Lovejoy ISD – GATE 10

Lovejoy ISD – GATE 10Lovejoy ISD – GATE 10Gifted and talented curriculumGifted and talented curriculum

Developing gifts and talents;Connecting the pieces…..

GATE 10 StaffGATE 10 Staff

Hart Elementary:

Cynthia AndersonShelley Cano

Martha FitzgeraldTraci Reagan

Hart Elementary:

Cynthia AndersonShelley Cano

Martha FitzgeraldTraci Reagan


Lovejoy Elementary:

Shelley CanoMartha Fitzgerald

Nancy GreerPenny Meyer

Lovejoy Elementary:

Shelley CanoMartha Fitzgerald

Nancy GreerPenny Meyer


Puster Elementary:

Eva LoganDebbie Rohlmeier

Deanne Shaw

Puster Elementary:

Eva LoganDebbie Rohlmeier

Deanne Shaw

What is Gifted Curriculum?

What is Gifted Curriculum?

Curricula for the gifted and talented: Focus on interpretation of material being

investigated Hone summative skills Foster creativity - divergent thinking Refine decision making and independent inquiry

While instructional units for both the gifted and talented and regular curriculum can be similar, the breadth, depth, and intensity of learning activities within the gifted and talented curriculum mark it as distinctive.

(OFFICE OF GIFTED AND TALENTED, U.S. OFFICE OF EDUCATION, DEPARTMENT OF HEALTH, EDUCATION, AND WELFARE BY THE COUNCIL FOR EXCEPTIONAL CHILDREN.)

Curricula for the gifted and talented: Focus on interpretation of material being

investigated Hone summative skills Foster creativity - divergent thinking Refine decision making and independent inquiry

While instructional units for both the gifted and talented and regular curriculum can be similar, the breadth, depth, and intensity of learning activities within the gifted and talented curriculum mark it as distinctive.

(OFFICE OF GIFTED AND TALENTED, U.S. OFFICE OF EDUCATION, DEPARTMENT OF HEALTH, EDUCATION, AND WELFARE BY THE COUNCIL FOR EXCEPTIONAL CHILDREN.)

GT CurriculumGT Curriculum

New to GT?

Challenged – some for the first time

Class (es) with intellectual peers

Opportunities for intellectual & creative growth

New to GT?

Challenged – some for the first time

Class (es) with intellectual peers

Opportunities for intellectual & creative growth

Incorporates Elements ofDepth …..


Language of the discipline – opening the door to the discipline by using real vocabulary and specific terms

Rules governing the discipline -understanding the stated and unstated rules within the discipline

Important details – using details to elaborate on larger questions, unique to subject area

Language of the discipline – opening the door to the discipline by using real vocabulary and specific terms

Rules governing the discipline -understanding the stated and unstated rules within the discipline

Important details – using details to elaborate on larger questions, unique to subject area



Patterns – examining the body of knowledge for events, elements and ideas that are repeated over time

Trends – looking for connections outside the topic and noting factors that influence or contribute to a discipline

Big ideas – stating the founding theories and principles of a discipline looking for connections and interrelationships

Patterns – examining the body of knowledge for events, elements and ideas that are repeated over time

Trends – looking for connections outside the topic and noting factors that influence or contribute to a discipline

Big ideas – stating the founding theories and principles of a discipline looking for connections and interrelationships



Ethical issues – tackling the tough issues of the discipline; identifying dilemmas and controversies and the impact on people

Unanswered questions – identifying inconsistencies, incompleteness or what may be unknown within a discipline

Ethical issues – tackling the tough issues of the discipline; identifying dilemmas and controversies and the impact on people

Unanswered questions – identifying inconsistencies, incompleteness or what may be unknown within a discipline

….and Complexity….and Complexity

Exploring changes within the discipline over time; interpretations of events over time

Making connections across disciplines

Examining multiple perspectives of issues; different points of view of stakeholders

Exploring changes within the discipline over time; interpretations of events over time

Making connections across disciplines

Examining multiple perspectives of issues; different points of view of stakeholders

