1. A GATE-way to Understanding the Gifted

2. What is Giftedness? Gifted individuals may have a high IQ level that signifies superior cognitive abilities. They may be identified as gifted in a particular area such as language arts or math. They may be gifted in the arts or very creative. They may be twice-exceptional learners. Twice-exceptional learners are students who are gifted but receive dual services for learning disabilities or are part of an ESL program as bilingual students.

3. All Kinds of Kinds “Gifted” is not a one-size-fits-all label. Students in a gifted classroom may be vastly different in their abilities, their work habits, their attitudes, their emotional maturity, and their thinking processes. Your child will receive differentiated instruction to address his/her learning preferences, talents, and needs. He/she is a valued part of our classroom.

4. Common Misconceptions Gifted students do not need help. They can manage on their own and learn in any environment. The social and emotional development of the gifted student is the same as his/her intellectual development. The primary value of a gifted students centers around his/her intellectual capacity and abilities. Gifted students are role models and should assist other students. Gifted students are naturally creative, and they do not need encouragement.

5. Gifted vs. Bright - Inquisitive - Enjoys self-directed learning - Manipulates ideas - Is intense - Innovates - Initiates projects - Has strong emotions and opinions - Elaborates - Playful, but tests well - Beyond the group - Fully Involved - Has fanciful ideas - Keenly observant - Self-critical - Thrives on complexity - Knows the answers - Enjoys school - Absorbs information - Is receptive - Copies accurately - Completes tasks/assignments - Shows interest and listens attentively - Answers the questions - Works hard - Top Group - Is attentive - Has good ideas - Alert - Pleased with accomplishments - Prefers sequential learning

6. Enrichment 101 Differentiated instruction (universal access) Chess Masters After school GATE sessions Band (5 th Grade) Tiger Council Showstoppers and Choir Drama Solorio Spirit Squad Field Trips Meet the Masters

7. Classroom Capers Your child will be engaged in differentiated activities that go beyond the regular curriculum. Your child will complete problem-based learning activities and projects throughout the year to reinforce inquiry, tech skills, as well as speaking & listening skills. Your child will complete tiered assignments which have different expectations for different levels of learners. Teachers will use data and observations to inform decisions and determine instructional levels. Your child will be asked to think outside of the box...and answers will not always be black and white.

8. 16 Habits of the Mind The following characteristics will be fostered and cultivated: - Persisting - Managing Impulsivity - Listening to Others with Understanding & Empathy - Thinking Flexibly - Metacognition (Thinking about thinking) - Striving for Accuracy & Precision - Questioning and Posing Problems - Applying Past Knowledge to New Situations - Thinking & Communicating with Clarity & Precision - Gathering Data Through All Senses - Creating, Imagining, & Innovating - Responding with Wonderment & Awe - Taking Responsible Risks - Finding Humor - Thinking Independently - Learning Continuously

9. Persisting Persistence ensures that students finish classroom tasks. - Students need to be able to remain focused on tasks. - Students need to see tasks through to completion. -Students may need to reevaluate when they are stuck. -Students may need to revise their plans & change the original course. -Students see the end of the tunnel & get it done at all costs…even when it’s hard. We can do hard things!

10. Managing Impulsivity Managing Impulsivity minimizes distractions. - Students are deliberate, strategic, and methodical. - Students manage emotions and remain calm. - Students think before they act. - Students are thoughtful and reflective. -Students consider consequences of their actions. -Students wait until appropriate times to talk about off-task topics with friends.

11. Listening Listening with understanding and empathy builds community. - Students must actively listen to others. - Students consider other points of view. -Students make connections to their own experiences. -Students consider the emotions of others. -Students consider how their own feelings and experiences influence their responses. - Students cultivate friendships with others.

12. Thinking Flexibly Thinking flexibly helps students consider other alternatives. - Students consider different options or methods. - Students generate alternatives. - Students consider other perspectives. - Students sometimes change their perspectives. - Students imagine new possibilities.

13. Metacognition Metacognition helps students monitor their own thoughts. - Students are aware of their own thoughts. - Students engage in self-talk and inner dialogue. -Students are aware of their own feelings. -Students are aware of their actions & the effects of those actions on others. - Students think about strategies that can be employed.

14. Striving for Accuracy Striving for accuracy helps students set high expectations. - Students check over their completed work. - Students set high but attainable goals for themselves. -Students reflect and continually adjust goals. -Students evaluate how they are doing and adjust their game plan when necessary. -Students understand the importance of conveying accurate information.

