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Project Arrow Elementary Program Orientation

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.

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Project Arrow Elementary Program Orientation

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  1. Project Arrow Elementary Program Orientation

  2. “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

  3. Vision • At 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

  4. Mission Themission 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.

  5. Program Goals • Provide consistent and challenging direct instruction • Promote excellence and rigor throughout the curriculum • Promote effective communication between District and community

  6. 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

  7. 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

  8. 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”)

  9. 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

  10. Elementary Gifted Education Instructional Framework Project Arrow Program Affective and communication skills are addressed throughout each strand and at each grade level.

  11. Critical Thinking Investigate Question Analyze Compare/Contrast Criticize Justify Verify

  12. Creative Thinking A habit of mind: • Divergent • Intuitive • Artistic • Expressive • Imaginative

  13. Common Core State Standards http://www.corestandards.org/the-standards/english-language-arts-standards/

  14. Communication Collaboration Incorporating 21st Century Skills Critical Thinking Creativity

  15. Concept Based Instruction

  16. Core Curriculum Units

  17. Individual School - Year Long Curriculum Map by Grade

  18. Becoming familiar with some common terminology….

  19. Cluster Grouping A group of identified gifted students who are “clustered” in the classroom of a teacher who has been trained in curriculum differentiation.

  20. Differentiation The process of adapting the curriculum according to the ability level of the student. It is specifically geared to: CONTENTPROCESS PRODUCT

  21. 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.

  22. Acceleration Refers to the strategy of teaching content at a faster pace, and usually a year ahead of the designated instructional grade level placement.

  23. Communication • Quarterly Progress Reports • Newsletters/Blogs/Websites/ E-mails • Parent –Teacher Conferences • IPPA PTA

  24. Advocacy • National Association of Gifted Children • Illinois Association of Gifted Children • Project Arrow PTA

  25. Questions?

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