OUTCOMES for INTELLECTUALLY GIFTED EDUCATION
OUTCOMES for INTELLECTUALLY GIFTED EDUCATION PROGRAMS 5th GRADE
Given a topic/situation, the learner will define and classify the problem(s), make connections, and draw distinctions, analyze information objectively and critically (reflectively developing a relationship between facts and values), and differentiate truth and beliefs from his/her understanding of what is logically and realistically possible.
METACOGNITION (Abstract Thinking and Reflection)
TS 5.1 Develop and ask hypothetical questions to explore possibilities and test relationships
TS 5.2 Analyze and establish needs for exploration of chosen topics CONVERGENT THINKING (Logical Thinking)
TS 5.3 Demonstrate depth of thought in deductive reasoning by evaluating and justifying data that supports logical conclusions drawn
CRITICAL THINKING (Decision Making)
TS 5.4 Appraise evaluation techniques for decision making
TS 5.5 Assess and analyze local, national, and world issues and defend opinions with supporting evidence
TS 5.6 Appraise implications and consequences of local and national events and decisions
TS 5.7 Prove or disprove ideas by presenting evidence CREATIVITY Given a real-life situation, the student will be able to select from divergent thinking, analogical thinking, visualization, attribute listing, morphological analysis, synectics, intuitive thinking, spontaneous thinking, creative problem solving, and/or the creative process in an appropriate manner to develop a workable solution(s).
CREATIVE THINKING
CR 5.1 Apply the CPS process to solve an identified problem
- Identify and define a problem
- Gather ideas and data
- Brainstorm aspects of the problem
- Identify underlying problems or sub-problems
- Produce alternative solutions
- Develop criteria for judging solutions
- Evaluate alternative solutions using the criteria
- Select and implement chosen solutions.
CR 5.2 Reframe ideas through various points of view to enhance meaning
CR 5.3 Examine various meanings, contexts, and points of view including humor and opportunities for change
CR 5.4 Apply thinking strategies modeled by mentors
CREATIVE EXPRESSION Visual and Performing Arts
CR 5.5 Create a product (work of art, design, presentation, or media) to meet an identified goal based on personal interest or subject matter
CR 5.6 Develop criteria to analyze a work of art, design, or media to meet an identified goal INFORMATION LITERACY Given a real situation, the student will identify and define the problem, design a research plan appropriate to the problem, conduct the investigation, decide on the most appropriate media for dissemination of the findings/ solutions, and present the results before an authentic audience.
INFORMATION LITERACY
IL 5.1 Analyze the difference between primary and secondary sources
IL 5.2 Utilize primary and secondary sources to provide new knowledge or understanding in a particular area
IL 5.3 Define and identify use of propaganda techniques to clarify ideas, judge information, solve problems, and evaluate reliability of information
IL 5.4 Assess the validity, reliability, and relevance of the information collected
IL 5.5 Apply a fundamental understanding of the ethical and legal issues surrounding the access and use of information
SUCCESS SKILLS Given a real-life situation, the student will utilize effective organizational, decision making, goal-setting, project management, and time management skills, including controlling impulses and adapting to unforeseen circumstances, in order to develop solutions to problems and achieve goals whether working individually or as a leader or member of a team.
RISK-TAKING SKILLS
SS 5.1 Individually demonstrate the willingness to expose oneself to failure, take a chance/ risk, function under conditions devoid of structure, and defend ideas with regard to identified issues PERSEVERANCE/TASK COMMITMENT
SS 5.2 Individually demonstrate the ability to persevere and successfully complete tasks in a timely manner even under adverse circumstances
CAREER EXPLORATION
SS 5.3 Demonstrate and practice the ability to interact in an appropriate manner in a variety of social and business related situations
SS 5.4 Examine and apply the accepted rules of business protocol in a variety of business and social situations SS 5.5 Adapt to varied roles, job responsibilities, schedules, and context
COLLABORATION SKILLS
SS 5.6 As a group leader, effectively work with group members to identify ethical implications of group processes and decisions
SS 5.7 As a group member, take a stand for personal convictions and demonstrate respect/ tolerance for other points of view
AFFECTIVE (SOCIAL AND EMOTIONAL) SKILLS
As a gifted learner, students will develop self-acceptance and awareness and demonstrate responsibility for personal growth along with awareness of personal and cultural diversity in others by recognizing forms of bias and stereotypes in order to respect unique beliefs and experiences in themselves and others by understanding and embracing giftedness, appropriately coping with stress in order to become healthy, responsive, contributing, and productive members of classroom communities and society as a whole.
