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EX.P.A.N.D. STAFF. Debra Garling – G&T District Coordinator Carolyn McAteer – Depart. Admin. Assistant EXPAND Teachers: Nathanial Peterson (PT) Katie Oppelt (NM) Debra Garling (CV) Renee Pearce (MS). Ex ceptional P upils A dding N ew D imensions. Objectives.

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staff
STAFF

Debra Garling – G&T District Coordinator

Carolyn McAteer– Depart.Admin. Assistant

EXPAND Teachers:

Nathanial Peterson (PT)

Katie Oppelt(NM)

Debra Garling (CV)

Renee Pearce (MS)

slide3

Exceptional

  • Pupils
  • Adding
  • New
  • Dimensions
objectives
Objectives
  • Identify and nurture students’ exceptional performance in one or more talent areas in order to:
    • 1) enhance each student’s self-esteem
    • 2) share his/her talents with others
    • 3) increase each student’s learning potential
how do students qualify
How do students qualify?
  • Specific Academic ability
  • Creative ability
  • Leadership ability
  • Visual/Performing Arts ability
major program components
Major Program Components

Critical Thinking

Creative Thinking

slide7

The program

  • Addresses cognitive & affective needs
  • Students work individually & collective
  • We provide a variety of independent & group activities
  • Students expand intellectually & emotionally
  • Students specialize in areas of strength & interest
  • Students share ideas/feelings with other gifted learners in order to discover abilities & interests different from their own
expectations of program
Expectations of Program
  • Attendance: buddy system when absent
  • Supplies needed for class: writing tool, marble notebook – bound composition, folder
  • Active participation
  • Efforts: 85% mastery
slide9

EXPAND

Grade 3

grade 3
Grade 3

Format: I.5 hours once a week

Class size is typically 8-10 students

Material: Composition notebook

Writing implement

Folder

grade 31
Grade 3

Unit 1-Thinking Skills

  • Convergent vs. Divergent Thinking - Which do you prefer? 
  • Creative Thinking 
  • Simple Machines & Complex Contraptions
  • S.C.A.M.P.E.R. - Invent, innovate, create!!
grade 32
Grade 3

Unit 2 – Independent Inquiry

  • In-depth learning of topics that are of interest to the student
  • Active testing of skills necessary to achieve goals
slide13

EXPAND

Grade 4

Mrs. Oppelt

grade 4 5
Grade 4&5

Format: 2 hours once a week

Class size is typically 8-10 students

Material: Composition notebook

Writing implement

Folder

grade 4
Grade 4

Unit 1 – Transformational Thinking

  • No "Tunnel Vision"
  • There's more than one way to think
  • Observing the Obvious
  • Loupe Analogies - Up Close and personal examinations of everyday objects.
meet a grade 4 expander
Meet a Grade 4 EXPANDER

Sophia’s Tellagami

grade 41
Grade 4

Unit 2 – Surveys

  • Develop survey questions which generate quantifiable results
  • Choose topics/issues, collect data, prepare a report ~ Share results
grade 42
Grade 4

Unit 3 - Independent Inquiry

  • In-depth learning of topics that are of interest to the student
  • Active testing of skills necessary to achieve goals
slide19

EXPAND

Grade 5

Mr. Peterson

grade 5
Grade 5

Format: 2 hours once a week

Class size is typically 8-10 students

Material: Composition notebook

Writing implement

Folder

grade 51
Grade 5

Unit 1 – FUTURE STUDIES

  • What will world be like in 30 – 50 years?
  • What issues will we face?
  • Opportunity to explore science, social studies & technology
  • Collaborative work on interdisciplinary project.
grade 52
Grade 5

Unit 2 – “Architectural Adventures”

  • Exploration and hands-on activities
  • Tasks include drafting, designing and creating structures
grade 53
Grade 5

Unit 3 – Independent Inquiry

  • In-depth learning of topics that are of interest to the student
  • Active testing of skills necessary to achieve goals
independent inquiry
INDEPENDENT INQUIRY
  • 10 weeks long
  • Independent Inquiry packet
  • Final Project due in May
grades 3 5 evaluation conferences
Grades 3-5 Evaluation/Conferences

Report Cards (January, June)

Parent / Teacher Conference dates:

  • November 18th (evening)
  • November 20th (evening)
  • November 26th (day)
  • March 11th (day)
  • March 19th (day)
  • March 27th (day)
slide27

EXPAND

Grade 6

Mrs. Pearce

grade 6
Grade 6

Format: 40-minute periods

2 times per 4 day cycle, during flex period

Class size is typically 12-14 students

Material: Notebook, folder

Writing implement

curriculum
Curriculum:

Wall-E: Conservation & the Future of Our Planet

Description:Using the movie Wall-E as a starting point, this unit centers on the destructive direction of humans. 

Flatlands: The Third Dimension & Beyond

Description:Trying to perceive a dimension that is not present in our current world, this unit requires creative thinking, an open mind and endless possibilities. 

curriculum continued
Curriculum Continued:

Jabberwocky: The Interpretation

Description:This unit centers on Lewis Carroll’s famous poem taken from Through the Looking Glass. Students will experience “Jabberwocky” as it skates on the thin edge of being understood and being nonsense

Create- A- World: Jabberwocky World Unit

Description:Students will create a fictional culture based on their knowledge of the world and lessons that have taken place during the year. They will analyze, synthesize and evaluate current data and issues to create a new and improved “world”. This comprehensive unit centers on problem solving and decision-making and includes both group and individual project components

journal
Journal

“Reflection is the heart of learning.”

