]: [https://drive.google.com/file/d/1j2Ij6oTwdVfG5ZVoh9OgaXJjQ0SskNKT/vie w?usp=sharing] A didactic program was designed for the 4º year of ESO in order to evaluate students’ educational contents according to Aragonese curriculum required for that year. 2. [Aragonese Curriculum 2º ESO] [https://drive.google.com/file/d/1EtUIq6aOIaJyABUxc0jcaYbBw6k44Kq/view?usp=sharing] This document has been used in order to analyse the different contents and the evaluation criteria applied to that year of ESO. 3. [Trabajo ACCNEAE] [https://drive.google.com/file/d/149bs4teucDn6HtFOLIGBNhdEdR41Awep/vie w?usp=sharing] This piece of work was designed in order to analyse high gifted students’ characteristics. 31 Appendix II 7.1 Learning outcomes:  To identify general and relevant information from recorded audios about environmental natural disasters (Crit.IN.1.1.)  To understand general information or relevant details of written texts about environmental natural disasters (Crit.IN.3.1.)  To contrast different or similar opinions in informal or formal conversations about environmental natural disasters (Crit.IN.2.2.)  To report an informal email complaining or describing the most common or dangerous environmental natural disasters (Crit.IN.4.1.)  To orally describe the most common environmental natural disasters and some possible solutions (Crit.IN.2.1.)  To identify the vocabulary related to environmental natural disasters (Crit.IN.3.1.)  To value the use of English language for communicative events (Crit.IN.2.3.) 7.2 Contents: Morphosyntactic functions Lexical common use Sociocultural Aspects Learning Strategies Communicative Functions The past simple or regular and irregular verbs Cultural diversity: inclusion, equality, privilege, integration, stereotypes The importance of English language as a tool of information. Comprehension of general and specific oral and written texts linked to natural disasters (reading articles, videos, etc). Description of natural disaster and its effects. Adjective: comparative and superlative forms The effects of natural disasters in our world. Identification of principal and secondary ideas. Suggestions about different solutions to the effects of natural disasters Connectors: Additive; Sequence; 32 Concessive; Summative 7.3. Unit Plan: Landslide 2º ESO 7.3.1 Lesson 1 Activity Teacher talk Materials Timing 1. Word-cloud T will present a wordcloud with an amount of words related to the topic of this unit. Then, once Ss have observed this teaching tool, T will ask Ss to work in pairs by answering certain questions, such as Do you know the meaning of these words? Which one can you recognise easily? Can you identify the topic of this lesson? - Computer - Word-order - Whiteboard - Projector 15’ 2. Flashcards T will give different group of cards with different concepts related to the topic of this unit, so Ss in groups of 4/5 will have to look for words which are in common Eg: “volcano”- “magma” – “lava” - Cards 20’ 33 3. Compass points T will give Ss a KWL chart which is divided into three columns: The first column is about “Strengths”; The second column is about “Weaknesses” and the third column is about “Suggestions for improvements”. Therefore, each student will have to fill in each column by answering the sentence indicating their opinions about the topic of this unit. This activity will have to be handed in at the end. - Compass Points 15’ Assessment Immediate feedback. The teacher will be monitoring students while they are working, particular in activities 2 and 3. Once flashcards activity has been completed, the teacher will share answers with the rest of the class. The KWL chart is a self-assessment activity in which each student individually has to analyse their own needs regarding the topic of this unit. Finally, the teacher will collect KWL charts in order to know learners’ needs. Scaffolding provided  Preteaching vocabulary  The use of realia  Questions to promote interaction between students  Template to reflect on their own learning. Key competences Learn to learn competence Communicative competence 34 7.3.2 Lesson 2 Activity Teacher talk Materials Timing 1. Let’s Imagine T will show some pictures to Ss, and then the T will ask some questions about it. For instance: Can you briefly describe what you are seeing in these pictures? Can you name the different elements that appear in the pictures; Can you write a short story that happened to you in relation with earthquakes; volcanoes or tsunamis? The first two questions, students will have to answer them orally with their shoulder partners, and the last one each student will have to answer it individually. - Computer - Projector - Visual aids 10’ 2. Reading environmen tal experiences T will provide a text to each student. Therefore, students individually will have to read the text. Then they will have to underline the past tense regular verbs and irregular verbs. And answer a few questions related to the text. T will be monitoring while students are reading the text. - Piece of paper with the text provided by the teacher 20’ Once Ss have underlined past tenses of regular and - Computer - PPT presentation 10’ 35 3. Learn grammar!!! irregular verbs, T will use a PPT presentation to explain how past regular verbs are formed, and which verbs are irregular. 