Guiding Principles

Bibliography Source

G/T Curriculum – Must be advanced, in-depth, and complex. Depth of curriculum involves language, patterns, rules, trends, ethical issues, details, unanswered questions, and big ideas. Complexity is looking at curriculum issues over time, across disciplines, and through varied perspectives. The curriculum must be differentiated from the curriculum that is used in other classes.

Kaplan, S. , Noted Educator and National Lecturer for Gifted/Talented

Brain compatible Learning – For effective learning to take place the brain needs challenge, novelty, and feedback. Learning flourishes when choice, learning connected to past knowledge, emotional involvement, transfer, predictions, and patterns are used to teach concepts.

Delisle, J. R. (1992). Guiding the social & emotional development of gifted youth. White Plains, NY: Longman.

Jensen, E. (1998). Teaching with the brain in mind. Alexandria, VA: ASCD.

Jensen, E. (1996). Brain-based learning. Del Mar, CA: Turning Point Publishing.

Schmitz, C. C. (1985). Managing the social & emotional needs of the gifted. Minneapolis, NM: Free Spirit.

Learners and Teachers - A Learner is one who interacts dynamically with information. Students need complex experiences that are processed, analyzed, and examined for meaning and understanding and are sometimes open-ended.

Teachers are facilitators and enhancers of knowledge. Teachers help students process "deeper meanings" that impact on student drive and purpose.

Mistakes are a natural aspect of learning, however students are expected to do self-assessment and reflection.

Caine, R.N., & Caine, G. (1997). Education on the edge of possibility. Alexandria, VA: ASCD.

Caine, R.N., & Caine, G. (1991). Making connections: Teaching & the human brain. New York, NY: Innovative Learning Publications.

Socratic Dialogue – Socratic practice focuses on developing the prerequisites to intellectual dialogue in the context of understanding texts in order to enable students to become independent learners and thinkers.

These prerequisites include: Socratic construction of meaning, interpersonal skills, taking ideas seriously, and applying ideas to life.

Strong, M. (1996). The habit of thought. Chapel Hill, NC: New View Publications.

Learning Styles – Gardner defines intelligence as the ability to solve problems one encounters in real life, to generate new problems to solve, and to make something or offer a service that is valued in one’s culture.

The following intelligences reinforce the cross-cultural perspective of cognition: linguistic, logical-mathematical, spatial, body-kinesthetic, musical, interpersonal, and intrapersonal.

It is good to challenge the human mind to learn using any of the intelligences, but the mind can flourish when it has the opportunity to learn through its strengths.

Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York: Basic Books.

Gardner, H. (1999). The disciplined mind. New York, NY: Simon & Schuster.

Daniels, H., and Bizar, M. (1998). Methods that matter: Six structures for best practice classrooms. York, Ma: Stenhouse Publishers.

Authentic Learning and Real–Life Problems – Authentic learning consists of applying relevant knowledge, thinking skills, methodological techniques, time management strategies, and interpersonal skills to the solution of real problems.

A real-life problem has a personal frame of reference and commitment in addition to a cognative or scholarly interest. It has no existing or unique solution, it is pursued to create new products, services, or information that will change actions, attitudes, or beliefs, and it is directed toward a real audience.

Fogarty, R. (1992). Teach for transfer. Arlinton Heights, IL: Skylight.

Renzulli, J. (1999). The role of authentic learning in developing gifts and talents: A how to guide. Tempo, Fall, 5,6.

Skills for the Global Market – The key to being wise is to teach our children to increase their intelligence, to cooperate, and to think in new ways. Students need to understand how technology will affect their lives and their work in a global market and how demographic and cultural changes will alter their self-perception and their perception of others. Teachers must develop these student skills: perception, pattern recognition, cultural knowledge, flexibility, vision, energy, intelligence, and global values.

Dickinson, D. (1992, October). Skills for the global market. In, The adult learner in higher education & the workplace. Symposium conducted at the Conference on Lifelong Learning, Oxford University.

Goldman, D. (1998). Working with emotional intelligence. New York, NY: Bantam Books.

James, J. (199 07. Thinking in the future tense. New York, NY: Touchstone.

Technology – Must be integrated through the study of one’s curriculum. Teachers must think of students as learning associates and knowledge producers. Teachers need to teach skills that allow students to become self-directed, self-motivated, global collaborators if they are to succeed in a digital economy.

