Above Image: from G.T. production of "A Christmas Carol"
PROGRAM FORMAT
GRADES 2-6
The Weiner Gifted and Talented Elementary Program begins identifying students in the 2nd grade. Identified students in grades 2-6 participate in a pull-out enrichment class that meets two days a week for an hour and a half each day. Learning topics and activities are differentiated from the regular classroom and find multi-age students working on the same type of projects at different levels of expertise based on age and ability. The curriculum is designed to involve students in topics of high interest that serve as the vehicles for gifted and talented Scope and Sequence skill development as mandated by the Arkansas Department of Education.
KINDERGARTEN/FIRST GRADE PROGRAM
Students in Kindergarten and First Grade participate in a weekly thirty five minute whole-group enrichment class planned and taught by the program coordinator. The emphasis is on creative/critical thinking and affective growth and providing meaningful insight into each child’s potential. Activities follow the program scope and sequence for K/1 and build upon previously learned skills. Each learning experience focuses on:
1. fluent thinking –the ability to think of a large number of ideas. The intent is to build a large store of information for children to draw upon later on.
2. flexible thinking –teaches children to shift their thoughts to different categories. Kids find themselves being more original because they have taken a detour in their thinking. The results are ideas that are more clever, uncommon, and inventive.
3. elaborative thinking –the ability to enrich an idea or product by adding details –it is somewhat like taking an ordinary tree and adding ornaments. This helps children be more descriptive leaving very little to the imagination.
4. curiosity –a strong desire to know something. Most children are FULL of this already; however we often tire of their “whys?” Children will learn to test out and to confirm guesses about the unfamiliar or unknown.
5. willingness to take a calculated risk –this encourages a child to predict. This also encourages children to set goals in anticipation of success and to consider the chance of failure. It helps them develop a tolerance for insecurity so common in every day living.
6. preference for complexity –a willingness to accept a challenge. We want children to dig into knotty problems. Challenges in school and in life may be in the form of complicated ideas, difficult problems, or complex tasks –kids need a “I can” attitude
Students in Kindergarten and First Grade participate in a weekly thirty five minute whole-group enrichment class planned and taught by the program coordinator. The emphasis is on creative/critical thinking and affective growth and providing meaningful insight into each child’s potential. Activities follow the program scope and sequence for K/1 and build upon previously learned skills. Each learning experience focuses on:
1. fluent thinking –the ability to think of a large number of ideas. The intent is to build a large store of information for children to draw upon later on.
2. flexible thinking –teaches children to shift their thoughts to different categories. Kids find themselves being more original because they have taken a detour in their thinking. The results are ideas that are more clever, uncommon, and inventive.
3. elaborative thinking –the ability to enrich an idea or product by adding details –it is somewhat like taking an ordinary tree and adding ornaments. This helps children be more descriptive leaving very little to the imagination.
4. curiosity –a strong desire to know something. Most children are FULL of this already; however we often tire of their “whys?” Children will learn to test out and to confirm guesses about the unfamiliar or unknown.
5. willingness to take a calculated risk –this encourages a child to predict. This also encourages children to set goals in anticipation of success and to consider the chance of failure. It helps them develop a tolerance for insecurity so common in every day living.
6. preference for complexity –a willingness to accept a challenge. We want children to dig into knotty problems. Challenges in school and in life may be in the form of complicated ideas, difficult problems, or complex tasks –kids need a “I can” attitude
