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Welcome toWelcome to TARGET TARGET
Presented by: Presented by: Amanda Wood Amanda Wood
Dana ZhunDana Zhun
www.cobblearning.net/www.cobblearning.net/amwood/amwood/
Learning Characteristics of Learning Characteristics of ChildrenChildren
Is interested Is interested Has good ideasHas good ideas Learns with easeLearns with ease 6-8 repetitions for mastery6-8 repetitions for mastery Good memorizerGood memorizer Answers the questions Answers the questions
asked by teacherasked by teacher Enjoys straightforward Enjoys straightforward
presentationpresentation Is pleased with his/her Is pleased with his/her
learninglearning
THE BRIGHT CHILDTHE BRIGHT CHILD
Is highly curiousIs highly curious Has wild, silly ideasHas wild, silly ideas Already knowsAlready knows 1-2 repetitions for 1-2 repetitions for
masterymastery Good guesserGood guesser Discusses in detail, Discusses in detail,
elaborateselaborates Thrives on complexity of Thrives on complexity of
issuesissues Is highly self-criticalIs highly self-critical
THE GIFTED THE GIFTED CHILDCHILD
Fixed MindsetFixed Mindset
…think that “they are the way they are” and will often avoid challenges and stick to what they know they can do well
Growth MindsetGrowth Mindset
…believe that intelligence can be developed, that the brain is like a muscle that can be trained. This leads to the desire to improve.
Our Target ProgramOur Target Program
CCGPS + ALP standards = TargetCCGPS + ALP standards = Target
Gifted StandardsGifted Standards
Gifted Standards Gifted Standards ( (the “what” we are the “what” we are teaching/assessing)teaching/assessing)
Cognitive Growth Strand
• Convergent Thinking• Divergent Thinking• Evaluative Thinking• Relationships and Connections
Affective Growth Strand
• Self-Reflection• Respect for Others• Self-Directed Learner
Cognitive Growth StrandCognitive Growth Strand
Convergent Thinking Students will reason logically using induction, deduction, and abduction.
Divergent ThinkingStudents will think creatively to generate innovative ideas, products, or solutions to problems
Cognitive Growth Cognitive Growth StrandStrand
Evaluative ThinkingStudents will evaluate and solve a variety of authentic problems.
Relationships and ConnectionsStudents will make relationship and connections among various topics and disciplines.
Affective Growth Affective Growth StrandStrand
Self-ReflectionStudents will reflect upon their innate and developed abilities.
Respect for OthersStudents will respectful members of their communities.
Self-Directed LearnerStudents will be self-directed learners.
Progress ReportProgress Report
Typical Target DayTypical Target Day
Cognitive Growth Activities Cognitive Growth Activities • Problem SolvingProblem Solving• Hands On EquationsHands On Equations• Creative Thinking Creative Thinking • BrainstormingBrainstorming
Affective Growth ActivitiesAffective Growth Activities• Goal settingGoal setting• Collaboration with other studentsCollaboration with other students• Learning StylesLearning Styles• Communication with othersCommunication with others• Self-ReflectionSelf-Reflection
• InquiryInquiry• ResearchResearch• ConnectionsConnections• DebateDebate
Changes – A Class in Changes – A Class in FluxFlux New students New students New classesNew classes Change of teachersChange of teachers Change of dayChange of day
Target Student Target Student ExpectationsExpectations
Has necessary materialsHas necessary materials Has completed assignmentsHas completed assignments Returns signed papers in a timely Returns signed papers in a timely
mannermanner Is prepared to work when class Is prepared to work when class
beginsbegins
Parent CommunicationParent Communication E-mailE-mail Phone CallsPhone Calls ConferencesConferences BlogsBlogs
Prevailing PracticesPrevailing Practices Gifted students should not be expected Gifted students should not be expected
to make up missed regular classroom to make up missed regular classroom work or homework on scheduled Target work or homework on scheduled Target dayday
Target homework permitted on Target Target homework permitted on Target dayday
Q & AQ & A