WelcomeWelcome

Curriculum NightCurriculum NightHighly Academically Gifted Highly Academically Gifted

ProgramProgramBrunson Elementary SchoolBrunson Elementary SchoolBud Harrelson, AIG Program Bud Harrelson, AIG Program

SpecialistSpecialistJune 7, 2010June 7, 2010

What is an HAG student?What is an HAG student?

HAG students strive to HAG students strive to be...be...

HAG students strive to be…HAG students strive to be…

Academic Academic AchieversAchievers

CommunicatorsCommunicators Compassionate Compassionate

CitizensCitizens Critical Critical

ThinkersThinkers

Independent Independent LearnersLearners

Knowledge Knowledge SeekersSeekers

Principled Principled IndividualsIndividuals

Problem Problem SolversSolvers

Academic AchieversAcademic Achievers

They embrace academic They embrace academic rigor in the content areas, rigor in the content areas, investing themselves fully investing themselves fully as they explore complex as they explore complex ideas and advanced content ideas and advanced content at an accelerated pace.at an accelerated pace.

CommunicatorsCommunicators

They read, write, listen, They read, write, listen, speak, and use technology speak, and use technology with thought and skill to with thought and skill to facilitate the exchange of facilitate the exchange of ideas. They are confident ideas. They are confident and articulate in expressing and articulate in expressing their ideas.their ideas.

Compassionate Citizens Compassionate Citizens

They show sensitivity to, They show sensitivity to, tolerance of, and concern tolerance of, and concern for others. They express for others. They express and act on their feelings and act on their feelings to positively impact the to positively impact the world around them.world around them.

Critical Thinkers Critical Thinkers

They analyze, synthesize, They analyze, synthesize, and evaluate information and evaluate information and experiences, and experiences, engaging their minds as engaging their minds as they encounter novel they encounter novel situations and ideas. situations and ideas.

Independent Learners Independent Learners

They face new situations They face new situations with self-assurance, with self-assurance, forethought, and resilience. forethought, and resilience. They have the fortitude to They have the fortitude to pursue pathways that set pursue pathways that set them apart from their them apart from their peers. peers.

Knowledge Seekers Knowledge Seekers

They demonstrate intellectual They demonstrate intellectual curiosity, motivation, risk-curiosity, motivation, risk-taking, open-mindedness, taking, open-mindedness, and a strong work ethic as and a strong work ethic as they pursue understanding they pursue understanding of skills, concepts, and of skills, concepts, and alternative viewpointsalternative viewpoints

Principled Individuals Principled Individuals

They demonstrate They demonstrate positive character traits positive character traits such as: perseverance, such as: perseverance, trust, honesty, respect, trust, honesty, respect, and responsibility.and responsibility.

Problem SolversProblem Solvers

They are collaborative and They are collaborative and flexible in their problem solving flexible in their problem solving approach. By developing and approach. By developing and applying divergent strategies in applying divergent strategies in conjunction with known conjunction with known methods, they generate methods, they generate original solutions. original solutions.

I want rigorous I want rigorous coursework for my coursework for my highly gifted highly gifted student…but what student…but what does that mean?does that mean?

What is rigor?What is rigor?

Quality of thinking, not Quality of thinking, not quantity, and that can quantity, and that can occur in any grade and occur in any grade and at any subject (Bogess, at any subject (Bogess, 2007).2007).

What is rigor?What is rigor?

High expectations are High expectations are important, and must important, and must include effort on the part include effort on the part of the learner (Wasley, of the learner (Wasley, Hampel, Mojkowki, Hampel, Mojkowki, 2006).2006).

What is rigor?What is rigor?

Goal of helping students Goal of helping students develop the capacity to develop the capacity to understand content that is understand content that is complex, ambiguous, complex, ambiguous, provocative, and personally or provocative, and personally or emotionally challenging emotionally challenging (Strong, Silver, and Perrini, (Strong, Silver, and Perrini, 2001).2001).

What is rigor?What is rigor?

Rigor is creating an environment Rigor is creating an environment in which each student is in which each student is expected to learn at high levels, expected to learn at high levels, each student is supported so he each student is supported so he or she can learn at high levels, or she can learn at high levels, and each student demonstrates and each student demonstrates learning at high levels learning at high levels (Blackburn, B., 2008).(Blackburn, B., 2008).

My life has turned upside My life has turned upside down…down…

ScheduleSchedule HomeworkHomework ProjectsProjects Time ManagementTime Management Grade expectationsGrade expectations

Extra-curricular Extra-curricular activitiesactivities

Enrichment at Enrichment at homehome

CommunicationCommunication

Managing the transition…

ScheduleSchedule

Morning and evening routineMorning and evening routine Weekly routineWeekly routine Protected meal timeProtected meal time Protected homework timeProtected homework time Play and funPlay and fun ReadingReading

HomeworkHomework

Generally 45 minutes each nightGenerally 45 minutes each night Will be differentWill be different

– No longer “worksheet”No longer “worksheet”– Producing authentic workProducing authentic work

Struggle is time managementStruggle is time management Minimize distractionsMinimize distractions

ProjectsProjects

HAG students are “projected to HAG students are “projected to death”death”

Critical ThinkingCritical Thinking Application in predictable and Application in predictable and

unpredictable situationsunpredictable situations

RIGOR

RELEVANCE

AA BB

DDCC

Rigor/Relevance FrameworkRigor/Relevance Framework

AcquisitionAcquisition

AssimilationAssimilation AdaptationAdaptation

ApplicationApplication

High

HighLow

Low

RIGOR

RELEVANCE

AA BB

DDCC

Rigor/Relevance FrameworkRigor/Relevance Framework

TeacherTeacherWorkWork

Teacher/Student RolesTeacher/Student Roles

StudentStudentThinkThink

StudentStudentThink & WorkThink & Work

StudentStudentWorkWork

High

HighLow

Low

KNOWLEDGE

A P P L I C A T I O N

AA BB

DDCC

Rigor/Relevance FrameworkRigor/Relevance Framework

Activities

Projects

Problems

Time ManagementTime Management

Calendar / AgendaCalendar / Agenda PrioritiesPriorities To-do listTo-do list Understanding the family scheduleUnderstanding the family schedule

Grade expectationsGrade expectations

My child makes all A’sMy child makes all A’s My child is bored in the traditional My child is bored in the traditional

classroomclassroom I want my child challenged with I want my child challenged with

rigorous courseworkrigorous coursework My child may no longer make My child may no longer make

straight A’sstraight A’s

Extra-curriculuarExtra-curriculuar

Please involve your student in Please involve your student in activities outside of schoolactivities outside of school

Be conscious of over involvementBe conscious of over involvement

CommunicationCommunication

PartnershipPartnership– StudentStudent– TeacherTeacher– PrincipalPrincipal– AIG SpecialistAIG Specialist

We need to talk regularlyWe need to talk regularly

Bud HarrelsonBud Harrelson

AIG Program SpecialistAIG Program Specialist

336.748.3426336.748.3426

charrelson@wsfcs.k12.nc.uscharrelson@wsfcs.k12.nc.us