Lovejoy ISD – Gate 10Lovejoy ISD – Gate 10

Early Primary Program – K-2Shelley Cano, Martha Fitzgerald, Eva Logan

Early Primary Program – K-2Shelley Cano, Martha Fitzgerald, Eva Logan

K-2 Program GoalsK-2 Program Goals

Emphasis on higher level thinking skills

Emphasis on product-oriented learning to develop creativity

Develop decision-making and problem solving

Peer Relationships; Team Work

Emphasis on higher level thinking skills

Emphasis on product-oriented learning to develop creativity

Develop decision-making and problem solving

Peer Relationships; Team Work

In-class enrichment program:

Creative thinking skills and critical thinking skills are taught to the entire class

- 30 min./week – each Kindergarten class

- 45 min./week – 1st & 2nd grade

Differentiated lessons, center activities, and support are provided by GT teacher to classroom teacher.

In-class enrichment program:

Creative thinking skills and critical thinking skills are taught to the entire class

- 30 min./week – each Kindergarten class

- 45 min./week – 1st & 2nd grade

Differentiated lessons, center activities, and support are provided by GT teacher to classroom teacher.

K-2 Program DescriptionK-2 Program Description


Pull-out Program:

1st & 2nd grade students meet with GT teacher – 3 hrs./week

Curriculum is accelerated, enriched, and interdisciplinary

Pull-out Program:

1st & 2nd grade students meet with GT teacher – 3 hrs./week

Curriculum is accelerated, enriched, and interdisciplinary


Curriculum includes: advanced levels of creative and critical

thinking, group dynamics and independent

study, research skills, problem solving, oral & written communication skills,

and decision making

Curriculum includes: advanced levels of creative and critical

thinking, group dynamics and independent

study, research skills, problem solving, oral & written communication skills,

and decision making

K-2 Pull-out (Sample)K-2 Pull-out (Sample)

Folders:---Logic, Deductive Reasoning---Matrix---Brainteasers---Perplexors

Journal Activities

Curriculum (will culminate in a mid to year-end presentation)

Folders:---Logic, Deductive Reasoning---Matrix---Brainteasers---Perplexors

Journal Activities

Curriculum (will culminate in a mid to year-end presentation)

1st GRADE CURRICULUM

1st GRADE CURRICULUM

FLIGHT PART I: Flights of Nature

Concepts: Students will understand the study of flight in nature through an in-depth study of bats.

PART II: Flights of Fiction Concepts: Students will understand writing patterns and styles of authors and illustrators. Tall tales will be emphasized. Students will publish at unit’s end.

PART III: Flights of Man Concepts: Students will understand the various aspects of flight---space travel, airplanes, rocketry. Unit will culminate in a rocket launch.

FLIGHT PART I: Flights of Nature

Concepts: Students will understand the study of flight in nature through an in-depth study of bats.

PART II: Flights of Fiction Concepts: Students will understand writing patterns and styles of authors and illustrators. Tall tales will be emphasized. Students will publish at unit’s end.

PART III: Flights of Man Concepts: Students will understand the various aspects of flight---space travel, airplanes, rocketry. Unit will culminate in a rocket launch.

2ND GRADE CURRICULUM

2ND GRADE CURRICULUM

INVESTIGATIONS PART I: Investigations of Fairy Tales

Concepts: Points of view and cultures from around the world.

PART II: Investigations of Ancient Egypt Concepts: Geography, literature, communicating mathematically, and culture. Unit culminating in an Egyptian feast exhibiting students’ knowledge and research.

• PART III: Investigations in Architecture Concepts: Students will investigate elements of architecture, periods in architecture, and applications for architecture in the future.

INVESTIGATIONS PART I: Investigations of Fairy Tales

Concepts: Points of view and cultures from around the world.

PART II: Investigations of Ancient Egypt Concepts: Geography, literature, communicating mathematically, and culture. Unit culminating in an Egyptian feast exhibiting students’ knowledge and research.

• PART III: Investigations in Architecture Concepts: Students will investigate elements of architecture, periods in architecture, and applications for architecture in the future.

