Loudoun County Clerk's Office Loudoun County Slave Papers ...
Spectrum , Loudoun County’s middle school superior learner ... · PDF fileSpectrum,...
Transcript of Spectrum , Loudoun County’s middle school superior learner ... · PDF fileSpectrum,...
1 | P a g e
Spectrum, Loudoun County’s middle school superior learner program,
provides enrichment opportunities to identified intellectually gifted
students. The Spectrum program challenges student intellect by offering
a variety of engaging opportunities and experiences designed to expand
intellectual, social, emotional, and creative development.
The Spectrum program understands the special developmental needs of
the middle school child, as the curriculum challenges learning through:
pathways of discovery, research, and application;
expansion of intellectual curiosity;
development of initiative, creativity, and leadership;
strengthening critical thinking skills;
acquiring a great respect for the ideas of others.
2 | P a g e
Citizens of our Global Village are
connected through the
interdependence of communications
and economics.
3 | P a g e
Accept challenges and strive for excellence
Accept responsibility for keeping up with class assignments
outside Spectrum
Actively participate in all learning experiences
Demonstrate initiative and leadership
Engage willingly in intellectual activities
Exercise critical thinking, problem-solving, and decision-making
skills
Expand written and oral communication skills and technology skills
Respect classroom rules
Respect the ideas and opinions of others.
Understand and cope with his/her physical and emotional
development
Use creativity, curiosity, and imagination.
4 | P a g e
The Spectrum program is designed to meet the needs of middle school intellectually
gifted students as they:
Challenge themselves at the highest levels: Cognitive, affective, social, and
creative.
Learn through research, application, and discovery.
Strengthen critical thinking, decision-making, and problem-solving skills.
Increase understanding of the relationships among academic disciplines.
Develop leadership skills and initiative.
Enhance high-level oral and written communication skills.
Improve fluency, flexibility, originality, and elaboration in thinking.
Expand intellectual curiosity.
Promote a greater respect for the ideas and opinions of others.
Increase technological proficiency.
Become responsible, self-directed, independent learners.
Commit to learning as a lifelong process.
Develop understandings of group dynamics and different learning styles.
Foster development of self-understanding and self-evaluation.
5 | P a g e
Following the Spectrum routine, students attend Spectrum every other day in the same school
for approximately 45 minutes per class period.
In order to achieve maximum intellectual, social, emotional, and creative development, the
students’ learning experiences will:
expand their intellectual curiosity;
increase understanding of the relationship among academic disciplines;
Strengthen critical thinking skills, i.e., analysis, synthesis, and evaluation;
acquire a greater respect for the ideas and opinions of others; and
develop initiative and leadership.
The Spectrum program separates gifted learners according to their grade level. Students in
grades six and seven share the same curriculum and may share the same class during Spectrum
in some schools throughout the county. Students attending Spectrum in the eighth grade have
a completely separate curriculum from other grade levels.
Although students attending Spectrum in eighth grade have a resource period built into the 90-
minute block, the students identified as gifted learners in grade six and seven do not attend a
resource class. In lieu of the resource period, gifted students arrive to the Spectrum classroom
to receive enrichment activities that encompass and enhance all subject areas.
Since Spectrum is an enrichment service provided for gifted learners, it is imperative that
students arrive on time for each scheduled class period with the necessary materials.
Spectrum students are not permitted to leave the class to complete assignments or to make up
tests for other classes. If a student is absent from his/her class, the Spectrum student must
make arrangements with his/her teacher/s to make up any missed assignments, quizzes, or
tests before or after school.
6 | P a g e
Grades 6 & 7
Unit of Study
Year #1
Year 2
1. Survivals
Jungle Sub-Artic
Cascade Desert
2. Cooperative Problem
Solving
Tanglers
Mind Benders
3. Communications
Dig It! (Archaeology)
Esperanto / ASL IF – Improving the Future
4. Crime Solving
Mysteries
Shakespeare’s 12th Night Burritos & Bambinos
Murder at Windgate Manor Paradise Island
5. Economics
Agency Pencil Company
Project Business
6. Math / Problem
Solving
Mr. Marfil’s Last Will and Testament
Phantom of the Bell Tower Continental Math League
Other ideas for learning experiences:
Environmental Park Creation
Mystery Box
SET
Socratic Seminars
Spectrum Theme Park
The Great Coaster Caper
The Marvelous Marble Shoot
Video Broadcasting
7 | P a g e
Units of Study
Grades 6 & 7
Survivals:
Through these simulations, students, both as individuals and in a group, apply critical thinking
skills in a decision-making process. After setting goals and identifying possible alternatives,
students analyze the positive and negative consequences of each alternative before choosing a
course of action. Students then brainstorm creative uses for the survival items and rank them
according to their goals and chosen course of action. As members of a group, students must
discuss, listen, and evaluate each other’s ideas and opinions. Based on this discussion, each
group then ranks the survival items. Having compared their individual and group rankings with
those of the experts, students compute a theoretical percentage score for survival.
