Talent Development  in  Grades 4 and 5 By Trinette Atri TD/Catalyst Teacher October 21, 2011
<ul><li>It is the supreme art of the teacher to awaken joy in creative expression and knowledge. –  Albert Einstein  </li>...
Our Mission:  Our Goal: <ul><li>To provide gifted students the opportunity to maximize their potential, demonstrate their ...
The TD program provides opportunities and resources for learners to… <ul><li>attain levels of academic achievement consist...
The Catalyst Model <ul><li>“ Gifted learners are gifted  all  the time” – Mary S. Landrum </li></ul><ul><li>Therefore, gif...
So how does the Catalyst Model work? <ul><li>The classroom teacher and TD/Catalyst teacher  share  responsibility for the ...
What are Direct Services? <ul><li>Direct services, or “face time,” are lessons that are created and taught by the TD/Catal...
What are Indirect Services? <ul><li>Indirect services are lessons and activities developed by the TD/Catalyst teacher and ...
What is the breakdown for direct and indirect services?
Why the need for direct  and  indirect services? <ul><li>Often there are too many students for one person to reach alone. ...
How do I teach gifted and high ability learners? <ul><li>Focus on creative thinking, problem solving and logic </li></ul><...
How do you determine who is in your math and reading groups? <ul><li>Depends on pre-assessments – math and reading; behavi...
<ul><li>The man who does not read good books has no advantage over the man who cannot read them. </li></ul><ul><li>- Mark ...
4 th  Grade DWT <ul><li>Students are pre-assessed for reading levels and comprehension using CMS and teacher-created asses...
Examples of 4 th  Grade Literature Units & Novels <ul><li>SEM-R (School-wide Enrichment Model for Reading) – students pick...
5 th  Grade DWT <ul><li>Students are pre-assessed for reading levels and comprehension using CMS and teacher-created asses...
Examples of 5 th  Grade Literature Units & Novels <ul><li>SEM-R (School-wide Enrichment Model for Reading)  </li></ul><ul>...
<ul><li>The essence of mathematics is not to make simple things complicated, but to make complicated things simple.  </li>...
4 th  Grade Mathematics Enrichment <ul><li>Math Superstars (problem solving – often given as weekly homework – given Thurs...
5 th  Grade Mathematics Enrichment <ul><li>Math Superstars (problem solving - usually given as weekly homework – given Thu...
Opportunities for Gifted Students <ul><li>Chess Club  </li></ul><ul><li>Odyssey of the Mind (OM) </li></ul><ul><li>Science...
Middle School <ul><li>No formal “TD” program in middle schools </li></ul><ul><li>Students placed in Honors classes based o...
Questions? <ul><li>You may contact me at school:  </li></ul><ul><li>(980) 343-3755 </li></ul><ul><li>Or via email (fastest...
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Td dep-presentation-4-5-grades-2011

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Td dep-presentation-4-5-grades-2011

  1. 1. Talent Development in Grades 4 and 5 By Trinette Atri TD/Catalyst Teacher October 21, 2011
  2. 2. <ul><li>It is the supreme art of the teacher to awaken joy in creative expression and knowledge. – Albert Einstein </li></ul>
  3. 3. Our Mission: Our Goal: <ul><li>To provide gifted students the opportunity to maximize their potential, demonstrate their motivation, and realize their contributions to self and the global community. </li></ul><ul><li>To support the development of a content-rich educational experience for students from all cultural and socioeconomic backgrounds throughout CMS. </li></ul>
  4. 4. The TD program provides opportunities and resources for learners to… <ul><li>attain levels of academic achievement consistent with their abilities </li></ul><ul><li>engage in abstract, creative, and affective reasoning </li></ul><ul><li>apply insightful questioning </li></ul><ul><li>develop a capacity to see interconnections among disciplines </li></ul><ul><li>practice self-directed learning and independent problem solving </li></ul><ul><li>strive for self actualization </li></ul><ul><li>maximize their leadership potential </li></ul><ul><li>become active participants in the global community </li></ul>
