Transcript Indian Prairie District 204 - Patterson Elementary School

Project Arrow
Elementary Program
Orientation
“The surest path to high
self-esteem is to be successful
at something one perceived
would be DIFFICULT!
Each time we steal a student’s
struggle, we rob them of an
opportunity to build self-efficacy.
Students must experience
success with difficult tasks to
feel capable and competent.”
Dr. Sylvia Rimm
Vision
At Indian Prairie School District, we believe that
gifted program services should encourage
students to:
• value and utilize their individual talents
• apply and value learning and knowledge
• communicate their ideas effectively
Mission
The mission of gifted program services is to address
individual academic needs, provide an
environment that allows risk-taking and personal
growth, and offer an enriched, accelerated, indepth and diverse curriculum.
Program Goals
• Provide consistent and challenging direct
instruction
• Promote excellence and rigor throughout the
curriculum
• Promote effective communication between
District and community
Elementary Service Delivery
Grade 2
150 minutes per week
pull-out gifted
resource
Grades 3,4 and 5
200 minutes per week
pull-out gifted
resource
Complimented by on-going collaboration with classroom cluster teachers
Bright Child vs. Gifted Learner
created by Jane Szaby and published by Good Apple to help parents recognize some of the subtle differences.
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Knows the answers
Is interested
Is attentive
Has good ideas
Works hard
Answers the questions
Top of group
Listens with interest
Learns with ease
6-8 repetitions for mastery
Understands ideas
Enjoys peers
Grasps the meaning
Completes assignments
Is receptive
Copies accurately
Enjoys school
Absorbs information
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Asks the questions
Is highly curious
Is mentally involved
Has wild and silly ideas
Plays around, yet tests well
Discusses in detail
Beyond the group
Shows strong feelings and opinions
Already knows
1-2 repetitions for mastery
Constructs abstractions
Prefers adults
Draws inferences
Initiates projects
Is intense
Creates new designs
Enjoys learning
Manipulates information
Characteristics of Gifted Learners
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Knowledge of basic skills
Has ability to concentrate
Enjoys academic pursuits
Is persistent
Enjoys the challenge of difficult activities
Is curious
Is perceptive
Is verbally fluent
Is able to approach ideas and problems from a different perspective
Creates products of unusual character
Is imaginative
Is logical; can generalize
Follows problem solving steps
Adapted from information by Susan Winebrenner (Education Consulting Service) and May V. Seagoe (“Some Learning Characteristics of Gifted Children”)
Curriculum Goals
• To broaden knowledge and skills through increased
pace, depth, and level of learning
• To develop advanced critical thinking
• To develop advanced research methods
• To develop advanced creative thinking
• To develop advanced oral and written
communication skills
• To apply problem solving processes in a variety of
situations
• To understand characteristics unique to the gifted
population
Elementary Gifted Education Instructional Framework
Project Arrow Program
Literary
Critical
Thinking
Problem
Solving
Research
Methods
Literary critical
thinking is defined as
the application of the
following processes
in written and oral
expression:
•Analytical thinking
•Problem solving
•Interpretion
•Judgment
•Evaluation
•Synthesis of
information
•Formulation of
inferences
Problem solving is
defined as
engaging with a
task for which a
solution is not
known in advance
Research methods
include the BIG 6
Information
Literacy Model.
The expectations
for researching
within the Gifted
Program are
usually accelerated
and advanced
because of the
nature of student
interests,
inquisitiveness and
final products
Creative
Thinking
Creative thinking
is defined using
the Torrance
Model which
includes fluency,
flexibility,
originality, and
elaboration
Affective and communication skills are addressed throughout each strand and
at each grade level.
Critical Thinking
Investigate
Question
Analyze
Compare/Contrast
Criticize
Justify
Verify
A habit of mind:
Divergent
Intuitive
Artistic
Expressive
Imaginative
http://www.corestandards.org/the-standards/english-language-arts-standards/
Incorporating
21st Century
Skills
Concept Based Instruction
Core Curriculum Units
Sciences
Grade Entomology
2
Literacy
Literature Exploration
Grade Oceanography Literature Journeys
3
Grade Neurology
4
Literature Reflections
Grade Archaeology
5
Literature Connections
Economics
Math
Mathematical
Problem Solving
Algebraic
Thinking
Individual School - Year Long Curriculum Map by Grade
Grade
Quarter 1
Quarter 2
Quarter 3
Quarter 4
2
Literature
Exploration
Literature
Exploration
Math
Problem
Solving
Entomology
3
Literature
Journeys
Literature
Journeys
Algebraic
Thinking
Oceanography
4
Literature
Reflections
Literature
Reflections
Neurology
Neurology
5
Economics
Literature
Literature
Archaeology
Connections Connections
Becoming familiar with
some common
terminology….
Cluster Grouping
A group of identified gifted students who are
“clustered” in the classroom of a teacher
who has been trained in curriculum
differentiation.
Differentiation
The process of adapting the curriculum
according to the ability level of the student.
It is specifically geared to:
CONTENT
PROCESS
PRODUCT
Curriculum Compacting
Process of compressing the required curriculum
into a shorter time period so students who
master the basic content faster can use the
time to do alternative activities.
Acceleration
Refers to the strategy of teaching content at a
faster pace, and usually a year ahead of the
designated instructional grade level
placement.
Communication
Quarterly Progress Reports
Newsletters/Blogs/Websites/
E-mails
Parent –Teacher
Conferences
IPPA PTA
Advocacy
• National Association of Gifted Children
• Illinois Association of Gifted Children
• Project Arrow PTA
Questions?