Open House, 2013ERIN MADDEN

Q.U.E.S.T. is a program for Gifted and Talented students in fourth and fifth grade. Students in Q.U.E.S.T. work on thematic units of instruction designed to supplement and elaborate on the general curriculum. The goal of the program is to provide students with the opportunity to meet and exceed challenging learning

standards in an interactive and hands-on classroom environment.

Bright child versus Gifted ChildIn general…

A Bright Child…. A Gifted Child…. • Knows the answer • Asks the questions-

sometimes deep, probing questions

• Is interested • Is highly curious

• Is attentive • Is mentally and physically involved

• Answers the questions • Discusses in detail, elaborates

• 6-8 repetitions for mastery

• 1-2 repetitions for mastery

• Grasps the meaning • Draws inferences and opens up new questions

• Absorbs information • Manipulates information

Source: http://gleigh.tripod.com/brightvG.htm

Expand their Horizons◦ Allow leeway during class discussions◦ Encourage curiosity and allow students to explore ideas◦ Resist the urge to attach a grade to everything- spend time

thinking, creating, and exploring

Stimulate Creativity◦ Create open-ended projects that allows students to focus on

something that interests them◦ However, do not ignore core domains of learning

Raise Expectations, then Raise them Higher◦ Create a rigorous curriculum◦ …but don’t overwhelm them! Give students time to hone

their skills. Start slowly and raise the level of difficulty as time goes

◦ onSource: Education Update, Volume 55: Number 5

Gifted learners have special learning needs.

Instruction: Faster-paced; Inquiry techniques; questioning; cooperative learning groups; use of discussion; independent work

Characteristics Learning Needs Curriculum Implications

Power of concentration Longer time frame that allows focused, in-depth work in an area of interest and challenge

• “Chunks” of time for special project work and small group efforts

Ability to make connections and establish relationships

Exposure to multiple perspectives and domains of inquiry

• Interdisciplinary curriculum opportunities such as special concept units, humanities, and the interrelated arts

• Use of multiple text materials and resources

Ability to memorize well and learn rapidly

Rapid movement through basic skills and concepts in traditional areas

• Curriculum organized according to its underlying structure or concept

• Infusion of higher-order thinking skills into content

Source: VanTassle, J., “Appropriate Curriculum for Gifted Learners”

Overarching Concepts

Advanced Content

Process-Product

Change In-depth Elements of Reasoning

Systems Advanced Reading Research

Patterns Primary Sources Problem-based learning

Cause & Effect Advanced Skills Inquiry Skills

Source: Center for Gifted Education at William and Mary

21st Century Student Outcomes Teaching Models

Creativity and Innovation Problem-Based Learning, Inquiry Skills, Hamburger Model for Persuasive Writing

Critical thinking and Problem Solving

Paul’s Elements of Reasoning, Analyzing Primary Sources, Literature Web, Vocabulary Web

Communication and Collaboration Group work, Presentations

Information, Media and Technology skills

Research Model, Vocabulary Web, Hamburger Model for Persuasive Writing, ipads

Life and Career skills Paul’s Elements of Reasoning, Problem-based learning, Literature Web

Each unit was developed by the Center for Gifted Education at William and Mary. Each was created to engage high-ability learners and to strengthen a student’s higher-order thinking skills.

Literature (September-June)

Social Studies (September- January)

Science (February-June)

In any given day, students will have the opportunity to work in small groups, with a partner, or individually. They will also have the chance to work on a variety of projects, from written assignments and literature circles, to creating songs or learning a dance from a specific time period. Students will be given choice, when appropriate.

Projects vary from short to long term assignments. While one project may be completed in an hour, another may take several weeks to finish.

Assignments and projects vary by subject and objective. Instruction is diverse and interdisciplinary in order to meet the needs of every student.

Patterns of Change While all four language arts strands of literature, writing, language study,

and oral communication are integrated into this unit, the core of the unit involves students interacting with literature while enhancing reading comprehension and textual analysis skills.

The concept of cyclic patterns of change was chosen as the unifying theme in this unit. Selected literary works deal with cycles in nature, knowledge, history, and human life. Students are introduced to some of the important approaches and ideas of literary criticism. They use journals, literature webs, essays, and visual products to organize and express their in-depth ideas on the literature they read.

Center for Gifted Education at William and Mary

Patterns of Change◦ Theme: Cyclic Patterns of Change

◦ Novel: ◦ No Promises in the Wind, Irene Hunt

◦ Overview of Additional Reading (Short stories/ Essays/ Poems): The Helpful Badger, by Laurence Yep A Bouquet of Wildflowers, by Laura Ingles Wilder Walking by Linda Hogan A variety of Poems by Shakespeare, Emily Dickinson, Maya Angelou, and more

Sample Lessons Work in small groups to answer questions about cycles (What words come to

your mind when you think of cycles? How are cycles a type of change? How do you know when a cycle is happening? What are some characteristics of cycles?) Discuss the questions and record ideas on large paper for sharing. Be prepared to teach the class what you have learned.

Write a persuasive essay, using the Hamburger Model as a guide. Prepare a persuasive speech to defend a particular side of an issue. Determine how cycles portrayed in other forms of writing an artwork? Analyze

several pieces of artwork and poetry (Art: Monet, Poetry: In the Windowsill by Mary Pleiss). Create your own poetry and artwork that show the characteristics of cycles.

Use the Elements of Reasoning Model to help think about a problem or issue. (Goal, Issue, Point of View, Assumptions, Data, Inferences, and Consequences)

Conduct research in the library and computer lab to learn about a topic or event.