CURRICULUMCURRICULUM

Bob Eisenberg’s “The Big Six” steps for gathering information and creating research projects (big6.com)---Task Definition---Information Seeking Strategies---Location/Access---Use of Information---Synthesis---Evaluation

Group research projects based on eight multiple intelligences

Creative dramatics/presentations

Bob Eisenberg’s “The Big Six” steps for gathering information and creating research projects (big6.com)---Task Definition---Information Seeking Strategies---Location/Access---Use of Information---Synthesis---Evaluation

Group research projects based on eight multiple intelligences

Creative dramatics/presentations

Evaluation, Conferencing, Communication

Evaluation, Conferencing, Communication

Beginning with the 2nd six-weeks grading period, each child in the program will receive a Gate 10 evaluation inserted into their report cards

Parent/Teacher Conferences are held yearly and additionally as needed or requested

Newsletters and curriculum outlines

Beginning with the 2nd six-weeks grading period, each child in the program will receive a Gate 10 evaluation inserted into their report cards

Parent/Teacher Conferences are held yearly and additionally as needed or requested

Newsletters and curriculum outlines


3rd - 5th Integrated Studies ProgramCynthia Anderson, Nancy Greer,

Debbie Rohlmeier

3rd - 5th Integrated Studies ProgramCynthia Anderson, Nancy Greer,

Debbie Rohlmeier

3rd-5th Integrated Studies3rd-5th Integrated Studies

Definition:

Making connections with text from personal, world, and other literary experiences

Weaving, blending, and connecting reading, writing, art, music, science, math, and social studies in pursuit of a common goal

Definition:

Making connections with text from personal, world, and other literary experiences

Weaving, blending, and connecting reading, writing, art, music, science, math, and social studies in pursuit of a common goal


Purpose:

To create an awareness of enduring understandings and essential questions through a framework of depth and complexity

To increase learning potential and understanding for students

To enable students to evaluate and synthesize new learning opportunities

Purpose:

To create an awareness of enduring understandings and essential questions through a framework of depth and complexity

To increase learning potential and understanding for students

To enable students to evaluate and synthesize new learning opportunities


Collaboration: Collaboration is the key to success for an

integrated gifted program.

The GATE 10 teachers partner and plan together on a weekly basis to ensure the learning opportunities, goals, and objectives are uniform across the district.

Collaboration: Collaboration is the key to success for an

integrated gifted program.

The GATE 10 teachers partner and plan together on a weekly basis to ensure the learning opportunities, goals, and objectives are uniform across the district.

Components of a GATE 10 Integrated Studies


Universal theme for each grade level3rd – Establishing Identities within Various Communities4th – Adaptations to Adversity5th – Diversity and Conflict Enable Opportunity

Continuous connection to other academic disciplines (Science, Art, Music, Social Studies)

Curriculum developed through the lens of Social Studies TEKS

Universal theme for each grade level3rd – Establishing Identities within Various Communities4th – Adaptations to Adversity5th – Diversity and Conflict Enable Opportunity

Continuous connection to other academic disciplines (Science, Art, Music, Social Studies)

Curriculum developed through the lens of Social Studies TEKS



Literature - Novel Studies

- Multiple Genres - Independent Reading (self-selection)

Opportunities for metacognition- Bloomin’ Journals

- Life Collections- Rigorous, relevant research- personal choice reading product

Literature - Novel Studies

- Multiple Genres - Independent Reading (self-selection)

