Weekly UpdateWeek 31: This is our last class before GATE Night so we'll be doing as much as we can to finish up all three parts!
Week 30: Many students have finished up their writing, are almost done with their projects, and have begun creating a paper mini-model that will be used on our class map. This shows how each student will be contributing towards their community.
Week 29: We've been writing, writing, and then writing some more! Many students have shared what they are working on for their project- either prototypes (3D models) or possibilities (2D representation).
Week 28: We continue working towards completing our writing that contains our ideas about the structure, system, and problem and how these ideas are interrelated. I introduced students to Google Classroom and docs for their writing.
Week 27: The Design Units tab (left side) has the "To Do Lists" for students to work at their own pace for the next few weeks. This is one way for students to practice time management.
Week 26: GATE field trip! Students engaged in 2 different museum activities to enrich their learning. One was a group "tic tac toe" board in which students explored the museum using icons of depth and complexity. The second was for students to "think like a disciplinarian" and to experience the museum through a different perspective.
Week 25: The Design Units tab (left side) has "To Do Lists" for students to work at their own pace for the next few weeks. This is one way for students to practice time management.
Week 24: As part of the "Define" stage, students will be choosing and using specific icons to write a descriptive paragraph for each element of their project- problem/structure/system.
Week 23: The next stage is "Define" and we will be using icons of depth and complexity to "dig deeper" into their project's structure/problem/system.
Week 22: Students will develop one perspective that connects to their project from a character they create.
Week 21: Students were introduced to the Design Thinking process. We began with "Empathize," and students began to determine multiple perspectives that could impact their project design.
Week 20: We will determine focus questions to deepen our understanding before using the information to design our project.
Week 19: Since every project is contributing to our class city, we will present our ideas to the class to receive feedback.
Week 18: We will research and develop our background knowledge to brainstorm ideas for our project (structure, system, and problem). They will also determine a way to connect all three.
Week 17: We will determine criteria for reliable websites when doing research and will demonstrate basic research skills using Google.
Week 16: We will spend time expanding the Big Idea of Structure and developing our understanding of the universal concept: Structure has parts that interrelate. Students will make decisions individually and as group about what is most needed for a city to thrive. They will consider and decide what design project they will be contributing to the class' city.
Week 15: We will participate in a Building Challenge this week. Students will construct a structure using given materials.
Week 14: We'll be using a video to brainstorm "What makes up a community/city?" After compiling a list and classifying ideas into categories, I'll be introducing our universal theme for Unit 2- Structure.
Week 12/13: We are currently working through an inquiry lesson about EPCOT (Disney's Experimental Prototype Community of Tomorrow). Students will read about EPCOT and then use icons of depth and complexity to identify relevant information (close reading).
Week 11: We completed self-reflections based on the 4Cs (creativity, collaboration, communication, critical thinking) to set goals for our next unit.
Week 10: We will continue with student presentations this week.
Week 9: Students will have some time to put the finishing touches on their projects at the beginning of class but then we'll begin student presentations! Students will have the opportunity to give peer feedback on presentations based on the 4Cs- communication, collaboration, critical thinking, and creativity. Those who don't present this week will do so next week.
Week 8: Many students worked on their rough drafts of their design project last week. Students will have this week's class to work on their final drafts. If you could remind them to bring any items needed to work on their final drafts for this week's class, that would be so helpful. The goal is for most students to present their projects next week (they'll have a little time to work, but the rest of the class will be for presentations).
Week 7: Last week, students determined relevant topics for background research. They continued this week to connect the research to their design project for Unit 1. Most students completed their rough drafts. Students are welcome to work on their projects throughout the week, but next week's class will be devoted to working on final drafts. Please remind your students to bring things to work on their final draft next class. The goal is for most of our class to present their projects the following week.
Week 6- Students will be brainstorming and working on their first draft (sketches) of their projects. Some will be conducting background research to support their ideas.
Week 5: For this week's class, we focused on critical thinking and students began researching and taking notes about their chosen field of design using the website,KidsThinkDesign. Many started thinking of ideas for their Unit 1 design project (more information on our class website- look on the “DESIGN Units” page).
Week 4: To see the DISC traits in action, we did a fun Collaboration Challenge (Save Bob the Worm). Our focus for this class was on collaboration. All students have selected one field of design to research about in these next few weeks.
Week 3: Students were able to learn about our tendencies when
working in groups by taking a “DISC” quiz. The quiz results indicated
whether a student is “dominant,” “interactive,”“supportive,” or
“conscientious.” These traits are tied to different types of birds: eagle,
parrot, dove, and an owl. Since we’re trying to develop growth mindsets, this
is helpful for students to make goals for the year (feel free to check our
website under Class Time for more info. on the DISC).
Week 2: We'll have our first Design Challenge of the year involving tin foil. Our focus for this class will be on Mindset- Fixed vs. Growth. We'll "train our brain" to help us develop growth mindsets.
Week 1: Students will receive an introduction to our theme for the year: GATEways to Design and will receive an overview of our upcoming year.
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WEBSITES FOR PARENTS OF
GIFTED STUDENTS *Supporting the Emotional Needs of Gifted Students (SENG) *Hoagies' Gifted Education Page (lots of resources!) *National Association for Gifted Children *Prufrock Press (resource books for parents) *California Association for the Gifted *Central Unified GATE website Other Important Files
GATE Newsletters
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