1. Welcome to TARGET

2. Learning Characteristics of Children Is interested Is interested Has good ideas Has good ideas Learns with ease Learns with ease 6-8 repetitions for mastery 6-8 repetitions for mastery Good memorizer Good memorizer Answers the questions asked by teacher Answers the questions asked by teacher Enjoys straightforward presentation Enjoys straightforward presentation Is pleased with his/her learning Is pleased with his/her learning THE BRIGHT CHILD THE BRIGHT CHILD Is highly curious Is highly curious Has wild, silly ideas Has wild, silly ideas Already knows Already knows 1-2 repetitions for mastery 1-2 repetitions for mastery Good guesser Good guesser Discusses in detail, elaborates Discusses in detail, elaborates Thrives on complexity of issues Thrives on complexity of issues Is highly self-critical Is highly self-critical THE GIFTED CHILD

3. Bloom’s Taxonomy EVALUATION _____________ SYNTHESIS _________________ ANALYSIS ______________________ APPLICATION __________________________ COMPREHENSION ______________________________ KNOWLEDGE

4. Gifted Triangle EVALUATION SYNTHESIS ANALYSIS APPLICATION COMPREHENSION KNOWLEDGE

5. Goldilock’s Bloom: Level 1 Knowledge: How many bears lived in the house visited by Goldilocks? Knowledge: How many bears lived in the house visited by Goldilocks? Comprehension: How did the bears feel when they discovered Goldilocks in the bed? Comprehension: How did the bears feel when they discovered Goldilocks in the bed? Application: If Goldilocks had examined books belonging to each bear, which would she have preferred? Application: If Goldilocks had examined books belonging to each bear, which would she have preferred?

6. Goldilock’s Bloom: Level 2 Analysis: Why did Goldilocks always prefer the item which belonged to Baby Bear? Analysis: Why did Goldilocks always prefer the item which belonged to Baby Bear? Synthesis: Suppose the bears had not returned at that time. How might the story have ended differently? Synthesis: Suppose the bears had not returned at that time. How might the story have ended differently? Evaluation: Should Goldilocks have entered the bears’ house? Evaluation: Should Goldilocks have entered the bears’ house?

7. “Where We Go” in Target Concrete to abstract Simple to complex Basic to transformational Fewer facets to multi-facets Smaller leaps to greater leaps More structured to more open Less independence to greater independence Tomlinson (1995)

8. Typical Target Day Critical Thinking Critical Thinking –Brainteasers –Problem Solving Hands On Equations Hands On Equations Creative Thinking Creative Thinking –Brainstorming Unit Activities Unit Activities –Research –Connections –Debate –Discussions –Products Evaluation/Target Tally Evaluation/Target Tally

9. Hands on Equations Beginning in 3 rd Grade Visual and kinesthetic teaching system for introducing algebraic concepts as early as third grade Visual and kinesthetic teaching system for introducing algebraic concepts as early as third grade Uses game pieces consisting of pawns and numbered cubes Uses game pieces consisting of pawns and numbered cubes Prepares students for understanding Algebraic problems Prepares students for understanding Algebraic problems

10. 1st Grade – Stepping Into Target Multidisciplinary unit guided by Georgia and National Standards Will introduce your child to Multiple Intelligences (Howard Gardner) Higher Order Thinking Skills such as Analysis, Synthesis, and Evaluation (Benjamin Bloom)

11. 3 rd Grade – Money Matters Interdisciplinary Instruction through- Communication Skills -facts from opinions, recognizing generalizations, using critical Thinking Skills, cause-and- effect relationships, writing, including completion of forms, dictionary skills Mathematics- checking account, using checks, deposit slips, and check registers, Calculate simple interest, Investigate careers to determine the training needed, the cost of training, and the salary range, Develop a budget Science-process skills to answer questions and solve problems, understanding of how science and technology enable individuals to function better in careers and other life roles Social Studies-division of labor and mass production, and assess their effect on American life, Identify and evaluate the progressive reforms for consumers Identify sound money management for meeting family needs, Explain the role of government in regulating business and protecting the consumer Identify sound money management for meeting family needs, Explain the role of government in regulating business and protecting the consumer

12. Brainteaser

13. Logic Puzzle

14. Sudoku

15. Creativity Measurement Fluency Fluency Flexibility Flexibility Originality Originality Elaboration Elaboration

16. Good isn’t good enough when better is expected Ozzie Smith Ozzie Smith

17. Target Process Assessment

18. Target Performance Assessment

19. Continuation Criteria Criteria for remaining in the Target program Criteria for remaining in the Target program To be signed at the beginning of the year by parents To be signed at the beginning of the year by parents

20. Continuation Criteria Recap Gifted Resource Classroom Primary and intermediate – Acceptable progress defined as meeting a minimum of 14 of the 20 assessment indicators on the Target Progress Report. Primary and intermediate – Acceptable progress defined as meeting a minimum of 14 of the 20 assessment indicators on the Target Progress Report.

21. Continuation Criteria Recap General Education Classroom Primary: Acceptable progress defined as maintaining a majority of 2’s and 3’s in the core subjects of reading, English, mathematics, science and social studies Primary: Acceptable progress defined as maintaining a majority of 2’s and 3’s in the core subjects of reading, English, mathematics, science and social studies Acceptable progress defined as a minimum average of 80 in grades 4-5 in the core subjects of reading, English, mathematics, science and social studies Acceptable progress defined as a minimum average of 80 in grades 4-5 in the core subjects of reading, English, mathematics, science and social studies Student not maintaining satisfactory performance during grading period will be placed on probation for remaining school year Student not maintaining satisfactory performance during grading period will be placed on probation for remaining school year Student removed from program at end of probation period if criteria not met during that marking period Student removed from program at end of probation period if criteria not met during that marking period

22. Expectations Projects Projects Homework Homework Task Commitment Task Commitment Accountability Accountability

23. Changes – A Class in Flux New students New students New classes New classes Change of teachers Change of teachers Change of day Change of day

24. Parent Communication Target Tallies Target Tallies E-mail E-mail Phone Calls Phone Calls Conferences Conferences

25. Prevailing Practices Gifted students should not be expected to make up missed regular classroom work or homework on scheduled Target day Gifted students should not be expected to make up missed regular classroom work or homework on scheduled Target day Target homework permitted on Target day Target homework permitted on Target day

26. Other Good Resources Prufrock Press Prufrock Press MindWare MindWare

27. Cobb Chapter: Georgia Assoc. for Gifted Children Because we recognize that parent support is critical to educational improvement, our purpose is to: Provide parent education and resources Provide parent education and resources Support the needs of gifted students at the state level Support the needs of gifted students at the state level Be a resource for the Advanced Program Coordinators at the city and county level Be a resource for the Advanced Program Coordinators at the city and county level

28. Cobb Chapter: Georgia Assoc. for Gifted Children

29. 5 minute Q & A