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Talented and Gifted (TAG) Programming Triton Regional School District School Year 2010-2011 TAG Specialist Michelle Twombly Chief Academic Officer Kate.

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Presentation on theme: "Talented and Gifted (TAG) Programming Triton Regional School District School Year 2010-2011 TAG Specialist Michelle Twombly Chief Academic Officer Kate."— Presentation transcript:

1 Talented and Gifted (TAG) Programming Triton Regional School District School Year TAG Specialist Michelle Twombly Chief Academic Officer Kate Carbone

2 Learner Goals Learners will…  Develop more positive self-concepts.  Increase their knowledge in a variety of subject areas.  Develop their thinking, decision making, and problem-solving skills.  Participate in activities selected to facilitate and integrate the cognitive, emotional, and social development of the individual.  Ultimately become responsible, creative, independent learners. (Betts, 1985, p. 4)

3  Combination of individual grades and grade spans  Each grade meets twice per week  Grade six at Salisbury meets three times a week, 35 minutes each session  Grade four at Salisbury meets three times a week, 45- and 35-minute sessions  Approximately two hours of class time per week  Class sessions meet at varying times Schedule

4 Pyramid of Services Basic Intermediate Advanced Who: TAG Specialist What: Advanced-level pull out with possibilities for acceleration and independent study Who: Classroom Teacher What: Cluster grouping, differentiation, usage of various media Who: Classroom teacher What: Learning centers, pre/post testing, enrichment activities

5 Instructional Plan  Instructional units, five or six weeks in length  One week of student presentations  One week for consulting with teachers and shadowing students During instruction, students will participate in:  Advanced-level, pull-out classes  Units of study targeting their unique cognitive, social, and emotional needs  Differentiation of content, process, and product

6 Instructional Plan: Unit One  Identity  Inventories  Multiple Intelligences  Learning Styles  Sense of self as a gifted student  Literature as a vehicle for emotional exploration  Main characters struggling with differences and identity The identity unit paves the way for using student learning profiles and interests in the development of future units.

7  Grade 4  A Wrinkle in Time by Madeleine L’Engle  Grades 5 and 6  The Folk Keeper by Franny Billingsley  Grade 7 and 8  The Curious Incident of the Dog in the Night-Time by Mark Haddon Literature Selections

8   Miss Twombly’s Talented and Gifted (TAG) Program Blog  Parent resources  Community building  Transition from elementary, middle, and high school Program Blog

9 References Betts, G. T. (1985). Autonomous Learner Model. Greely, CO: Autonomous learning Publications and Specialists.

10 Final Thoughts  Sign-in sheet  Permission slips for services  Questions


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