15. Questioning Questioning & posing problems helps students think critically - Students continually ask, “How do you know?” - Students find problems to solve. - Students evaluate current data/knowledge and ask questions. -Students challenge the status quo & imagine possibilities. -Students use their innate curiosities to question how things COULD BE. - Students engage in research & inquiry.

16. Applying Past Knowledge Applying past knowledge to new situations cements learning. - Students use what they have learned in authentic ways. - Students access prior knowledge. - Students transfer knowledge to new situations. -Students make connections across content areas and disciplines. -Students see the relevance of what is learned and can use it inside and outside of the classroom.

17. Thinking & Communicating Thinking and communicating with clarity and precision is crucial. - Students convey information in a logical way. - Students clearly express ideas, feelings, and facts. - Students strive for clarity in written and oral forms. - Students avoid over-generalizations. - Students try not to distort information. - Students avoid exaggerations and deletions.

18. Gathering Data Students gather data through all senses for better understanding - Students pay attention to the world around them. -Students use their five senses to fully explore the world.

19. Creating, Imagining, Innovating Creating, imagining, and innovating drives progress & prosperity. - Students try different pathways and ideas. - Students generate new and novel ideas. - Students create new solutions to old problems. - Students engage in fanciful dreaming. - Students tweak existing designs to improve on current ideas.

20. Responding with Awe Students who respond with awe and wonderment have fun! - Students are interested in the world around them. - Students are captivated by beauty and mysteries. -Students actively pursue information about different phenomena. -Students are intrinsic, self-directed learners who genuinely LOVE learning.

21. Take Responsible Risks Students take responsible risks to keep growing! -Students are adventurous and brave. -Students weigh out pros and cons, then take calculated and responsible leaps of faith. -Students have back up plans (just in case). -Students are not afraid of failure. They dust themselves back off, and try again. -Students push themselves, and they constantly try thing before they think they are “ready”.

22. Find Humor Students don’t take life too seriously. They laugh a little! - Students are able to laugh at themselves. - Students understand and use witty remarks. - Students enjoy the whimsical and unexpected. - Students are amused by idiosyncrasies. - Students enjoy telling jokes.

23. Think Interdependently Students think interdependently and learn to work together! - Students work toward common goals. - Students learn from others In reciprocal situations. - Students work in teams or with partners. - Students engage in accountable talk. - Students cooperate & complete tasks without arguing.

24. Remain Open to Learning Remaining open to continuous learning fosters lifelong learning! -Students are humble and admit they have a lot to learn. -Students realize that learning is never “done”. There is always more to learn. - Students resist complacency and strive for excellence. -Students are thirsty for knowledge and actively seek it out. -Students consult various sources and consult “experts” to grow even more.

25. No Cookie Cutters Here! There is not a gifted mold, and gifted students are not identical. They have diverse needs, talents, and interests too! Beyond that, the same gifted attributes can be manifested in different ways in different students. x x

26. Oreo Tower Engineering Challenge

27. What is the tallest free-standing tower you can build using only Oreo cookies?

28. Challenge Rules You must use only Oreo Cookies. The tower must be constructed on top of the table. Your goal is to build the tallest free-standing tower. You may not use any other materials to complete this challenge. There are many different ways to complete this challenge. Be creative!

29. Perfectionism Perfectionism is a refusal to accept any standard short of perfection. Students may be fueled by a desire to be “perfect” which can lead to high levels of success. Students may persevere in the face of discouragement. Students may procrastinate to postpone tasks. Students may engage in self-deprecating behaviors. Students can focus too much attention on small irrelevant details of larger projects.

30. Suggestions - Allow time for your child to express his/her over-excitability. -Create a safe environment for expressing emotions. -Encourage your students to focus on their strengths and use their over-excitabilities to their greatest advantage. -Teach strategies to manage over-excitabilities effectively. For example, you can teach your child how to breath deeply to cope with emotional stimuli, or how to politely decline a food (forchildren who struggle when dealing with “offensive” stimuli). - Help your child celebrate their uniqueness. - Continue to model and encourage empathy.

31. For More Info National Association for Gifted Children: http://www.nagc.org/resources-publications/resources-parents http://www.nagc.org/resources-publications/resources-parents Supporting Emotional Needs of the Gifted: http://www.sengifted.org/archives/articles/resources-for-parents- ofgifted-children http://www.sengifted.org/archives/articles/resources-for-parents- ofgifted-children Hoagie’s Gifted Education: http://www.hoagiesgifted.org/http://www.hoagiesgifted.org/ 48 Essential Links for the Parents of Gifted Children: http://oedb.org/ilibrarian/50-essential-links-for-the-parents-of- giftedchildren/ http://oedb.org/ilibrarian/50-essential-links-for-the-parents-of- giftedchildren/