Coil, C. (1997). Teaching tools for the 21st century. Marion, IL: Pieces of Learning.

November, A. (1999, October). Technology. In, Destination 2000, charting the course. Symposium conducted at the Texas Educators Problem Solving Association, Austin, Texas.

Teachers Will:

Students Will:

Environment Reflects:

• use advanced, complex, in-depth curriculum

• integrate universal themes with disciplines (Language

  Arts, Math, Science, Social Studies, Fine Arts)

• use a variety of instructional theories and principles to teach complex processes that establish goals, extend multidirectional thinking, assess multiple outcomes, and deal with ambiguity

  (Socratic Dialogue, Brain

  Compatible Learning,

  Multiple Intelligences)

• provide challenging opportunities for critical/creative/logical thinking, problem solving, decision making, and choice in assignments, products, and fields of study

• provide a stimulating learning environment through diverse strategies and in-depth processes, utilizing real world applications, patterning, and connections to past learning

• strengthen students’ potential for metacognition, in-depth self-directed study, and intuitive interpersonal/ intrapersonal development

• model advanced questioning strategies, supporting generalizations with facts, and self-evaluation to further develop student skills

• engage in student-centered (Socratic) dialogue around global issues and intellectual ideas

• demonstrate the ability to solve real-world problems through workable solutions, creative insights, and reasonable predictions

• exhibit self-directedness by self-modifying, self-managing, self-monitoring, establishing long and short range goals, completing in-depth self-evaluations, and creating well-designed products

• construct their own learning by metacognating, connecting diverse fields of information, and extending or expanding acquired knowledge in unusual and unique ways

• demonstrate roles of leadership and fellowship through persuasive yet empathetic communication

• develop tolerance for ambiguity, incongruities, and open-ended problems

• show affective growth through autonomy, self-motivation, valuing diversity of learning, and appreciating learning as a means to an end/not end

• balanced large/small group instruction with individual study

• acceptance of mistakes as a natural part of learning

• the use of experimental and independent learning

• aesthetic awareness and appreciation

• technology integrated through curriculum study

• opportunities for student choice

• strategies that support brain-based learning

• theme and varied learning experiences

Physical

• space for varied groupings, centers, experimenting, and product display

• materials and equipment that support students engaged in discovery/inquiry

G/T Elementary

(K-2)

Utilizes a broad umbrella theme to reach its objectives.

Core subject areas: language arts, mathematics, science, and social studies

• Brain Storming, attributes, patterns, logic, analogies,

G/T Elementary

(3-5)

Utilizes the broad theme of Connections to develop a scope and sequence of strategies through language arts, mathematics, science, and social studies.

• Decision making (Cort Thinking)
• Divergent/Convergent thinking
• Inductive/Deductive reasoning
• Analysis, Synthesis, Evaluation
• Socratic Dialogue
• Brain storming
• Philosophy (Harry Stottlemeier)
• Inferential Thinking
• Predicting
• Self-Organizing
• Self-Monitoring
• Self-Directing

Creative Thinking

• FFOE – Cognitive (Fluency, Flexibility, Originality, Elaboration)

  Affective (Risk Taking, Tolerance of Ambiguity, Curiosity, Imagination)

• SCAMPER
• Synectics
• Brain storming
• Prediction

Logic

• Grids
• Visual perception
• Attributes/patterns/sequences
• Syllogisms

Literature

• Novels
• Short stories
• Socratic Dialogue

Research

• Locational Skills
• Formal Skills
• Methods (Historical, developmental, descriptive, case and field study, correlation, experimental, observational)

Vocabulary

• Antonyms/Synonyms
• Direct Comparison
• Synectics (Personal and Symbolic)
• Latin

Problem Solving (Critical and Creative)

Technology

• Computer (Word processing, multi-media, internet)
• Video/Audio

Affective Domain

• Social Cooperation
• Self-Realization
• Self-Esteem/Self-Worth

6th Grade G/T

English

Discovery of Language

• Theories of origins, prefixes, suffixes, semantics
• Major Novels: Beowulf, Canterbury Tales (excerpts),
• Noah’s Flood, Pyramus and This

Humor in Language

• Study of puns, idioms, malapropisms, irony, & parody.
• Includes researching word origins and vocabulary skills.

