By Linda Smith

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Examples include such post-assessment tools as project presentations, end-of-unit self-assessments, and teacher-made examinations. 35 APPENDIX 1: ALTERNATIVE TEMPLATES This Appendix includes examples of alternative templates that have been developed by individual school districts. We have three purposes for including these templates in this Guide: (1) to demonstrate that there is more than one way to structure a template, (2) to give you ideas for creating your own template, and (3) to show that templates can include information judged to be important to individual programs but that is not required by the State.

The student can explain the process of systems thinking, and can explain why it is important to look at the interactions. • The student can determine how an idea or solution interacts with many other systems and can clearly explain the interactions and their impact on one another. Use Systems Thinking Rockwood School District Gifted Program, 2003 59 Goal III: Critical Thinking To develop the ability to use critical/reflective thinking focused on deciding what to do or believe. This includes supporting ideas with facts and/or logic and explaining relationships.

The student develops paragraphs that clearly explain ideas; uses many good verbal presentation skills; and develops quality visuals that clearly explain ideas. The student plans the presentation for an audience. The student uses technology to impact the audience’s understanding of the topic. Plan a Message Create a Message By the end of Grade 5 • • Present a Message The student can share ideas verbally using good eye contact, appropriate body language and strong voice. He/She can develop a visual message that explains the topic.

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A Guide for Developing Gifted Curriculum Documents by Linda Smith


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