Project Arrow Elementary Program Orientation
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Transcript of Project Arrow Elementary Program Orientation
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Project Arrow Elementary Program
Orientation
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“The surest path to high self-esteem is to be successful at something one perceived would be DIFFICULT!Each time we steal a student’s struggle, we rob them of an opportunity to build self-efficacy.
Students must experience success with difficult tasks to feel capable and competent.”
Dr. Sylvia Rimm
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VisionAt Indian Prairie School District, we believe that
gifted program services should encourage students to:
• value and utilize their individual talents• apply and value learning and knowledge• communicate their ideas effectively
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Mission
The mission of gifted program services is to address individual academic needs, provide an environment
that allows risk-taking and personal growth, and offer an enriched, accelerated, in-depth and diverse curriculum.
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Program Goals• Provide consistent and challenging direct
instruction• Promote excellence and rigor throughout the
curriculum• Promote effective communication between
District and community
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Elementary Service Delivery
Grade 2 Grades 3,4 and 5
150 minutes per week pull-out gifted
resource
200 minutes per week pull-out gifted
resource
Complimented by on-going collaboration with classroom cluster teachers
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Bright Child vs. Gifted Learnercreated by Jane Szaby and published by Good Apple to help parents recognize some of the subtle differences.
• Knows the answers• Is interested• Is attentive• Has good ideas• Works hard• Answers the questions• Top of group• Listens with interest• Learns with ease• 6-8 repetitions for mastery• Understands ideas• Enjoys peers• Grasps the meaning• Completes assignments• Is receptive• Copies accurately• Enjoys school• Absorbs information
• Asks the questions• Is highly curious• Is mentally involved• Has wild and silly ideas• Plays around, yet tests well• Discusses in detail• Beyond the group• Shows strong feelings and opinions• Already knows• 1-2 repetitions for mastery• Constructs abstractions• Prefers adults• Draws inferences• Initiates projects• Is intense• Creates new designs• Enjoys learning• Manipulates information
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Characteristics of Gifted Learners• Knowledge of basic skills• Has ability to concentrate• Enjoys academic pursuits• Is persistent• Enjoys the challenge of difficult activities• Is curious• Is perceptive• Is verbally fluent• Is able to approach ideas and problems from a different perspective• Creates products of unusual character• Is imaginative• Is logical; can generalize• Follows problem solving steps
Adapted from information by Susan Winebrenner (Education Consulting Service) and May V. Seagoe (“Some Learning Characteristics of Gifted Children”)
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Curriculum Goals• To broaden knowledge and skills through increased
pace, depth, and level of learning• To develop advanced critical thinking• To develop advanced research methods• To develop advanced creative thinking• To develop advanced oral and written
communication skills• To apply problem solving processes in a variety of
situations• To understand characteristics unique to the gifted
population
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Elementary Gifted Education Instructional FrameworkProject Arrow Program
Literary Critical
Thinking
Problem Solving
Research Methods
Creative Thinking
Literary critical thinking is defined as the application of the following processes in written and oral expression: •Analytical thinking •Problem solving•Interpretion •Judgment•Evaluation•Synthesis of information•Formulation of inferences
Problem solving is defined as engaging with a task for which a solution is not known in advance
Research methods include the BIG 6 Information Literacy Model. The expectations for researching within the Gifted Program are usually accelerated and advanced because of the nature of student interests, inquisitiveness and final products
Creative thinking is defined using the Torrance Model which includes fluency, flexibility, originality, and elaboration
Affective and communication skills are addressed throughout each strand and at each grade level.
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InvestigateQuestionAnalyzeCompare/ContrastCriticizeJustifyVerify
Critical Thinking
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A habit of mind:DivergentIntuitiveArtisticExpressiveImaginative
Creative Thinking
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Common Core State Standards
http://www.corestandards.org/the-standards/english-language-arts-standards/
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CommunicationCollaboration
Critical ThinkingCreativity
Incorporating 21st Century
Skills
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Concept Based Instruction
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Sciences Literacy Math
Grade 2
Entomology Literature Exploration Mathematical Problem Solving
Grade 3
Oceanography Literature Journeys Algebraic Thinking
Grade
4
Neurology Literature Reflections
Grade
5
Archaeology
Economics
Literature Connections
Core Curriculum Units
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Individual School - Year Long Curriculum Map by Grade
Grade Quarter 1 Quarter 2 Quarter 3 Quarter 4
2 Literature Exploration
Literature Exploration
Math Problem Solving
Entomology
3 Literature Journeys
Literature Journeys
Algebraic Thinking
Oceanography
4 Literature Reflections
Literature Reflections
Neurology Neurology
5 Economics Literature Connections
Literature Connections
Archaeology
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Becoming familiar with some common terminology….
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Cluster Grouping
A group of identified gifted students who are “clustered” in the classroom of a teacher
who has been trained in curriculum differentiation.
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Differentiation
The process of adapting the curriculum according to the ability level of the student.
It is specifically geared to:
CONTENT PROCESSPRODUCT
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Curriculum Compacting
Process of compressing the required curriculum into a shorter time period so students who master the basic content faster can use the
time to do alternative activities.
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Acceleration Refers to the strategy of teaching content at a
faster pace, and usually a year ahead of the designated instructional grade level placement.
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Communication
Quarterly Progress ReportsNewsletters/Blogs/Websites/
E-mailsParent –Teacher Conferences
IPPA PTA
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Advocacy• National Association of Gifted Children
• Illinois Association of Gifted Children
• Project Arrow PTA
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Questions?