Welcome to
TARGET
Learning Characteristics of Children
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Is interested
Has good ideas
Learns with ease
6-8 repetitions for mastery
Good memorizer
Answers the questions asked
by teacher
Enjoys straightforward
presentation
Is pleased with his/her
learning
THE BRIGHT CHILD
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Is highly curious
Has wild, silly ideas
Already knows
1-2 repetitions for mastery
Good guesser
Discusses in detail,
elaborates
Thrives on complexity of
issues
Is highly self-critical
THE GIFTED CHILD
Bloom’s Taxonomy
EVALUATION
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SYNTHESIS
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ANALYSIS
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APPLICATION
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COMPREHENSION
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KNOWLEDGE
Gifted Triangle
EVALUATION
SYNTHESIS
ANALYSIS
APPLICATION
COMPREHENSION
KNOWLEDGE
Goldilock’s Bloom: Level 1
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Knowledge: How many bears lived in the
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Comprehension: How did the bears feel
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Application: If Goldilocks had examined
house visited by Goldilocks?
when they discovered Goldilocks in the bed?
books belonging to each bear, which would
she have preferred?
Goldilock’s Bloom: Level 2
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Analysis: Why did Goldilocks always prefer
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Synthesis: Suppose the bears had not
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Evaluation: Should Goldilocks have
the item which belonged to Baby Bear?
returned at that time. How might the story
have ended differently?
entered the bears’ house?
“Where We Go” in Target
Concrete to
Simple to
Basic to
Fewer facets to
Smaller leaps to
More structured to
Less independence to
abstract
complex
transformational
multi-facets
greater leaps
more open
greater independence
Tomlinson (1995)
Typical Target Day
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Critical Thinking
– Brainteasers
– Problem Solving
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Hands On Equations
Creative Thinking
– Brainstorming
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Unit Activities
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Research
Connections
Debate
Discussions
Products
Evaluation/Target Tally
Hands on Equations
Beginning in 3rd Grade
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Visual and
kinesthetic teaching
system for
introducing algebraic
concepts as early as
third grade
Uses game pieces
consisting of pawns
and numbered
cubes
Prepares students
for understanding
Algebraic problems
1st Grade – Stepping Into Target
•Multidisciplinary unit guided by
Georgia and National Standards
•Will introduce your child to Multiple
Intelligences (Howard Gardner)
•Higher Order Thinking Skills such as
Analysis, Synthesis, and Evaluation
(Benjamin Bloom)
3rd Grade – Money Matters
Interdisciplinary Instruction through-
Communication Skills -facts from opinions, recognizing
generalizations, using critical Thinking Skills, cause-andeffect relationships, writing, including completion of
forms, dictionary skills
Mathematics-checking account, using checks, deposit slips, and check
registers, Calculate simple interest, Investigate careers to determine the
training needed, the cost of training, and the salary range, Develop a budget
Science-process skills to answer questions and solve problems,
understanding of how science and technology enable individuals to
function better in careers and other life roles
Social Studies-division of labor and mass production, and assess their
effect on American life, Identify and evaluate the progressive
reforms for consumers
Identify sound money management for meeting family needs,
Explain the role of government in regulating business and protecting
the consumer
Brainteaser
Logic Puzzle
Sudoku
Creativity Measurement
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Fluency
Flexibility
Originality
Elaboration
Good isn’t good
enough when better
is expected
Ozzie Smith
Target Process
Assessment
Target Performance
Assessment
Continuation Criteria
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Criteria for
remaining in the
Target program
To be signed at the
beginning of the
year by parents
Continuation Criteria Recap
Gifted Resource Classroom
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Primary and intermediate – Acceptable
progress defined as meeting a
minimum of 14 of the 20 assessment
indicators on the Target Progress
Report.
Continuation Criteria Recap
General Education Classroom
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Primary: Acceptable progress defined as maintaining a majority of
2’s and 3’s in the core subjects of reading, English, mathematics,
science and social studies
Acceptable progress defined as a minimum average of 80 in grades
4-5 in the core subjects of reading, English, mathematics, science
and social studies
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Student not maintaining satisfactory performance during grading
period will be placed on probation for remaining school year
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Student removed from program at end of probation period if
criteria not met during that marking period
Expectations
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Projects
Homework
Task Commitment
Accountability
Changes – A Class in Flux
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New students
New classes
Change of teachers
Change of day
Parent Communication
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Target Tallies
E-mail
Phone Calls
Conferences
Prevailing Practices
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Gifted students should not be expected to
make up missed regular classroom work
or homework on scheduled Target day
Target homework permitted on Target day
Other Good Resources
 Prufrock
Press
 MindWare
Cobb Chapter: Georgia
Assoc. for Gifted Children
Because we recognize that parent support is critical to
educational improvement, our purpose is to:
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Provide parent education and resources
Support the needs of gifted students at the
state level
Be a resource for the Advanced Program
Coordinators at the city and county level
Cobb Chapter: Georgia
Assoc. for Gifted Children
5 minute Q & A