Middle School GE Brochure Final - SharpSchool
Transcript of Middle School GE Brochure Final - SharpSchool
Developingcritical,creative,andcomplexthinkersisthefoundationforourGiftedEducationmiddleschoolinstructionaldesign.Studentsidentifiedasgiftedlearnersareplacedtogetherintoclusterclassroomsfortheircoreclasses:languagearts,socialstudies,science,andmathematics.Ourteachershavebeenidentifiedandparticipateintrainingregarding:• Natureofthegiftedchild• Differentiation• UnderachievementandSupportingIdentityDevelopment• IntensitiesandAffectiveNeeds
Inadditiontopurposefulgrouping,studentswillexperiencedifferentiatedinstructionthatfocuseson:• Pre-assessmentsthatguidelearningactivities• Enhancedproblemsolving• AdjustingComplexity• Project-basedlearning• Engagementandrelevance• Increasingautonomyasadevelopinglearner
Using:• Giftededucationinstructionalstrategies• Challengingandrigorousresources• Critical,creative,andcomplexthinkingmodels• Real-worldapplicationsandaudiences• Academiccompetitions
AcademicExcellence:•Differentiation•FlexibleGrouping•Acceleration•ChallengingCurriculum
Awareness&Exploration:• BuildingRelationships•RespectingNewIdeas• Critical&CreativeThinking
•IdentityDevelopment• SearchingforTruths•IndependenceofOpinions
DevelopmentalResponsiveness:•Cognitive•Social• Physical• Affective• Ethical
Definitions:Differentiation-Todifferentiateinstructionistorecognizestudents’varyingbackgroundknowledge,readiness,language,preferencesinlearningandinterests,andtoprovideappropriatelearningopportunitiesthatadjustthedepthandcomplexityoflearningstandards.Theintentofdifferentiationistomaximizeeachstudent’sgrowthandindividualsuccessbymeetingeachstudentwhereheorsheisandmovingthemforwardintheirlearning.
FlexibleGroupingisbasedonalearner’sreadiness,interests,andlearningprofilesandisaccomplishedthroughacombinationofwholegroup,smallgroup,andindependentwork.
ChallengingCurriculumcanbedefinedasincludingflexiblepacing,depthandcomplexity,choice,andincreasedstudentengagementorautonomy.
JuniorGreatBooksisapowerfulcombinationofoutstandingliteratureandinquiry-baseddiscussions,whichcombineshigherorderthinkingandcollaborativeproblemsolving.Thisprogramhelpsstudentsbecomeindependentreadersandthinkersreadyforthediversedemandsofthe21stcentury.
GiftedEducation(GE)SupportStaff:AGECoachisavailableateverymiddleschooltohelpsupportstudentsidentifiedasgiftedlearnersandfamilies.Coachescanmeetavarietyofneedssuchastransitions,underachievement,socialandemotionalaspects,relationshipbuildingandorganizationalstrategies.GiftedEducationcoachespartnerwithcounselorstosupportacademic,socialandemotionaldevelopmentofstudentsthroughoutmiddleschool.
GECoaches:
• SusanNicholas,CottageGroveMiddleSchool• AnneBleyl,LakeMiddleSchool• BrianneAnfinson,OltmanMiddleSchool• EileenMcElrath,WoodburyMiddleSchool
AnEnrichmentLeadershipTeam(ELT)isinplaceateverymiddleschooltosupportstaffinaddressingtheinstructionalneedsofgiftedlearners.AteamofteachersfromallcoreareasandtheGEcoachcompriseeachschool’sELT.
District833emphasizescriticalthinkingmodelsthroughouttheirclustercourses.AnexampleisthefollowingreasoningmodelfromWilliamandMarygiftedcurriculum.Thenexttwopageshelptocommunicatethelanguageofthemodelsyourchildwillbeusinginhis/herclusterclasses.
IntellectualStandardsClarity PrecisionAccuracy SignificanceRelevance CompletenessLogicalness Fairness
ElementsofReasoningPurpose InferencesQuestions ConceptsPoints-of-View ImplicationsInformation Assumptions
(Seenextpageformoredetail)
IntellectualTraitsHumility PerseveranceEmpathy IntegrityAutonomy CourageConfidenceinReasonFair-Mindedness
Studentsidentifiedasgiftedlearnerswillbeaskedtothinkabouttheirownthinkingandengagepurposefullyintheelementsofreasoninginordertoincreasetheirintellectualcapacityandindependenceofthought.
ElementsofReasoning
Wheneverwethink,wethinkforapurposewithinapointofviewbasedonassumptionsleadingtoimplicationsandconsequences.Weuseconcepts,ideasandtheoriestointerpretdata,facts,andexperiencesinordertoanswerquestions,solveproblems,andresolveissues.Toanalyzethought,wemusttakeitapartandexamineeachoftheparts.
Purpose
HerearewhatDistrict833MiddleSchoolteachersofgiftedlearnershavetosay...“Ibelievegiftedstudentsneedacademicrigor,chancestoanalyzetheirsocialsphereandgainagreaterself-understanding.”-6thgradeteacher,WoodburyMiddleSchool
“Ibelievethatallstudents,includinggiftedstudents,willexperiencegreatersuccesswhengivenmorechoice,challengingactivities,andanenvironmentwheretheyfeelcomfortable.”-6thgradeteacher,LakeMiddleSchool
“Ibelievegiftedstudentsneedtobechallengedandgivenchoices–NOTmorehomeworktokeepthembusy.”-7thgradeteacher,CottageGroveMiddleSchool
“Ibelievegiftedstudents’potentialtogrowismorewhentheyareclusteredalltogetheraswellasbeingabletoparticipateinactivitiesthatreallypushbeyondwhattheyalreadyknowandbuildonwhattheyarecapableofknowing.”-6thgradeteacher,OltmanMiddleSchool“Ibelievegiftedstudents,likealllearners,needtofitinandfindaplacewheretheyfeelcomfortable;aplacewheretheyfeelacceptedforwhotheyareasaperson,notjustasalearner.”-7thgradeteacher,CottageGroveMiddleSchool
QuestionatIssue
PointofView
Implicationsand
ConsequencesInformation
InterpretationandInferenceAssumptions
Concepts
UpdatedJanuary2019