Parent Orientation Night for Gifted

ServicesSeptember 15, 2015

6:30 p.m. – 7:30 p.m.

Oscar Smith High School

Characteristics of the Gifted Humor Advanced Language Sensitivity

Accelerated Learning

Meaning Motivation Analytical Thinking Perspective Kingore, B. (2001). The Kingore observation inventory (KOI). 2nd ed. Austin, TX: Professional

Associates Publishing.

Concept-Based Curricula

Timeless Universal Broad Abstract

Generalization The relationship between two or more

concepts:

Inquiry may lead to exploration. Different perspectives may lead to conflict. Conflict may lead to change. Exploration may require systematic planning.

Erickson, H. L. (2002). Concept-based curriculum and instruction: Teaching beyond the facts. Thousand

Oaks, CA: Corwin Press, Inc.

Essential Questions How does inquiry lead to exploration?

Why can different perspectives lead to conflict?

How does conflict lead to change?

Why does exploration sometimes require systematic planning?

Erickson, H. L. (2002). Concept-based curriculum and instruction: Teaching beyond the facts.

Thousand Oaks, CA: Corwin Press, Inc.

Third Grade Curricula National Research

Center on the Gifted and Talented

University of Virginia Research Unit

Exploration and Communication

Poetry Unit The Magic of Everyday Things

Parent Involvement Media Resources

available to home from Chesapeake Public Schools:

World Book & Britannica SIRS/ProQuest E-Library Gale

Reassure your child that intense interest is okay.

Conference with your child’s teacher and ask that your child be allowed to move through the curriculum at a pace that accommodates his knowledge level.

Allow your child to see your creative expressions.

Expose your child to new ideas, books, museums.

Additional Resources Mindset

By Carol S. Dweck, Ph.D.

The Virginian-Pilot http://hamptonroads.com/summer-

camps#directory

Additional Resources: Concept-Based Curriculum:

Erickson, H. L. (2002). Concept-Based Curriculum and Instruction: Teaching Beyond the Facts. Thousand Oaks, CA: Corwin Press, Inc.

Problem-Based Learning: Renzulli, J. S., Gubbins, E. J., McMillen, K. S., Eckert, R. D., and Little, C. A. (2009). Systems and

Models for Developing Programs for the Gifted and Talented (2nd Ed.). Mansfield Center, CT: Creative Learning Press, Inc.

Understanding By Design: Tomlinson, C. A. and McTighe, J. (2006). Integrating Differentiated Instruction and Understanding by

Design. Alexandria, VA: ASCD. Wiggins, G. and McTighe, J. ((2005). Understanding by Design. Alexandria, VA: ASCD.

Additional Resources: National Association for Gifted Children

(NAGC) www.nagc.org

Virginia Association for the Gifted (VAG) www.vagifted.org

Giftedness Looks Different for Different

Folks!

And because of that…

· …we incorporate gifted

strategies into the curricula to

meet the needs of each

student.

Here’s a preview:

Let’s SCAMPER

Substitute: What part can I substitute to make an improvement?

Combine: What parts can I combine to make this more efficient? 

Adapt: What part of the project could I adapt/change? 

Modify: What would happen if I distort, magnify, or minify one part of the project? 

Put to other purposes: How else could this project be used? 

Eliminate: What would happen if I remove one part of my project? 

Rearrange: What would happen if I reverse the order of two or more parts?

A candy dispenser with a “unique” way of

delivering the candy!

SynecticsAn ice cream cone is like a sports car because…

Synectics are forced associations between two or more dissimilar objects or ideas.

Synectics are tasks or questions that promote new ideas and thoughts.

Synectics involve discovering relevant connections and the ability to describe newly defined relationships.

Retrieved from http://www.stemresources.com/static/tools/Inquiry/Synectics/Synectics.pdf

Synectics

Maketeachingfun.com

Mindmapping

Gifted Education Quarterly Report (Grades 3-5)

Critical Thinking Skills Creative Thinking Skills Independent Learning Skills Groups Skills

Critical Thinking Skills

Inquires with Depth Analyzes and Infers Information Evaluates Information Applies Concepts and Generalizations

Creative Thinking Skills

Fluency Flexibility Originality Elaboration

Independent Learning Skills

Perseveres Works Outside of Intellectual Comfort

Zone Self-Reflects (Metacognition)

Group Skills Cooperates and Collaborates Contributes Considers the Ideas and Opinions of

Others Transitions between Active Group

Member and Leader

Questions?