1. Parent Orientation Night for Gifted Services September 15, 2015 6:30 p.m. – 7:30 p.m. Oscar Smith High School

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

3. Concept-Based Curricula  Timeless  Universal  Broad  Abstract

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.

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.

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

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.

8. Additional Resources  Mindset  By Carol S. Dweck, Ph.D.  The Virginian-Pilot  http://hamptonroads.com/summer- camps#directory

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 (2 nd 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.

10. Additional Resources:  National Association for Gifted Children (NAGC)  www.nagc.org  Virginia Association for the Gifted (VAG)  www.vagifted.org

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

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

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?

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

15. Synectics An ice cream cone is like a sports car because…  Synectics are forced associations between two or more dissimilar objects or ideas.  Synectics are tasks or questions that promote new ideas and thoughts.  Synectics involve discovering relevant connections and the ability to describe newly defined relationships.  Retrieved from http://www.stemresources.com/static/tools/Inquiry/Synectics/Synectics.pdf

16. Synectics Maketeachingfun.com

17. Mindmapping

18. Gifted Education Quarterly Report (Grades 3-5)  Critical Thinking Skills  Creative Thinking Skills  Independent Learning Skills  Groups Skills

21. Critical Thinking Skills  Inquires with Depth  Analyzes and Infers Information  Evaluates Information  Applies Concepts and Generalizations

22. Creative Thinking Skills  Fluency  Flexibility  Originality  Elaboration

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

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

25. Questions?