Welcome to Target!

Welcome to Target!Eastvalley Target Sarah Covington and Kristine Anderson (1st and 5th grades)_1

Is interested Has good ideasLearns with ease6-8 repetitions for masteryGood memorizerAnswers the questions asked by teacherEnjoys straightforward presentationIs pleased with his/her learning

THE BRIGHT CHILD

Is highly curiousHas wild, silly ideasAlready knows1-2 repetitions for masteryGood guesserDiscusses in detail, elaboratesThrives on complexity of issuesIs highly self-critical

THE GIFTED CHILD

Learning Characteristics of Children2

Blooms TaxonomyEvaluation

Synthesis

Analysis

Application

Comprehension

Knowledge

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Blooms Taxonomy in the Gifted ClassroomEvaluation

Synthesis

Analysis

Application

Comprehension

Knowledge

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Goldilocks with Blooms 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 BloomsAnalysis: 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 TargetConcrete

Simple

Basic

Fewer facets

More structured

Less independenceAbstract

Complex

Transformational

Multi-facets

More open

Greater independence7

A Typical Target DayCritical thinking through problem solving, brainteasersCreative thinkingUnit activities such as research, discussion, simulation, practical investigation/experimentation, product generationHands-On Equations (in grades 3-5)Technology integration8

Sample Brainteaser: Verbal

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Sample Brainteaser: Analytical

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Hands-On EquationsVisual and kinesthetic system of teaching algebraic concepts as early as third gradePrepares students for understanding algebraic problemsUses game pieces consisting of pawns and numbered cubes

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Target Progress Assessment

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Continuation CriteriaAcceptable progress defined as a majority of 2s and/or 3s 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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ExpectationsTask commitment/personal bestProjectsCooperationIndividual 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 CommunicationBlogE-mailPhone callsConferences

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CurriculumProcess focusedInterdisciplinaryGrade 1: Stepping into TargetGrade 2-3: The HeartGrades 4-5: Anurans on the Run (Frogs)

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Prevailing PracticesGifted students should not be expected to make up missed regular classroom work or homework on scheduled Target day

Target homework permitted on Target day

18Resources for ParentsRaisin Brains: Surviving My Smart Family, by Karen L.J. IsaacsonHoagies Gifted Education PageSENGwww.puzzles.comwww.braingle.com (Must register, but dont fear)www.mindware.com

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Q & AAny questions?

EligibilityCharacteristicsExpectationsAssessmentCommunicationCurriculum

Please complete and return theinformation card. Thank you for coming. We are excited to teach your child!20