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

Open House, 2013
ERIN MADDEN
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.
Bright child versus Gifted Child
In general…
A Bright Child….
A Gifted Child….
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Knows the answer
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Asks the questionssometimes deep, probing
questions
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Is interested
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Is highly curious
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Is attentive
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Is mentally and physically
involved
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Answers the questions
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Discusses in detail,
elaborates
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6-8 repetitions for
mastery
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1-2 repetitions for
mastery
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Grasps the meaning
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Draws inferences and
opens up new questions
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Absorbs information
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Manipulates information
Source: http://gleigh.tripod.com/brightvG.htm
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Expand their Horizons
◦ Allow leeway during class discussions
◦ Encourage curiosity and allow students to explore ideas
◦ Resist the urge to attach a grade to everything- spend time
thinking, creating, and exploring
Stimulate Creativity
◦ Create open-ended projects that allows students to focus on
something that interests them
◦ However, do not ignore core domains of learning
Raise Expectations, then Raise them Higher
◦ Create a rigorous curriculum
◦ …but don’t overwhelm them! Give students time to hone their
skills. Start slowly and raise the level of difficulty as time goes
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on
Source: Education Update, Volume 55: Number 5
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Gifted learners have special learning needs.
Characteristics
Learning Needs
Curriculum Implications
Power of concentration
Longer time frame that allows
focused, in-depth work in an area
of interest and challenge
• “Chunks” of time for special
project work and small group
efforts
Ability to make connections and
establish relationships
Exposure to multiple perspectives
and domains of inquiry
• Interdisciplinary curriculum
opportunities such as special
concept units, humanities, and
the interrelated arts
• Use of multiple text materials and
resources
Ability to memorize well and learn
rapidly
Rapid movement through basic
skills and concepts in traditional
areas
• Curriculum organized according
to its underlying structure or
concept
• Infusion of higher-order thinking
skills into content
Instruction: Faster-paced; Inquiry techniques; questioning; cooperative
learning groups; use of discussion; independent work
Source: VanTassle, J., “Appropriate Curriculum for Gifted Learners”
Overarching
Concepts
Advanced
Content
ProcessProduct
Change
In-depth
Elements of
Reasoning
Systems
Advanced Reading
Research
Patterns
Primary Sources
Problem-based
learning
Cause & Effect
Advanced Skills
Inquiry Skills
Source: Center for Gifted Education at William and Mary
21st Century Student Outcomes
Teaching Models
Creativity and Innovation
Problem-Based Learning, Inquiry
Skills, Hamburger Model for
Persuasive Writing
Critical thinking and Problem
Solving
Paul’s Elements of Reasoning,
Analyzing Primary Sources,
Literature Web, Vocabulary Web
Communication and Collaboration
Group work, Presentations
Information, Media and
Technology skills
Research Model, Vocabulary Web,
Hamburger Model for Persuasive
Writing, ipads
Life and Career skills
Paul’s Elements of Reasoning,
Problem-based learning, Literature
Web
Each unit was developed by the Center for Gifted Education at William and Mary.
Each was created to engage high-ability learners and to strengthen a
student’s higher-order thinking skills.
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Literature (September-June)
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Social Studies (September- January)
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Science (February-June)
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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 or learning a dance from a
specific time period. Students will be given choice, when
appropriate.
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.
Patterns of Change
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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
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Patterns of Change
◦ Theme: Cyclic Patterns of Change
◦ Novel:
◦ No Promises in the Wind, Irene Hunt
◦ Overview of Additional Reading (Short stories/ Essays/ Poems):
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The Helpful Badger, by Laurence Yep
A Bouquet of Wildflowers, by Laura Ingles Wilder
Walking by Linda Hogan
A variety of Poems by Shakespeare, Emily Dickinson, Maya Angelou, and more
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Sample Lessons
 Work in small groups to answer questions about cycles (What words come to your
mind when you think of cycles? How are cycles a type of change? How do you know
when a cycle is happening? What are some characteristics of cycles?) Discuss the
questions and record ideas on large paper for sharing. Be prepared to teach the
class what you have learned.
 Write a persuasive essay, using the Hamburger Model as a guide.
 Prepare a persuasive speech to defend a particular side of an issue.
 Determine how cycles portrayed in other forms of writing an artwork? Analyze
several pieces of artwork and poetry (Art: Monet, Poetry: In the Windowsill by Mary
Pleiss). Create your own poetry and artwork that show the characteristics of cycles.
 Use the Elements of Reasoning Model to help think about a problem or issue.
(Goal, Issue, Point of View, Assumptions, Data, Inferences, and Consequences)
 Conduct research in the library and computer lab to learn about a topic or event.
 Use post-it notes or graphic organizers while you read to jot down questions and
inferences about the text.
