Middle school GT students were asked, "If you no longer had your name what one word would represent your identity?"

By Dr. Yvonne De St. Croix

The Norwalk Public Schools Elementary Gifted and Talented department was invited in September to Rowayton Elementary School to observe Ms. Jennifer Mendez’s first fifth grade gifted and talented session. During that session, elementary gifted and talented teachers districtwide were able to not only participate in differentiated instruction observation of Ms. Mendez’s learning environment but to also enjoy the purposeful execution of her Escape Room Game lesson focusing on contextualizing class rules, norms, and procedures.

At the onset of this school year, Ms. Mendez decided to build a community of fifth grade gifted and talented learners by setting the expectations of students coming to class prepared, following agreed upon class norms, and then discussing and elaborating upon information gained from discussions. In an effort to unite gifted and talented identified fifth grade students, Ms. Mendez initiated the first lesson of her school year by engaging students effectively in a range of collaborative discussions with diverse partner groups. The essential question Ms. Mendez used to frame her instruction was, “How do I know that I am making a good decision?” The flexible engagement styles she used included teacher-led discourse, peer conversations, small group conversations, and whole group feedback.

Students considered questions like, “What does it mean to be GT?” Next, they drafted a list of agreements to follow when together. Students also had the opportunity to express their hopes for fifth grade. Through these mixed communication styles, as well as in the opportunity for active engagement that followed, Ms. Mendez modeled ways in which student could build upon others ideas and how to express oneself clearly regarding the diverse topics and texts to be covered in grade five gifted and talented.

Ms. Mendez decided to facilitate authentic engagement practices through supporting student involvement in small groups through an escape room game activity. The focus of the activity was to engage students in discussion and the applied practice of the class set norms and expectations.

Students were able to reflect on the escape room procedures they developed and consider what went well in their group group and what challenges arose beyond the rigor of the academic lesson itself. Students utilized writing instruments and teacher-generated materials in addition to technology resources.Emerging from that reflection was a consideration by students of how group members could ensure all students are heard and included as active participants.

Please visit the site today for more information!

https://norwalkps.org/curriculum/k-12_programs/gifted___talented/gifted___talented_curriculum