Gifted Services K-8 Presentation October 30, 2012 Presented by: Colleen Brueggeman Director of Gifted Services K-8 [email protected] 1-847-235-9665 Educational Programming Philosophy-Umbrella Services
All students need support, care and attention to their academic and social needs We are committed to providing all students with a quality education that provides differentiated instruction so that students can develop their unique abilities We offer a continuum of services from Core, Enrichment, Explore and Quest programming to address the needs of students Our Core, Enrichment, Explore and Quest Teachers work in collaboration with each other so that all students benefit
Questions to Ask Is every student learning and growing? Is every student academically challenged? How can we prepare our students for the Global Society? How can we make learning more authentic? How do we best use our human and financial resources?
What is Gifted and Talented? National Association for Gifted Students: Students who have cognitive abilities significantly above the norm and or who have demonstrated an exceptional aptitude or talent are considered gifted and or talented. They thrive on complexity and depth and need the abstract thinking approach to learning used in gifted education classes. Congressional Report: Gifted and talented children are those identified by professionally qualified people who by virtue of outstanding abilities are capable of high performance. These are children who require differentiated educational
programs and/or services beyond those normally provided by the regular school program in order to realize their contribution to self and society. The Explore and Quest programs in District 67 identify and serve children with gifted intellectual ability (High level thought processes, divergent and abstract thinking) and highly exceptional ability in Math and or Language Arts. Children who excel in creativity and the arts are well served with differentiation within the district curriculum. Enrichment, Explore and Quest Services K-8
These classes are differentiated in pace, depth and complexity Students are given an equal opportunity to develop at their rate so we have several offerings These programs help transfer potential into performance The rigor for each of these classes/services is a year to a year above grade level Enrichment Services
Enrichment Teachers (ERTs) collaborate with classroom teachers to provide enrichment and support from the district curriculum There is one Enrichment teacher in each of the elementary schools Enrichment Services are given by the Enrichment Teachers for grades K-3 in mostly a pull-out form Some whole class and small group in class lessons occur as well In Fourth Grade, students switch classes for Language Arts and Math in all buildings so Enrichment support is given to the classroom teacher as needed
Enrichment Services Enrichment Services are flexible to meet the needs of students The main contact for how a student is doing is the classroom teacher since communication is happening between the Classroom Teacher and the Enrichment Teacher Students may come to Enrichment for a short time or throughout the year Students who attend Enrichment may or may not be in Explore classes for 3rd grade and above
Three areas in particular are focused on: Critical thinking, Creative Thinking and Problem Solving Critical Thinking Critical thinking skills are so important so that students learn how to make decisions and so that they can defend with evidence why those decisions were made Critical thinking is making judgments It includes using criteria to make decisions Supporting a position with evidence
Identifying attributes for classification Drawing conclusions based on logic Identifying cause and effect relationships Critical Thinking Skills Inferring information from evidence Sequencing events or information Predicting outcomes based on patterns Making appropriate generalizations
Creative Thinking Creative thinking is creating new ideas It includes designing unique and relevant products Creating alternatives Having an original Perspective Elaborating or adding detail Expressing novel answers Creating new combinations, being driven by curiosity, hypothesizing, and tolerating ambiguity
Creative Thinking-Skills Fluency Examples: Brainstorm a variety of means to Come up with many ideas to.. Generate a lot of alternatives to.. Give at least____ ideas for. Greatly increase.. Think of many ways to. Creative Thinking-Skills
Flexibility-Examples Substitute Combine Adapt Modify Put to other uses Eliminate Rearrange Creative Thinking-Skills
Elaboration-Examples Add____ to make more. Add to. Build on.. Enlarge.. Extend Enhance Creative Thinking-Skills Originality Examples..
