3.9.11 Developing Expertise by Modeling the Thinking of a Literary Analyst and Differentiating Instruction
The Literary Analysis Model, developed with input from experts and field tested in gifted classrooms, is used to guide students through analyzing how an author uses literary techniques to develop meaning within a work. The model allows students to see connections between multiple literary elements. For example, students can understand how setting impacts conflict, how conflict reveals character motives and values, how characterization impacts theme, and how an author’s use of techniques influences the tone. In this session presenters will discuss how models vetted by content experts support differentiation in the literary classroom and promote complexity and critical thinking.
Author(s):
Tamra Stambaugh
tamra.stambaugh@gmail.com
Vanderbilt University
United States
Tamra Stambaugh, Ph.D., is an associate research professor and executive director of Programs for Talented Youth at Vanderbilt University. Stambaugh conducts research in gifted education focused on curriculum and instruction interventions, gifted students living in rural settings and those from low income households. She frequently provides keynotes at national and international conferences and has coauthored/edited several books, chapters, curricula units, and articles. She is the recipient of awards such as the Margaret The Lady Thatcher Medallion for scholarship, service, and character, the Doctoral Student and Early Leader Award from NAGC, the Legacy Book Award, & national and state curriculum awards.
Emily Mofield
mofielde@gmail.com
Lipscomb University
United States
Emily Mofield, Ed.D. is an assistant professor in the College of Education at Lipscomb University. She has taught and led gifted programs for 15 years and currently serves as the NAGC Chair for Curriculum Studies. Emily regularly presents on effective instruction and differentiation for advanced learners. She is a National Board Certified Teacher in Language Arts and has been recognized as the Tennessee Association for Gifted Children Teacher of the Year. She co-authors curriculum in English Language Arts and social-emotional needs of gifted. She is the co-recipient of the NAGC Hollingworth Award for research on growth mindset, perfectionism, and underachievement.