I.M.P.A.C.T.Instructional Model for
Programming Applied Critical Thinking
I.M.P.A.C.T.
Instructional Model for
Programming Applied Critical Thinking
The Medford Township Board of Education has adopted the educational philosophy that as an ultimate goal, the maximum development of the individual student in all phases of growth - intellectual, physical, social, moral, emotional and aesthetic, should be attained. As such, they have recognized that there is a small segment of our student population which has outstanding intellectual, academic, and creative abilities and that these attributes create developmental needs which must be challenged.
In a continuing effort to meet these needs, parents, educators and administrators have offered input into developing a special program for these students. This program, which is called I.M.P.A.C.T. (Instructional Model for Programming Applied Critical Thinking), is offered to fourth and fifth graders who have already proven to be extremely successful in our school approved curriculum.
I.M.P.A.C.T.
was adopted to identify and meet the needs of Medford's highest achieving, intellectually
mature, academically talented, and creative students. The methods of identifying
those eligible for I.M.P.A.C.T. include criteria combining both objective and subjective
measures. School achievement and intelligence, as well creativity and leadership
abilities are skills which are considered for participation.
In order to meet the needs of these children, the following objectives
were developed:
The I.M.P.A.C.T. Program focuses on the higher levels of thinking: analysis, synthesis and evaluation, as well as developing creativity. Topics are taught through the application of these thinking processes. Topics for instruction may vary from year to year based on student interest and program evaluation. The fifth grade topics may include The Stock Market, Egypt, Debating or Arcitechure. The fourth grade topics may include creating and developing an invention or innovation, mystery writing or Forenic Science.
Children attend this program four times a week during which no direct instruction in going on in their classroom. Therefore, students will not be missing anything new. However, they are responsible for any work that is given while they are at their IMPACT class, including writing workshop assignments. Children involved in the IMPACT program will not be given grades on the report card, but will receive separate evaluations after a unit is completed.
Please contact Christine Masters at the Chairville School at cmasters@medford.k12.nj.us should you require additional information or have any questions about the I.M.P.A.C.T. Program.
Identification
The identification process has been established not to categorize these children as "gifted" or "superior" but rather to categorize them as needy of "a program to meet their exceptional abilities." The methods of identifying this population will include criteria combining both objective and subjective measures. It is erroneous to assume that school achievement and I.Q. are the only indicators of giftedness.
Neither I.Q. not school achievement demonstrate giftedness in psychological abilities which are so valuable to our society. These abilities of leadership, management, teaching, counseling, negotiating, etc., are not measurable in numbers but rather by observances of social interactions. Therefore, we have broaden the screening device so as not to discriminate against those whose performance on testing measures or classroom performance is not reflective of their true ability.
The Bright vs. Gifted Child
The Bright Child Knows the answers Is interested Is attentive Has good ideas Works hard Answers the questions Top group Listens with ease 6-8 repetitions for mastery Understands ideas Enjoys peers Grasps the meaning Completes assignments Is receptive Copies accurately Enjoys school Absorbs information Technician Memorizes well Enjoys straightforward sequential presentations Is alert Is pleased with own learning
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The Gifted Child Asks the questions Is highly curious Is mentally and physically involved Has wild, silly ideas Plays around, yet tests well Discusses in detail, elaborates Beyond the group Shows strong feelings and opinions Already knows 1-2 repetitions for mastery Constructs abstractions Prefers adults Draws inferences Initiates projects Is intense Creates a new design Enjoys learning Manipulates information Inventor Good guesser Thrives on complexity Is keenly observant Is highly self-critical
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4th Grade IMPACT 2008- 2009 Pictures |
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Forensic Science Unit Polygraph Test |
Bridge Unit Straw Bridge Competition |
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Websites we use:
Mystery Websites
