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 I am most easily reached by e-mail at dawn.phillips@marion.kyschools.us  However, I can be reached by phone at the individul schools.  Please see the Important Information page for a copy of my schedule with phone numbers included.

 

Reason to Celebrate

This is International Day for the Abolition of Slavery Day!

 

 

Trivia Question of the Day

Language Arts: In what part of speech does a verb end in "ing" to operate as a noun, such as "eating breakfast" or "answering the phone" or "walking on the moon"?

Yesterday's Answer: The Swiss guards in Vatican City

 

 

Fun Fact

A humming bird weighs less than a penny.

 

 

 

Student Tip of the Week

11/28/2016 - 12/02/2016

 

 

 

 

Teacher Tip of the Week

11/282016 - 12/02/2016

Science Talent in the Young Expressed Within Ecologies of Achievement
Paul F. Brandwein
 

Recommendations

  1. The widest net ought to be flung to open opportunity for all young in an idea-enactive, inquiry oriented learning curriculum and instruction. This generous cast offers access to equal opportunity for self-identification, along with, but not exclusively through, ability and achievement testing as composite factors for entry into the science talent pool.
  2. The structure of curriculum and the mode of instruction in classroom and laboratory serve to identify science proneness, an understanding that suggests a significant way to increase the science talent pool.
  3. Science proneness begins in a base of a general giftedness and develops its component skills in verbal, mathematical, and in time, the nonentrenched tasks of problem seeking, finding, and solving in specialized science fields. Eventually given favorable ecologies, science proneness can shift to an expression in a work showing science talent.
  4. Science talent calls for identification through in-context evaluation in long-term inquiry without reference to IQ or standardized tests of achievement. It provides for testing of science talent through a criterion sample of work of the young as predictive of their future accomplishments.
  5. When the young enter into the climate of science, they should benefit from at least two resources as gifts of schooling. First, they deserve access to the substance of science, a rich even massive, conceptual structure of cumulative knowledge. Second they deserve opportunities to participate in problem finding and concept seeking and forming—that is, to experience the style of science—its particular modes of inquiry and explanation.
  6. The experience of originative research in high school may motivate a decision to pursue a career in science and thus qualify students for continued research in their undergraduate years. Originative inquiry can lead to early expression of science talent in the young; it therefore is a worthy practice in the quest of the young scientist-to-be

 

http://nrcgt.uconn.edu/research-based_resources/brandwei/

 

 

Parent Tip of the Week

11/28/2016 - 12/02/2016

 

Some Children Under Some Conditions:
TV and the High Potential Kid
Robert Abelman
 

Guidelines

  1. Young gifted children spend significantly more hours in front of the television set than their same-age peers, but viewing does not necessarily warrant parental concern or dramatic time reductions or limitations.
  2. Parents are encouraged to make sure that the programming being watched matches their child’s capability to follow story line and plot development and is sufficiently challenging.
  3. Younger children should avoid program-length commercials.
  4. Pay-TV (cable, video rentals) currently provides the most reliable supply of quality educational, informational, and entertaining children’s programs.
  5. Primetime commercial television offers inadequate and inappropriate role models for gifted education.
  6. The most effective forms of parental mediation of television are purposeful program selection and co-viewing with a child.
  7. In accordance with the Children’s Television Act of 1990, parents can and should become involved in influencing the quality and quantity of local children’s programming.
  8. Television in the classroom has a place in gifted education.

 

http://nrcgt.uconn.edu/research-based_resources/abelman/