“LIKE" Indieflix Original Documentary at ODS

Old Donation School is partnering with CHKD to show the “LIKE’ Indieflix original documentary on the impact of social media. This is a free showing @ ODS on Wednesday, March 25, 2020 from 6:30-8 p.m. 

Even though social media has become such a big part of our lives and offers us the ability to connect with the world, are we sure of all of the effects it has on us and children? By understanding the effects of technology and social media on the brain and on our lives, we can learn how to navigate it more safely together. “Like” is a documentary about the impact of social media on our lives. The screening is open to all parents, professionals and youth (ages 10 and older) in the community. Registration is recommended as seating is limited. A brief Q&A discussion with a CHKD panel will immediately follow the screening.

Please visit www.chkd.org/classes for more information and register using the link: Register here!

BIO POEMS

Students in grades 3 and 5 will be introduced to bio poems to reflect on the wonderful things about themselves and to share with others interesting facts about historical figures who advocated.

What is a bio poem?  Laura Candler defines it as a simple poem written about a person, and it follows a predictable pattern.  She adds that bio poems generally don’t rhyme, and they can be autobiographical or biographical.

Above is a sample template, just in case you would  like to try to complete one on your on.  Stay tuned to see the wonderful products our students create.

For grade 3, the gifted benchmark addressed with this learning event:

·         Gifted students will demonstrate fluent, flexible, elaborative, and original thinking.

For grade 5, the gifted benchmark addressed with this learning event:

• Gifted students will synthesize ideas to create novel products and solutions.

Career Exploration

Students in Grade 4, ventured into career exploration.  We often ask children what they want to be when they grow up.  However, how often does this conversation go into the skills, traits and experiences that students must have to move them closer to that goal?  Students were allowed to select a career that they wanted to explore and in exploring that career, students needed to address the questions below in the product they chose to create to share their findings.

• Why is this career a good fit for me?
• What skills education, or training do I need for this career?
• Do I have the right skills, strengths, or experiences currently to achieve this career?
• How much should I expect to make in this career field?  Will the amount of money I make be able to support my needs and wants?
• What resources can I tap into to help me reach my career goals?
• What is something new that I learned about this career while doing the reasearch?

Gifted benchmarks addressed with this career exploration learning event:

·         Gifted students will evaluate alternatives.

·         Gifted students will think and evaluate analytically.

-      Gifted students will pose researchable questions.

Advocacy revisited

    

    At the start of the quarter, we revisited the concept of advocacy.  We reviewed the idea that advocacy is about having and using your voice to respectfully communicate your needs (or a need) to others in order to meet the need(s) or solve a problem.  In reviewing this concept, we also revisited the notions that there is a right time and place to advocate and that advocating doesn’t always give you the desired result.  Students were then presented with real world examples of individuals who advocated for causes in which they believed.  Examples of some individuals explored are Abraham Lincoln, Rosa Parks, Thurgood Marshall, Susan B. Anthony, and Maggie Walker.  Using information learned about these advocates students were given voice and choice to create a product about their selected advocate.  That product could have been a one-pager, a video, a poster, or mind map.  Students could also petition their classroom teacher to produce another product.  The product portion was done by students in grades 2 and 5.

Advocacy will be a reoccurring theme (big idea) throughout the remainder of the year.

        For grades 2-3, the gifted benchmarks to be addressed with advocacy are-

·         Gifted students will create their own examples and non-examples of a concept.

·         Gifted students will make connections among concepts and issues.

·         Gifted students will adapt an idea to a new situation.   

        For grades 4-5, the gifted benchmarks to be addressed with advocacy are-

·         Gifted students will demonstrate reflection in their thinking.

·         Gifted students will complete self-assessments.

What is a MIND MAP?

Mind maps work as a visual and graphical tool to help structure information, analyze complicated concepts, recall and generate new ideas.  In an effort to expand our students’ self-advocacy toolkit, students have been or will be introduced to mind maps.