Students must bring their JOURNAL to each class.

  • The purpose of the journal is twofold:
    • It is an official record of the time & activity spent on a project or assignment.
    • It is a means used to foster communications between student, teacher and peers.
assessment
Assessment:

“Pass” or a “Fail”- 85%

  • Attendance
  • Active Participation/Journal
  • Classwork/ Homework
  • Completion group & individual culminating products.
slide33

EXPAND

Grades 7/8

grade 7 8
Grade 7/8

Format: 40-minute periods

Everyday for an entire quarter

Class size is typically 10-12 students

Material: Notebook, folder

Writing implement

curriculum1
Curriculum:
  • On years that are odd in September (e.g. 13-14) the in-school 7/8 grade EXPAND proudly offers an interactive course in Philosophy & Debate.
  • On years that are even in September (e.g. 14-15) the in-school 7/8 EXPAND proudly offers a course in Contraption-eering.
curriculum continued1
Curriculum Continued:
  • Contraption-eering:This quarter long unit provides students the opportunity to explore engineering and build machines. This unit dovetails nicely with earlier learning experiences in the EXPAND program, while taking engineering to a whole new level. Students will individually create "contraptions" using the examples, references and lessons they were introduced to in class.
  • Philosophy & Debate:
Thisquarter long unit will include introductions to renowned philosophers and his/her thoughts on the four branches of philosophy. Students will then apply tools of public speaking, logic and philosophy material to participate in a debate, which requires students to develop poise, concentration, and the ability to analyze, evaluate, and refute arguments. 
assessment1
Assessment:

“Pass” or a “Fail”- 85%

  • Attendance
  • Active Participation
  • Completion & Attendance of culminating product: research, visual, note cards, presentation.
  • Homework
ms evaluation conferences
MSEvaluation/Conferences
  • Progress Reports (mid quarter, as needed)
  • Report Cards (Quarterly)
  • Parent / Teacher Conference dates:
  • November 11th(evening)
  • November 24th (evening)
  • November 26th (day)
  • March 11th (day)
  • March 19th (day)
  • March 27th (day)
slide39

End of Year CELEBRATION!

Tuesday, June 9th

Monroe-Woodbury High School

6:00-8:00pm

(Students are responsible for transporting their individual inquiry term project to the High School)

mw s t e a m

MW S.T.E.A.M.

A Critical Thinking/Problem Solving Approach to Learning

what is steam
WHAT is STEAM?

An interdisciplinary approach to problem solving with real world application.

“As repetitive tasks are eroded by technology and outsourcing, the ability to solve novel problems has become increasingly vital.”

~JeevanVasagar

why steam
WHY STEAM?

Collaboration

Communication

Research

Problem Solving

Critical Thinking

Creativity

grade 3 steam
Grade 3 STEAM

Students will collect data and ideas through a series of smaller trial and error experiments.

They will apply their newfound knowledge to the challenge.

All final aid drop packages will be tested.

Reflection and redesign.

CHALLENGE:

Engineer an

aid drop package

that won’t break and

is easy to find.

grade 5 steam
Grade 5 STEAM
  • Explore Friction, Torque, Speed, and Momentum
  • Experiments with forces that act on vehicles and passengers
  • Examine relationship of Speed and Momentum
  • Identify mathematicalrelationships to project results

CHALLENGE:

Launch projectilesusing the forward momentum of vehicles and cargo.

slide47

6th GRADE: STEAM Components

Jabberwocky: The Interpretation: iMovie

Flatlands: The Third Dimension & Beyond: Architectural Drawings

Wall-E: Conservation & the Future of Our Planet: Audio project

Create- A- World: Jabberwocky World Unit: “Jabber-lution”

(Students will create machines based on the Industrial Revolution.)

7/8 GRADE:

”Contraption-eering”:Students will individually create "contraptions" using the examples, references and lessons they were introduced to in class.

slide48

Bottom Line

STEAM provides students the opportunity to

explore problems and collaborate on solutions.

The STEAM workshops are designed to provide

students with time to make discoveries and

arrive at conclusions through their

research. Ultimately, the opportunities

afforded by the STEAM curriculum serve

to assist the students in becoming

self-motivated thinkers, learners,

and problem solvers.

johns hopkins cty
Johns Hopkins CTY
  • National Talent Search
  • Optional opportunity for interested students
  • ≥95th percentile
  • Parent Nominations with waiver

For more information visit: www.cty.jhu.edu

odyssey of the mind
Odyssey of the Mind
  • OBJECTIVES:

Promote creative thinking

Cooperative problem solving

Foster constructive competition strategies

  • IDENTIFICATION:

Tryouts in the fall

3-12th grade

Each team is limited to seven members

  • SCHEDULE:

After school and weekend practices

All day Regional Competition Saturday, March 1, 2013

slide52

Parents

Advocating for

Gifted

Education

See EXPAND web page for more information

(on MW district web site)