GATE (Gifted and Talented Education) Curriculum 2016-2017

GATE Classes: Two-hour block of time, small group Grades 1-2 One-hour block of time, small group Grades 3-5 Two-hour block of time, small group Time for students in the GT classroom

Curriculum Components Universal Concepts Generalizations Dispositions Learning-to-learn skills Capstone Projects Bibliotherapy Lessons Curriculum Components

Universal Concepts by Grade Level Universal concepts are organizing themes that transcend time and place, bringing focus to learning across subject areas. Grade 1: Patterns Grade 2: Systems Grade 3: Change Grade 4: Structures Grade 5: Power Universal Concepts by Grade Level

“Change is necessary for growth.” Generalization: a broad statement or an idea that applies to a group of people or things in almost all situations. Examples: “Change is necessary for growth.” “A structure is no stronger than its weakest part.” Generalizations Attributes of a highly developed learner Built into each lesson

Dispositions Dispositions are qualities of mind and character. First Grade: Empathy Second Grade: Resilience Third Grade: Leadership Fourth Grade: Curiosity Fifth Grade: Integrity Dispositions

Learning -to- Learn Skills Learning to learn skills are infused in the curriculum to help students take on challenging classroom material and to become producers of information instead of merely consumers of information. Learning -to- Learn Skills critical thinking skills creative thinking skills collaboration communication inquiry goal setting Learning-to-Learn Skills How students come to understand and “own” the knowledge, understanding, and skills essential to a topic

GATE Curriculum Design: 2 Units per Grade-Level Each lesson within a unit: connects to grade level universal concepts explores one or more generalizations provides opportunities for students to practice learning-to-learn skills reinforces grade-level dispositions GATE Curriculum Design:

Capstone Projects Topics chosen by students Students explore topic and come up with unanswered questions about their topic Students make connections between their topics and grade-level Universal Concept/Disposition Students develop a Plan of Action of what they could do as a result of their research that would benefit themselves, their community, or their world Students share their research with an audience Capstone Projects How a student demonstrates what he or she has come to know, understand, and be able to do as a result of the learning Addresses the Rigor and Relevance Framework Students are given opportunities to perform independent learning experiences and research. Students explore and make connections with an area of interests or passion to the universal concept. Students share their learning by communicating and presenting their projects to an audience.

Bibliotherapy Lessons: Using characters in books to help students discover and appreciate their traits as gifted learners as well as learning to cope with any social or emotional struggles (such as perfectionism) Four per year, spread throughout the school year Bibliotherapy Lessons:

Student Learning Beyond GATE Class: Students are clustered in groups of five students, when possible Cluster teachers maintain required hours of GT training by the state (30 hours of initial training plus an annual 6 hour update) Enrichment activities during WIN (or intervention) time may be offered Participation on a Destination Imagination team where available Student Learning Student experiences extend beyond the GT classroom and into the cluster classroom and home. Extensions are developed for almost every lesson.

Small Group Activity Student experiences extend beyond the GT classroom and into the cluster classroom. Extensions are developed for almost every lesson. Cluster classrooms have a dedicated station for GT students.