1. GATE (Gifted and Talented Education) Curriculum 2016-2017

2. GATE Classes: Two-hour block of time, small group Grades 1-2
One-hour block of time, small group
Grades 3-5
Two-hour block of time, small group
Time for students in the GT classroom

3. Curriculum Components
Universal Concepts
Generalizations
Dispositions
Learning-to-learn skills
Capstone Projects
Bibliotherapy Lessons
Curriculum
Components

4. Universal Concepts by Grade Level
Universal concepts are organizing themes that transcend time and place, bringing focus to learning across subject areas.
Grade 1: Patterns
Grade 2: Systems
Grade 3: Change
Grade 4: Structures
Grade 5: Power
Universal Concepts by
Grade Level

5. “Change is necessary for growth.”
Generalization: a broad statement or an idea that applies to a group of people or things in almost all situations.
Examples:
“Change is necessary for growth.”
“A structure is no stronger than its weakest part.”
Generalizations
Attributes of a highly developed learner
Built into each lesson

6. Dispositions Dispositions are qualities of mind and character.
First Grade: Empathy
Second Grade: Resilience
Third Grade: Leadership
Fourth Grade: Curiosity
Fifth Grade: Integrity
Dispositions

7. Learning -to- Learn Skills
Learning to learn skills are infused in the curriculum to help students take on challenging classroom material and to become producers of information instead of merely consumers of information.
Learning -to- Learn Skills
critical thinking skills
creative thinking skills
collaboration
communication
inquiry
goal setting
Learning-to-Learn Skills
How students come to understand and “own” the knowledge, understanding, and skills essential to a topic

8. GATE Curriculum Design:
2 Units per Grade-Level
Each lesson within a unit:
connects to grade level universal concepts
explores one or more generalizations
provides opportunities for students to practice learning-to-learn skills
reinforces grade-level dispositions
GATE Curriculum Design:

9. Capstone Projects Topics chosen by students
Students explore topic and come up with unanswered questions about their topic
Students make connections between their topics and grade-level Universal Concept/Disposition
Students develop a Plan of Action of what they could do as a result of their research that would benefit themselves, their community, or their world
Students share their research with an audience
Capstone Projects
How a student demonstrates what he or she has come to know, understand, and be able to do as a result of the learning
Addresses the Rigor and Relevance Framework
Students are given opportunities to perform independent learning experiences and research.
Students explore and make connections with an area of interests or passion to the universal concept.
Students share their learning by communicating and presenting their projects to an audience.

10. Bibliotherapy Lessons:
Using characters in books to help students discover and appreciate their traits as gifted learners as well as learning to cope with any social or emotional struggles (such as perfectionism)
Four per year, spread throughout the school year
Bibliotherapy
Lessons:

11. Student Learning Beyond GATE Class:
Students are clustered in groups of five students, when possible
Cluster teachers maintain required hours of GT training by the state (30 hours of initial training plus an annual 6 hour update)
Enrichment activities during WIN (or intervention) time may be offered
Participation on a Destination Imagination team where available
Student Learning
Student experiences extend beyond the GT classroom and into the cluster classroom and home.
Extensions are developed for almost every lesson.

12. Small Group Activity
Student experiences extend beyond the GT classroom and into the cluster classroom.
Extensions are developed for almost every lesson.
Cluster classrooms have a dedicated station for GT students.