Thursday, April 23, 2015
Thursday, April 16, 2015
Tuesday, March 31, 2015
March Happenings
The students have been very busy with their concept based units. Third grade is studying the concept of systems through the topic of inventions. Fourth grade has been studying the concept of creativity. Fifth grade has been studying the concept of leadership, through the study of eminent people.
All of the classes are also working in a Project M3 unit. These math units were developed through the National Research Center on Gifted. Third grade is pictured playing a game called "Some Difference". The students are studying our base-ten number system through various activities. Fourth grade is working on "At the Mall with Algebra" which focuses on developing the understanding of variables, expressions and equations. Fifth grade is working on "What are your Chances?" which investigates probability and the Law of Large Numbers.
Here is a group of Fourth graders working in creativity stations. These stations give students the opportunity to practice creative strategies. The students have also been using the Independent Investigative Method to answer questions. These questions were developed using the Kaplan Dimensions of Depth and Complexity. The questions have greatly challenged the students.
Fifth grade has been studying the qualities of good leadership through the unit, Changing Tomorrow. This unit was developed at the William and Mary Center for Gifted Education. We have investigated: 1) the visionary qualities of Walt Disney 2) the empathic listening of Ben Carson 3) Amelia Earheart and risk taking 4) Bill Gates and building motivation. We will continue with 6) Clara Barton and taking action and 7) Tecumseh and Legacy. The students will then select a leader in a field of interest, and analyze their qualities based on generalizations we have developed.
All of the classes are also working in a Project M3 unit. These math units were developed through the National Research Center on Gifted. Third grade is pictured playing a game called "Some Difference". The students are studying our base-ten number system through various activities. Fourth grade is working on "At the Mall with Algebra" which focuses on developing the understanding of variables, expressions and equations. Fifth grade is working on "What are your Chances?" which investigates probability and the Law of Large Numbers.
Fifth grade has been studying the qualities of good leadership through the unit, Changing Tomorrow. This unit was developed at the William and Mary Center for Gifted Education. We have investigated: 1) the visionary qualities of Walt Disney 2) the empathic listening of Ben Carson 3) Amelia Earheart and risk taking 4) Bill Gates and building motivation. We will continue with 6) Clara Barton and taking action and 7) Tecumseh and Legacy. The students will then select a leader in a field of interest, and analyze their qualities based on generalizations we have developed.
Wednesday, February 11, 2015
Chaffee FLL Team
Chaffee Eagles competed at the Space and Rocket Center qualifying tournament. At this tournament the team won the Mechanical Design Award and qualified to compete at the state tournament. At the state tournament, the team won the Teamwork trophy. We are very proud of them.
The team project was Eagles teach others. Please see our work on YouTube, DIY.org and Vimeo.
Wednesday, January 8, 2014
Malleable Minds
Malleable Minds: Translating Insights from Psychology and Neuroscience to Gifted Education is a new publication of the National Research Center on Gifted Education. The premise of the book is to present new finding on 1) what motivates children to learn and 2) what fosters the perseverance and resilience that leads to long-term achievement, and 3) what kinds of tasks and instruction build the underlying abilities that we call intelligence or talent.
Although the book is geared toward educators there are great insights for parents. The first topic that can influence parenting is the concept of mindsets towards intelligence. The researchers categorized two mindsets. The first they term fixed mindset, and those that hold this mindset believe that intelligence is a fixed trait. The second theory is termed growth mindset. In this theory, the belief is that "No matter how much intelligence you have, you can change it quite a bit." (Dweck 1999)
What do mindsets predict? . . .(a) students' desire to learn (b) their belief in the power of effort (c) resilience in the face of setbacks and (d) their achievement over difficult transitions.
Some of the practices that induce a fixed mindset- like praise for intelligence- are particularly germane to students who are considered gifted. When they are told how smart they are or complimented for their strengths, many of these students adopt a fixed mindset. They begin to worry about how smart they look, to believe that they should not need effort to achieve in school or accomplish their goals, and to lose their resilience when they experience difficulty.
(Malleable Minds, 2012)
How does this impact parenting? If you want your child to improve achievement, be resilient and reach their highest potential, you need to help instill in your child a growth mindset. You need to help them value and believe in effort as a vehicle for academic success. They should understand that even geniuses have to work hard for great discoveries. In fact, focus, perseverance and self-improvement or deliberate practice is the one thing that separates geniuses who make creative contributions from those who were equally talented early on. Parents are the greatest influence on their child's values, and can help instill a growth mindset.
Although the book is geared toward educators there are great insights for parents. The first topic that can influence parenting is the concept of mindsets towards intelligence. The researchers categorized two mindsets. The first they term fixed mindset, and those that hold this mindset believe that intelligence is a fixed trait. The second theory is termed growth mindset. In this theory, the belief is that "No matter how much intelligence you have, you can change it quite a bit." (Dweck 1999)
What do mindsets predict? . . .(a) students' desire to learn (b) their belief in the power of effort (c) resilience in the face of setbacks and (d) their achievement over difficult transitions.
Some of the practices that induce a fixed mindset- like praise for intelligence- are particularly germane to students who are considered gifted. When they are told how smart they are or complimented for their strengths, many of these students adopt a fixed mindset. They begin to worry about how smart they look, to believe that they should not need effort to achieve in school or accomplish their goals, and to lose their resilience when they experience difficulty.
(Malleable Minds, 2012)
How does this impact parenting? If you want your child to improve achievement, be resilient and reach their highest potential, you need to help instill in your child a growth mindset. You need to help them value and believe in effort as a vehicle for academic success. They should understand that even geniuses have to work hard for great discoveries. In fact, focus, perseverance and self-improvement or deliberate practice is the one thing that separates geniuses who make creative contributions from those who were equally talented early on. Parents are the greatest influence on their child's values, and can help instill a growth mindset.
Subscribe to:
Posts (Atom)
