Ms. Fitzpatrick Fourth Grade Gifted Teacher

What’s it all about? For parents and students and teacher!  Joy in the challenge  The gift of failure  Growth mindset  Learning with peers-emotional, social, and intellectual

History of Gifted Program in Henrico County  Responsive to the County needs  County website   Zone centers and school-based  Educator qualifications: gifted endorsement  Academic, social, emotional student needs  Parent education

So, what does this really mean?  Because your child has been identified as “gifted,” they need something “different.”  Trained teachers who recognize and respond to their needs  Consistent opportunities for acceleration, differentiation, enrichment, extension  Explicit focus on personal accountability, meta-cognition, learning styles, study skills, productivity, time management  A more homogeneous learning environment within a classroom of their intellectual peers  Parents may need something different too!

Learner Characteristics  MANY ways to think of our learners…  Bright Child and Gifted Child   High Achiever, Gifted Learner, Creative Thinker   Characteristics of Giftedness that Present Challenges

Habits of the Mind  Persisting  Communicating w/clarity & precision  Managing impulsivity  Gathering data through all senses  Listening w/understanding & empathy  Creating, imagining, innovating  Thinking flexibly  Responding w/wonderment & awe ~ Art Costa -

Habits of the Mind, cont.  Thinking about your thinking  Taking responsible risks  Striving for accuracy & precision  Finding humor  Questioning & problem-posing  Thinking interdependently  Applying past knowledge to new situations  Remaining open to continuous learning ~ Art Costa -

Howard Gardner’s Multiple Intelligences  Verbal/linguistic  Math/logic  Interpersonal  Intrapersonal  Musical  Visual/spatial  Nature  kinesthetic

Learning Styles  Auditory  Visual  kinesthetic

Study Skills  Ways to study to match multiple intelligence strengths and learning styles  Organization  Responsibililty  Long and short term tasks

Executive Functioning  Organization  Cognition  Emotional Control  Flexible Thinking  Self Monitoring (reflection)  Task Initiation  Working Memory

Bloom’s Taxonomy

In a Nut Shell  PROGRAM MISSION  Rigor  Challenge  Growth  Choice  Engagement  Best Practices  High Expectations  PROGRAM OUTCOMES  Address learning styles  Differentiate curriculum  Foster higher level thinking skills  Create positive learning environment  Enhance student engagement