  5. 5. The Catalyst Model <ul><li>“ Gifted learners are gifted all the time” – Mary S. Landrum </li></ul><ul><li>Therefore, gifted education is not an add on for ninety minutes a week. </li></ul><ul><li>The focus of the Catalyst Model is to differentiate instruction for the gifted and high performing students. </li></ul>
  6. 6. So how does the Catalyst Model work? <ul><li>The classroom teacher and TD/Catalyst teacher share responsibility for the education of gifted students </li></ul><ul><li>The TD/Catalyst teacher provides lessons and activities for teachers to use in the heterogeneous classroom or teaches students directly </li></ul><ul><li>The TD/Catalyst teacher provides enrichment and acceleration for students who have shown mastery (90% +) of objectives being taught in the regular classroom through direct or indirect instruction </li></ul>
  7. 7. What are Direct Services? <ul><li>Direct services, or “face time,” are lessons that are created and taught by the TD/Catalyst Teacher </li></ul><ul><li>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) </li></ul>
  8. 8. What are Indirect Services? <ul><li>Indirect services are lessons and activities developed by the TD/Catalyst teacher and provided to the classroom teacher for him/her to use in his/her classroom </li></ul><ul><li>Examples are: centers, independent contracts, projects, alternative homework/classwork, lessons </li></ul>
  9. 9. What is the breakdown for direct and indirect services?
  10. 10. Why the need for direct and indirect services? <ul><li>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. </li></ul><ul><li>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. </li></ul><ul><li>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 </li></ul>
  11. 11. How do I teach gifted and high ability learners? <ul><li>Focus on creative thinking, problem solving and logic </li></ul><ul><li>Ask higher level questions during novel studies, rather than lower, “knowledge” level questions (Bloom’s Taxonomy) </li></ul><ul><li>Engage students through project-based learning </li></ul><ul><li>Utilize research-based resources for gifted students (William & Mary, etc.) </li></ul><ul><li>Work in abstract thinking and concepts – symbolism, themes, etc. </li></ul><ul><li>Increase awareness of the global community through novel studies and discussion </li></ul><ul><li>Teach problem solving strategies in math </li></ul>
  12. 12. How do you determine who is in your math and reading groups? <ul><li>Depends on pre-assessments – math and reading; behavior and ability to work independently; class work; space in the classroom; formative testing; teacher-created assessments – MANY data points </li></ul><ul><li>Groups are flexible and can change from unit to unit, novel to novel, and/or quarter to quarter </li></ul><ul><li>See both TD certified and catalyst students </li></ul><ul><li>Direct – 40%, Indirect – 60% services </li></ul><ul><li>Students can be seen for both or just reading or just math, depending on their individual needs and the factors listed above </li></ul>
  13. 13. <ul><li>The man who does not read good books has no advantage over the man who cannot read them. </li></ul><ul><li>- Mark Twain </li></ul>
  14. 14. 4 th Grade DWT <ul><li>Students are pre-assessed for reading levels and comprehension using CMS and teacher-created assessments </li></ul><ul><li>Students showing mastery on 90% of the objectives pre-tested are placed into DWT group until the class cap is reached </li></ul><ul><li>Students will work on novel studies, figurative language, themes/concepts and higher order thinking </li></ul><ul><li>Students will also focus on academic writing – that is responding to literary questions through essay writing </li></ul>
