Welcome to Target!

Eastvalley Target

Sarah Covington and Kristine Anderson (1st and 5th grades)_

Is interested

Has good ideas Learns with ease 6-8 repetitions for

mastery Good memorizer Answers the questions

asked by teacher Enjoys straightforward

presentation Is pleased with his/her

learning

THE BRIGHT CHILD

Is highly curious Has wild, silly ideas Already knows 1-2 repetitions for

mastery Good guesser Discusses in detail,

elaborates Thrives on complexity

of issues Is highly self-critical

THE GIFTED CHILD

Learning Characteristics of Children

Bloom’s Taxonomy

Evaluation

Synthesis

Analysis

Application

Comprehension

Knowledge

Bloom’s Taxonomy in the Gifted Classroom

Evaluation

Synthesis

Analysis

Application

Comprehension

Knowledge

Goldilocks with Bloom’s

Knowledge: How many bears lived in the house visited by Goldilocks?

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?

Goldilocks with Bloom’s

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?

Evaluation: Should Goldilocks have entered the bears’ house?

Where We Go in Target

Concrete

Simple

Basic

Fewer facets

More structured

Less independence

Abstract

Complex

Transformational

Multi-facets

More open

Greater independence

A Typical Target Day

Critical thinking through problem solving, brainteasers

Creative thinking Unit activities such as

research, discussion, simulation, practical investigation/experimentation, product generation

Hands-On Equations (in grades 3-5)

Technology integration

Sample Brainteaser: Verbal

Sample Brainteaser: Analytical

Hands-On Equations

Visual and kinesthetic system of teaching algebraic concepts as early as third grade

Prepares students for understanding algebraic problems

Uses game pieces consisting of pawns and numbered cubes

Target Progress Assessment

Continuation Criteria

Acceptable progress defined as a majority of 2’s and/or 3’s in core areas of the report card in grades 1-3 and “Meets Expectations” on core areas of the CRCT

Acceptable progress defined as a minimum average of 80 in grades 4-5 across 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 removed from program at end of probation period if criteria not met during that marking period

Removal and re-entry criteria-either by parent or teacher

Expectations

Task commitment/personal best

ProjectsCooperationIndividual

accountabilityHomework (Reading Blog &

Returning Target Tally Performance Sheet signed)

Possible Changes

New students New classesChange of

teachersChange of day

Home/School Communication

BlogE-mailPhone callsConference

s

Curriculum

Process focused InterdisciplinaryGrade 1: Stepping into

TargetGrade 2-3: The HeartGrades 4-5: Anurans on

the Run (Frogs)

Prevailing Practices

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

Resources for Parents

Raisin’ Brains: Surviving My Smart Family, by Karen L.J. Isaacson

Hoagies Gifted Education PageSENGwww.puzzles.comwww.braingle.com (Must register,

but don’t fear…)www.mindware.com

Q & A

Any questions?

Eligibility Characteristics Expectations Assessment Communication Curriculum

Please complete and return theinformation card. Thank you for coming. We are excited to teach your child!