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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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learning characteristics of children
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
bloom s taxonomy
Bloom’s Taxonomy

EVALUATION

_____________

SYNTHESIS

_________________

ANALYSIS

______________________

APPLICATION

__________________________

COMPREHENSION

______________________________

KNOWLEDGE

gifted triangle
Gifted Triangle

EVALUATION

SYNTHESIS

ANALYSIS

APPLICATION

COMPREHENSION

KNOWLEDGE

goldilock s bloom level 1
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?
goldilock s bloom level 2
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?
where we go in target
“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)

typical target day
Typical Target Day
  • Critical Thinking
    • Brainteasers
    • Problem Solving
  • Hands On Equations
  • Creative Thinking
    • Brainstorming
  • Unit Activities
    • Research
    • Connections
    • Debate
    • Discussions
    • Products
  • Evaluation/Target Tally
hands on equations
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
hands on equations how would you express 2 x 3 9 x using hands on equations

3

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

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 equation15

3

3

3

3

9

3

3

Hands-On Equations

Manipulating the pieces to solve the equation

3

x = 3

creativity measurement
Creativity Measurement
  • Fluency
  • Flexibility
  • Originality
  • Elaboration
continuation criteria
Criteria for remaining in the Target program

To be signed at the beginning of the year by parents

Continuation Criteria
continuation criteria recap
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
expectations
Expectations
  • Projects
  • Homework
  • Task Commitment
  • Accountability
changes a class in flux
Changes – A Class in Flux
  • New students
  • New classes
  • Change of teachers
  • Change of day
parent communication
Parent Communication
  • Target Tallies
  • E-mail
  • Phone Calls
  • Conferences
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
cobb chapter georgia assoc for gifted children
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