Shanzy

Posted on 11/04/09

GT Teacher - Thank you very much for taking the time to respond. I like the
idea of rating as well as the idea of posting the top three marks. I have
several students who are twice exceptional (Severe LD and Asbergers).
I have found a great webquest that I am adapting to incorporate Web 2.0 tools.
I also have decided to have the students 'become' their Hero in a Difference
Maker's Wax Museum. I think this is a good way to have them synthesize their
knowledge. Not only this but the students love to have their parents in and
the parents LOVE to see their child in action! A win-win, at least in my mind
at this point! :)

On 10/14/09, GT Teacher wrote:
> On heros - my students one year protested this yearly project
> saying "everybody is a hero in their own way." What a lovely idea.
>
> Prior to that, every year we did a 'hero' project and every student chose
> a hero. (you can also do an 'unsung hero' project) though for both, I
> don't like students to use a family member - that gets touchy or a known
> or unknown religious figure - that also gets touchy.
>
> Each student gives a short presentation - not more than 5 minutes and
> they may use any medium they choose. One year a student chose Isadora
> Duncan a dancer and demonstrated some of Duncan's dance.
>
> Students 'rate' the 'heroism'. Of Course, the presentation affects what
> students think - we discuss the very real thing that is sales and
> marketing and how our thinking is of course influenced by the
> presentation - that's rather the point...
>
> I alone tally up the scores. I counsel them constantly you are 'rating'
> the heroism, you are not rating the presentation but of course the two
> are intertwined. You may not rate your own hero.
>
> It gives us a daily average - I am a very kind-hearted teacher and I will
> not post low scores. The student may come and ask me but I usually post
> the three highest scores - Dr. King routinely comes out with a deservedly
> high score and some student understandably chooses him every year as
> their hero.
>
> The student who chose John Logie Baird - the inventor of television - as
> their hero was soundly defeated in that clever bid for heroism by popular
> acclaim. She chose to redo her presentation to try again and this time
> showed Dr. King's I Have A Dream speech as shown on television in 1963.
> An even more clever approach saying without John Logie Baird's 'heroic'
> invention, the nation would not have seen Dr. King's heroic speech.
>
> It didn't work but it's an example of the kind of involved and creative
> thinking that this project produced. We also did your invention project
> with equal success. Not a numbers or a rating person normally,
> the 'rating' seems to be what makes it work so well as they eagerly stand
> outside the door waiting for the scores and run down the hall
> yelling "Alexander Fleming got an 88.5 heroism rating. He beat Jonas
> Salk!"
>
> Endless variations for variety and further thought are possible - not
> only the 'unsung hero' , we've done the unknown hero where the inventor
> of the alphabet vies with the inventor of the wheel.
> Have fun.
>
>
>> I too am new to teaching Gifted students (I am new to teaching actually,
>> this is my second career). At first the thought was overwhelming
>> especially given that there is no curriculum or resources readily
>> available in many schools. Once I decided on a focus things started to
>> flow and really the students guided where we went with the topics. Last
>> year we focused on creative thinking which lead us to Invention. I
>> asked the students to think about the invention that has had the
>> greatest impact on society We brainstormed various inventions and
>> inventors in the end the students choose The telephone, the vaccine, the
>> radio, computers, the light bulb. Student then got into groups of 4 and
>> choose the invention they were going to research. We then planned to
>> have a class debate to present their findings. Only catch the person
>> presenting had to become the inventor and speak in first person.
>> Another person in the group had the task of planning questions they were
>> going to ask the other groups in the debate. (Students found this a very
>> challenging role!) Another took the role of coordinating the Inventor's
>> costume and advising the inventor on manorisms they should display. In
>> the end the students enjoyed the debate! Students then took a step back