Cooperative Problem Solving /Mind Benders*:
In cooperative groups of two-to-three students, each team is given a card that showcases a
geometric design. Seated with their back to each other, one student must describe the design
to the other student/s while he/she attempts to draw the design as accurately as possible
utilizing only the oral descriptions provided. This lesson is a wonderful way for students to
utilize their communication skills.
*Note: The Daily Mind Benders are not the same activity as the Mind Benders stated above.
The Daily Mind Benders consist of two-to-three questions presented to students on the
television monitor at the beginning of each class period. Students have five minutes to attempt
to complete each question. Discussion always follows and the questions focus on the multi-
intelligences.
Esperanto / American Sign Language / Communications:
Esperanto is the study of a “universal language” created by Dr. LL Zamenhoff. In this unit,
students debate the value of a universal language. They learn to pronounce a basic vocabulary,
employ grammatical endings in all written and oral communications, translate from English to
Esperanto (and vice versa), and create and evaluate a presentation delivered in Esperanto.
In the American Sign Language (ASL) unit of study, students begin to appreciate and understand
the difficulties and frustrations of being a hard of hearing person. Through a variety of
activities, students will learn the ASL alphabet and a variety of useful vocabulary words to assist
him/her in creating and performing an original poem or skit.
The Improving the Future (IF) simulation is usually the first unit introduced in the school year
and students are asked to reflect on the meaning of the term “gifted.” Students are asked to
identify the characteristics and qualities of a gifted learner. This simulation presents students
8 | P a g e
with the task of analyzing applicants, compiling factual information, ranking applicants based
on strengths and weaknesses, and justifying evidence during group discussion.
Economics:
This simulation involves students establishing and maintaining small, competitive businesses.
Acting as sole proprietors, or as a partnership, students will create a small business or take on
the role of supporting employees or consumers. Students learn how the American business
system works. Students explore a variety of business concepts including the location of
businesses, the elements of manufacturing, the acquisition of capital, the role of advertising,
the hiring of employees, the seeking of jobs, and the role that government plays in regulating,
guiding, and protecting both the small business and the consumer.
Phantom of the Bell Tower:
This video-aided math mystery is all about mystery and requires students to act as detectives to
solve the mystery.
9 | P a g e
Grade 8
Unit of Study
Simulation / Activity
1. Economics
Lifestyle Auction
2. Survival Simulations
Whitewater Survival Caribbean Survival Earthquake!
3. Cooperative Problem Solving
Rainbow Bay (Environmental Simulation)
4. Crime Solving Mysteries
Barbeque with the Vampire! Who Killed Roger Ellington?
5. Math / Problem Solving
Space Day! Continental Math League
6. Socratic Seminars
Integral Ethics Dilemma (Medical Simulation)
7. Communications
Verdict (Courtroom Drama Simulation) Broadcast Video / Script Writing
Other ideas for learning experiences:
College and Career Awareness
Drama
Ergonomics
LEGO League
Scholastic Challenge
10 | P a g e
Units of Study
Grade 8
Lifestyles Auction – Welcome to the Auction!:
If the money you earn could buy you anything your heart desires, what would you want? What
price would you place on this particular item? How much is it worth to you to purchase
something you thought you could never possess? Welcome to Lifestyles Auction, where you
can have whatever you desire most, but it could cost you everything!
Above are a few of the essential questions asked as we begin this unit. Given a list of 30 items
for auction, students will utilize analysis and critical thinking skills to assess the value of each
item, compile a budget for each real-world item, and justify the selections he/she has won.
This simulation forces students to constantly reprioritize their original ideas. Upon completion
of the auction, students are asked to analyze their item selections, behavior, feelings, and
overall perceptions during the auction by categorizing the items based on the commonalities
and ranking the items as a group based on importance. A follow-up questionnaire will conclude
this unit.
