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The Advanced Academic/Gifted and Talented Center Program McNair Elementary School

The Advanced Academic/Gifted and Talented Center Program McNair Elementary School. Gifted and Talented Program Teachers. Melissa Goddin-3 rd Grade Center Teacher Nicole Tipa-4 th Grade Center Teacher Sharon Hickey- 5 th Grade Center Teacher Payal Patel -6 th Grade Center Teacher

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The Advanced Academic/Gifted and Talented Center Program McNair Elementary School

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  1. The Advanced Academic/Gifted and Talented Center ProgramMcNair Elementary School

  2. Gifted and Talented Program Teachers • Melissa Goddin-3rd Grade Center Teacher • Nicole Tipa-4th Grade Center Teacher • Sharon Hickey- 5th Grade Center Teacher • Payal Patel -6th Grade Center Teacher • Theresa Nolan-G/T Resource Teacher

  3. Curriculum Goals for the Advanced Academic/GT Center Program (Level IV) • To provide for mastery, enrichment, and extension of the core standards of learning in all curriculum areas, with appropriate resources at a pace, depth, and complexity for high ability learners. • To develop an understanding of systems of knowledge, themes, issues, and problems that frame the external world.

  4. Curriculum Goals for the Advanced Academic/GT Center Program (Level IV) • To develop cognitive and metacognitive skills that foster independent self-directed learning. • To develop self-understanding. • To develop social skills which enable students to build their leadership skills, their interpersonal skills, and their ability to effectively relate to others in a variety of situations.

  5. Intelligence is not how much you know or how fast you learn, but how you behave when you don’t know the answer. So . . . if we want to develop children who think critically, we must present curricular problems, challenges, discrepancies or dilemmas for which the answers are not easily accessible.

  6. Teachers Differentiate Content(what students learn) • Use advanced reading, resources, and research materials; accelerated. • Present content with greater levels of depth, breadth, complexity, or abstractness through levels of questioning, problem-based learning, and instruction that focuses on “big ideas.”

  7. The teacher said to the students, “Come to the edge.” They replied, “We might fall.” The teacher again said, “Come to the edge,” And they responded, “It’s too high!” “COME TO THE EDGE,” the teacher commanded. And they came, And she pushed them…And they flew! Apollinnaire

  8. Content • William and Mary LA, Social Studies, and Science Units • Compacted Math Program • Advanced Reading Materials • GT Model Thinking Lessons • Great Expectations • Project M3 • Parallel Curriculum Model Units • Building Knowledge/Caesar’s English/Word Within Word • Word Masters

  9. Teachers Differentiate Process(how students learn) • Accelerate the pace of teaching and learning. • Compact basic knowledge and skills in core content areas. • Apply ideas and skills to contexts that are unfamiliar and dissimilar from those explored in class. • Provide opportunities to make choices to explore deeper understandings and apply new knowledge.

  10. The surest path to high self esteem for all learners is to be continually successful at learning tasks they perceived would be difficult! Each time we “steal a student’s struggle,” we steal the opportunity for them to develop high self esteem. Dr. Sylvia Rimm

  11. Process • Socratic Seminar • Academic Choice • Interactive Notebooks • Compacted Math Curriculum focusing on Problem Solving • Primary Source Documents from the Library of Congress • Jacob’s Ladder • Interact Simulations • Word Masters

  12. Teachers Differentiate Product (how students demonstrate learning) • Offer assignments that are more open-ended or ambiguous in nature. • Assign products that require greater levels of independence. • Assess work with indicators of quality that model the work of experts in the field.

  13. Students as Scholars • See themselves as ½ empty • Ponder and think through ideas • Are curious • Consider multiple points of view • Bring a willingness to participate • Set goals for improving • Practice • Save ideas • Build expertise

  14. Product • Long term Optional Projects • Open Ended Homework Assignments • Academic Choice • Technology Integration • Reflections

  15. Student Perspectives:Common Questions • How much work will I have? • Will it be too challenging? • What type of teachers will I have? • Will I make friends? • Will I feel different than the rest of the class?

  16. Enjoy your gifted child and remember that he or she is, first of all, a child.

  17. Social and Emotional Needs to recognize and accept strengths and limitations of themselves and others to gain an understanding of their gifts and talents to accept that they are not perfect

  18. Social and Emotional Needs • to establish realistic goals • to learn to set priorities and break tasks into smaller chunks • to practice empathy and respect for self and others • to develop problem-solving and decision-making skills

  19. Questions pertaining to the whole group?

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