Course of Study with concept-based instruction and a thinking skills pro-
gram; incorporated Marzano’s new taxonomy of educational objectives
and the revised Bloom’s taxonomy into the course of study; developed
multicultural literature units that were concept-based with the integration
of HOMs and GIBs; changed the classroom environment to include the
teaching of thinking skills and providing for all learning styles; developed
new rubrics and tools for observing gifted intelligent behaviors and talents;
applied new mental models and strategies for children to connect knowl-
edge; involved parents in understanding the model and how they could
help their children at home; developed a deep understanding of how chil-
dren learn; and designed and implemented concept-based curriculum to
teach integrated knowledge.
Data Collection
If funded for the entire five years, student data will be collected on
approximately 4,500 Bright IDEA kids and 4,500 standard program kids.
Across the three cohorts, research-based staff development has been
administered to 250 professionals in 11 school districts and data are still
being collected on the effect of training on teachers’ dispositions and their
practices. Data are being collected on the changes in the educators’ dis-
positions over time. A separate instrument on the attitudes of the partici-
pants toward the staff development and the transformational model will
provide data on factors related to change and stress.
As a result of the training and their practice in the classroom, the proj-
ect will produce approximately 135 concept-based integrated curriculum
units, with rubrics for assessing the GIBs as integrated with HOM. These
units will provide for rigor and differentiated instruction for the high pop-
ulation of diverse students.
Findings from Project Bright IDEA 1
The findings of Project Bright IDEA 1 demonstrate three key aspects of
the success of the program: (1) the ongoing commitment from the state
education agency, local school districts, and the American Association
for Gifted Children to promote success in the academically and in-
tellectually gifted (AIG) programs for underrepresented populations;
(2) that teacher training in concept-based instruction can promote student
328 Learning and Leading with Habits of Mind