Objectives Identify and nurture students’ exceptional performance in one or more talent areas in order to: – 1) enhance each student’s self-esteem – 2) share his/her talents with others – 3) increase each student’s learning potential
How do students qualify? Specific Academic ability Creative ability Leadership ability Visual/Performing Arts ability
Major Program Components Critical Thinking Creative Thinking
The program Addresses cognitive & affective needs Students work individually & collective We provide a variety of independent & group activities Students expand intellectually & emotionally Students specialize in areas of strength & interest Students share ideas/feelings with other gifted learners in order to discover abilities & interests different from their own
Expectations of Program Attendance: buddy system when absent Supplies needed for class: writing tool, marble notebook – bound composition, folder Active participation Efforts: 85% mastery
EXPAND Grade 3
Grade 3 Format: I.5 hours once a week Class size is typically 8-10 students Material: Composition notebook Writing implement Folder
Grade 3 Unit 1-Thinking Skills Convergent vs. Divergent Thinking - Which do you prefer? Creative Thinking Simple Machines & Complex Contraptions S.C.A.M.P.E.R. - Invent, innovate, create!!
Grade 3 Unit 2 – Independent Inquiry In-depth learning of topics that are of interest to the student Active testing of skills necessary to achieve goals
EXPAND Grade 4 Mrs. Oppelt
Grade 4 & 5 Format: 2 hours once a week Class size is typically 8-10 students Material: Composition notebook Writing implement Folder
Grade 4 Unit 1 – Transformational Thinking No "Tunnel Vision" There's more than one way to think Observing the Obvious Loupe Analogies - Up Close and personal examinations of everyday objects.
Meet a Grade 4 EXPANDER Sophia’s Tellagami
Grade 4 Unit 2 – Surveys Develop survey questions which generate quantifiable results Choose topics/issues, collect data, prepare a report ~ Share results
Grade 4 Unit 3 - Independent Inquiry In-depth learning of topics that are of interest to the student Active testing of skills necessary to achieve goals
EXPAND Grade 5 Mr. Peterson
Grade 5 Format: 2 hours once a week Class size is typically 8-10 students Material: Composition notebook Writing implement Folder
Grade 5 Unit 1 – FUTURE STUDIES What will world be like in 30 – 50 years? What issues will we face? Opportunity to explore science, social studies & technology Collaborative work on interdisciplinary project.
Grade 5 Unit 2 – “Architectural Adventures” Exploration and hands-on activities Tasks include drafting, designing and creating structures
Grade 5 Unit 3 – Independent Inquiry In-depth learning of topics that are of interest to the student Active testing of skills necessary to achieve goals
INDEPENDENT INQUIRY 10 weeks long Independent Inquiry packet Final Project due in May
Grades 3-5 Evaluation/Conferences Report Cards (January, June) Parent / Teacher Conference dates: November 18 th (evening) November 20 th (evening) November 26 th (day) March 11 th (day) March 19 th (day) March 27 th (day)
EXPAND Grade 6 Mrs. Pearce
Grade 6 Format: 40-minute periods 2 times per 4 day cycle, during flex period Class size is typically students Material: Notebook, folder Writing implement
Curriculum: Wall-E: Conservation & the Future of Our Planet Description: Using the movie Wall-E as a starting point, this unit centers on the destructive direction of humans. Flatlands: The Third Dimension & Beyond Description: Trying to perceive a dimension that is not present in our current world, this unit requires creative thinking, an open mind and endless possibilities.
Curriculum Continued: Jabberwocky: The Interpretation Description: This unit centers on Lewis Carroll’s famous poem taken from Through the Looking Glass. Students will experience “Jabberwocky” as it skates on the thin edge of being understood and being nonsense Create- A- World: Jabberwocky World Unit Description: Students will create a fictional culture based on their knowledge of the world and lessons that have taken place during the year. They will analyze, synthesize and evaluate current data and issues to create a new and improved “world”. This comprehensive unit centers on problem solving and decision-making and includes both group and individual project components
Journal “Reflection is the heart of learning.” Students must bring their JOURNAL to each class. The purpose of the journal is twofold: It is an official record of the time & activity spent on a project or assignment. It is a means used to foster communications between student, teacher and peers.
