1. Parent Orientation Night for Gifted Services
September 13, 2016
6:30 p.m. – 7:30 p.m.
Great Bridge Middle School AB

2. Characteristics of the Gifted
Humor
Advanced Language
Sensitivity
Accelerated Learning
Meaning Motivation
Analytical Thinking
Perspective
Kingore, B. (2001). The Kingore observation inventory (KOI). 2nd ed. Austin, TX: Professional
Associates Publishing. KP

3. Concept-Based Curricula
Timeless
Universal
Broad
Abstract KP

4. Generalization The relationship between two or more concepts:
Inquiry may lead to exploration.
Different perspectives may lead to conflict.
Conflict may lead to change.
Exploration may require systematic planning.
Erickson, H. L. (2002). Concept-based curriculum and instruction: Teaching beyond the facts. Thousand
Oaks, CA: Corwin Press, Inc. KP

5. Essential Questions How does inquiry lead to exploration?
Why can different perspectives lead to conflict?
How does conflict lead to change?
Why does exploration sometimes require systematic planning?
Erickson, H. L. (2002). Concept-based curriculum and instruction: Teaching beyond the facts.
Thousand Oaks, CA: Corwin Press, Inc. KP

6. Third Grade Curricula
National Research Center on the Gifted and Talented
University of Virginia
Research Unit
Exploration and Communication
Poetry Unit
The Magic of Everyday Things
Folktales Unit
Blind Beggars, Nurserymaids, and Clerks RP

7. Parent Involvement
Media Resources available to home from Chesapeake Public Schools:
World Book & Britannica
SIRS/ProQuest
E-Library
Gale
Reassure your child that intense interest is okay.
Conference with your child’s teacher and ask that your child be allowed to move through the curriculum at a pace that accommodates his knowledge level.
Allow your child to see your creative expressions.
Expose your child to new ideas, books, museums. RP

8. Additional Resource
Mindset
By Carol S. Dweck, Ph.D. RP

9. Additional Resources:
Concept-Based Curriculum:
Erickson, H. L. (2002). Concept-Based Curriculum and Instruction: Teaching Beyond the Facts. Thousand Oaks, CA: Corwin Press, Inc.
Problem-Based Learning:
Renzulli, J. S., Gubbins, E. J., McMillen, K. S., Eckert, R. D., and Little, C. A. (2009). Systems and Models for Developing Programs for the Gifted and Talented (2nd Ed.). Mansfield Center, CT: Creative Learning Press, Inc.
Understanding By Design:
Tomlinson, C. A. and McTighe, J. (2006). Integrating Differentiated Instruction and Understanding by Design. Alexandria, VA: ASCD.
Wiggins, G. and McTighe, J. ((2005). Understanding by Design. Alexandria, VA: ASCD. RP

10. Additional Resources:
National Association for Gifted Children (NAGC)
Virginia Association for the Gifted (VAG) RP

11. Giftedness Looks Different for Different Folks!KA
And because of that…

12. …we incorporate gifted strategies into the curricula to meet the needs of each student.
Here’s a preview: KA

13. Let’s S C A M P E R
Substitute: What part can I substitute to make an improvement?
Combine: What parts can I combine to make this more efficient?
Adapt: What part of the project could I adapt/change?
Modify: What would happen if I distort, magnify, or minify one part of the project?
Put to other purposes: How else could this project be used?
Eliminate: What would happen if I remove one part of my project?
Rearrange: What would happen if I reverse the order of two or more parts? KA

14. A candy dispenser with a “unique” way of delivering the candy!KA

15. How is a conversation with your gifted child like fireworks?

16. Synectics
Synectics are forced associations between two or more dissimilar concrete or abstract nouns.
Students think critically about the characteristics of each noun and identify the similar characteristics or relationship between the two.
Responses demonstrate multiple original ideas and relevant connections that are justified in the sharing process.
Synectics involve discovering relevant connections and the ability to describe newly-defined relationships.
Retrieved from LS

17. Learning fractions is like Reconstruction because…
Synectics
SCIENCE
Pitch is like jello because…
…they can both be soft and smooth.
…they both can wobble.
…they can bounce off things.
MATH/SOCIAL STUDIES
Learning fractions is like Reconstruction because…
…sometimes you just need to build on what you already know.
…you start with the basics.
…the numerator would be the available jobs, and the denominator is the population. LS

18. Strategy: Mind Mapping
A mind map is a visual representation and organizational tool that represents a flow of thoughts about a concept using colors, lines, headings, and graphics to illustrate the connection between ideas.
This format engages the analytical and creative aspects of the brain offering a synthesis of the relationship between the parts and the whole.
Mind maps are ideal for organizing thoughts prior to writing, synthesizing main ideas after research, brainstorming, using as notes to study, and activating creativity.

19. Mindmapping LS

20. Quarterly Progress Report (Grades 3-5)
Critical Thinking Skills
Creative Thinking Skills
Independent Learning Skills
Groups Skills CB

21. CB

22. CB

23. Critical Thinking Skills
Inquires with Depth
Analyzes and Infers Information
Evaluates Information
Applies Concepts and Generalizations CB

24. Creative Thinking Skills
Fluency
Flexibility
Originality
Elaboration CB

25. Independent Learning Skills
Perseveres
Works Outside of Intellectual Comfort Zone
Self-Reflects (Metacognition) CB

26. Group Skills Cooperates and Collaborates Contributes
Considers the Ideas and Opinions of Others
Transitions between Active Group Member and Leader CB

27. Questions? Feel free to contact your Elementary Gifted Education Specialist.
Karen Arnett, M.Ed.
Chris Brewer, M.Ed.
Karen Palmer, Ph.D.
Robin Puryear, Ph.D.
Lynda Salmon, Ph.D.