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Td dep-presentation-2-3-grades-2011

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  • 1. Talent Development in Grades 2 and 3 By Trinette Atri Talent Development Teacher
  • 2.
    • It is the supreme art of the teacher to awaken joy in creative expression and knowledge. – Albert Einstein
  • 3.
    • MISSION:
    • To provide gifted students the opportunity to maximize their potential, demonstrate their motivation, and realize their contributions to self and the global community.
    • GOAL:
    • To support the development of a content-rich educational experience for students from all cultural and socioeconomic backgrounds throughout CMS.
    MISSION AND GOAL OF TALENT DEVELOPMENT
  • 4.
    • attain levels of academic achievement consistent with their
    • abilities
    • engage in abstract, creative, and affective reasoning
    • apply insightful questioning
    • develop a capacity to see interconnections among disciplines
    • practice self-directed learning and independent problem
    • solving
    • strive for self actualization
    • maximize their leadership potential
    • become active participants in the global community
    RESOURCES AND OPPORTUNITIES FOR LEARNERS TO …
  • 5.
    • “ Gifted learners are gifted all the time” – Mary S. Landrum
    • Therefore, gifted education is not an add on for ninety minutes a week.
    • The focus of the Catalyst Model is to differentiate instruction for the gifted and high performing students consistently .
    THE CATALYST MODEL
  • 6.
    • The classroom teacher and TD/Catalyst teacher share
    • responsibility for the education of gifted students
    • The TD/Catalyst teacher provides lessons and activities for
    • teachers to use in the heterogeneous classroom AND/OR
    • teaches students directly
    • The TD/Catalyst teacher provides enrichment and
    • acceleration for students who have shown mastery (at
    • least 90%) of objectives being taught through classroom
    • work and assessments/pre-assessments in the regular
    • classroom through direct or indirect instruction
    SO HOW DOES THE CATALYST MODEL WORK?
  • 7.
    • Direct services, or “face time,” are lessons that are created and taught by the TD/Catalyst Teacher
    • Direct services can be “pull out” (students pulled into TD/Catalyst classroom) or “push in” (students remain with classroom teacher when TD/Catalyst teacher comes in to co-teach with classroom teacher)
    WHAT ARE DIRECT SERVICES?
  • 8.
    • Indirect services are lessons and activities developed by the TD/Catalyst teacher and provided to the classroom teacher during weekly team planning for him/her to use in his/her classroom
    • Examples are : centers, independent contracts, projects, alternative homework/classwork, lessons
    WHAT ARE INDIRECT SERVICES?
  • 9. WHAT IS THE BREAKDOWN FOR DIRECT AND INDIRECT SERVICES?
  • 10.
    • Often there are too many students for one person to reach alone. Differentiation is required in the regular classroom to provide all students with the education they need and deserve.
    • Since the TD/Catalyst teacher cannot see all children, all day, every day, the classroom teacher requires activities and lessons from the TD/Catalyst teacher for those students while they are in the regular classroom.
    • Without differentiation, everyone would move at the same pace, be evaluated in the same way, and complete the same activities – regardless of their prior knowledge or individual needs.
    WHY THE NEED FOR DIRECT AND INDIRECT SERVICES?
  • 11.
    • Focus on creative thinking, problem solving and
    • logic
    • Ask higher level questions during novel studies,
    • rather than lower, “knowledge” level questions
    • (Bloom’s Taxonomy)
    • Work in abstract thinking and concepts –
    • symbolism, themes, etc.
    • Increase awareness of the global community
    • through novel studies and discussion
    • Teach problem solving strategies in math
    HOW DO I TEACH GIFTED AND HIGH ABILITY LEARNERS?
  • 12.
    • Depends on pre-assessments – math and reading,
    • classroom work and observations, grades,
    • behavior (ability to work independently)
    • Groups are flexible and can change from unit to
    • unit and/or quarter to quarter or more frequently
    • See both TD certified and catalyst students (non
    • certified students who are working at higher level)
    • Direct – 40%, Indirect – 60% services
    • Students can be seen for both or just reading or math,
    • depending on their individual needs
    HOW DO YOU DETERMINE WHO RECEIVES DIRECT SERVICES IN MATH AND READING?
  • 13.
    • The man who does not read good books has no advantage over the man who cannot read them.
    • - Mark Twain
  • 14.
    • Students are pre-assessed for reading levels and
    • comprehension using CMS and teacher-created assessments
    • and benchmarks
    • Students showing mastery on 90% of the objectives pre-tested
    • are placed into DWT group – up to the number of students
    • allowed in a classroom according to NC Wise
    • Students will work on novel studies, figurative language and
    • higher order thinking
    • 2 nd grade services start later in the school year than other grades due to the time it takes to identify students
    2 ND GRADE DWT
  • 15.
    • William and Mary Beyond Words (teaching figurative language)
    • Analogies – word relationships
    • SEM-R (School-wide Enrichment Model for Reading) – students
    • self-select challenging texts at the top of their reading level
    • Frindle by Andrew Clements
    • The Eleventh Hour by Graeme Base
    • Punished! By David Lubar
    • An Angel for Solomon Singer by Cynthia Rylant (picture book)
    • The Hundred Penny Box by Sharon Bell Mathis
    • Gooney Bird Greene by Lois Lowry
    EXAMPLES OF 2 ND GRADE LITERATURE UNITS & NOVELS
  • 16.
    • Students are pre-assessed for reading levels and
    • comprehension using CMS and teacher-created
    • assessments and benchmarks
    • Students showing mastery on 90% of the objectives pre-tested are placed into DWT group – up to the number allowed in a classroom according to NC Wise
    • Students will work on novel studies, figurative
    • language, concepts/themes, and higher order
    • thinking
    3 RD GRADE DWT
  • 17.
    • William and Mary Journeys and Destinations (exploring concepts,
    • especially change) http :// cfge.wm.edu
    • The Magician’s Nephew by C.S. Lewis
    • The Lion, the Witch, and the Wardrobe by C.S. Lewis
    • The Lightning Thief by Rick Riordan
    • 100 Cupboards by N. D. Wilson
    • Analogies – word relationships
    • Poetry
    • African-American History picture books
    • SEM-R (School-wide Enrichment Model for Reading)
    EXAMPLES OF 3 RD GRADE LITERATURE UNITS & NOVELS
  • 18.
    • The essence of mathematics is not to make simple things complicated, but to make complicated things simple.
    • – S. Gudder
  • 19.
    • Primarily Math Problem Solving
    • Pebble Math (algebra and spatial relations)
    • Singapore Math (problem solving using a scripted method that is used in Singapore)
    • Math Superstars (problem solving – often given as homework)
    • Student Projects in geometry
    • Problem Solver (strategies)
    • K’Nex math using manipulatives
    2 ND GRADE MATHEMATICS ENRICHMENT/ACCELERATION
  • 20.
    • Math Superstars (problem solving - usually given as
    • homework)
    • Athenian Secret (problem solving, logic –
    • cooperative learning, Ancient Greek culture)
    • Problem Solver – introducing them to Math
    • Olympiad-type problems
    • Hands-On Equations (algebra – hands on)
    • Fibonacci (patterns in nature)
    • Geometric concepts (projects, class activities)
    3 RD GRADE MATHEMATICS ENRICHMENT
  • 21.
    • You may contact me at school: (980) 343-3755
    • Or via email (fastest): [email_address]
    • Homework, projects and newsletters or updates will be posted on my website: http://www.teacherweb.com/NC/OldeProvidenceElementary/MrsAtri
    CONTACT

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