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GI Model in Action with CPS Model

Group Investigation Model

I have been reflecting how the GI Model would look in action in my classroom. In my Taba lesson, my students explored how energy is all around us in many forms. Using the Taba Teaching Strategies to develop generalizations lead to many students developing interests in how energy is transferred, used, wasted, conserved, and renewed. Taking their interests into consideration, the CPS Model could easily be implemented. The Mess Finding stage would have already been completed in part, but as students form their groups based on interest, then further Mess Finding would be conducted as they explore potential subcategories of their topic and select the subcategory that they would like to explore. Students would continue with Data Finding as they research their subcategory and determine relevant and irrelevant information. Bringing their research back to the group, the group would begin to look at the potential energy problems by looking at the problem from the viewpoints that each person has researched. Based on the data each member presents, group members will use the information in Idea Finding to search for potential solutions to the energy problem. Students will apply convergent thinking skills to select the suggestions that contain the greatest potential to solve the problem. Working collaboratively, students will determine how this solution is the best solution, using their research to support their reasoning. Finally, students will develop a presentation to present their solution to their targeted audience.

Combining with Other Models

Unlocking GI Success

One concept that I have learned this semester is that models seem to work best when incorporated with other models. Choosing one model to incorporate with the GI Model is difficult. Without question, Bloom's Revised Taxonomy would be combined with the GI Model in my classroom to promote complex thinking skills. I also believe that combining this model with the Taba Teaching Strategies would promote excellent ways for students to formulate ideas, organize their information from investigations, and understanding the information collected. This model could also effectively be combined with the CPS model to promote student communication skills, as well as the necessary divergent and convergent thinking skills to process their approach to the problem or topic.

By combining the Group Investigation Model with Bloom's Revised Taxonomy, the Taba Teaching Strategies, and the CPS Model, I believe that we can unlock a successful comprehensive teaching-learning model for our gifted learners.

Group Investigation Model

Maker and Schiever (2005) describe the Group Investigation Model as being "designed to incorporate students' interests, abilities, and past experiences in the planning of small group activities (p.293). Groups are formed out of interest.

GI Model and Taba Teaching Strategies

The GI Model and the Taba Strategies share many similarities. Both models begin with the idea of listing data that relates to concept based on the presentation of a focusing question. As students form their groups in the GI Model, they begin researching a subcategory of their selected topic (Maker & Schiever, 2005). This aspect of the GI Model is similar to Taba's Interpretation of Data, where students must gather information and make generalizations about the research that they have gathered (Maker & Schiever, 2005). As each individual member of the group brings their research back to the table, cause-effect relationships between subcategories can be discovered. Finally, as each group presents their expertise on their subcategory of the big topic, generalizations of the big topic can be made and a transferring of knowledge can be gained (Maker & Schiever, 2005, pg. 340).

GI Model and Bloom's Revised Taxonomy

The GI Model relies heavily upon higher level thinking skills, primarily the levels of analyzing, evaluating, and creating (Maker & Schiever, 2005, p.316). Developing guidelines for complex thinking is essential in creating an effective GI Model. The more complex levels of thinking require students to analyze their research of their subtopic, evaluate how their information can be incorporated in the groups topic, and create a product to present their information to the other students in the class.

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