Ms. FitzpatrickMs. Fitzpatrick

Fourth Grade Gifted TeacherFourth Grade Gifted Teacher

So, what does this really mean?

So, what does this really mean?

• Because your child has been identified as “gifted,” they need something “different.”• Trained teachers who recognize and respond

to their needs• Consistent opportunities for acceleration,

differentiation, enrichment, extension• Explicit focus on personal accountability, meta-

cognition, learning styles, study skills, productivity, time management

• A more homogeneous learning environment within a classroom of their intellectual peers

• Parents may need something different too!

• Because your child has been identified as “gifted,” they need something “different.”• Trained teachers who recognize and respond

to their needs• Consistent opportunities for acceleration,

differentiation, enrichment, extension• Explicit focus on personal accountability, meta-

cognition, learning styles, study skills, productivity, time management

• A more homogeneous learning environment within a classroom of their intellectual peers

• Parents may need something different too!

Learner CharacteristicsLearner Characteristics

• MANY ways to think of our learners…• Bright Child and Gifted Child• http://henrico.k12.va.us/Pdf/Gifted/

GiftedFAQs.pdf

• High Achiever, Gifted Learner, Creative Thinker• http://www.bertiekingore.com/high-gt-

create.htm

• Characteristics of Giftedness that Present Challenges

• MANY ways to think of our learners…• Bright Child and Gifted Child• http://henrico.k12.va.us/Pdf/Gifted/

GiftedFAQs.pdf

• High Achiever, Gifted Learner, Creative Thinker• http://www.bertiekingore.com/high-gt-

create.htm

• Characteristics of Giftedness that Present Challenges

Habits of the MindHabits of the Mind

• Persisting• Communicating w/clarity & precision• Managing impulsivity• Gathering data through all senses• Listening w/understanding &

empathy• Creating, imagining, innovating• Thinking flexibly• Responding w/wonderment & awe

• Persisting• Communicating w/clarity & precision• Managing impulsivity• Gathering data through all senses• Listening w/understanding &

empathy• Creating, imagining, innovating• Thinking flexibly• Responding w/wonderment & awe

~ Art Costa - http://www.instituteforhabitsofmind.com

Habits of the Mind, cont.Habits of the Mind, cont.• Thinking about your thinking• Taking responsible risks• Striving for accuracy & precision• Finding humor• Questioning & problem-posing• Thinking interdependently• Applying past knowledge to new

situations• Remaining open to continuous learning

• Thinking about your thinking• Taking responsible risks• Striving for accuracy & precision• Finding humor• Questioning & problem-posing• Thinking interdependently• Applying past knowledge to new

situations• Remaining open to continuous learning

~ Art Costa - http://www.instituteforhabitsofmind.com

Howard Gardner’s Multiple Intelligences

Howard Gardner’s Multiple Intelligences

• Verbal/linguistic• Math/logic• Interpersonal• Intrapersonal• Musical• Visual/spatial• Nature• kinesthetic

• Verbal/linguistic• Math/logic• Interpersonal• Intrapersonal• Musical• Visual/spatial• Nature• kinesthetic

Learning StylesLearning Styles

• Auditory• Visual• kinesthetic

• Auditory• Visual• kinesthetic

Study SkillsStudy Skills

• Ways to study to match multiple intelligence strengths and learning styles

• Organization• Responsibililty• Long and short term tasks

• Ways to study to match multiple intelligence strengths and learning styles

• Organization• Responsibililty• Long and short term tasks

Executive FunctioningExecutive Functioning

• Organization• Cognition• Emotional Control• Flexible Thinking• Self Monitoring (reflection)• Task Initiation• Working Memory

• Organization• Cognition• Emotional Control• Flexible Thinking• Self Monitoring (reflection)• Task Initiation• Working Memory

Bloom’s TaxonomyBloom’s Taxonomy

In a Nut ShellIn a Nut Shell

• PROGRAM MISSION• Rigor• Challenge• Growth• Choice• Engagement• Best Practices• High Expectations

• PROGRAM MISSION• Rigor• Challenge• Growth• Choice• Engagement• Best Practices• High Expectations

• PROGRAM OUTCOMES• Address learning

styles• Differentiate

curriculum• Foster higher level

thinking skills• Create positive

learning environment

• Enhance student engagement

• PROGRAM OUTCOMES• Address learning

styles• Differentiate

curriculum• Foster higher level

thinking skills• Create positive

learning environment

• Enhance student engagement