>> from their role and considered the evidence provided and voted on who
>> they felt had the biggest impact. Thomas Edison and the Light Bulb
>> ended up being the winner in out class. The next step we took following
>> this was for the students to beocme inventors themselves. Students
>> displayed thier inventions in an invention convention where their family
>> and other teachers came to view them. They came up with some wonderful
>> ideas! I hope this helps!
>>
>> If any one is interested in helping me out with an idea I am working on
>> to do with Heros I would love to get some creative juices flowing!!!
>> Right now i am to stressed trying to come up with the idea that the
>> creativity is stiffled!
>>
>> On 10/04/09, isabell wrote:
>>> Thank you so much for your excellent ideas and for taking the time
>>> to respond!
>>> Isabell
>>>
>>>
>>> On 10/02/09, Jayne wrote:
>>>> Sometmes I ask the kids. I asked my 2/3rd grade group and they
>>>> decided Rain Forest, US History and Space. We are on trimesters
>>>> so we will switch units each marking period.
>>>>
>>>> I have also done some formal programs with my 4/5th grade group.
>>>> I did artifact box exchange, newsbowl, and math olmypiads. You
>>>> have to pay but none of them are that expensive and then you have
>>>> a curriculum.
>>>>
>>>> I also like to do books that I really like depending on the
>>>> kids. I've done Frindle, Hatchet, Sideways Stories from Wayside
>>>> School. You can find tons of information online to go with each
>>>> novel. Sometimes we write are own stories inspired by the books.
>>>>
>>>> One year--I did Magic School Bus for the whole year. We read a
>>>> different book each week and did a science experiment to go with
>>>> the topic. At the end of the school year, the kids wrote their
>>>> own story in Magic School Bus style--I gave them clip art to
>>>> illustrate--then we finished with an author's tea.
>>>>
>>>> One unit I have always wanted to do is read Cryptid Hunters, then
>>>> have each kid pick a cryptid and research about it but I haven't
>>>> had the right group for this.
>>>>
>>>>
>>>>
>>>>
>>>>
>>>>
>>>>
>>>>
>>>>
>>>>
>>>> On 10/02/09, GT Teacher wrote:
>>>>> On 10/01/09, Isabell wrote:
>>>>>> I am a retired K teacher. My principal has asked me to
>>>>>> take a one day a week position teaching gifted children.
>>>>>> I'll be working with grades 2 and 3 for half the day and
>>>>>> grades 4 and 5 for the other half day. There are no
>>>>>> curriculum guides or materials. Any suggestions would be
>>>>>> SO appreciated!
>>>>>> Thanks!
>>>>>> Isabell
>>>>>
>>>>> It will be fun - sounds like it can be wonderful enrichment
>>>>> time. What resources do you have? A laptop connected to a
>>>>> projector would be nice.
>>>>>
>>>>> What are your interests? I can feed you material but with no
>>>>> curriculum to follow, you can follow your bliss. What about a
>>>>> first unit entitled "Speaking Through Stone"? One of my
>>>>> favorites and we study public sculpture - who puts these huge
>>>>> and sometimes small monuments into our parks and by our
>>>>> highways? Why? How do they decide who gets a sculpture and
>>>>> what it will look like?
>>>>> Princeton New Jersey considered several versions of an Albert
>>>>> Einstein sculpture before letting the public choose one. You
>>>>> can access hundreds of public scupltures on line and the kind
>>>>> of 'out of the box' thinking that this is works well for GT
>>>>> children.
>>>>> And get some clay - after consideration of other sculptures
>>>>> intended to honor someone or some event, let them make one of
>>>>> their own. In fact, this 'unit' could cover two weeks.
>>>>>
>>>>> Consider the two monuments and the HUGE fight over them that
>>>>> are the memorials to those who died in the Vietnam War.
>>>>> There's a great documentary on it - I'm blanking on the name
>>>>> but it's certainly one the older children could watch. Which
>>>>> of those two represents the concept better? Consider also the
>>>>> huge fight over the new statue of Franklin Roosevelt and
>>>>> whether he should be portrayed as physically challenged or
>>>>> not.
>>>>>
>>>>> GT children have the ready ability to consider such matters
>>>>> and have strong opinions about them.
>>>>>
>>>>> For a start the above might work well - I've used it many
>>>>> times and every time it's been well-received by students and
>>>>> parents alike.
>>>>>
>>>>>

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