Opportunities for metacognition- Bloomin’ Journals

- Life Collections- Rigorous, relevant research- personal choice reading product

Novel Studies for Fifth GradeDiversity and Conflict Enable

Opportunity

Novel Studies for Fifth GradeDiversity and Conflict Enable

Opportunity

Bridge to Terabithia, by Paterson

George vs. George, by Schanker

Red Moon at Sharpsburg, by Wells

The Cay, by Taylor

Bridge to Terabithia, by Paterson

George vs. George, by Schanker

Red Moon at Sharpsburg, by Wells

The Cay, by Taylor

Novel Studies for Fourth GradeAdaptations to Adversity

Novel Studies for Fourth GradeAdaptations to Adversity

Esperanza Rising, by Ryan

Pictures of Hollis Woods, by Giff

Bud,Not Buddy, by Curtis

Sign of the Beaver, by Speare

Esperanza Rising, by Ryan

Pictures of Hollis Woods, by Giff

Bud,Not Buddy, by Curtis

Sign of the Beaver, by Speare

Novel Studies for Third GradeEstablishing Identities within Various

Communities

Novel Studies for Third GradeEstablishing Identities within Various

Communities

Harriet the Spy, by Fitzhugh

Year of the Dog, by Lin

Poppy, by Avi

Castle in the Attic, by Winthrop

Harriet the Spy, by Fitzhugh

Year of the Dog, by Lin

Poppy, by Avi

Castle in the Attic, by Winthrop

Curriculum SourcesCurriculum Sources

Using TEKS to guide skill inclusion

William & Mary Integrated Curriculum for Gifted Students

Caesar’s English, by Michael Clay Thompson

Reviving the Essay, by Gretchen Bernabei

Deeper Reading, by Frank Gallagher

Teaching Grammar Through Writing, by Keith Polette

Using TEKS to guide skill inclusion

William & Mary Integrated Curriculum for Gifted Students

Caesar’s English, by Michael Clay Thompson

Reviving the Essay, by Gretchen Bernabei

Deeper Reading, by Frank Gallagher

Teaching Grammar Through Writing, by Keith Polette


3rd - 5th Math ProgramShelley Cano, Penny Meyer, Traci Reagan, Deanne Shaw

3rd - 5th Math ProgramShelley Cano, Penny Meyer, Traci Reagan, Deanne Shaw

Goals

For students to finish the elementary GT Math program ready for success in Pre-Algebra in 6th grade.

To create mathematicians that are competent in their skills as well as confident in their abilities as problem solvers who can communicate and reason mathematically.

Goals

For students to finish the elementary GT Math program ready for success in Pre-Algebra in 6th grade.

To create mathematicians that are competent in their skills as well as confident in their abilities as problem solvers who can communicate and reason mathematically.

3rd – 5th Math Program3rd – 5th Math Program


Main Features

90 minutes daily in the GT Math classroom

GT Math teacher is the teacher of record and is responsible for the student’s math grade

Compacted and accelerated curriculum Current grade level TEKS taught and reviewed

to mastery Next grade level TEKS taught

simultaneously

Main Features

90 minutes daily in the GT Math classroom

GT Math teacher is the teacher of record and is responsible for the student’s math grade

Compacted and accelerated curriculum Current grade level TEKS taught and reviewed

to mastery Next grade level TEKS taught

simultaneously


Curriculum Resources

GT Math Scope & Sequence which includes current and next grade-level TEKS

M3 Gifted Math Curriculum

Newly adopted textbook – using current and next grade level books

Marcy Cook resources

Math Olympiad

Curriculum Resources

GT Math Scope & Sequence which includes current and next grade-level TEKS

M3 Gifted Math Curriculum

Newly adopted textbook – using current and next grade level books

Marcy Cook resources

Math Olympiad


Collaboration between GT teachers

GT math teachers will collaborate weekly to ensure that goals, objectives, and activities are uniform across district.

Collaboration will allow for spiraling, complexity, and deepening of concepts across grade levels.

Collaboration between GT teachers

GT math teachers will collaborate weekly to ensure that goals, objectives, and activities are uniform across district.

Collaboration will allow for spiraling, complexity, and deepening of concepts across grade levels.


Problem Solving

What you do when you don’t know what to do

Learn to value the process as much as the solution

If you already know the answer or how to solve it, then it’s not a real problem. It’s just practice.

Problem Solving

What you do when you don’t know what to do

Learn to value the process as much as the solution

If you already know the answer or how to solve it, then it’s not a real problem. It’s just practice.


Challenge We learn the most when we are put into a state of

disequilibrium, which brings confusion and frustration and causes a strong desire to “figure it out.”

Frustration is a good thing when it’s within a safe environment where support and guidance is abundant.

By learning how to handle frustration and confusion now in a safe setting, they will know how to handle challenging situations later in their lives.

Challenge We learn the most when we are put into a state of

disequilibrium, which brings confusion and frustration and causes a strong desire to “figure it out.”

Frustration is a good thing when it’s within a safe environment where support and guidance is abundant.

By learning how to handle frustration and confusion now in a safe setting, they will know how to handle challenging situations later in their lives.

GATE 10 Program GATE 10 Program

Bringing the pieces together for total talent development

Lovejoy ISD – GATE 10

Documents

Transcript of Lovejoy ISD – GATE 10