Whitewater Survival / Caribbean Survival / Earthquake!:
Rainbow Bay:
This is the perfect simulation to introduce students to the ongoing battle between
environmental conservation and urban expansion. In this simulation, students are divided into
construction companies and portray the roles of environmental impact experts, civil engineers,
surveyors, and supervisors. Each company competes with the others in real-world construction
deadlines to construct a new roadway system to link the surrounding communities of Rainbow
Bay. The company must meet all construction deadlines to build the fastest, most
environmentally safe, most economical roadway system for the residents. Once the
engineering companies have researched and created a webpage design of the projected
roadway system, the company members will present their plan to the town council of Rainbow
Bay. The pressure is on!
Barbecue with the Vampire!:
Light up the grill and bring out the stakes (wooden stakes that is)! That’s right, the 8th grade
students are in for the barbeque of their lives! This crime-solving simulation takes place in a
sleepy little town known as Jugular Springs in which the residents (students) have all been
11 | P a g e
linked to the strange disappearance of one of their very own, and it is up to the town to solve
this mystery. This is one simulation the students can really “sink their teeth into,” and they will
quickly discover that the menu requires a double dose of analysis and critical thinking if they
are to host a successful barbeque and solve this frightful mystery.
Math / Problem Solving:
Integral Ethics:
This new unit allows students to take a closer look at a variety of topics and articles (some
controversial) and discuss viewpoints. Through the Socratic Seminar Method, students will
openly discuss the right and wrong decisions in given situations. At times students are asked to
role-play scenarios to help the class see the situations and understand the consequences that
may follow a correct decision vs. a wrongful, one.
Verdict!:
The time has come for the 8th grade students to go to court! After a brief introduction to the
judicial system, the students will role-play a variety of characters for this heated courtroom
battle known as Verdict! This motivational role-play simulation requires students to get into
costume and participate as a judge, an attorney, witness, bailiff, courtroom reporter, and/or
newspaper editor, in this modern-day courtroom drama.
12 | P a g e
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
The Spectrum program focuses on the higher level thinking skills of
analysis, synthesis, and evaluation.
13 | P a g e
Defining A Spectrum Teacher
S
is for stimulating and supportive. We must keep our middle school students interested in the world and their possible roles in it.
P
is for pushing. We must expand the boundaries for the students as well as the other teachers in our building.
E
is for eager. We want new experiences that will challenge us to challenge our students.
C
is for candid. We must be honest in what we say or write and be impartial as we help students to see reality.
T
is for technologically informed. We must keep ourselves at the top so our students have many opportunities.
R
is for the respect we must give our students as they develop new skills, both socially and academically.
U
is for understanding. The growing pains of the middle school years require sympathetic awareness from us.
M
is for mavericks. We must be ready to take an independent stand in defense of our students.
Last Name, First Name (Grade Level) Page 1 of 2 Spectrum Semester Self-Assessment 2011-2012 School: _______/Teacher: _________________
TH
INK
ING
SK
ILL
S
SKILL DESCRIPTION LEVELS OF ASSESSMENT
Uses complex thinking skills to identify problems.
This trait was not observed. Asks questions and makes observations with assistance.
Asks questions, makes observations, and defines
problems with some
assistance.
Asks questions, makes observations, and defines
problems.
Consistently asks questions and makes observations that
define authentic problems.
Consistently asks profound questions and makes highly
perceptive observations that
define authentic problems.
Student Assessment S1:
Student Assessment S2:
Uses complex thinking skills to define problems.
This trait was not observed. Generates new, uncommon,
and/or useful ideas with difficulty.
Generates new, uncommon,
and/or useful ideas with some difficulty.
Develops and creates new,
uncommon, and/or useful ideas or products.
Consistently develops and
creates new, uncommon, and/or useful ideas or
products.
Consistently develops and
creates highly insightful new, uncommon, and/or useful
ideas or products.
Student Assessment S1:
Student Assessment S2:
Uses complex thinking skills
to solve problems.
This trait was not observed. Reaches conclusions, predicts
consequences, and analyzes
solutions with assistance.
Reaches conclusions, predicts
consequences, and analyzes
solutions with some assistance.
Reaches conclusions, predicts
consequences, and analyzes
solutions.
Consistently and accurately
reaches conclusions, predicts
consequences, and analyzes solutions to problems.
Consistently and accurately
reaches multifaceted
conclusions, predicts and explains consequences, and
analyzes solutions from
multiple perspectives.
Student Assessment S1:
Student Assessment S2:
RE
SE
AR
CH
SK
ILL
S
SKILL DESCRIPTION LEVELS OF ASSESSMENT
Pursues information across academic areas.
