The use of sketch notebooks during this investigation opened up a conversation about attention to detail, and the
way we can use the arts to communicate information. Students were challenged in ways they didn’t expect; even
the smallest details can make a difference in how you communicate what you know! Students enjoyed freedom and
flexibility outside of a traditional science notebook, and were able to demonstrate progress toward both arts and
science standards.
Jen Brooks
Erica Hartley
David Warrenfeltz
Stephanie Boschen
Erica Kozlowski
The authors of this article are Jen Brooks; gifted and talented education teacher and arts integration specialist,
Erica Hartley; 5th grade magnet teacher, David Warrenfeltz; 4th grade magnet teacher, Stephanie Boschen; 3rd
grade magnet teacher, and Erica Kozlowski; 2nd grade magnet teacher. All of which teach at Fountaindale School
for the Arts and Academic Excellence, which is a Maryland Excellence in Gifted and Talented Education (EGATE)
award winning school (2011-2016).
The combined efforts of Fountaindale’s magnet team in teaching gifted and talented students has resulted in the
implementation of a variety of program and instructional best practices including vertical team planning, multiage groupings, Harkness math discussions, vertical alignment of progressive program expectations, and strategies
for increased creative thinking. These implementations have lead to increased student achievement as evident in
growing test scores and a variety of other data points. The team’s work with creativity has successfully yielded
increased opportunities for students to demonstrate their talents and has been published in National Association
for Gifted Children’s creativity network newsletter. The team is also presenting their work on multi-age groupings
at the NAGC conference in November.
STEAMed Magazine
33
October 2016 Edition