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Parent Orientation Night for Gifted
ServicesSeptember 15, 2015
6:30 p.m. – 7:30 p.m.
Oscar Smith High School
Characteristics of the Gifted Humor Advanced Language Sensitivity
Accelerated Learning
Meaning Motivation Analytical Thinking Perspective Kingore, B. (2001). The Kingore observation inventory (KOI). 2nd ed. Austin, TX: Professional
Associates Publishing.
Concept-Based Curricula
Timeless Universal Broad Abstract
Generalization The relationship between two or more
concepts:
Inquiry may lead to exploration. Different perspectives may lead to conflict. Conflict may lead to change. Exploration may require systematic planning.
Erickson, H. L. (2002). Concept-based curriculum and instruction: Teaching beyond the facts. Thousand
Oaks, CA: Corwin Press, Inc.
Essential Questions How does inquiry lead to exploration?
Why can different perspectives lead to conflict?
How does conflict lead to change?
Why does exploration sometimes require systematic planning?
Erickson, H. L. (2002). Concept-based curriculum and instruction: Teaching beyond the facts.
Thousand Oaks, CA: Corwin Press, Inc.
Third Grade Curricula National Research
Center on the Gifted and Talented
University of Virginia Research Unit
Exploration and Communication
Poetry Unit The Magic of Everyday Things
Parent Involvement Media Resources
available to home from Chesapeake Public Schools:
World Book & Britannica SIRS/ProQuest E-Library Gale
Reassure your child that intense interest is okay.
Conference with your child’s teacher and ask that your child be allowed to move through the curriculum at a pace that accommodates his knowledge level.
Allow your child to see your creative expressions.
Expose your child to new ideas, books, museums.
Additional Resources Mindset
By Carol S. Dweck, Ph.D.
The Virginian-Pilot http://hamptonroads.com/summer-
camps#directory
Additional Resources: Concept-Based Curriculum:
Erickson, H. L. (2002). Concept-Based Curriculum and Instruction: Teaching Beyond the Facts. Thousand Oaks, CA: Corwin Press, Inc.
Problem-Based Learning: Renzulli, J. S., Gubbins, E. J., McMillen, K. S., Eckert, R. D., and Little, C. A. (2009). Systems and
Models for Developing Programs for the Gifted and Talented (2nd Ed.). Mansfield Center, CT: Creative Learning Press, Inc.
Understanding By Design: Tomlinson, C. A. and McTighe, J. (2006). Integrating Differentiated Instruction and Understanding by
Design. Alexandria, VA: ASCD. Wiggins, G. and McTighe, J. ((2005). Understanding by Design. Alexandria, VA: ASCD.
Additional Resources: National Association for Gifted Children
(NAGC) www.nagc.org
Virginia Association for the Gifted (VAG) www.vagifted.org
Giftedness Looks Different for Different
Folks!
And because of that…
· …we incorporate gifted
strategies into the curricula to
meet the needs of each
student.
Here’s a preview:
Let’s SCAMPER
Substitute: What part can I substitute to make an improvement?
Combine: What parts can I combine to make this more efficient?
Adapt: What part of the project could I adapt/change?
Modify: What would happen if I distort, magnify, or minify one part of the project?
Put to other purposes: How else could this project be used?
Eliminate: What would happen if I remove one part of my project?
Rearrange: What would happen if I reverse the order of two or more parts?
A candy dispenser with a “unique” way of
delivering the candy!
SynecticsAn ice cream cone is like a sports car because…
Synectics are forced associations between two or more dissimilar objects or ideas.
Synectics are tasks or questions that promote new ideas and thoughts.
Synectics involve discovering relevant connections and the ability to describe newly defined relationships.
Retrieved from http://www.stemresources.com/static/tools/Inquiry/Synectics/Synectics.pdf
Synectics
Maketeachingfun.com
Mindmapping
Gifted Education Quarterly Report (Grades 3-5)
Critical Thinking Skills Creative Thinking Skills Independent Learning Skills Groups Skills
Critical Thinking Skills
Inquires with Depth Analyzes and Infers Information Evaluates Information Applies Concepts and Generalizations
Creative Thinking Skills
Fluency Flexibility Originality Elaboration
Independent Learning Skills
Perseveres Works Outside of Intellectual Comfort
Zone Self-Reflects (Metacognition)
Group Skills Cooperates and Collaborates Contributes Considers the Ideas and Opinions of
Others Transitions between Active Group
Member and Leader
Questions?