Transcript Welcome to Q.U.E.S.T!

Q.U.E.S.T.
Question Understand Experiment Share Think
ERIN MADDEN
Parent Information Night, 2013
Q.U.E.S.T. is a program for Gifted and Talented students in fourth and fifth
grade. Students in Q.U.E.S.T. work on thematic units of instruction designed to
supplement and elaborate on the general curriculum. The goal of the program is
to provide students with the opportunity to meet and exceed challenging learning
standards in an interactive and hands-on classroom environment.
Link to the Common Core State Standards
“Gifted educators are excited about the CCSS, as they reflect many
of the strategies that the field of gifted education has been
stressing for decades as important to deep learning and
engagement and high achievement--- high-level, analytical
thinking and advanced problem-solving skills.” –VanTassel-Baska, Joyce,
National Association for Gifted Children
The Common Care Standards for ELA emphasize the skills and
concepts required for the 21st century. Skills receiving emphasis
include:
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Collaboration
Communication
Critical Thinking
Creative Thinking
Problem Solving
Technology Literacy
Units of Study
Link to the Common Core Standards and 21st
Century Skills
Unit
Skills
Literacy
Literary analysis/ Interpretation
Persuasive Writing
Oral Communication
Critical Thinking
Reasoning Skills
Collaboration
Social Studies
Primary Source Analysis
Critical Thinking
Concept Development
Reasoning Skills
Inter-personal and Social Group Process Skills
Communication
Science
Experimental Design
Concept Development
Reasoning Skills
Data-Handling skills
Analysis and Evaluation
Oral Communication
Technology Literacy
Units of Study: Literature
Patterns of Change: A Language Arts Unit for High Ability Learners
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The goals of the Language Arts units are to develop students' skills in literary
analysis and interpretation, persuasive writing, linguistic competency, and oral
communication, as well as to strengthen students' reasoning skills and understanding
of the concept of change. The units engage students in exploring carefully selected,
challenging works of literature from various times, cultures, and genres, and they
encourage students to reflect on their readings through writing and discussion. The
units also provide numerous opportunities for students to explore interdisciplinary
connections to the language arts and to conduct research around issues relevant to
their own lives.
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The concept of cyclic patterns of change was chosen as the unifying theme for this
unit. Selected literary works deal with cycles in nature, knowledge, history, and
human life. Students are introduced to some of the important approaches and ideas
of literary criticism. Students are encouraged to use journals, literature webs, essays,
and visual projects to organize and express their ideas about various literary
selections. Works studied in the unit include Conrad’s My Daniel, "The Helpful
Badger" by Lawrence Yep, and poetry by Dickinson, Sandburg, Angelou, and
Shakespeare.
Center for Gifted Education at William and Mary
Units of Study: Social Studies
The 1930s in America: Facing Depression
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The social studies unit emphasizes primary source analysis, critical thinking, and
concept development to help students develop understanding of high-level social
studies content in key areas. Thus, the unit reflects the focus of national and statelevel standards on historical thinking and research and on the integration of major
concepts across disciplines.
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This unit explores Depression-era America from the perspective of many different
groups of people, utilizing a variety of primary sources to illustrate events and the
social-political context. The concept of cause and effect is employed to support
student understanding of the complexity of history. The unit emphasizes the
interplay of changes in geography, government, and the economy, as well as the
influence of particular individuals and groups, to deepen student understanding of
the period.
Center for Gifted Education at William and Mary
Unit of Study: Science
Acid, Acid Everywhere (2012-2013 unit)
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The goal of the science unit is to allow students to analyze several real-world
problems, understand the concept of systems, and design and conduct scientific
experiments. The unit also allows students to explore various scientific topics and
identify meaningful scientific problems for investigation. Through the unit, students
experience the work of real science in applying data-handling skills, analyzing
information, evaluating results, and learning to communicate their understanding to
others.
