eastvalley target sarah covington and kristine anderson (1 st and 5 th grades)_
TRANSCRIPT
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Welcome to Target!
Eastvalley Target
Sarah Covington and Kristine Anderson (1st and 5th grades)_
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Is interested
Has good ideas Learns with ease 6-8 repetitions for
mastery Good memorizer Answers the questions
asked by teacher Enjoys straightforward
presentation Is pleased with his/her
learning
THE BRIGHT CHILD
Is highly curious Has wild, silly ideas Already knows 1-2 repetitions for
mastery Good guesser Discusses in detail,
elaborates Thrives on complexity
of issues Is highly self-critical
THE GIFTED CHILD
Learning Characteristics of Children
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Bloom’s Taxonomy
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
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Bloom’s Taxonomy in the Gifted Classroom
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
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Goldilocks with Bloom’s
Knowledge: How many bears lived in the house visited by Goldilocks?
Comprehension: How did the bears feel when they discovered Goldilocks in the bed?
Application: If Goldilocks had examined books belonging to each bear, which would she have preferred?
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Goldilocks with Bloom’s
Analysis: Why did Goldilocks always prefer the item which belonged to Baby Bear?
Synthesis: Suppose the bears had not returned at that time. How might the story have ended differently?
Evaluation: Should Goldilocks have entered the bears’ house?
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Where We Go in Target
Concrete
Simple
Basic
Fewer facets
More structured
Less independence
Abstract
Complex
Transformational
Multi-facets
More open
Greater independence
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A Typical Target Day
Critical thinking through problem solving, brainteasers
Creative thinking Unit activities such as
research, discussion, simulation, practical investigation/experimentation, product generation
Hands-On Equations (in grades 3-5)
Technology integration
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Sample Brainteaser: Verbal
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Sample Brainteaser: Analytical
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Hands-On Equations
Visual and kinesthetic system of teaching algebraic concepts as early as third grade
Prepares students for understanding algebraic problems
Uses game pieces consisting of pawns and numbered cubes
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Target Progress Assessment
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Continuation Criteria
Acceptable progress defined as a majority of 2’s and/or 3’s in core areas of the report card in grades 1-3 and “Meets Expectations” on core areas of the CRCT
Acceptable progress defined as a minimum average of 80 in grades 4-5 across the core subjects of reading, English, Mathematics, Science and Social Studies
Student not maintaining satisfactory performance during grading period will be placed on probation for remaining school year
Student removed from program at end of probation period if criteria not met during that marking period
Removal and re-entry criteria-either by parent or teacher
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Expectations
Task commitment/personal best
ProjectsCooperationIndividual
accountabilityHomework (Reading Blog &
Returning Target Tally Performance Sheet signed)
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Possible Changes
New students New classesChange of
teachersChange of day
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Home/School Communication
BlogE-mailPhone callsConference
s
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Curriculum
Process focused InterdisciplinaryGrade 1: Stepping into
TargetGrade 2-3: The HeartGrades 4-5: Anurans on
the Run (Frogs)
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Prevailing Practices
Gifted students should not be expected to make up missed regular classroom work or homework on scheduled Target day
Target homework permitted on Target day
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Resources for Parents
Raisin’ Brains: Surviving My Smart Family, by Karen L.J. Isaacson
Hoagies Gifted Education PageSENGwww.puzzles.comwww.braingle.com (Must register,
but don’t fear…)www.mindware.com
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Q & A
Any questions?
Eligibility Characteristics Expectations Assessment Communication Curriculum
Please complete and return theinformation card. Thank you for coming. We are excited to teach your child!