enrichment ?
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Enrichment ?
Gifted and Talented programs are generally top 5 to 10%
Statute for gifted population only requires meeting the needs of the top 3 to 5 %
Enrichment programs are generally top 10 to 15%
Hazlet Township BOE expands the concept of Enrichment to increase opportunities, allowing more students to participate.
Hazlet Schools go beyond the confines of the rigid “Academically Talented” programs allowing for more creativity.
Hazlet Township Enrichment Program
Grades K-2 Whole Class Instruction “Push In” model once a week
Grades 3-6 Identified students for “Pull Out” model two times per week
Grades K-4
PETS (Primary Education Thinking Skills) Critical thinking and Problem Solving with various convergent, divergent and deductive strategies
Creative Literature: with Junior Great Book Series includes Author Studies, Vocabulary and Shared Inquiry
Math: Discreet Math, Singapore Model Drawing Method, Chess
Geography changed from Science after newest curriculum for classroom was implemented
Grade 5 and 6
Problem Solving - Community Based Problems, Future Cities, Mock Trials, Debates
Creative Literature Junior Great Book Series Historic Explorations Middle Ages Europe
(grade 5) and Ancient Civilizations (grade 6) Creative Writing Visual Arts Dramatic Arts
Renzulli (University of Connecticut)
Howard Gardner (Harvard School of Education)
Gardner’s Theory of Multiple Intelligences states that not only do human beings have many different ways to learn and process information, but that these are independent of each other: leading to multiple "intelligences" as opposed to a general intelligence factor among correlated abilities. In 1999 Gardner currently lists eight intelligences as
Gardner Multiple Intelligence Theory
Shore Consortium For the Gifted
A PLC of Educators from Monmouth County area schools that collaborate on program design, selection process and curriculum.
This PLC also plans various convocations for students that include robotics, art, film, and science.
The Shore Consortium for the Gifted meets
once a month
Shore Consortium for the Gifted
SELECTION CRITEREA
Teacher Recommendation
Average of Report Card Grades from Marking Periods 1, 2, and 3
NJPASS or NJASK
S.A.G.E.S. (Screening Assessment for Gifted Elementary Students)
S.A.G.E.S.Pictorial Analogies that Assess
Reasoning Skills
Learning Characteristics Grades 2 and 3
Unusually advanced vocabulary for age and grade level, has verbal behavior characterized by “richness” of expression, elaboration and fluency
Student possesses a large storehouse of information about a variety of subjects beyond their peers
Student has quick mastery and recall of factual information
Student has rapid insight into cause and effect relationships, tries to discover the how and why of things and ask provocative questions
Learning Characteristics Grades 3 to 6
Demonstrates Critical Thinking (knowledge, comprehension, application, analysis, synthesis, evaluation)
Demonstrates Creative Thinking (Originality, fluency, curiosity, flexibility, imagination, elaboration, risk taking, complexity)
Demonstrate Motivation for learning (follows through with assignments, exhibits excellent study habits)
Demonstrates high quality work (has quick mastery and recall of factual information, has “rapid” insight into cause-effect relationships)
Demonstrates Task Commitment (Is persistent in seeking task completion)
Communication Characteristics Grades 4, 5, and 6
Student speaks and writes directly to the point
Student modifies and adjusts ideas Student is a leader in several kinds of
activities , is able to influence others Student explains things precisely and clearly Student can find various ways of expressing
ideas s o others can understand
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