AFFECTIVE SKILLS
AS 5.1 Develop and demonstrate appropriate self-efficacy and self-talk
AS 5.2 Identify and utilize appropriate personal perceptual filters and defense systems for situations
AS 5.3 Develop and demonstrate a healthy perception of perfectionism in accomplishing tasks
AS 5.4 Demonstrate an understanding of how attitudes, attention, and commitment can affect one’s knowledge and self-control
AS 5.5 Demonstrate the ability to accept failure as a part of growth AS 5.6 Differentiate constructive and destructive criticism
COMMUNICATION SKILLS
Given the need to retrieve and/or disseminate information, the students will select and utilize the most appropriate media based upon available resources, technology, audience, and time available, for the most effective communication of information, ideas, feelings, and concepts and correctly interpreting those of others.
SPEAKING
CM 5.1 Use appropriate oral communication for a variety of purposes, and communicate effectively to establish a relationship with an audience
CM 5.2 Participate in a variety of formal/ informal speaking activities, evaluating self and peers on criteria determined by the student or others
LISTENING
CM 5.3 Demonstrate effective listening behaviors (understanding, organizing, and evaluating information)
CM 5.4 Identify the purpose, content, organization, and delivery of oral communication, and evaluate based upon preset criteria developed by teacher and class
CM 5.5 Listen to oral directions for understanding and organize directions for doing complex tasks
WRITING
CM 5.6 Analyze a variety of written genres (Comedy, Satire, Thriller, Action, etc.)
CM 5.7 Communicate ideas and feelings through application of a chosen genre
CM 5.8 Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events
OUTCOMES for INTELLECTUALLY GIFTED EDUCATION PROGRAMS Middle School
THINKING SKILLS
Given a topic/situation, the learner will define and classify the problem(s), make connections, and draw distinctions, analyze information objectively and critically (reflectively developing a relationship between facts and values), and differentiate truth and beliefs from his/her understanding of what is logically and realistically possible. METACOGNITION (Abstract Thinking and Reflection)
TS MS.1 Develop and ask higher-level questions to clarify the coherence and logic of given information
TS MS.2 Reflect upon learning strengths and needs and establish learning goals for independent thinking and autonomous learning
CONVERGENT THINKING (Logical Thinking)
TS MS.3 Demonstrate an understanding of analogical reasoning by identifying, explaining, and giving examples of the forms of analogies to support thoughts/ideas
TS MS.4 Demonstrate depth of thought in deductive reasoning by creating deductive reasoning problems with multifaceted clues and justifying data included to support logical conclusions
CRITICAL THINKING (Decision Making)
TS MS.5 Identify, analyze, evaluate, and justify information in order to make decisions, form beliefs, solve problems, and set priorities based on evidence
TS MS.6 Appraise global implications and consequences of historic and current world events
TS MS.7 Recognize and assess hidden agendas
TS MS.8 Assess accuracy and relevance of points used to support conclusions and make decisions
CREATIVITY Given a real-life situation, the student will be able to select from divergent thinking, analogical thinking, visualization, attribute listing, morphological analysis, synectics, intuitive thinking, spontaneous thinking, creative problem solving, and/or the creative process in an appropriate manner to develop a workable solution(s).