Mythology

• Greek/Roman/World
• Similarities/differences
• Literary allusions

The Adventures of Huckleberry Finn

• Picaresque literature, plot analysis, character study, setting,
• Reference to Odyssey, dialect, social issues

Elements of the Short Story through Mystery

• Critical thinking skills which include deductive reasoning,analysis, synthesis, and synethic trigger mechanisms

7th Grade G/T

English

Discovery
of
Community

• Journalistic style in news articles & editorials
• Use of bias
• Mythology in advertising
• Propaganda techniques
• Evaluation of local media
• Propaganda as theme in short stories

Animal Farm

• Political satire, allegory, symbolism
• Utopian/distopian literature
• Parallels with Russian history

Poetry

• Figures of speech
• Reading and analysis of traditional poetry
• Imagery, symbolism, mythological allusions
• Poetry through contemporary music

To Kill a Mockingbird

• Character and plot analysis
• Social themes
• Dilemma resolutions

Macbeth

• Sources of the play
• Background, language study, symbolism, dramatic structure, & supernatural influences

Science Fiction/Fantasy

• Study of genre using the novels Fahrenheit 451 and Wizard of Earthsea, along with various short stories

8th Grade G/T

English

Discovery of Self

• Holocaust research, review of propaganda, WWII background, self-discovery, & dilemma resolutions
• Various readings available from the annotated bibliography

Biography

• In-dept research/reading on various historical and  contemporary figures
• Writing activities of correspondence between selected characters and futureography
• Knowledge of biography genre

Mythology/ The Odyssey

• Epic poetry, world mythology
• Concept of hero
• Journey motif

Pygmalion / My Fair Lady

• Comparison of two treatments of the same story
• Modern allusions

A Separate Peace

• Character and plot analysis
• Theme, symbolism, sub-plot, and parallel structure
• WWII setting
• Adolescence
• Symposium-independent selection, analysis, and presentation of novels

The Tempest

• Sources of the play
• Review of Shakespeare and his times
• Exploration, magic, Great Chain of Being, noble savage, Nature/nurture, and parallel themes

9th Grade G/T

English

• Unit 1-Song of Myself
• Unit 2-Identity
• Unit 3-Creation & Creativity

Fire and Ice: Our Opposing Forces

• Unit 1-Fate & Free Will
• Unit 2-The Divided Spirit
• Unit 3-The Forces of Love & Hate and Good & Evil

Major Works: Romeo and Juliet, A Tale of Two Cities,

Oedipus Rex, The Chosen, Old Man and the Sea, and

Childhood’s End, The Pearl, Antigone/Oedipus, Frankenstein

10th Grade G/T

English

• Unit 1-What Makes Us Tick?
• Unit 2-Who Sets the Clock?

Consequences of Individual Motivations in Traditional, Orderly Society

• Unit 3-How does Man "Really" Pass the Time?
• Unit 4-When does the Alarm Sound?

Major Works: Lord of the Flies, Les Miserables, The Inferno,

My Name is Asher Lev, Much Ado About Nothing,

Their Eyes Were Watching God, Dante’s Inferno, Othello, Siddhartha, Brave New World, Man’s Search for Meaning,

The Hollow Men

11th Grade G/T AP

English

American Literature

The Midwest

The South

The Southwest

The East

Major Works: The Invisible Man, The Grapes of Wrath,

The Joy Luck Club, The Sound and the Fury, Walden,

The Great Gatsby, Blue Highways, Toa Of Pooh, Earth Song/Sky Spirit

12th AP/GT

Dual Credit

English

Conducted as a seminar/ freshman level college course.

Preparatory for the advanced placement test in English.

Major Works: A World of Ideas, Hamlet, Hiroshima, Cat’s Eye,

Portrait of an Artist as a Young Man, Dubliners, Crime and Punishment, Waiting for Godot, The Stranger, Metamorphosis,

Rosencrantz & Guildenstern are Dead, Power and Glory, Doll’s House

9th – 12th Grade

Housed on the Lee campus, this program provides enrichment experiences in Performing Arts.

Admittance to the program is by audition.

• Dance
• Visual Arts
• Musical Theatre Performance
• Theatre Technical
• Creative Writing
• Production
• Cinema/Animation
• Instrumental