| PROGRAM OVERVIEW
The Gifted/Enrichment Program typically meets four times/week
• twice a week for an Enrichment Learning Center class and
• two times per week for special project work in "pullout"
classes.
Students are assigned to the Enrichment Learning Center and do not
miss any other class for these two periods. During Learning Center,
students are given opportunities to work collaboratively to solve
problems and conundrums. Enrichment students receive training
in the following areas over their three years in this program:
• Goal setting and planning skills
• Creative and critical thinking skills (including brainstorming)
• Creative Problem-Solving and decision-making methodologies
• Formulating essential questions
• Project management
• Oral presentation skills
• Self assessment of work in program
• Documenting skills, strengths, experiences to facilitate the
development of a resume
• Conducting research on college programs and their requirements
(during grade 8).
During the "pullout" periods per week (usually in the Media Center
and/or Computer Lab), Enrichment students work on independent
projects (alone or with one or more partners). Students are given time
at the beginning or end of the pullout period, to turn in homework and to
obtain any handouts and new assignments. Students should arrange to
obtain notes from a buddy in class. Students are given an opportunity to
brainstorm and propose project ideas during Learning Center.
Enrichment students are guided to find a project that goes beyond what
is taught in the regular curriculum.
Per the Director of Pupil Personnel Services, Enrichment students do
not have to make up a missed class activity unless it is part of a
long-term assignment. They are responsible to learn the material
covered in any classes missed due to Enrichment pullouts. Students
are required to complete and submit all homework assignments to their
regular teacher.
If a student has a special activity or speaker in a regular class and feels
the need to participate, he or she should inform the Enrichment teacher
at the beginning of the period. If a student feels a repeated need to
remain in his or her regular class, we may need to determine if the
student should exit the Enrichment program
Project ideas must enable a student to:
1. Learn something new (via different types of research) and
2. Apply their learning in a creative way.
The Enrichment Learning Center appears on the student’s report card
as Pass or Fail. Appointments can be made to meet with Mrs. Coleman
during November report card conferences or upon request.
At the end of the school year, students will have an opportunity to
present their projects to their families at a special event. Students will
need to prepare a science fair type of display board and an oral
presentation for sharing their project and Enrichment accomplishments.
During the last two months leading up to project presentations, some
students may find it helpful to stay after school to have extra time to
prepare. Enrichment work outside of school is voluntary—no formal
assignments.
Parents can get involved by: volunteering to share your expertise with
students in our program, chaperoning an Enrichment trip, donating
supplies, and joining MAGE (Milford Association for Gifted Education)
and supporting its fund-raisers and activities. Money raised by MAGE
helps us purchase extra material for projects not provided through the
school budget process.
Enrichment Program Materials and Supplies needed:
• A one inch three ring binder (soft or hard cover) with section dividers
for handouts, project work, research, and assessments- for Enrichment
use only. (This will be collected and reviewed periodically by the
Enrichment teacher.)
•A pen or pencil is also needed.
• Tri-fold project display board (for use in May for project presentation)
and supplies to make the board (if completed at home). Students
working on the board at school will have access to markers and colored
paper.
Examples of prior Gifted/Enrichment projects include (but are not limited
to:
• Constructing and programming a robot using LEGO Mindstorm.
• Writing and illustrating a book for children (including info gained
from research).
• Setting up three career day breakfasts for 8th graders. A total of
twelve speakers from different fields spoke to students about their
profession and specific jobs.
• Conducting research on roller coaster design and physics;
Designing and constructing an original 9’ by 9’ model roller coaster
using Kinex.
• Researching the hazards of smoking in order to prepare a presentation and
activities to educate students in grade five at two of Milford’s elementary
schools about why they shouldn’t smoke.
• Writing a script and producing a claymation movie. (This type of
project can often take 1.5 to 2 years when editing is done on iMovie with
special effects--over the course of two school years.)
• Developing and implementing a survey; analyzing research findings on the
topic. Using findings for a creative project.
• Researching architecture and designing a structure (Some students
have constructed models.)
• Creating and editing a Harborside Literary Magazine with student work.
• Exploring a field or potential career of interest. Finding a creative way
to share findings.
• Creating an original web design or Webquest.
• Creating an original game with rules and necessary supplies; learn about
gaming theory.
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