Assessment: “Pass” or a “Fail”- 85% Attendance Active Participation/Journal Classwork/ Homework Completion group & individual culminating products.
EXPAND Grades 7/8
Grade 7/8 Format: 40-minute periods Everyday for an entire quarter Class size is typically students Material: Notebook, folder Writing implement
Curriculum: On years that are odd in September (e.g ) the in- school 7/8 grade EXPAND proudly offers an interactive course in Philosophy & Debate. On years that are even in September (e.g ) the in-school 7/8 EXPAND proudly offers a course in Contraption-eering.
Curriculum Continued: Contraption-eering: This quarter long unit provides students the opportunity to explore engineering and build machines. This unit dovetails nicely with earlier learning experiences in the EXPAND program, while taking engineering to a whole new level. Students will individually create "contraptions" using the examples, references and lessons they were introduced to in class. Philosophy & Debate: This quarter long unit will include introductions to renowned philosophers and his/her thoughts on the four branches of philosophy. Students will then apply tools of public speaking, logic and philosophy material to participate in a debate, which requires students to develop poise, concentration, and the ability to analyze, evaluate, and refute arguments.
Assessment: “Pass” or a “Fail”- 85% Attendance Active Participation Completion & Attendance of culminating product: research, visual, note cards, presentation. Homework
MS Evaluation/Conferences Progress Reports (mid quarter, as needed) Report Cards (Quarterly) Parent / Teacher Conference dates: November 11 th (evening) November 24 th (evening) November 26 th (day) March 11 th (day) March 19 th (day) March 27 th (day)
End of Year CELEBRATION! Tuesday, June 9 th Monroe-Woodbury High School 6:00-8:00pm (Students are responsible for transporting their individual inquiry term project to the High School)
ADDITIONAL ENRICHMENT OPPORTUNITIES
MW S.T.E.A.M. A Critical Thinking/Problem Solving Approach to Learning
WHAT is STEAM? An interdisciplinary approach to problem solving with real world application. “As repetitive tasks are eroded by technology and outsourcing, the ability to solve novel problems has become increasingly vital.” ~ Jeevan Vasagar
WHY STEAM? Collaboration Communication Research Problem Solving Critical Thinking Creativity
Grade 3 STEAM Students will collect data and ideas through a series of smaller trial and error experiments. They will apply their newfound knowledge to the challenge. All final aid drop packages will be tested. Reflection and redesign. CHALLENGE: Engineer an aid drop package that won’t break and is easy to find.
Grade 5 STEAM Explore Friction, Torque, Speed, and Momentum Experiments with forces that act on vehicles and passengers Examine relationship of Speed and Momentum Identify mathematical relationships to project results CHALLENGE: Launch projectiles using the forward momentum of vehicles and cargo.
6 th GRADE: STEAM Components Jabberwocky: The Interpretation: iMovie Flatlands: The Third Dimension & Beyond: Architectural Drawings Wall-E: Conservation & the Future of Our Planet: Audio project Create- A- World: Jabberwocky World Unit: “Jabber-lution” (Students will create machines based on the Industrial Revolution.) 7/8 GRADE: ”Contraption-eering”: Students will individually create "contraptions" using the examples, references and lessons they were introduced to in class.
STEAM provides students the opportunity to explore problems and collaborate on solutions. The STEAM workshops are designed to provide students with time to make discoveries and arrive at conclusions through their research. Ultimately, the opportunities afforded by the STEAM curriculum serve to assist the students in becoming self-motivated thinkers, learners, and problem solvers. Bottom Line
Johns Hopkins CTY National Talent Search Optional opportunity for interested students ≥95th percentile Parent Nominations with waiver For more information visit:
Odyssey of the Mind OBJECTIVES: Promote creative thinking Cooperative problem solving Foster constructive competition strategies IDENTIFICATION: Tryouts in the fall 3-12 th grade Each team is limited to seven members SCHEDULE: After school and weekend practices All day Regional Competition Saturday, March 1, 2013
Parents Advocating for Gifted Education See EXPAND web page for more information (on MW district web site)