Common Planner
K–12 Standards

Middle School

Other Mississippi Outcomes for Intellectually Gifted Education Programs sets

Thinking Skills

  • 1

    Given a topic/situation, the learner will define and classify the problem(s), make connections, and draw distinctions, analyze information objectively and critically (reflectively developing a relationship between facts and values), and differentiate truth and beliefs from his/her understanding of what is logically and realistically possible.

    1. 1

      METACOGNITION

      1. 1

        Develop and ask higher-level questions to clarify the coherence and logic of given informationTS MS.1

      2. 2

        Reflect upon learning strengths and needs and establish learning goals for independent thinking and autonomous learningTS MS.2

    2. 2

      CONVERGENT THINKING

      1. 3

        Demonstrate an understanding of analogical reasoning by identifying, explaining, and giving examples of the forms of analogies to support thoughts/ideasTS MS.3

      2. 4

        Demonstrate depth of thought in deductive reasoning by creating deductive reasoning problems with multi-faceted clues and justifying data included to support logical conclusionsTS MS.4

    3. 3

      CRITICAL THINKING

      1. 5

        Identify, analyze, evaluate, and justify information in order to make decisions, form beliefs, solve problems, and set priorities based on evidenceTS MS.5

      2. 6

        Appraise global implications and consequences of historic and current world eventsTS MS.6

      3. 7

        Recognize and assess hidden agendasTS MS.7

      4. 8

        Assess accuracy and relevance of points used to support conclusions and make decisionsTS MS.8

Creativity

  • 1

    Given a real-life situation, the student will be able to select from divergent thinking, analogical thinking, visualization, attribute listing, morphological analysis, synectics, intuitive thinking, spontaneous thinking, creative problem solving, and/or the creative process in an appropriate manner to develop a workable solution(s).

    1. 1

      CREATIVE THINKING

      1. 1

        Apply the CPS process to solve an identified problem, develop and present a plan of action to an authentic audience CR MS.1

      2. 2

        Manage creative flowCR MS.2

      3. 3

        Set goals with purpose and meaningCR MS.3

      4. 4

        Adjust the creative process based on feedbackCR MS.4

      5. 5

        Focus on the task at hand and long term goal without distractionCR MS.5

    2. 2

      CREATIVE EXPRESSION

      1. 6

        Select and apply principles of design and produce a product (work of art, design, or media) that clearly communicates information and ideasCR MS.6

      2. 7

        Apply relevant criteria to examine, reflect upon, and plan revisions to a product in processCR MS.7

Information Literacy

  • 1

    Given a real-life situation, the student will identify and define the problem, design a research plan appropriate to the problem, conduct the investigation, decide on the most appropriate media for dissemination of the findings/ solutions, and present the results before an authentic audience. 

    1. 1

      INFORMATION LITERACY

      1. 1

        Identify areas of individual research based upon intense interestIL MS.1

      2. 2

        Design investigations and defend processes and findingsIL MS.2

      3. 3

        Manage the flow of information by applying the appropriate research methodologyIL MS.3

      4. 4

        Demonstrate an understanding of hidden agendas by critical analysis and evaluation of informationIL MS.4

      5. 5

        Based upon data gathered through research, infer future trends, directions, similarities, and differencesIL MS.5

Success Skills

  • 1

    Given a real-life situation, the student will utilize effective organizational, decision making, goal-setting, project management, and time management skills, including controlling impulses and adapting to unforeseen circumstances, in order to develop solutions to problems and achieve goals whether working individually or as a leader or member of a team.

    1. 1

      GOAL SETTING

      1. 1

        Individually use information gained through selfevaluation to establish attainable goals and set priorities for a variety of purposes and projectsSS MS.1

    2. 2

      ETHICAL AWARENESS

      1. 2

        Individually demonstrate the ability to behave in an honorable and truthful manner under adverse circumstancesSS MS.2

    3. 3

      CAREER EXPLORATION

      1. 3

        For chosen or identified career options, identify high school educational requirements, college requirements and expectations, scholarship, loan/ grant opportunities, and procedures for college and workplace applications/resumesSS MS.3

    4. 4

      LIFE SKILLS

      1. 4

        Demonstrate the ability to adapt to change in a climate of changing expectations and prioritiesSS MS.4

    5. 5

      COLLABORATION SKILLS

      1. 5

        As a group leader, assure and defend that the decisions of the group are effective and ethical SS MS.5

      2. 6

        As a group member, demonstrate the ability to work cooperatively to detect moods, temperaments, motivations, and intentions of othersSS MS.6

Affective (Social and Emotional) Skills

  • 1

    As a gifted learner, students will develop self-acceptance and awareness and demonstrate responsibility for personal growth along with awareness of personal and cultural diversity in others by recognizing forms of bias and stereotypes in order to respect unique beliefs and experiences in themselves and others by understanding and embracing giftedness, appropriately coping with stress in order to become healthy, responsive, contributing, and productive members of classroom communities and society as a whole.

    1. 1

      AFFECTIVE SKILLS

      1. 1

        Demonstrate an understanding of ethical practicesAS MS.1

      2. 2

        Develop and demonstrate a healthy response toward peer pressure and expectations of othersAS MS.2

      3. 3

        Demonstrate and understanding of ways in which attitudes, attention, and commitment can affect one’s knowledge and self-controlAS MS.3

      4. 4

        Set goals for self-improvement and take the necessary steps to reach themAS MS.4

      5. 5

        Differentiate constructive and destructive criticismAS MS.5

      6. 6

        Recognize and assess various forms of bias in self and others and demonstrate strategies for addressing bias in social situationsAS MS.6

Communication Skills

  • 1

    Given the need to retrieve and/or disseminate information, the students will select and utilize the most appropriate media based upon available resources, technology, audience, and time available, for the most effective communication of information, ideas, feelings, and concepts and correctly interpreting those of others.

    1. 1

      SPEAKING

      1. 1

        Utilize appropriate oral communication a variety of purposes and communication effectively to establish, build and maintain a relationship with audienceCM MS.1

      2. 2

        Participates in a variety of formal/ informal speaking activities evaluating self and peers on criteria determined by the student or othersCM MS.2

      3. 3

        Demonstrate the ability to persuade through oral expression by assimilating multiple facts and opinions to support an argumentCM MS.3

    2. 2

      LISTENING

      1. 4

        Demonstrate effective listening skills in formal and informal settings to facilitate communicationCM MS.4

      2. 5

        Identify the purposes, content, organization and delivery of oral communication and evaluate based on preset criteria developed by the studentCM MS.5

      3. 6

        Listen to oral directions for understanding and organize directions for doing complex tasksCM MS.6

    3. 3

      WRITING

      1. 8

        Analyze the writing style of arguments and debatesCM MS.8

      2. 9

        Write arguments and debates to support claims with clear reasons and relevant evidence to communicate ideas and feelingsCM MS.9

      3. 10

        Write over an extended time frame (multiple class times)CM MS.10

Frequently asked questions

What grade levels do these standards cover?
Grade 7, Grade 6, and Grade 8

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Keep exploring Outcomes for Intellectually Gifted Education Programs standards

Sibling grade bands, other subjects in this jurisdiction, and the same subject across other states.

More Mississippi Outcomes for Intellectually Gifted Education Programs sets

Outcomes for Intellectually Gifted Education Programs