  15. 15. Examples of 4 th Grade Literature Units & Novels <ul><li>SEM-R (School-wide Enrichment Model for Reading) – students pick own appropriately challenging novels </li></ul><ul><li>From the Mixed-Up Files of Mrs. Basil E. Frankweiler by E.L. Konigsburg </li></ul><ul><li>Chasing Vermeer by Blue Balliet </li></ul><ul><li>Masterpiece by Elise Broach </li></ul><ul><li>Hatchet by Gary Paulsen </li></ul><ul><li>Island of the Blue Dolphins by Scott O’Dell </li></ul><ul><li>I, Q: Independence Hall by Roland Smith </li></ul><ul><li>The Genius Files: Mission Unstoppable by Dan Gutman </li></ul><ul><li>Keepers of the School: We the Children by Andrew Clements </li></ul><ul><li>I am always looking for new, exciting novels to add!!! </li></ul>
  16. 16. 5 th Grade DWT <ul><li>Students are pre-assessed for reading levels and comprehension using CMS and teacher-created assessments </li></ul><ul><li>Students showing mastery on 90% of the objectives pre-tested placed into DWT group until the class cap is reached </li></ul><ul><li>Students will work on novel studies, figurative language, concepts/themes, and higher order thinking </li></ul><ul><li>Students have been working on essays and academic writing to prepare them for the expectations in middle school </li></ul>
  17. 17. Examples of 5 th Grade Literature Units & Novels <ul><li>SEM-R (School-wide Enrichment Model for Reading) </li></ul><ul><li>Number the Stars by Lois Lowry </li></ul><ul><li>Yellow St ar by Jennifer Roy </li></ul><ul><li>Milkweed by Jerry Spinelli </li></ul><ul><li>The Diary of Anne Frank </li></ul><ul><li>The Giver, Gathering Blue , and The Messenger by Lois Lowry (trilogy) </li></ul><ul><li>Tunnels by Roderick Gordon </li></ul><ul><li>The View from Saturday by E.L. Konigsburg </li></ul><ul><li>Sarny: A Life Remembered by Gary Paulsen </li></ul><ul><li>The Breadwinner by Deborah Ellis </li></ul><ul><li>Three Cups of Tea by Greg Mortenson </li></ul>
  18. 18. <ul><li>The essence of mathematics is not to make simple things complicated, but to make complicated things simple. </li></ul><ul><li>– S. Gudder </li></ul>
  19. 19. 4 th Grade Mathematics Enrichment <ul><li>Math Superstars (problem solving – often given as weekly homework – given Thurs., due next Thurs.) </li></ul><ul><li>Math Olympiad (problem solving) – 5 contests per year, starting in November in class </li></ul><ul><li>Number Systems study (Roman, Egyptian, Babylonian, Primitive, additive and place value) </li></ul><ul><li>March Madness (decimals, fractions, probability, graphing, measurement conversion) </li></ul><ul><li>K’Nex Math – using building toys to understand geometric concepts </li></ul><ul><li>Hands On Equations (algebra) </li></ul><ul><li>Junk Mail graphing project (science, math & writing) </li></ul>
  20. 20. 5 th Grade Mathematics Enrichment <ul><li>Math Superstars (problem solving - usually given as weekly homework – given Thurs., due next Thurs.) </li></ul><ul><li>Math Olympiad (problem solving) – 5 contests per year, starting in November in class </li></ul><ul><li>Number Systems study (different base systems) </li></ul><ul><li>Geometry and Finances (bridge building – ties in with science, cooperative learning) </li></ul><ul><li>Stock Market Game (decimals, percents and investing) </li></ul><ul><li>Amaze-ing Shapes/Polyhedraville (geometry – cooperative learning) </li></ul><ul><li>March Madness (percents, decimals, fractions, graphing/data collection, essay, measurement conversion) </li></ul><ul><li>Hands On Equations (algebra) </li></ul>
  21. 21. Opportunities for Gifted Students <ul><li>Chess Club </li></ul><ul><li>Odyssey of the Mind (OM) </li></ul><ul><li>Science Olympiad </li></ul><ul><li>Lego Robotics Club </li></ul><ul><li>Duke T.I.P. (Talent Identification Program) </li></ul>
  22. 22. Middle School <ul><li>No formal “TD” program in middle schools </li></ul><ul><li>Students placed in Honors classes based on EOG scores and other factors, according to the suggestion of the TD Department </li></ul><ul><li>Other options: magnet schools (I.B. – Randolph, Performing Arts – Northwest, Languages – E.E. Waddell) </li></ul>
  23. 23. Questions? <ul><li>You may contact me at school: </li></ul><ul><li>(980) 343-3755 </li></ul><ul><li>Or via email (fastest): [email_address] </li></ul><ul><li>Homework, projects and newsletters or updates will be posted on my website: http://www.teacherweb.com/NC/OldeProvidenceElementary/MrsAtri </li></ul>

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