This trait was not observed. Determines reliable resources
related to the problem with assistance.
Determines reliable resources
and information related to the problem with some assistance.
Determines reliable and
authentic primary resources and information related to the
problem.
Consistently determines
reliable and authentic primary resources and information
related to the problem.
Consistently determines
reliable and authentic primary resources and information
integral to the problem.
Student Assessment S1:
Student Assessment S2:
Integrates information
across academic areas.
This trait was not observed. Pursues connections/patterns
among academic areas with
difficulty.
Pursues connections/patterns
among academic areas with
some difficulty.
Pursues connections/patterns
among academic areas.
Consistently pursues
connections/patterns among
academic areas with difficulty.
Consistently pursues and
evaluates
connections/patterns among
academic areas.
Student Assessment S1:
Student Assessment S2:
Transforms information
across academic areas.
This trait was not observed. Creates new, uncommon,
and/or useful ideas when
prompted.
Creates new, uncommon,
and/or useful ideas with some
prompting.
Develops and creates new,
uncommon, and/or useful
ideas or products.
Consistently develops and
creates new, uncommon,
and/or useful ideas or
products.
Consistently develops and
creates highly insightful new,
uncommon, and/or useful
ideas or products.
Student Assessment S1:
Student Assessment S2:
Directions: For each skill listed on the left, think about how well you’ve demonstrated your capabilities. Once you’ve evaluated yourself, place your initials in the appropriate box for the current semester. S1: Semester 1 (Fall) S2: Semester 2 (Spring)
Last Name, First Name (Grade Level) Page 2 of 2
IND
EP
EN
DE
NT
LE
AR
NIN
G
SK
ILL
S
SKILL DESCRIPTION LEVELS OF ASSESSMENT
Demonstrates the capacity of
continuous reflection and self-
directed learning.
This trait was not observed. Accepts the challenge of
learning something new and
demonstrates task
commitment with assistance.
Accepts the challenge of
learning something new and
demonstrates task
commitment with some
assistance.
Seeks the challenge of
learning something new and is
motivated to continue
reflection and self-directed
learning.
Seeks the challenge of
learning something new and is
highly motivated to continue
reflecting and self-directed
learning.
Regularly seeks the challenge
of learning something new and
is highly motivated to continue
reflecting and self-directed
learning.
Student Assessment S1:
Student Assessment S2:
Demonstrates the capacity of
authentic and appropriate
self-assessment.
This trait was not observed. Evaluates own work and
understands constructive
criticism of that work with
assistance.
Evaluates own work and
understands constructive
criticism of that work with
some assistance.
Evaluates own work and
accepts constructive
criticism, but may need help to
make appropriate changes to
that work.
Evaluates own work, accepts
constructive criticism, and can
make appropriate changes
independently.
Accurately evaluates own
work, seeks out constructive
criticism, and makes
appropriate changes
independently.
Student Assessment S1:
Student Assessment S2:
INT
ER
AC
TIV
E L
EA
RN
ING
SK
ILL
S
SKILL DESCRIPTION LEVELS OF ASSESSMENT
Accepts the ideas, opinions, and perspectives of others.
This trait was not observed. Respects the ideas, opinions, and perspectives of others
with assistance.
Respects the ideas, opinions, and perspectives of others
with some assistance.
Seeks to accept the ideas, opinions, and perspectives of
others.
Accepts and builds upon the ideas, opinions, and
perspectives of others.
Seeks out the ideas, opinions, and perspectives of others.
Student Assessment S1:
Student Assessment S2:
Engages in self-monitoring skills (collaboration and
cooperation).
This trait was not observed. Cooperates with peers with
assistance.
Cooperates with peers with
some assistance.
Collaborates and cooperates
with peers.
Collaborates, cooperates, and
supports peers.
Consistently collaborates,
cooperates, and supports
peers.
Student Assessment S1:
Student Assessment S2:
Engages in self-monitoring skills (contribution and group
membership).
This trait was not observed. Actively contributes knowledge, ideas, and opinions
in a group with assistance.
Actively contributes knowledge, ideas, and opinions
in a group with some
assistance.
Contributes knowledge, ideas, and opinions to peers and is an
active group member/leader.
Contributes a wide variety of knowledge, ideas, and opinions
while moving between an
active group member and
group facilitator/leader.
Contributes a wide variety of relevant and constructive
knowledge, ideas, and opinions
while moving between an
active group member and
group facilitator/leader.
Student Assessment S1:
Student Assessment S2:
Comments:
Revised 12/2011