Q.U.E.S.T.

Question Understand Experiment Share Think

ERIN MADDEN Parent Information Night, 2015

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:       Collaboration Communication Critical Thinking Creative Thinking Problem Solving Technology Literacy

Unit

Units of Study Link to the Common Core Standards and 21

st

Century Skills

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

 While all four language arts strands of literature, writing, language study, and oral communication are integrated into this unit, the core of the unit involves students interacting with literature while enhancing reading comprehension and textual analysis skills.  The concept of cyclic patterns of change was chosen as the unifying theme in 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. They use journals, literature webs, essays, and visual products to organize and express their in-depth ideas on the literature they read. Center for Gifted Education at William and Mary

Units of Study: Social Studies

The 1930s in America: Facing Depression

  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 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 change in geography, government, and the economy, as well as the influence of particular individuals and groups, to deepen student understanding of the period. The unit begins with an overview of 1920s America. In order to better understand the Great Depression and the impact of the stock market crash of 1929, students analyze the lifestyle, values, and experiences of people living in the 1920s. Center for Gifted Education at William and Mary

Units of Study: Science

No Quick Fix

   Students will understand biology in a series of widening concentric circles. Students will learn that cells are elements in larger systems, such as the muscular system, which are in turn part of an even larger system, the human body. Students will also interact with human social systems: health care and public education. Students will learn how social systems are related to a person’s access to and understanding of healthcare. While unraveling the interaction among various systems, students can appreciate the complexities of staying healthy in the modern world. Concept: The overarching concept of systems will provide students with a framework for the analysis of their experimentation and activities as a whole. 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. Please be sure to discuss this with your child.

A typical Day

 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.  Projects vary from short to long term assignments. While one project may be completed in an hour, another may take several weeks to finish.

 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

 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.

 Due to this responsibility, there is no QUEST homework.

 Exceptions: If a child is absent, or falls behind, he or she may need to do some missed work at home.

Expectations

 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

  

Work Habits:

   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

Academic Work:

   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:

  Student initiates his or her own active participation In groups, the student is on task, engaged, and contributes to the final product

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 on a need-to-meet basis (or by parent request).

Communication

Teacher-Parent Communication:

 Parents will receive a letter in August that will outline the QUEST schedule, starting date of the class, and necessary supplies.

 Weekly newsletters will be posted online beginning in September. 

Student-Parent Communication:

Students will complete a portfolio of work each quarter. The work, along with a reflection sheet, will be sent home at the end of the quarter. Students will have the chance to go over their work with their parents and discuss areas of strength and areas in need of improvement.

Frequently Asked Questions:

Will my child be able to buy lunch during the QUEST day?

 Yes. If your child would like to buy lunch, his or her code will work in Shatekon or Chango, just as it would in the home-school.

Is there snack during QUEST?

 Yes. We have a snack break in the morning. Your child should bring a healthy snack to class each week.

Do students take specials during the QUEST day?

 No, there are no specials during the QUEST day. Since the students are only in QUEST once-a-week, they spend the whole day in the QUEST classroom, with the exception of lunch and recess. Time is spent in the computer lab and library, as needed. Since QUEST is a full-day program, students may miss specials at their home school when they are at QUEST.

Frequently Asked Questions, Continued:

How do students get to the QUEST class?

 Unless your child goes to Shatekon, Arongen, or Chango, he or she will take a bus to QUEST. (Shatekon, Arongen, and Chango students walk over to the QUEST classroom). The student checks in with his or her homeroom teacher in the morning, and then takes a bus over to either Shatekon or Chango (see class locations, above). Students will arrive back to their home schools about 30 minutes before dismissal.

My child is missing a full day in the homeroom class. How does this work?

 Students are expected to make up the work that they miss while at QUEST. 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. Due to this responsibility, there is no QUEST homework (unless a child falls behind/ is absent and needs to finish an assignment at home).

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