zzz2010-2011+Seminar+Archive

=== For Seminar Assignments - scroll down to bottom of page Gifted Seminar 2010 -2011 will meet in ROOM 32 – (Mrs. Spencer)Tuesday, Wednesday and Thursday. +Attendance is a requirement as a part of the Gifted Program and should take precedence over other events. + If you will be missing Gifted Seminar you should: - notify Mr. Guenther in advance when it is known beforehand. - See Mr. Guenther to determine what was missed, either before or very soon after the absence - Plan to sit in on a different day’s session when appropriate and cleared through Mr. Guenther + Goals for the year were included on your GIEP + Meeting dates are every Tuesday (14 students), Wednesday (12 students) and Thursday (11 students). Students have been schedule for a particular day to help balance the groups. However, if a conflict arises students may attend another session or arrange to meet with Mr. Guenther during 10-15 minutes of "free time." ===

__ SEMINAR ASSIGNMENTS & TOPICS: __ . As a follow-up to comments from the last seminar, we discussed group projects and the interpersonal dynamics involved. How groups are selected (mostly by student choice), how tasks are identified and assigned, and matching personality characteristics to task assignments to be most effective. Seminar this week was limited by a Model UN meeting and enrollment meetings.
 * __Session # 23__ 4/13, 4/18 __(Fruit) Group Dynamics__ [11/39] **

A brief inventory and ranking of personal characteristics results in an informal description of personality types. Adapted from //It's All in Your Mind// by Karen Butler and developed by the Legislator's School in NC, it was taken from Dean Covey's //The 7 Habits of Highly Effective Teens.// Students were identified as MELONS, GRAPES, BANANAS, or ORANGES, then discussed the accuracy of these traits.
 * __Session # 22__ 4/5, 4/6, 4/7 __Individual Characteristics & Personality Traits__ [19/39] **

Several opportunities were presented: Questbridge Program - college scholarship and common application opportunity for students from families with limited means < [|www.questbridge.org] >; John Fox Summer Program at Lebanon Valley College - a variety of interesting one-week courses for summer enrichment and development < [|www.lvc.edu] >; Berwick Area United Way Day of Caring - April 16 8AM- 3PM
 * __Session # 21__ 3/29, 3/30, 3/31 __Opportunities__ [17/39] **


 * __Session # 20__ 3/15, 3/16, 3/17 [7/39] **
 * __Session # 19__ 3/8, 3/9 [9/39] **
 * __Session # 18__ 3/1, 3/2, 3/3 [11/39] **

More snow and scheduling conflicts.
 * __Session # 17__ 2/15, 2/16, 2/17 [10/39] **
 * __Session # 16__ 2/9 __Informal__ [6/39] **

Snow days and class meetings disrupted the regular scheduling quite a bit as you can see from the dates above. Time was used to discuss issues, concerns or topics of the students present at each session.
 * __Session # 15__ 1/11, 1/24, 1/25 __Informal__ [11/39] **

Several BHS Gifted alumni have been invited back to discuss "the college experience" with this year's juniors and seniors. An informal question and answer session, but focused on the differences and adjustments necessary between the high school and college levels. Thank you to the alumni who gave up some of their vacation time.
 * __Session # 14__ 1/4, 1/5 __College Colloquium__ [14/39] **

Students turned in completed Resume self-evaluations (General Resume and Focused Resume with comments written on for improvement, two completed Chec-Brics all in a self-addressed envelope, unsealed) see Sessions 10,11,12 below.
 * __Session # 13__ 12/22, 12/23 __Resume Wrap-up and preparing Sundae "Composition"__ [11/39] **

Students were then able to make their own "composition" to enjoy. Potential ingredients: brownie, vanilla bean ice cream, mint chocolate chip ice cream, whipped cream, chocolate sauce, and/or sprinkles.

__**Session # 12**__ **12/14, 12/15, 12/16 __Proactive Preparation & Self-Evaluation Completion__ [16/39]** We shared examples of active verbs and adding phrases to appropriately and effectively connect activities to the goal on a Focused Resume. We utilized existing student examples and brainstormed possible phrases from a student's "most difficult to fit" activity. Students placed their completed Chec-Brics and annotated Resumes (General & Focused) into a self-addressed envelope (unsealed). This will be mailed out in late spring in anticipation of next year's resume revision and upgrade.

We then looked at the college and career planning resource links that are located on this wiki site (Career Planning) and the BHS Guidance Department Homepage and scholarship link. As students become more aware of what they want to do for their future, an investigation into what might be required for college admission, scholarship qualifications, and other future requirements will help them to proactively build their experiences (and help to fill in their resume). The ultimate goal being greater chances for success in their future and greater opportunities and choices as each student advances.

Repeat of Session 10 applied to the students' own Focused Resume. The specific content addressed with this college or "career-focused" document included: How is the Objective Statement on the Focused Resume different from the one found on the General Resume? What is the most effective wording of the Objective Statement? How does one effectively elaborate on the resume entries to help the reader/admissions officer/employer? How do I improve my Education section? How can I best promote myself to accomplish my goals? Students were also given an up-to-date BHS academic transcript (as of 12/7/10) to help supplement the information on their resumes. We looked at total number of Honors, AP and Dual Enrollment courses; GPA and class rank; totalling classes and a GPA for content courses in the career field - i.e. four science classes in three years (science GPA 98.3). Students are to complete the self-evaluations and turn in all documents (General Resume with comments for improvement, Focused Resume with comments and two-sided Chec-Bric) by next seminar.
 * __ ﻿Session # 11 __ 12/7, 12/8, 12/9 __Resume Self-Evaluation - Focused__ [15/39] **

Students were given their own General Resume and asked to apply the lessons from six of the last seven Seminar sessions. What first impression do you get from this resume? What aspects first strike you? Are these aspects good or something that needs improvement? Is there TOO MUCH of anything? - white space, stylization, words, etc. If this was one of 700 resumes to evaluate, would this resume go in the "keep for interview" pile or the "thanks, but no thanks" pile? Students then completed the evaluation using the Resume Chec-Bric for all categories.
 * __Session # 10__ 11/30 & 12/2 __Resume Self-Evaluation - General__ [12/39]**

There was no Wednesday Session this week. Students were to come to sessions on either Tuesday, Thursday, or stop in Room 42 for their resume and a clean Chec-Bric.