CREATIVE THINKING
CR MS.1 Apply the CPS process to solve an identified problem, develop and present a plan of action to an authentic audience
CR MS.2 Manage creative flow
CR MS.3 Set goals with purpose and meaning
CR MS.4 Adjust the creative process based on feedback
CR MS.5 Focus on the task at hand and long term goal without distraction
CREATIVE EXPRESSION Visual and Performing Arts
CR MS.6 Select and apply principles of design and produce a product (work of art, design, or media) that clearly communicates information and ideas
CR MS.7 Apply relevant criteria to examine, reflect upon, and plan revisions to a product in process
INFORMATION LITERACY Given a real situation, the student will identify and define the problem, design a research plan appropriate to the problem, conduct the investigation, decide on the most appropriate media for dissemination of the findings/ solutions, and present the results before an authentic audience.
INFORMATION LITERACY
IL MS.1 Identify areas of individual research based upon intense interest
IL MS.2 Design investigations and defend processes and findings
IL MS.3 Manage the flow of information by applying the appropriate research methodology
IL MS.4 Demonstrate an understanding of hidden agendas by critical analysis and evaluation of information
IL MS.5 Based upon data gathered through research, infer future trends, directions, similarities, and differences SUCCESS SKILLS Given a real-life situation, the student will utilize effective organizational, decision making, goal-setting, project management, and time management skills, including controlling impulses and adapting to unforeseen circumstances, in order to develop solutions to problems and achieve goals whether working individually or as a leader or member of a team.
GOAL SETTING
SS MS.1 Individually use information gained through self-evaluation to establish attainable goals and set priorities for a variety of purposes and projects
ETHICAL AWARENESS
SS MS.2 Individually demonstrate the ability to behave in an honorable and truthful manner under adverse circumstances
CAREER EXPLORATION
SS MS.3 For chosen or identified career options, identify high school educational requirements, college requirements and expectations, scholarship, loan/ grant opportunities, and procedures for college and workplace applications/resumes
LIFE SKILLS
SS MS.4 Demonstrate the ability to adapt to change in a climate of changing expectations and priorities
SS MS.5 As a group leader, assure and defend that the decisions of the group are effective and ethical
SS MS.6 As a group member, demonstrate the ability to work cooperatively to detect moods, temperaments, motivations, and intentions of others
AFFECTIVE (SOCIAL AND EMOTIONAL) SKILLS
As a gifted learner, students will develop self-acceptance and awareness and demonstrate responsibility for personal growth along with awareness of personal and cultural diversity in others by recognizing forms of bias and stereotypes in order to respect unique beliefs and experiences in themselves and others by understanding and embracing giftedness, appropriately coping with stress in order to become healthy, responsive, contributing, and productive members of classroom communities and society as a whole.
AFFECTIVE SKILLS
AS MS.1 Demonstrate an understanding of ethical practices
AS MS.2 Develop and demonstrate a healthy response toward peer pressure and expectations of others
AS MS.3 Demonstrate and understanding of ways in which attitudes, attention, and commitment can affect one’s knowledge and self-control
AS MS.4 Set goals for self-improvement and take the necessary steps to reach them
AS MS.5 Differentiate constructive and destructive criticism
AS MS.6 Recognize and assess various forms of bias in self and others and demonstrate strategies for addressing bias in social situations
COMMUNICATION SKILLS Given the need to retrieve and/or disseminate information, the students will select and utilize the most appropriate media based upon available resources, technology, audience, and time available, for the most effective communication of information, ideas, feelings, and concepts and correctly interpreting those of others.
SPEAKING
CM MS.1 Utilize appropriate oral communication a variety of purposes and communication effectively to establish, build and maintain a relationship with audience
CM MS.2 Participates in a variety of formal/ informal speaking activities evaluating self and peers on criteria determined by the student or others
CM MS.3 Demonstrate the ability to persuade through oral expression by assimilating multiple facts and opinions to support an argument
LISTENING
CM MS.4 Demonstrate effective listening skills in formal and informal settings to facilitate communication
CM MS.5 Identify the purposes, content, organization and delivery of oral communication and evaluate based on preset criteria developed by the student
CM MS.6 Listen to oral directions for understanding and organize directions for doing complex tasks
WRITING
CM MS.7 Analyze the writing style of arguments and debates
CM MS.8 Write arguments and debates to support claims with clear reasons and relevant evidence to communicate ideas and feelings
CM MS.9 Write over an extended time frame (multiple class times)