 Read closely in order to make inferences and ask questions
The 1930s in America: Facing Depression
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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 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
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The 1930s in America, Unit Goals:
 Develop understanding of the concept of cause and
effect and its relationship to events and eras in history
 Develop reasoning skills with application to social
studies
 Develop interpersonal and social group process skills
 Develop skills in historical analysis and primary source
interpretation
 Develop understanding of key events of the 1930s in
America and the social, economic, and political context
of the period
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Sample Lessons
 Research a topic or event from the “Roaring 20s”. Create a brochure to display
pertinent information about the topic and explain the significance of the topic in
the 1920s.
 Learn the Charleston! Determine what the dance tells you about the values and
lifestyle of the time. What is the tone of the dance? Why did people have free time
to enjoy leisure activities?
 Analyze stock market pages from a 1920s newspaper. Follow several stocks from
1921-1932. How much did the stock rise or fall over the time period? How do you
think people who really experienced this felt? What effects might this have had on
them?
 Analyze different points of view of the stock market crash and the reasoning
behind different interpretations of the event.
 Engage in a debate about a particular topic or issue. Choose a side, research the
topic, and prepare an organized argument to defend your choice.
 Study photographs of people affected by the Depression. Describe the experience
of the people living in 1930s America. How would you have felt living during that
time?
 Read primary source documents to determine the role that President Hoover
played during the 1930s.
 Write a diary entry from the perspective of a child in the 1920s. Then write one
from the perspective of the same child in the 1930s. How do they compare?
No Quick Fix
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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
 Students will learn through experimentation and
inquiry-based lessons.
 Labs (Learn about the human body through hands-on labs. Ex:
“Tired Muscles”- Set up an experiment to see how muscle
fatigue affects muscle function. Determine what this tells you
about the structure and function of the system)
 Experimental design (Design and carry out experiments related
to lab work)
 Inquiry activities and problem-based learning (Determine
function of systems through inquiry activities/ learn about issues
with health care and education- analyze a problem situation and
determine solutions)
 Handouts (newspaper articles/ charts/ notes)
 Interactive materials (iPad/ computer lab)
 Group projects (learn through peer discussion)
 Research (Which biological systems are affected by certain
illnesses and diseases?)
 Reasoning (looking at multiple points of view on an issue related
to health/ analyzing assumptions/ determining implications)
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Students check in with their homeroom teacher in the
morning for attendance and announcements.
Students come to the Q.U.E.S.T. program after morning
announcements 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. (We also have a snack break- Please remember to
pack your child a healthy snack!)
The students return to their home school at the end of the
day for dismissal. Students will be back to their home school
approximately 20 minutes before dismissal.
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Q.U.E.S.T. students are self-directed learners. They
are able to work well both independently and in
groups. QUEST students take initiative, work-hard,
and always try their best.
◦ Code of Conduct: Group Work
◦ Self and Peer evaluations
◦ Traits of a successful student
Q.U.E.S.T. Contract
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There is no homework for Q.U.E.S.T. All work is completed
during the Q.U.E.S.T. day.
◦ Exception: If a student does not finish an assignment
during the given class time, he or she may need to finish it
at home.
◦ In addition, students are expected to make up the work
that they miss from their homeroom teacher while in the
Q.U.E.S.T. classroom.
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Students take pre and post assessments for each unit of
study.
◦ Results of the pre test aid instruction and planning.
◦ The pre and post-assessment results are compared in order to evaluate
student progress.
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Ongoing assessment continues throughout the unit and is
both formal and informal. Rubrics are used to provide
feedback and grades. Rubrics will be sent home in takehome folders.
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Comments are sent home quarterly as a supplement to the
report card.
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Parent Conferences will be scheduled, if necessary, on
November 14th and 15th.
 Due to the number of students in QUEST, conferences will only be
scheduled if necessary. I will contact parents who I need to meet with by
early-November. If you do not hear from me by then, but feel that you
would like a conference, please let me know. Please note- I am available
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to meet with you throughout the year as well.
Parent-Teacher Collaboration
 Read the weekly newsletter. A lesson overview is provided, as
well as “at-home connections” that link what we are learning
in class to what students may encounter at home.
◦ Sample 1, Sample 2
Ask your child what he or she worked on and learned each
week in class (Don’t accept “nothing” as an answer  ).
 Check the take-home folder for grades or notes.
 Email me with any questions or concerns.
 Review student’s work in the quarterly portfolio that is sent
home.
Teacher-Teacher Collaboration
 Communication with homeroom teachers ensures a
successful QUEST experience for the students.
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Encourage your child to read stories or books that are of
interest to him/her
Hold a family debate on one of the issues discussed in the
unit
Play word games such as Scrabble or Boggle with the family
to enhance vocabulary and language usage
Encourage your child to write everyday in a diary or journal
Try to set up a letter-writing arrangement with a friend,
relative, or student from another school
When viewing movies or television together, discuss the ideas
presented with your child, and encourage close attention to
how ideas are handled in the media.
Encourage your child to ask questions and look up new
information
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Center for Gifted Education at William and Mary
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
The Q.U.E.S.T. website is listed on each elementary school’s homepage, under “More Quick
Links” on the bottom right-hand side.