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This unit presents the structure of systems through chemistry, ecological habitats,
and transportation. The unit poses an ill-structured problem that leads students into
an interdisciplinary inquiry about the structure and interaction of several systems,
centering around the study of an acid spill on a local highway.
 Chemistry is also explored and studied as students learn about elements and
molecules, the periodic table, bonding, and molecular structure.
The 2013-2014 unit is under review and will be developed this summer.
Center for Gifted Education at William and Mary
Schedule
Students check in with their homeroom teacher in the morning for
attendance and announcements.
Students come to the Q.U.E.S.T. program in the morning and spend
the full day in the Q.U.E.S.T. classroom. Time is spent in the
computer lab and library as needed. Students have lunch and
recess with their Q.U.E.S.T. classmates (students can buy or bring
lunch- just as they would in their home-school). A snack break is
provided in the morning.
The students return to their home school at the end of the day for
dismissal. Students will have time to check in with their teachers
and obtain missed work.
*Note: There are no specials during the QUEST day. Students will miss any
regularly scheduled specials in their home-school on the day that they are
in QUEST.
A typical Day
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During a “typical day”, students will work on various activities and
projects. In any given day, students will have the opportunity to
work in small groups, with a partner, or individually. They will also
have the chance to work on a variety of projects, from written
assignments and literature circles, to creating songs and skits.
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Projects vary from short to long term assignments. While one
project may be completed in an hour, another may take several
weeks to finish.
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Assignments and projects vary by subject and objective.
Instruction is diverse and interdisciplinary in order to meet the
needs of every student.
Homework and Classwork
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Students are expected to make up the work that they
miss in their homeroom class. It is the student’s
responsibility to get the work from his or her teacher.
Amount of work to be made-up/ due dates/ etc. is at the
individual teacher’s discretion and will be worked out
between the student and homeroom teacher at the
beginning of the year.
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Due to this responsibility, there is no QUEST homework.
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Exceptions: If a child is absent, or falls behind, he or she may
need to do some missed work at home.
Expectations
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Profile of a Gifted Student: Being a gifted student means
more than having a strong work ethic. It means having a
natural curiosity for learning and the ability to think
“outside the box”. The gifted program is designed for
students who not only have a strong academic aptitude, but
students who are driven to learn, write, read, and speak.
The class moves at a quicker pace and requires inherent
student motivation. Gifted students are eager to participate
and consistently provide high quality work.
Expectations, continued
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Work Habits:
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Academic Work:
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Work is always completed on time
Student has an ability to stay organized, both with materials
and time management
Student takes initiative to seek assistance from instructor
when faltering
Work is of a consistent high quality, indicating that the student
has spent time and effort completing the assignment
Work shows originality and ability to think “outside the box”,
to “read between the lines” and to play with ideas
Work consistently improves (both in the process stage and in
the final product) and student shows his or her best effort
Behavior, Attitude and Mind Set:
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Student initiates his or her own active participation
In groups, the student is on task, engaged, and contributes to
the final product
Collaboration
Regular communication with fourth and fifth grade homeroom
teachers helps to align the Q.U.E.S.T. curriculum with
general classroom instruction.
Communication allows me to discuss student achievement or
concerns with the homeroom teacher (and vice versa).
Conferences are held with the parent and homeroom teacher,
when necessary.
Assessment
Students take pre and post assessments for each unit of
study. Results of the pre test aid instruction and planning.
Ongoing assessment continues throughout the unit and is both
formal and informal.
Comments are sent home quarterly as a supplement to the
report card. Parent-teacher conferences will be scheduled
only if a child is not meeting the standards of the class (or
by parent request).
Summer Communication
You will receive a letter in August that will outline the QUEST
schedule, starting date of the class, and necessary supplies.
Thank You for Coming!
Please feel free to contact me at [email protected] with
any questions or comments.
In addition, you can keep up to date with the Q.U.E.S.T.
program by visiting my website:
http://www.shenet.org/district/Quest/questhome.html