How do you know that??

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Posted by Mrs. Ibrahim | Posted in 5th GATErs, Natural Disasters, Science, Thinking Maps, Uncategorized | Posted on February 3, 2011

MH900365800Today you will be taking notes in your Thinking Maps about your Natural Disaster.  Remember to write down the resources you used to help you answer the question.  If you used a website, you will need to write down the following (for example):

“Types of Volcanoes.” Enchanted Learning. 8 June 2011 http://www.enchantedlearning.com/subjects/volcano/types/index.shtml

Need resources?  Check out our wiki page that I started on resources or just start searching!

 

 

 

Our GATE “program”

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Posted by Mrs. Ibrahim | Posted in depth and complexity, GATE, teachers, Thinking Maps | Posted on January 21, 2011

I have been “meeting” a lot of people (parents, teachers, and administrators) in the Gifted and Talented community on Twitter  and thought I’d share how my school’s GATE program works.  Hope to hear an overview of some of your programs as well!IMG_0466

First of all, all the schools in my district support GATE students, but in different ways.  The classrooms at my school are of mixed ability.  My school chose to spend the money to hire a GATE teacher to support the approximately 100 students in 4th-6th grades.    The teachers have had trainings in differentiation and have a Universal Access or Workshop time where they work in small groups.  They differentiate the California standards for the gifted students to challenge them.

Here’s where I come in… I pull the gifted students into the library/media center for 1 hour a week to provide even more depth, complexity and enrichment.  One hour a week doesn’t sound like a lot, but it gives me a chance to teach them tools like Thinking Maps (adding a Frame of Reference for metacognition) and Depth and Complexity icons in a homogenous group.  Then, I will be showing these tools to the teachers so they will be able to embed them into the rest of the curriculum.

Another bonus to me pulling them out of their general education classroom is it gives the teachers an hour a week to reteach and review with a smaller number of students.  If a gifted student happens to need to be retaught a concept, the teacher can keep them instead of sending them to GATE with me.

How does your school meet the needs of these students??

Learning Recap

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Posted by Mrs. Ibrahim | Posted in Uncategorized | Posted on January 8, 2011

Thinking Maps:  We’ve learned all 8 maps to help us organize our thinking.  We also learned to add the frame of reference around each map.

ePals: Each grade level chose a project by National Geographic to learn about.

  • 6th grade has emailed their ePals in Illinois regarding their Water projects. 
  • 5th grade has been corresponding with their ePals in North Carolina about Natural Disasters. 
  •  4th grade is still looking for a school to exchange emails with regarding Global Warming.

Blogging:  We know how to comment and create blog posts.

Wiki:  We used a wiki to collaboratively build knowledge about our topics.

We’ve learned so much in just 3 1/2 months! Looking forward to the next few months!

Tornadoes and Tsunamis- More Alike or Different?

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Posted by Mrs. Ibrahim | Posted in 5th GATErs, Inquiry, Natural Disasters, Thinking Maps | Posted on January 7, 2011

Comparing and Contrasting 2 Natural Disasters: IMG_0736

Causes and Effects of Global Warming

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Posted by Mrs. Ibrahim | Posted in Uncategorized | Posted on December 14, 2010

MultiFlowMapToday we will create a Multi-Flow Map as we discuss the causes and effects of global warming. We are going to use this Interactive Map by National Geographics to help us look at possible effects from multiple perpsectives.

Causes and Effects of Disasters

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Posted by Mrs. Ibrahim | Posted in 5th GATErs, Natural Disasters, Thinking Maps | Posted on December 9, 2010

Today you will choose one disaster from the list below to investigate.  Create a Thinking Map to show the causes and effects.  Afterwards, you will find a partner who did a different disaster to compare and contrast them. Don’t forget the Frame of Reference (National Geographic).

MH900160558

Hurricanes http://magma.nationalgeographic.com/ngexplorer/0409/quickflicks/

Volcanoes http://magma.nationalgeographic.com/ngexplorer/0405/quickflicks/

Tornadoes http://magma.nationalgeographic.com/ngexplorer/0401/quickflicks/

Tsunamis      http://www.powertolearn.com/BrainPOP/tsunami/index.shtml

Multi-Flow Map: Cause and Effect

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Posted by Mrs. Ibrahim | Posted in Thinking Maps | Posted on December 5, 2010

IMG_0708The Mult-Flow Map is used to show cause and effect.  The center box is an event.  The boxes on the left are the causes that lead into the event.  The boxes exiting the event are the effects.  This Thinking Maps shows that events can have multiple causes and effects.

Tree Map!

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Posted by mariapaula6 | Posted in Thinking Maps | Posted on October 19, 2010

By Maria-Paula, 6th GATEr

Last week during GATE we made a tree map. This is used to classify and group things like your favorite things.

Consider The Following

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Posted by kaela6 | Posted in Blogging Challenge | Posted on September 24, 2010

by Kaela, 6th grade

Please consider the following because it means a lot. As you can tell by the title this is a GATE blog, this blog is made to allow others understand what u do in GATE and what it is. If you do not know what GATE means it means Gifted and Talented Education. With our wonderful teacher, Mrs. Ibrahim, we are learning about how to organize our thoughts with thinking maps. Thank you for considering the above.

We are participating in the Student Blogging Challenge 2010 and this post is part of Challenge #1

Double Bubble Map: Comparing and Contrasting

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Posted by Mrs. Ibrahim | Posted in Thinking Maps | Posted on September 17, 2010

This week’s map helped us to compare and contrast two people/objects. The similarities went in the middle bubbles and the differences on the outside. One 4th grader stated, “We compare and contrast in Math!” I always get excited when they make connections across disciplines. I added that we compare and contrast in any subject and in life. After creating the double bubble map with their partner, I asked them what the big idea was. What did you notice while you were comparing and contrasting? This is the metacognition that makes this activity higher level thinking. In the frame of reference they wrote their sentence.
Why not use the Venn Diagram? It organizes information for comparisons and contrasts as well, but was specifically designed for Math. The 2 overlapping circles usually leave little room for the similarities, whereas the double bubble is more flexible.