4. Let’s Practice After the explanation of regular and irregular verbs. T will ask students to complete two activities related to regular and irregular forms: The former consists of filling the gaps by using the correct verb form. The latter consists of changing into regular or irregular forms depending on the verb given in brackets. T will also provide another activity, which is about rewriting sentences, for those students who finish earlier. This clearly refers to high gifted students due to their capacity to obtain the information faster. Finally, T will send another two activities for homework, in order to make students practice what they have learnt in this lesson. - Workbook - Piece of paper 10’ Assessment The teacher will provide feedback of the first activity after students have answered questions orally, by indicating common mistakes in terms of grammar, pronunciation, vocabulary. In relation with the short story activity the teacher will take it, to correct it and provide feedback in the next lesson. The reading activity is a controlled activity since the T will have been monitoring while students are completing the activity. Finally, regarding grammar activities, the teacher will provide an immediate feedback as soon as students finish doing them. Even, if they have questions T will help them by sharing doubts in class. 36 Scaffolding provided  The use of realia  Questions to guide their thinking  Working in pairs to promote interaction  Grammar activities to ensure that they have understood it. Key competences Learn to learn competence Communicative competence 7.3.3 Lesson 3 Activity Teacher talk Materials Timing Revise T will ask students for homework T sent in the previous session. Moreover, T will correct exercises on the whiteboard and also T will give short stories writings back. T will comment briefly on common mistakes. - Whiteboard - Tasks from previous session 5’ 37 Jigsaw Activity T will divide the whole class into groups of 4/5 students. (The five gifted students will be separated into different groups) Then, the teacher will give a text for each group and a chart with three columns. Then, students in groups will have to complete it by underlining main ideas; secondary ideas and 7 connectors they find through the text. Finally, the teacher will ask students to share their answers in class. - Articles - Whiteboard - Chart 15’ Let’s be connected Once the seven connectors have been underlined by students. T will present a PowerPoint presentation by explaining the use of some connectors such as Additive: also, too, in addition; Sequence: first of all, firstly, secondly, next, then, after, eventually and finally; Concessive: However; Result: Therefore, so Summative: In conclusion. - Whiteboard - Projector - Computer - PPT presentation 10’ 44 group and He/she will start talking in the debate session. The reader, the one who will read the text out-loud to the rest of the members. Finally, T will remind students that the debate will take place next session, so Ss should have prepared their ideas Assessment T will provide feedback from the writing task. Ss handed in the fourth lesson. T will indicate the most common mistakes in terms of grammar punctuation or expression by writing them on the whiteboard. Moreover, T will provide feedback of how a debate is composed after watching the video. Finally, T will be motoring how Ss are preparing the debate, by controlling if roles are being developed; solving doubts may arise. Scaffolding Provided  Questions to guide their thinking  The use of visual aids, such as a video to make input more understandable  Sentence structure starters to guide them to perform the debate properly  Texts to make them easier to analyse  Working in groups to promote interaction Key competences Learn to learn competence Communicative competence Competence of sense of initiative and entrepreneurial spirit 7.3.6 Lesson 6 45 Activity Teacher Talk Materials Timing Instructions T will remind the main instructions of this debate session. First of all, two teams will be in front debating while the rest of them will be taking notes about that. Secondly, T will be the moderator, so T will indicate the time; and T will give turns to speak to each team. Interruptions are allowed, but only one member, not all the team. Teams will have 15’ to expose their ideas. Roles in teams will be divided into: The presenter, who will introduce the ideas; The speakers: two members will have to expose ideas: The writer: one member will be writing counterarguments and the closer: one member will conclude the debate. - Computer 10’ Let’s debate T will start the debate. Therefore, two first teams will be debating while the other two teams will be taking notes, after 15 minutes, teams will be changed. T will use a Rubric to evaluate students. - Piece of paper - Notes 30’ 46 Self-evaluation T will give a checklist to students in which Ss individually will have to self-assess. Indicating their feelings about the debate, and how they have done it - Checklist 10’ Assessment The assessment in this session is divided into Teacher’s feedback and students’ self-assessment, since the former consists of T will use a rubric in order to evaluate Ss while they are exposing their ideas in the debate. Finally, the latter is based on Ss will be able to self-asses their own work and this will give them the opportunity to express their feelings about this last lesson. Scaffolding provided  Instructions to help students to perform the debate  Peerassessment chart  Selfassessment chart Key competences Learn to learn competence Communicative competence Competence of sense of initiative and entrepreneurial spirit. 