In our culture group, students learn about defining cultures. Students then determine their own culture, the culture of Eagle County and their school. The ultimate goals of this group are: -learning skills in communicating, teaming, and collaborating with diverse individuals and across diverse groups. -use positive strategies to address social issues, including discrimination and stereotyping. In this group we focus on recognizing our needs and learn how to advocate for those needs, as well as be resourceful.
We also discuss the ten tips in talking to teachers. Students are expected to advocate for their needs with AT least one teacher. All 8th graders at BCMS and HPS participate in a high school planning session. We discuss social studies, math, ELA and science paths that students can take in high school. 8th graders have the following advanced course options at BMHS : Science: Biology (requires test-in) ELA: English 2 (Scaled score of 1300, or higher in STAR reading to be eligible to take the test, test-in) Math: Math 2 (requires Math 1 in 8th grade and test-in) , or Math 3 (single subject acceleration in middle school, Math 2 in middle school and test-in) Social Studies: AP human geography (teacher recommendation, completion of AD path in MS) Please see the attached handouts on BMHS course guide, and 9th grade class worksheet. The course guide contains information on AP/DE classes, as well as graduation requirements.
If your child is the in the executive functioning group, I recommend they purchase the following items to help them develop their skills:
In the executive functioning group we will work on the following skills (focused by grade):
ii.keep track of long-term assignments
Parents can help their child with executive functioning by
The goal of our leadership group is to determine the characteristics of a good leader, then give students the confidence to try new strategies in becoming a leader. We start the conversation with the following questions:
Brainstorm: Create a list of leaders from the last century. Consider leaders from a wide range of fields, including government, business, entertainment, philanthropy, and sports. (Students then select ONE leader to research with a group) What elements of leadership are inherent to your leader? How do you know? What elements of leadership did your leader learn during his/her life? What events show this learning? What examples from your leader's life demonstrate each trait? How did each leadership trait affect the leader's ability to have an impact? What leadership traits do you share with your leader? Talk with your child at home as well: Some gifted children may be perceived as bossy or domineering, when they are enthusiastic about a new idea or invention. They may be so intensely involved they don’t notice the other children’s reactions or lack of interest. Gifted children can learn the difference between leadership and bossiness. (Webb et al, 2007) Some tips for helping your child navigate the nuances: · Help your child understand that a good leader lets others have ideas and input and doesn’t always make all the decisions · Share with them the aspects of leadership—delegating, assisting, helping, facilitating · Talk about the differences between bossiness and cooperation · Provide outlets for leadership skills to emerge, either at home or within the community (http://www.nagc.org/resources-publications/resources/social-emotional-issues/leadership) For our goal setting discussion, we will watch two videos and have a discussion about he importance of setting goals and motivation. We also complete goals for tomorrow, the week, the next break, the end of the school year and by the end of high school. Ask your child to discuss their short and long term goals with you, as well as their academic and affective goals ALP goals. Students started off journaling on why they think it is important to learn a second language. Then, we watch a video as a group. Discussion on 2nd language aquistion, then students make a plan for themselves to complete individually. During EDGE, we discuss student's social emotional needs in a safe space. Students are able to dive into who they are as gifted learners and connect to other students, some who are experiencing the same emotions.
Although, our conversations are not only focused on the social emotional needs of students. We are also focusing on Critical Thinking this year. All middle school students have received an "EDGE" notebook in which they track their ALP goals and use as a free space to enter their thoughts. If you have browsed your child's notebook, you may have noticed a green card stock titled the "student skills tracker". We will be using the student skills tracker throughout the year to measure student's growth in their critical thinking skills. We start each EDGE meeting with a short activity in which I encourage students to push their questioning and reasoning. Below are some suggestions from the American Philosophical Association: The American Philosophical Association's tips for teaching critical thinking • Start early. Young children might not be ready for lessons in formal logic. But they can be taught to give reasons for their conclusions. And they can be taught to evaluate the reasons given by others. Wondering where to begin? If you have young child, check out these research-based tips for teaching critical thinking and scientific reasoning to preschoolers. • Avoid pushing dogma. When we tell kids to do things in a certain way, we should give reasons. • Encourage kids to ask questions. Parents and teachers should foster curiosity in children. If a rationale doesn’t make sense to a child, she should be encouraged to voice her objection or difficulty. • Ask kids to consider alternative explanations and solutions. It’s nice to get the right answer. But many problems yield themselves to more than one solution. When kids consider multiple solutions, they may become more flexible thinkers. • Get kids to clarify meaning. Kids should practice putting things in their own words (while keeping the meaning intact). And kids should be encouraged to make meaningful distinctions. • Talk about biases. Even grade school students can understand how emotions, motives--even our cravings--can influence our judgments. • Don’t confine critical thinking to purely factual or academic matters.Encourage kids to reason about ethical, moral, and public policy issues. • Get kids to write. This last recommendation doesn’t come from Facione or the APA, but it makes good sense. As many teachers know, the process of writing helps students clarify their explanations and sharpen their arguments. In a recent study, researchers assigned college biology students to one of two groups. The writing group had to turn in written explanations of their laboratory work. The control group had to answer brief quizzes instead. At the end of the term, the students in the writing group had increased their analytical skills significantly. Students in the control group had not (Quitadamo and Kurtz 2007). Everyone studies differently, this website has excellent resources to help you find what study habits are most effective for you!
|
EDGE groups; meeting the Social/emotional needs of GT studentsThis page contains additional information on our EDGE group meetings. Archives
December 2019
Websites for GT kids |