Eastvalley TargetSarah Covington and Kristine Ander

Eastvalley  TargetSarah  Covington  and  Kristine  Ander
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Eastvalley TargetSarah Covington and Kristine Anderson st and th grades Is interested Has good ideas Learns with ease repetitions for mastery Good memorizer Answers the questions asked by

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Slide1Eastvalley TargetSarah Covington and Kristine Anderson  (1 st  and 5 th  grades)_

Slide2Is 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

Slide3EvaluationSynthesis Analysis Application Comprehension Knowledge

Slide4EvaluationSynthesis Analysis Application Comprehension Knowledge

Slide5Knowledge:    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?

Slide6Analysis:    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?

Slide7ConcreteSimple Basic Fewer facets More structured Less independence Abstract Complex Transformational Multi-facets More open Greater independence

Slide8Critical thinking through problem solving, brainteasers  Creative thinking  Unit activities such as research, discussion, simulation, practical investigation/experimentation, product generation  Hands-On Equations (in grades 3-5)  Technology integration

Slide11Visual and kinesthetic system of teaching algebraic concepts as early as third grade  Prepares students for understanding algebraic problems  Uses game pieces consisting of pawns and numbered cubes

Slide13Acceptable progress defined as a majority of 2’s and/or 3’s in core areas of the report card in grades 1- 3 and “Meets Expectations” on core areas of the CRCT  Acceptable progress defined as a minimum average of 80 in grades 4-5 across 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  Removal and re-entry criteria-either by parent or teacher

Slide14Task commitment/personal best  Projects  Cooperation  Individual accountability  Homework  (Reading Blog & Returning Target Tally Performance Sheet signed)

Slide15New students  New classes  Change of teachers  Change of day

Slide16Blog  E-mail  Phone calls  Conferences

Slide17Process  focused  Interdisciplinary  Grade 1:   Stepping into Target  Grade 2-3:   The Heart  Grades 4-5:  Anurans on the Run (Frogs)

Slide18Gifted students should not be expected to make up missed regular classroom work or homework on scheduled Target day  Target homework permitted on Target day

Slide19Raisin’ Brains:  Surviving My Smart Family, by Karen L.J. Isaacson  Hoagies Gifted Education Page  SENG  www.puzzles.com  www.braingle.com   (Must register, but don’t fear…  )  www.mindware.com

Slide20Any questions? Eligibility  Characteristics  Expectations  Assessment  Communication  Curriculum Please complete and return the information card. Thank you for coming.   We are excited to teach your child!

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