Held a brief discussion about the various expectations of the "Gifted" in general or as individuals. Some interesting comments and insights came forth. I was prompted to the topic from an interview piece on Sunday Night Football (link below). The topic was the "reemergence" of quarterback Michael Vick. While not promoting his life path as an example to follow or holding him up as a role model, the segment about his "wake-up" call or means of best serving his "giftedness" struck a cord. And, an emphatic NO, I am not advocating jail time as an appropriate lesson! Wake up calls come to the Gifted as they advance in education, sometimes 9th grade, 10th or 11th; sometimes not until college. But there comes a time when what used to work well for the gifted, no longer works well or comes as easily. The more the student seeks out insight into his or her abilities and actively seeks to develop higher level skills, the less stressful the "wake-up call" might be. : )
 * __Session # 9__ 11/22/, 11/23, 11/24* __Expectations of the Gifted__ [17/39]**

If you missed Session #9 - view clip segment and send a one to two sentence reaction/response to Mr. B. Guenther's e-mail. Tony Dungy Discusses Michael Vick View segment from 1:25 to 3:04 - drag tiny black triangle at bottom of screen to time point

Continued evaluation of the seven sample resumes using the Chec-Bric. Emphasis was on the CONTENT section including using an appropriate e-mail address, thorough - yet concise explanation, what type of information to include and how to best present it.
 * __ Session # 8 __ 11/16, 11/17, 11/18 Evaluating Sample Resumes [14/39] **

Continued to evaluate the seven sample resumes using the Chec-Bric. After a quick discussion of the CONVENTIONS section of the Chec-Bric, each session chose a second topic to evaluate; two groups chose STYLE, one group chose ORGANIZATION. We also discussed the importance of seminar attendance, the payoffs and implications of not completing gifted responsibilities.
 * __Session # 7__ 11/9, 11/10, 11/11 __Evaluating Sample Resumes__ [20/40]**

**November 8, 2010** - With some "gentle persuasion," 28 more resumes were delivered today! We will soon begin looking at the students' own resumes, 35 of 80 resumes have been completed (2 per student). Due date was June 22, 2010. Reminders given at GIEP conference, start of school, Gifted Info board, Seminar sessions.

Students received a packet of seven sample resumes to evaluate using the Chec-Bric found below. The goal is to find the elements done well on the samples and what elements could be improved. Process will also help students become more familiar with the Chec-Bric and the necessary elements for an effective resume. A main emphasis today was to evaluate the "Objective" element of the resume.
 * __Session #6__ 11/3, 11/4 __Evaluating Sample Resumes__ [16/40]**

Tuesday's session was not held this week due to a testing schedule that eliminated the Resource Period. Students scheduled for Tuesday should make arrangement to make up the session. Students involved in County Chorus on Wednesday and Thursday will need to see me as well. Resume Chec-Bric, based upon PSSA Writing Domains, for resume evaluation. Ten Resume Writing Tips from [|www.resume-help.org]

Sample resume packet not available online.

We continued our discussion and the process of using the grading rubric as a tool to guide production of the resume; in essence, creating a checklist from the rubric. In the same line of thinking, an informal survey was conducted as to how many of the students had actually used the Resume Assignment sheet to guide the creation of their resume. Can you guess the outcome? We then looked at this sheet of instructions and guidelines and also followed the link to another helpful resource Resume Writing Tips from [|www.resume-help.com]. A useful, but little used site by the students. For better success, I stressed working "smarter" as well as harder. Beginning with how a "product' is scored, measured, or assessed is an excellent way to ensure a successful outcome. (Following the directions, as given by the instructor, might also be beneficial : )
 * __Session #5__ 10/26 - 10/28 __Rubric as a Tool - For the best success, start at the end__ [21/40]**

Discussed overall purpose of a resume, Mr. Guenther's purpose for the resume assignment, and student benefits of the resume assignment. Used PSSA Writing Domains rubric to begin creation of a Chec-Bric. Critical thinking, applied to a rubric, results in a tool which can be used to improve the effectiveness of your resume.
 * __Session #4__ 10/19 - 10/21 __Resume Reintroduction: Purpose, Task, Rubric as a Tool__ [17/40]**

Continue with Standardized Writing Tests packet below. Modeled PLANNING and WRITING phases using given prompts.
 * __Session #3__ 10/12 - 10/14 __SAT Writing Section - Improving Your Score 2__ [20/40]**

Students given actual SAT Essay samples based upon their respective SAT or PSAT Writing Score. __Packet of materials__ (below): Advice from The College Board and Mr. Guenther; sample SAT prompts __SAT-Based Scoring Rubric and Check-Bric__ (below)- Start at the end of the process. How you are scored determines how you should write. SAT, PSSA, AP English, AP Biology, AP Government each have a slightly different emphasis for student writing. The better you are at recognizing the emphasis, the more likely you are to score higher.
 * __Session #2__ 10/5 - 10/6, 10/8 __SAT Writing Section - Improving Your Score__ [28/40]**

Power Point from Session 1
 * __Session # 1__** **9/28/10 __Challenges = Obstacles or Opportunities?__ [30/40]**