eastvalley target sarah covington and kristine anderson 1 st and 5 th grades
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Eastvalley Target Sarah Covington and Kristine Anderson (1 st and 5 th grades)_. Welcome to Target!. Learning Characteristics of Children. Is highly curious Has wild, silly ideas Already knows 1-2 repetitions for mastery Good guesser Discusses in detail, elaborates

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eastvalley target sarah covington and kristine anderson 1 st and 5 th grades
Eastvalley Target

Sarah Covington and Kristine Anderson (1st and 5th grades)_

Welcome to Target!

learning characteristics of children
Learning Characteristics of Children
  • 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

  • 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

bloom s taxonomy
Bloom’s Taxonomy

Evaluation

Synthesis

Analysis

Application

Comprehension

Knowledge

bloom s taxonomy in the gifted classroom
Bloom’s Taxonomy in the Gifted Classroom

Evaluation

Synthesis

Analysis

Application

Comprehension

Knowledge

goldilocks with bloom s
Goldilocks with Bloom’s
  • 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?
goldilocks with bloom s1
Goldilocks with Bloom’s
  • 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?
where we go in target
Where We Go in Target

Concrete

Simple

Basic

Fewer facets

More structured

Less independence

Abstract

Complex

Transformational

Multi-facets

More open

Greater independence

a typical target day
A Typical Target Day
  • Critical thinking through problem solving, brainteasers
  • Creative thinking
  • Unit activities such as research, discussion, simulation, practical investigation/experimentation, product generation
  • Hands-On Equations (in grades 3-5)
  • Technology integration
hands on equations
Hands-On Equations
  • Visual and kinesthetic system of teaching algebraic concepts as early as third grade
  • Prepares students for understanding algebraic problems
  • Uses game pieces consisting of pawns and numbered cubes
continuation criteria
Continuation Criteria
  • Acceptable progress defined as a majority of 2’s and/or 3’s in core areas of the report card in grades 1-3 and “Meets Expectations” on core areas of the CRCT
  • Acceptable progress defined as a minimum average of 80 in grades 4-5 across 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
  • Removal and re-entry criteria-either by parent or teacher
expectations
Expectations
  • Task commitment/personal best
  • Projects
  • Cooperation
  • Individual accountability
  • Homework (Reading Blog & Returning Target Tally Performance Sheet signed)
possible changes
Possible Changes
  • New students
  • New classes
  • Change of teachers
  • Change of day
home school communication
Home/School Communication
  • Blog
  • E-mail
  • Phone calls
  • Conferences
curriculum
Curriculum
  • Process focused
  • Interdisciplinary
  • Grade 1: Stepping into Target
  • Grade 2-3: The Heart
  • Grades 4-5: Anurans on the Run (Frogs)
prevailing practices
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
resources for parents
Resources for Parents
  • Raisin’ Brains: Surviving My Smart Family, by Karen L.J. Isaacson
  • Hoagies Gifted Education Page
  • SENG
  • www.puzzles.com
  • www.braingle.com (Must register, but don’t fear…)
  • www.mindware.com
slide20
Q & A

Any questions?

  • Eligibility
  • Characteristics
  • Expectations
  • Assessment
  • Communication
  • Curriculum

Please complete and return the

information card.

Thank you for coming. 

We are excited to teach your child!

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