Welcome to TARGET

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. Hands on EquationsBeginning in 3rd Grade • 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

10. 1st Grade – Stepping Into Target • Multidisciplinary unit guided by Georgia and National Standards • Will introduce your child to Multiple Intelligences (Howard Gardner) • Higher Order Thinking Skills such as Analysis, Synthesis, and Evaluation (Benjamin Bloom)

11. 3rd Grade – Money Matters Interdisciplinary Instruction through- Communication Skills -facts from opinions, recognizing generalizations, using critical Thinking Skills, cause-and-effect relationships, writing, including completion of forms, dictionary skills Mathematics-checking account, using checks, deposit slips, and check registers, Calculate simple interest, Investigate careers to determine the training needed, the cost of training, and the salary range, Develop a budget Science-process skills to answer questions and solve problems, understanding of how science and technology enable individuals to function better in careers and other life roles Social Studies-division of labor and mass production, and assess their effect on American life, Identify and evaluate the progressive reforms for consumers Identify sound money management for meeting family needs, Explain the role of government in regulating business and protecting the consumer

12. Brainteaser

13. Logic Puzzle

14. Sudoku

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

16. Good isn’t good enough when better is expected Ozzie Smith

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 RecapGifted Resource Classroom • Primary and intermediate – Acceptable progress defined as meeting a minimum of 14 of the 20 assessment indicators on the Target Progress Report.

21. Continuation Criteria Recap General Education Classroom • Primary: Acceptable progress defined as maintaining a majority of 2’s and 3’s in the core subjects of reading, English, mathematics, 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

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

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

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

25. 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

26. Other Good Resources • Prufrock Press • MindWare

27. 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

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

29. 5 minute Q & A