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Welcome to TARGET

Welcome to TARGET Is interested Has good ideas Learns with ease 6-8 repetitions for mastery Good memorizer Answers the questions asked by teacher Enjoys straightforward presentation Is pleased with his/her learning THE BRIGHT CHILD Is highly curious

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Welcome to TARGET

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  1. Welcome to TARGET

  2. Is interested Has good ideas Learns with ease 6-8 repetitions for mastery Good memorizer Answers the questions asked by teacher Enjoys straightforward presentation Is pleased with his/her learning THE BRIGHT CHILD Is highly curious Has wild, silly ideas Already knows 1-2 repetitions for mastery Good guesser Discusses in detail, elaborates Thrives on complexity of issues Is highly self-critical THE GIFTED CHILD Learning Characteristics of Children

  3. Bloom’s Taxonomy EVALUATION _____________ SYNTHESIS _________________ ANALYSIS ______________________ APPLICATION __________________________ COMPREHENSION ______________________________ KNOWLEDGE

  4. Gifted Triangle EVALUATION SYNTHESIS ANALYSIS APPLICATION COMPREHENSION KNOWLEDGE

  5. Goldilock’s Bloom: Level 1 • Knowledge:How many bears lived in the house visited by Goldilocks? • Comprehension:How did the bears feel when they discovered Goldilocks in the bed? • Application:If Goldilocks had examined books belonging to each bear, which would she have preferred?

  6. Goldilock’s Bloom: Level 2 • Analysis:Why did Goldilocks always prefer the item which belonged to Baby Bear? • Synthesis:Suppose the bears had not returned at that time. How might the story have ended differently? • Evaluation:Should Goldilocks have entered the bears’ house?

  7. “Where We Go” in Target Concrete to abstract Simple to complex Basic to transformational Fewer facets to multi-facets Smaller leaps to greater leaps More structured to more open Less independence to greater independence Tomlinson (1995)

  8. Typical Target Day • Critical Thinking • Brainteasers • Problem Solving • Hands On Equations • Creative Thinking • Brainstorming • Unit Activities • Research • Connections • Debate • Discussions • Products • Evaluation/Target Tally

  9. Brainteaser

  10. Logic Puzzle

  11. Sudoku

  12. Hands-On Equations • Visual and kinesthetic teaching system for introducing algebraic concepts as early as third grade • Uses game pieces consisting of pawns and numbered cubes • Prepares students for understanding Algebraic problems

  13. 3 Hands-On Equations How would you express 2(x + 3) = 9 + x using “Hands on Equations”? 3 9 2x + 6 = 9 + x

  14. 3 3 3 3 9 3 3 Hands-On Equations Manipulating the pieces to solve the equation 3 3 3 3 3 2x + 6 = 9 + x

  15. 3 3 3 3 9 3 3 Hands-On Equations Manipulating the pieces to solve the equation 3 x = 3

  16. Creativity Measurement • Fluency • Flexibility • Originality • Elaboration

  17. Target Process Assessment

  18. Target Performance Assessment

  19. Criteria for remaining in the Target program To be signed at the beginning of the year by parents Continuation Criteria

  20. Continuation Criteria Recap • Acceptable progress defined as E and/or G in grade K-3 in the core subjects of reading, English, mathematics, O and/or S in science and social studies • Acceptable progress defined as a minimum average of 80 in grades 4-5 in the core subjects of reading, English, mathematics, science and social studies • Student not maintaining satisfactory performance during grading period will be placed on probation for remaining school year • Student removed from program at end of probation period if criteria not met during that marking period

  21. Expectations • Projects • Homework • Task Commitment • Accountability

  22. Changes – A Class in Flux • New students • New classes • Change of teachers • Change of day

  23. Parent Communication • Target Tallies • E-mail • Phone Calls • Conferences

  24. Prevailing Practices • Gifted students should not be expected to make up missed regular classroom work or homework on scheduled Target day • Target homework permitted on Target day

  25. Cobb Chapter: Georgia Assoc. for Gifted Children Because we recognize that parent support is critical to educational improvement, our purpose is to: • Provide parent education and resources • Support the needs of gifted students at the state level • Be a resource for the Advanced Program Coordinators at the city and county level

  26. Cobb Chapter: Georgia Assoc. for Gifted Children We encourage you to join!

  27. 5 minute Q & A

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