Project Arrow Elementary Program

Orientation

“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

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

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.

Program Goals• Provide consistent and challenging direct

instruction• Promote excellence and rigor throughout the

curriculum• Promote effective communication between

District and community

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

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

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”)

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

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.

InvestigateQuestionAnalyzeCompare/ContrastCriticizeJustifyVerify

Critical Thinking

A habit of mind:DivergentIntuitiveArtisticExpressiveImaginative

Creative Thinking

Common Core State Standards

http://www.corestandards.org/the-standards/english-language-arts-standards/

CommunicationCollaboration

Critical ThinkingCreativity

Incorporating 21st Century

Skills

Concept Based Instruction

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

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

Becoming familiar with some common terminology….

Cluster Grouping

A group of identified gifted students who are “clustered” in the classroom of a teacher

who has been trained in curriculum differentiation.

Differentiation

The process of adapting the curriculum according to the ability level of the student.

It is specifically geared to:

CONTENT PROCESSPRODUCT

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.

Acceleration Refers to the strategy of teaching content at a

faster pace, and usually a year ahead of the designated instructional grade level placement.

Communication

Quarterly Progress ReportsNewsletters/Blogs/Websites/

E-mailsParent –Teacher Conferences

IPPA PTA

Advocacy• National Association of Gifted Children

• Illinois Association of Gifted Children

• Project Arrow PTA

Questions?