Add a new way to. Design or invent a. Develop a unique process for. Imagine how they could.. Suggest diverse improvements for. Think of a new idea that will. Invent a new solution to.. Problem Solving Problem Solving uses critical and creative
thinking In solving any kind of problem, we use critical thinking to analyze its components and creative thinking to generate good solutions Students are required to think about their thinking Students explain concepts, make connections and inferences from information Math Enrichment Areas of Focus:
Logical Thinking Multi-Step Problems Finding Many Combinations Guessing and Checking using Logic Proportional Reasoning Variables/Functions Inductive and Deductive Reasoning Simplifying Complex Problems Language Arts Enrichment
Areas of Focus: Making Connections to their Lives Interdisciplinary Approach to Learning Global Connections High level Vocabulary-Comprehension Analogies Evaluate Literature and Topics Shared Oral Language Language Arts Enrichment
Research opportunities are explored Integration of Technology and 21 Century Skills Literature Circles Thematic Units International Baccalaureate Unit Opportunities Explore and Quest Classes Formal Identification for Explore classes begins at the Spring of 2nd grade for the 3rd grade year Explore classes are in Language Arts and in Math
Students can qualify for Language Arts and/or Math If a student does not qualify for Explore at the end of 2 nd grade they are screened again at the end of their 3rd grade year for 4th grade placement Student who qualify for 3rd grade are in Explore classes for third and fourth grade (students do not need to qualify again for their 4th grade year) Explore and Quest Classes Students are then evaluated again for 5th grade placement
In elementary school students are screened once a year In middle school students are screened once a year, but placement changes can occur based on additional data and performance Explore and Quest Classes These are replacement classes so students will go to the Explore or Quest Teacher (Middle School) during Language Arts and/or Math instruction time These classes take place five days a week and are
taught by a teacher who is trained in Gifted Education The classes are a year to a year and advanced curriculum with like peers There is a placement process that is followed each year-See the handbook and come to the Spring Screening Meeting for more information Matrix Components/ExploreQuest CogAT Test Scores-11 points NWEA Measure of Academic Progress Math and or Language
Arts- 9 points Classroom Performance Data- 6 Points Performance Tasks- 10 Points 36 Possible Matrix Points 27 Points needed for Explore Services (Elementary and Middle School) 32 Points Needed for Quest Services (Middle School) Explore-Quest Placement Should students not qualify by our matrix but
demonstrate potential or performance then: Additional information will be used by the Quest Committee for review such as but not limited to: several work samples, WISC testing and/or additional tasks We do this to support all students and to look at the whole child for careful review and to recognize that more information is sometimes needed All of this information is brought to our Quest Review for careful consideration
Reading List for Parents Challenging the Gifted in the Regular Classroom By: Walker, Sally Hothouse Kids: The Dilemma of the Gifted Child By: Quart, Alissa Gifted Hands: The Ben Carson Story Handbook of Gifted Education By: Carson, Ben Parenting Gifted Kids: Tips for Raising Happy and Successful Children By: Delisle, James Handbook of Gifted Education By: Colangelo, Nicholas Expert Approaches to Support Gifted Learners: Professional
Perspectives, Best Practices, and Positive Solutions By: Gosfield, Margaret Teaching Models In Education of The Gifted By: Maker, June Reading List for Parents Social/Emotional Issues, Underachievement, and Counseling of Gifted and talented Students By: Reis, Sally The Essential Guide to Talking with Gifted Teens: Ready-to-Use Discussions About Identity, Stress, Relationships, and More By: Peterson, Jean
How the Gifted Brain Learns By: Sousa, David Differentiation For Gifted And Talented Students: Essential Readings In Gifted Education By: Tomlinson, Carol Teaching Gifted Kids in the Regular Classroom: Strategies and Techniques Every Teacher Can Use to Meet the Academic Needs of the Gifted and Talented By: Winebrenner, Susan Resources for Students and Parents Math Forum (K - 12): http://mathforum.org/
Ask Dr. Math from Forum (K - College): http://mathforum.org/dr.math/ Problems of the Week: http://mathforum.org/pow/ K-12 Math Problems, Puzzles, Tips & Tricks: http://mathforum.org/k12/mathtips/ NRICH Math - Univ. of Cambridge, UK (Elementary - HS): http://www.nrich.maths.org.uk/ Problems to Enjoy (Middle Grades - Grades 7 - 9 UK): http://www.1000problems.com/ Mega Math -http://www.c3.lanl.gov/mega-math includes activities, vocabulary, big ideas/ concepts, evaluation, prep
and materials Resources for Students and Parents Project M3: Mentoring Mathematical Minds: Great resources for elementary teachers, students, and parents. http://projectm3.org/ Math Forum Math Tools (teaching and learning mathematics: PreK calculus) http://mathforum.org/mathtools/ Bob Wilcox's Mathematics Page http://geocities.com/Athens/3352- This link includes a problem of the week and links to sites all over the web.