47 7.3 Materials 7.3.1.1 (Wordcloud)  Do you know the meaning of these words?  Which one can you recognise easily?  Can you identify the topic of this lesson? 7.3.1.2 ( Flashcards) Volcano 48 Magma Flood Lava Tsunami Draught 49 Richter Scale Seismic 7.3.1.3 ( KWL CHART) Strengths Earthquake 50 LESSON 2 7.3.2.1 (Let’s imagine) Weaknesses Suggestions for improvements 51  Can you briefly describe what you are seeing in these pictures?  Can you name the different elements that appear in the pictures?  Can you write a short story that happened to you in relation with earthquakes; volcanoes or tsunamis? 7.3.2.2 Read this text and answer questions below. Then you need to underline the regular and irregular verbs you may find through the text. 52 7.3.2.3 ( PPT Grammar) 53 Regular verbs form their past and past particple by adding –ed. •Walk + ed •Paint + ed •Wrok + ed •Decide + ed 60 SUMMATIVE These connectors are used in order to summarise ideas. To conlude with, To sum up, In conclusion, 7.3.3.3 Let’s write 4.1 Write a description of the most recent natural disaster you know, and provide some solutions. 4.2 Looking at this map select a country and briefly write down the most recent natural disaster that took place there. 61 7.3.4.1 Watching!!! Watch this video and then answer questions below. https://www.youtube.com/watch?v=KBjy6sPSATo 1. “Do you contribute to this problem? 2. “Do you find any global solution to this problem?” 3. “What can you do to solve these problems?” 7.3.4.2 Let’s think Thinking routine Speaker 1 Speaker 2 Speaker 3 Speaker 4 7.3.4.3. Listen to this audio and complete the exercise below. https://www.youtube.com/watch?v=BaVZnAxSBzA 7.3.4.4 Fill in the gaps these sentences. Oklahoma is one of the most…… ……… ever seen ……… tornadoes were confirmed Tornado which contains the………. ……… ever measured I think ………. Are cool Number 4 …… …… ….. …. ….. …… 62 The situation became …….. bad …… starting moving ………. Feet It is the …….. tornado Like a ……… The tsunami……… The water ……… down It took me a ……… to survive 7.3.4.5 PPT presentation Comparatives and Superlatives Lesson 4: Adjectives 63 Comparatives Adjectives with one syllable form the comparative by adding –ER. Moreover, if the adjective has a consonant + single vowel + consonant spelling then, the final consonant must be doubled before adding the ending. Adjectives with two syllables can form the comparative either by adding -er or by preceding the adjective with more. Adjectives with three or more syllables form the comparative by using more Superlatives Adjectives with one syllable form the superlative by adding – est. Moreover, if the adjective has a consonant + single vowel + consonant spelling then, the final consonant must be doubled before adding the ending. Adjectives with two syllables can form the superlative by adding –est or by precesiding adjectives with “the most” Adjectives with three or more syllables can form the superlative by adding “the most” 64 Irregular comparatives and superlatives Adjective Comparative Superlative good better best bad worse worst little less least much more most 7.3.4.6 Match concepts or sentences of the left side with its corresponding notion of the right side. Better The most complicated situation Comparative The more you do, the better will be Superlative The tallest He is taller than me Worse Least Best More important Thinner 65 Lesson 5: 7.3.5.1 . Answer in pairs these three questions. Then watch a video an in groups reflect on what you have watched. 1. “Have you ever watched a debate?” 2. Do you know how debates are composed?” 3. “Have you ever participated in a debate?” https://www.youtube.com/watch?v=WB3vEzu6gUo Reflection paper 66 7.3.5.2. Look at these structures and then create some sentences using these structures. Agree or Disagree Lesson 5 “Agree with” “Disagree with” (The verb to be in English is not used with these expressions) “let me” + bare infinitive “I think that” “On the one hand” “On the other hand” “First of all” “In this pint I would like to clarify” “I am going to start by saying that” “In my opinion…” “To conclude with” 7.3.5.3: Role Play 67 The investigator The simplifier The reader Lesson 6: Rubric and Checklist The writer The leader 68 7.3.6.1 (Checklist 1) Name………. Course……….. Checklist Checked 1. Students participate actively. 2. Students develop different roles and nobody feels discriminate d 3. High gifted students use an accurate vocabulary which enables the rest of students to understand them 4. Students are using the grammar and vocabulary seen 5. Students are peaking 69 fluently 6. Students do not make many mistakes in terms of grammar 7. Students organise their group work properly 8. High gifted students are motivated and integrated within the dynamic of the class. 9. Ideas are supported by visual aids. 10. They are completing tasks properly 7.3.6.2 (Self-Evaluation) Statement 1 2 3 4 5 The topic has encouraged me to participate in class Group work has been well