Use post-it notes or graphic organizers while you read to jot down questions and inferences about the text.

Read closely in order to make inferences and ask questions

The 1930s in America: Facing Depression

This unit explores Depression-era America from the perspective of many different groups of people, utilizing a variety of primary sources to illustrate events and social-political context. The concept of cause and effect is employed to support student understanding of the complexity of history. The unit emphasizes the interplay of change in geography, government, and the economy, as well as the influence of particular individuals and groups, to deepen student understanding of the period.

The unit begins with an overview of 1920s America. In order to better understand the Great Depression and the impact of the stock market crash of 1929, students analyze the lifestyle, values, and experiences of people living in the 1920s.

Center for Gifted Education at William and Mary

The 1930s in America, Unit Goals: Develop understanding of the concept of cause and

effect and its relationship to events and eras in history

Develop reasoning skills with application to social studies

Develop interpersonal and social group process skills Develop skills in historical analysis and primary

source interpretation Develop understanding of key events of the 1930s in

America and the social, economic, and political context of the period

Sample Lessons Research a topic or event from the “Roaring 20s”. Create a brochure to display

pertinent information about the topic and explain the significance of the topic in the 1920s.

Learn the Charleston! Determine what the dance tells you about the values and lifestyle of the time. What is the tone of the dance? Why did people have free time to enjoy leisure activities?

Analyze stock market pages from a 1920s newspaper. Follow several stocks from 1921-1932. How much did the stock rise or fall over the time period? How do you think people who really experienced this felt? What effects might this have had on them?

Analyze different points of view of the stock market crash and the reasoning behind different interpretations of the event.

Engage in a debate about a particular topic or issue. Choose a side, research the topic, and prepare an organized argument to defend your choice.

Study photographs of people affected by the Depression. Describe the experience of the people living in 1930s America. How would you have felt living during that time?

Read primary source documents to determine the role that President Hoover played during the 1930s.

Write a diary entry from the perspective of a child in the 1920s. Then write one

from the perspective of the same child in the 1930s. How do they compare?

No Quick Fix

Students will understand biology in a series of widening concentric circles. Students will learn that cells are elements in larger systems, such as the muscular system, which are in turn part of an even larger system, the human body. Students will also interact with human social systems: health care and public education. Students will learn how social systems are related to a person’s access to and understanding of healthcare. While unraveling the interaction among various systems, students can appreciate the complexities of staying healthy in the modern world. Concept: The overarching concept of systems will provide students with a framework for the analysis of their experimentation and activities as a whole.

Center for Gifted Education at William and Mary

Students check in with their homeroom teacher in the morning for attendance and announcements.

Students come to the Q.U.E.S.T. program after morning announcements and spend the full day in the Q.U.E.S.T. classroom. Time is spent in the computer lab and library as needed. Students have lunch and recess with their Q.U.E.S.T. classmates. (We also have a snack break- Please remember to pack your child a healthy snack!)

The students return to their home school at the end of the day for dismissal. Students will be back to their home school approximately 20 minutes before dismissal.

Q.U.E.S.T. students are self-directed learners. They are able to work well both independently and in groups. QUEST students take initiative, work-hard, and always try their best.

◦ Code of Conduct: Group Work◦ Self and Peer evaluations ◦ Traits of a successful student

Q.U.E.S.T. Contract

There is no homework for Q.U.E.S.T. All work is completed during the Q.U.E.S.T. day.

◦ Exception: If a student does not finish an assignment during the given class time, he or she may need to finish it at home.

◦ In addition, students are expected to make up the work that they miss from their homeroom teacher while in the Q.U.E.S.T. classroom.

Students take pre and post assessments for each unit of study. ◦ Results of the pre test aid instruction and planning.

◦ The pre and post-assessment results are compared in order to evaluate student progress.

Ongoing assessment continues throughout the unit and is both formal and informal. Rubrics are used to provide feedback and grades. Rubrics will be sent home in take-home folders.

Comments are sent home quarterly as a supplement to the report card.

Parent Conferences will be scheduled, if necessary, on

November 14th and 15th. Due to the number of students in QUEST, conferences will only be

scheduled if necessary. I will contact parents who I need to meet with by early-November. If you do not hear from me by then, but feel that you would like a conference, please let me know. Please note- I am available

to meet with you throughout the year as well.

Parent-Teacher Collaboration Read the weekly newsletter. A lesson overview is provided,

as well as “at-home connections” that link what we are learning in class to what students may encounter at home. ◦ Sample 1, Sample 2

Ask your child what he or she worked on and learned each week in class (Don’t accept “nothing” as an answer ).

Check the take-home folder for grades or notes. Email me with any questions or concerns. Review student’s work in the quarterly portfolio that is sent

home. Teacher-Teacher Collaboration Communication with homeroom teachers ensures a

successful QUEST experience for the students.

Encourage your child to read stories or books that are of interest to him/her

Hold a family debate on one of the issues discussed in the unit

Play word games such as Scrabble or Boggle with the family to enhance vocabulary and language usage

Encourage your child to write everyday in a diary or journal Try to set up a letter-writing arrangement with a friend,

relative, or student from another school When viewing movies or television together, discuss the

ideas presented with your child, and encourage close attention to how ideas are handled in the media.

Encourage your child to ask questions and look up new information

Center for Gifted Education at William and Mary

Please feel free to contact me at madderin@shenet.org with any questions or comments.

In addition, you can keep up to date with the Q.U.E.S.T. program by visiting my website:

http://www.shenet.org/district/Quest/questhome.html

The Q.U.E.S.T. website is listed on each elementary school’s homepage, under “More Quick Links” on the bottom right-hand side.