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

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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