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

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

  1. 1. Talent Development in Grades 2 and 3 By Trinette Atri Talent Development Teacher
  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. <ul><li>MISSION: </li></ul><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>GOAL: </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>MISSION AND GOAL OF TALENT DEVELOPMENT
  4. 4. <ul><li>attain levels of academic achievement consistent with their </li></ul><ul><li>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 </li></ul><ul><li>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>RESOURCES AND OPPORTUNITIES FOR LEARNERS TO …
  5. 5. <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 consistently . </li></ul>THE CATALYST MODEL
  6. 6. <ul><li>The classroom teacher and TD/Catalyst teacher share </li></ul><ul><li>responsibility for the education of gifted students </li></ul><ul><li>The TD/Catalyst teacher provides lessons and activities for </li></ul><ul><li>teachers to use in the heterogeneous classroom AND/OR </li></ul><ul><li>teaches students directly </li></ul><ul><li>The TD/Catalyst teacher provides enrichment and </li></ul><ul><li>acceleration for students who have shown mastery (at </li></ul><ul><li>least 90%) of objectives being taught through classroom </li></ul><ul><li>work and assessments/pre-assessments in the regular </li></ul><ul><li>classroom through direct or indirect instruction </li></ul>SO HOW DOES THE CATALYST MODEL WORK?
  7. 7. <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>WHAT ARE DIRECT SERVICES?
  8. 8. <ul><li>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 </li></ul><ul><li>Examples are : centers, independent contracts, projects, alternative homework/classwork, lessons </li></ul>WHAT ARE INDIRECT SERVICES?
  9. 9. WHAT IS THE BREAKDOWN FOR DIRECT AND INDIRECT SERVICES?
  10. 10. <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>WHY THE NEED FOR DIRECT AND INDIRECT SERVICES?
  11. 11. <ul><li>Focus on creative thinking, problem solving and </li></ul><ul><li>logic </li></ul><ul><li>Ask higher level questions during novel studies, </li></ul><ul><li>rather than lower, “knowledge” level questions </li></ul><ul><li>(Bloom’s Taxonomy) </li></ul><ul><li>Work in abstract thinking and concepts – </li></ul><ul><li>symbolism, themes, etc. </li></ul><ul><li>Increase awareness of the global community </li></ul><ul><li>through novel studies and discussion </li></ul><ul><li>Teach problem solving strategies in math </li></ul>HOW DO I TEACH GIFTED AND HIGH ABILITY LEARNERS?
  12. 12. <ul><li>Depends on pre-assessments – math and reading, </li></ul><ul><li>classroom work and observations, grades, </li></ul><ul><li>behavior (ability to work independently) </li></ul><ul><li>Groups are flexible and can change from unit to </li></ul><ul><li>unit and/or quarter to quarter or more frequently </li></ul><ul><li>See both TD certified and catalyst students (non </li></ul><ul><li>certified students who are working at higher level) </li></ul><ul><li>Direct – 40%, Indirect – 60% services </li></ul><ul><li>Students can be seen for both or just reading or math, </li></ul><ul><li>depending on their individual needs </li></ul>HOW DO YOU DETERMINE WHO RECEIVES DIRECT SERVICES IN MATH AND READING?
  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. <ul><li>Students are pre-assessed for reading levels and </li></ul><ul><li>comprehension using CMS and teacher-created assessments </li></ul><ul><li>and benchmarks </li></ul><ul><li>Students showing mastery on 90% of the objectives pre-tested </li></ul><ul><li>are placed into DWT group – up to the number of students </li></ul><ul><li>allowed in a classroom according to NC Wise </li></ul><ul><li>Students will work on novel studies, figurative language and </li></ul><ul><li>higher order thinking </li></ul><ul><li>2 nd grade services start later in the school year than other grades due to the time it takes to identify students </li></ul>2 ND GRADE DWT
  15. 15. <ul><li>William and Mary Beyond Words (teaching figurative language) </li></ul><ul><li>Analogies – word relationships </li></ul><ul><li>SEM-R (School-wide Enrichment Model for Reading) – students </li></ul><ul><li>self-select challenging texts at the top of their reading level </li></ul><ul><li>Frindle by Andrew Clements </li></ul><ul><li>The Eleventh Hour by Graeme Base </li></ul><ul><li>Punished! By David Lubar </li></ul><ul><li>An Angel for Solomon Singer by Cynthia Rylant (picture book) </li></ul><ul><li>The Hundred Penny Box by Sharon Bell Mathis </li></ul><ul><li>Gooney Bird Greene by Lois Lowry </li></ul>EXAMPLES OF 2 ND GRADE LITERATURE UNITS & NOVELS
  16. 16. <ul><li>Students are pre-assessed for reading levels and </li></ul><ul><li>comprehension using CMS and teacher-created </li></ul><ul><li>assessments and benchmarks </li></ul><ul><li>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 </li></ul><ul><li>Students will work on novel studies, figurative </li></ul><ul><li>language, concepts/themes, and higher order </li></ul><ul><li>thinking </li></ul>3 RD GRADE DWT
  17. 17. <ul><li>William and Mary Journeys and Destinations (exploring concepts, </li></ul><ul><li>especially change) http :// cfge.wm.edu </li></ul><ul><li>The Magician’s Nephew by C.S. Lewis </li></ul><ul><li>The Lion, the Witch, and the Wardrobe by C.S. Lewis </li></ul><ul><li>The Lightning Thief by Rick Riordan </li></ul><ul><li>100 Cupboards by N. D. Wilson </li></ul><ul><li>Analogies – word relationships </li></ul><ul><li>Poetry </li></ul><ul><li>African-American History picture books </li></ul><ul><li>SEM-R (School-wide Enrichment Model for Reading) </li></ul>EXAMPLES OF 3 RD GRADE LITERATURE UNITS & NOVELS
  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. <ul><li>Primarily Math Problem Solving </li></ul><ul><li>Pebble Math (algebra and spatial relations) </li></ul><ul><li>Singapore Math (problem solving using a scripted method that is used in Singapore) </li></ul><ul><li>Math Superstars (problem solving – often given as homework) </li></ul><ul><li>Student Projects in geometry </li></ul><ul><li>Problem Solver (strategies) </li></ul><ul><li>K’Nex math using manipulatives </li></ul>2 ND GRADE MATHEMATICS ENRICHMENT/ACCELERATION
  20. 20. <ul><li>Math Superstars (problem solving - usually given as </li></ul><ul><li>homework) </li></ul><ul><li>Athenian Secret (problem solving, logic – </li></ul><ul><li>cooperative learning, Ancient Greek culture) </li></ul><ul><li>Problem Solver – introducing them to Math </li></ul><ul><li>Olympiad-type problems </li></ul><ul><li>Hands-On Equations (algebra – hands on) </li></ul><ul><li>Fibonacci (patterns in nature) </li></ul><ul><li>Geometric concepts (projects, class activities) </li></ul>3 RD GRADE MATHEMATICS ENRICHMENT
  21. 21. <ul><li>You may contact me at school: (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>CONTACT

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