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Welcome to TARGET. Presented by: Leigh Lyjak , Janell Bankhead and Brandye Keasler. It’s All About the Learning!.

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Welcome to target

Welcome to TARGET

Presented by:

Leigh Lyjak, Janell Bankhead and Brandye Keasler



“Success in life isn’t about having ability; it’s whether you look at ability as something inherent that needs to be demonstrated or as something that can be developed.”

- Carol Dweck


Learning characteristics of children

Is interested whether you look at ability as something inherent that needs to be demonstrated or as something that can be developed.”

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


Fixed mindset
Fixed Mindset whether you look at ability as something inherent that needs to be demonstrated or as something that can be developed.”

…think that “they are the way they are” and will often avoid challenges and stick to what they know they can do well.


Growth mindset
Growth Mindset whether you look at ability as something inherent that needs to be demonstrated or as something that can be developed.”

…believe that intelligence can be developed, that the brain is like a muscle that can be trained. This leads to the desire to improve.


Our target program mission
Our Target Program Mission whether you look at ability as something inherent that needs to be demonstrated or as something that can be developed.”

To prepare gifted students for an

ever-changing global marketplace where they must be self-reflective,

goal-oriented problem-seekers and solvers


Gifted standards the what we are teaching assessing
Gifted Standards whether you look at ability as something inherent that needs to be demonstrated or as something that can be developed.” (the “what” we are teaching/assessing)

  • Cognitive Growth Strand

    • Convergent Thinking

    • Divergent Thinking

    • Evaluative Thinking

    • Relationships and Connections

  • Affective Growth Strand

    • Self-Reflection

    • Respect for Others

    • Self-Directed Learner


Cognitive growth strand
Cognitive Growth Strand whether you look at ability as something inherent that needs to be demonstrated or as something that can be developed.”

  • Convergent Thinking

  • Students will reason logically

  • using induction, deduction,

  • and abduction.

  • Divergent Thinking

  • Students will think creatively to generate innovative ideas, products, or solutions to problems


Cognitive growth strand1
Cognitive Growth Strand whether you look at ability as something inherent that needs to be demonstrated or as something that can be developed.”

Evaluative Thinking

Students will evaluate and solve a variety of authentic problems.

Relationships and Connections

Students will make relationships and connections among various topics and disciplines.


Affective growth strand
Affective Growth Strand whether you look at ability as something inherent that needs to be demonstrated or as something that can be developed.”

Self-Reflection

Students will reflect upon their innate and developed abilities.

Respect for Others

Students will be respectful members of their communities.

Self-Directed Learner

Students will be self-directed learners.


Our new target progress report
Our new “Target Progress Report” whether you look at ability as something inherent that needs to be demonstrated or as something that can be developed.”


Cognitive growth assessment indicators
Cognitive Growth Assessment Indicators whether you look at ability as something inherent that needs to be demonstrated or as something that can be developed.”

  • (E) Exceeds:When the student has obtained a complete understanding of the element and has repeatedly demonstrated application and inference beyond grade-level expectation

  • (M) Meets : When the student has obtained a complete understanding of the element and has consistently demonstrated independent mastery

  • (P) Progressing: When the student has obtained a basic understanding of the element, but has not yet mastered it consistently and/or independently

  • (D) Does not meet: When the student has not obtained a basic understanding of the element

  • N/A- Element not assessed at this time


Learning skills behaviors assessment indicators
Learning Skills & Behaviors whether you look at ability as something inherent that needs to be demonstrated or as something that can be developed.” Assessment Indicators

  • S = Successfully andconsistently displays appropriate learning skills and behaviors

  • P = Progressing toward consistent display of appropriate learning skills and behaviors

  • N = Needs Improvement to display learning skills and behaviors that lead to success


Spring units of study the how we teach the standards
Spring Units of Study whether you look at ability as something inherent that needs to be demonstrated or as something that can be developed.” (the how we teach the standards )

1st & 2nd

Pace

3rd

Money Matters

4th and 5th

Independent Study


Continuation criteria
Continuation Criteria whether you look at ability as something inherent that needs to be demonstrated or as something that can be developed.”

We will be sending home an “official copy” for you to sign over the next couple of weeks.


Changes a class in flux
Changes – A Class in Flux whether you look at ability as something inherent that needs to be demonstrated or as something that can be developed.”

  • New students

  • New classes

  • Change of teachers

  • Change of day


Target student expectations
Target Student Expectations whether you look at ability as something inherent that needs to be demonstrated or as something that can be developed.”

  • Has necessary materials (binder, etc.)

  • Has completed assignments

  • Returns signed papers (Tally) in a timely manner

  • Is prepared to work when class begins


Parent communication
Parent Communication whether you look at ability as something inherent that needs to be demonstrated or as something that can be developed.”

  • Target Tallies

  • Progress Reports

  • E-mail

  • Phone Calls

  • Conferences

  • Blogs


Prevailing practices
Prevailing Practices whether you look at ability as something inherent that needs to be demonstrated or as something that can be developed.”

  • 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


Q & A whether you look at ability as something inherent that needs to be demonstrated or as something that can be developed.”


Hands on equations
Hands-On Equations whether you look at ability as something inherent that needs to be demonstrated or as something that can be developed.”

  • 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


Hands on equations how would you express 2 x 3 9 x using hands on equations

3 whether you look at ability as something inherent that needs to be demonstrated or as something that can be developed.”

Hands-On Equations

How would you express

2(x + 3) = 9 + x using “Hands on Equations”?

3

9

2x + 6 = 9 + x


Hands on equations manipulating the pieces to solve the equation

3 whether you look at ability as something inherent that needs to be demonstrated or as something that can be developed.”

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


Hands on equations manipulating the pieces to solve the equation1

3 whether you look at ability as something inherent that needs to be demonstrated or as something that can be developed.”

3

3

3

9

3

3

Hands-On Equations

Manipulating the pieces to solve the equation

3

x = 3


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