www.timeforkids.com/tfk/ www.crayola.com www.yahooligans.com www.scholastic.com Social Emotional Needs of Students Students need to be accepted and cared for outside of their academic performance Social Emotional needs have to be met so that
students feel valued, safe and healthy SENG-Supporting Emotional Needs of Gifted Studentswonderful resource for articles, topics, conferences http://giftedkids.about.com/od/socialemotionalissues/ a/gtproblems.htm This is a wonderful resource to explore social emotional topics Social Emotional Needs The Blessing of a B- By: Mogel, Wendy The Blessing of a Skinned Knee By: Mogel, Wendy Lessons this book has for all of us:
Expect Immaturity Whose problemstheirs or yours Stop measuring and comparing Decentering-the capacity to take another persons point of view Daily work is a gift Barriers to teaching self-restraint (buying affection, overextended compassion, over rewarding, consumption mentality, moral superiority) Social Emotional Needs Counterbalance self-centeredness with community service
The blessing of problems to solve-learning from bad judgment and stressful situations Be empathic not entangled The importance of making time for rest and fun Social Emotional Needs http://www.byrdseed.com/10-facts-about-socialemotional-needs-of-the-gifted/ This is a wonderful web resource for social emotional needs of gifted students with a chart of ten facts. This site also has a wealth of
information about being gifted www.giftedjourney.com/perfectionism.html This site is wonderful for learning and discussing the issue of Perfectionism with Gifted Students International BaccalaureateJustice Justice-Fairness or reasonableness, especially in the way people are treated or how decisions are made System or application of law-upholding the law for the fair treatment of individuals
Learner Profiles from IB work to inquire and come up with ideasWorking with Emotional Wellness and Rebecca Leafman Researching different communities and how they function Short stories, drama, novels to teach strategies but about fairness/equality/who judges/punishment vs. mercy International BaccalaureateJustice For a final project some classes will focus on Justice- They will share what they learned and they will do this all year. One student started to discuss issues with homelessness. There is a lot of analysis in the stories that are being read-The Circuit-Migrant
Worker, Long Way From Chicago (great depression), President-debates (discussion about the topics through the lens of justice and fairness, Mixed up Files- she wants to run away because she feels life is not fair. What happens when you live in a town where the laws are not just? Wonder book- There is a lot of discussion about honor, justice and fairness. The debates have been talked about a lot. 5th grade is really working on it looking at how to develop this. Evidence writing with many points of view but sticking to the evidence. Beginning with Sneetches and Lorax for a discussion with the young about how everyone has gifts. How to be just to others. For the Sneetches they made their
own characters. How does experience change your point of view. There are discussions on bias. Environmental issues will be discussed....The water unit fits in here. Using picture books Fly Away Home....to introduce this as a concept. Survey Time Please take a few minutes to fill out the survey and write out 10 adjectives activity on the back of the survey Questions?
Distinctive Image Features from Scale-Invariant Keypoints. Lowe. In IJCV 2004. The SIFT descriptor. SIFT - Lowe IJCV 2004. Do scale-space invariant feature detection using DoG. Basic idea: DoGfor scale-space feature detection. Take 16x16 square window around detected feature.
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