For grades 2-3, the gifted benchmarks addressed is-

·         Gifted students will make connections among concepts and issues.

For grades 4-5, the gifted benchmarks addressed is-

·         Gifted students will interpret and evaluate concepts in specific contexts.

What is a CONCEPT MAP?

This has been the focus question for students across grade levels as they explore the ways in which they can continue to advocate for their learning preferences.

A concept map is a type of graphic organizer used to help students organize and represent knowledge of a subject. Concept maps begin with a main idea (or concept) and then branch out to show how that main idea can be broken down into specific topics.

In a concept map, each word or phrase connects to another, and links back to the original idea, word, or phrase. Concept maps are a way to develop logical thinking and study skills by revealing connections and helping students see how individual ideas form a larger whole.

For grades 2-3, the gifted benchmark addressed is-

·         Gifted students will make connections among concepts and issues.

For grades 4-5, the gifted benchmark addressed is-

·         Gifted students will interpret and evaluate concepts in specific contexts.

CAP

Are you more creative, analytical, or practical?  This is the question that students in grades 2-5 explored over the past few weeks.  Using the work of Robert Sternberg as our foundation, students were introduced to his Theory of Triarchic Intelligence.  To assist students in remembering these components, the mnemonic device CAP has been used.

The theory, proposed by psychologist Robert J. Sternberg, contends that there are three types of intelligence: practical (the ability to get along in different contexts), creative (the ability to come up with new ideas), and analytical (the ability to evaluate information and solve problems). 

This theory aligns with building student agency and advocacy as students are provided with multiple choices to display their learning. 

For grades 2-3, the gifted benchmarks addressed were-

·         Gifted students will identify their own style of learning.

For grades 2-3, the gifted benchmarks addressed were-

·         Gifted students will apply knowledge of self to product selection.

THIS WEEK AT A GLANCE – 10/7/19 - 10/11/19

This week students in grades 2-5 will continue taking on the topic of ADVOCACY.  At first glance, it might appear to be a meaty topic.  However, our goal is to lay the groundwork for students to understand how to effectively advocate for themselves and their learning.

The I CAN statements for these lessons are-

-         I CAN TELL YOU WHAT IT MEANS TO ADVOCATE.

-         I CAN LEARN STRATEGIES TO ADVOCATE FOR MYSELF. 

    

   Advocacy is about having and using your voice to respectfully communicate your needs (or a need)to others in order to meet the need(s) or to solve a problem.   

In order to help students better understand how that might look throughout the school day, we incorporated scenarios in which students had to determine the ways in which they could advocate for themselves.

For grades 2-3, the gifted benchmarks to be addressed with advocacy are-

·         Gifted students will create their own examples and non-examples of a concept.

·         Gifted students will make connections among concepts and issues.

·         Gifted students will adapt an idea to a new situation.

For grades 4-5, the gifted benchmarks to be addressed with advocacy are-

·         Gifted students will demonstrate reflection in their thinking.

·         Gifted students will complete self-assessments.

SOCIAL EMOTIONAL NEEDS OF THE GIFTED PRESENTS ITS...

If you are interested in learning more, please click the link below:

https://www.sengifted.org/events/seng-virginia-beach-mini-conference

Gifted Identification and Old Donation School Application Due Dates

 The online application for students currently enrolled in grades 1-7 is available at https://www.vbschools.com/academic_programs/gifted.

·        The application deadline for students in grades 2-7 is Jan. 10, 2020, at 4 p.m.

·        The application deadline for students in grade 1 is Feb 10, 2020, at  4 p.m.

·        Please contact the Sheleen Dixon, Centerville’s GRT at Sheleen.dixon@vbschools.com if you have questions about gifted programs.

Old Donation School Information Nights

Old Donation Middle School Academic Program

Thursday, December 5, 2019

Tours at 5 p.m.

Presentation begins at 5:30 p.m.

Old Donation Elementary School Academic Programs

Tuesday, January 7, 2020

Tours at 5 p.m.

Presentation begins at 5:30 p.m.