MINUTES OF CenGATE MEETING 10 MARCH 2016
13 in attendance from Early Learning through to High School and University and Parents.
1. Dr Vijaya Dharan presented a brief overview of GIFTED +, a 6 week course at Massey University. DUAL & MULTIPLE EXCEPTIONALITIES: End of April to June. $300 + GST. Registrations close 15 April.
2. “Blue sky thinking” based round book ‘Giftedness in the early years: Informing, learning and teaching.’ Jo Dean and Monica Cameron, Massey University providing information and leading discussion. Contents of book: PART 1: KEY CONCEPTS OF GIFTEDNESS IN THE EARLY PART 2: PURPOSEFUL AND AUTHENTIC ASSESSMENT PRACTICES PART 3: SUPPORTING QUALITY PRACTICE PART 4: POSSIBILITIES FOR EMPOWERMENT
http://www.nzcer.org.nz/nzcerpress/giftedness (with links to FREE extremely informative and well set out handouts that support the information in the book and very worthwhile reading)
3. Discussions round several topics with participation from all at the meeting:
ï COMMUNICATION: The book is a starting platform for communication and a way forward to support learning. If relationships are built up meaningful conversations can follow. CenGATE is an opportunity for all sectors to meet together to discuss matters of common importance. Early Learning Portfolios were discussed. NE teachers may know the portfolios exist but not necessarily read them. Strong suggestion was made that each child have an additional ONE PAGE summary of their kindie experience to pass on to school. This would be read. This leads to next section:
ï TRANSITION: Early Learning: meetings, school visits, photo books. One page summary. Programmes such as Jump Start. Meaningful discussions with children. Primary to Intermediate: varies from school to school. Suzanne has comprehensive system. Intermediate to High School: Varies. Needs adjustment at Horowhenua College and in process of evolving at PNGHS.
ï EDUCATION AND PROFESSIONAL DEVELOPMENT: The aim is for all teachers to recognise and appropriately respond to gifted and talented students. VERY piecemeal currently. The Education sector needs better systems to record and pass on data.
ï PARENT SUPPORT: Group informed of Parent run Palmy Explorers where like- minded students interact with each other through activities. Teachers need to know of this.
4. Meeting closed with Heather informing us of a pollen specialist and various activities in Wellington at the moment (Steam Punk, Dreamworks) and gave appraisal of theatre visits.
Thanks to Jo and Monica for interesting and informative insights into the development of an important book and to everyone for excellent discussions.
IMPOSTER PHENOMENON – ROSE BLACKETT 5 March 2015
Rose presented an excellent overview of the Imposter Phenomenon.
In 1978 Pauline Rose Clance and Suzanne Imes encountered many women who shared intense feelings of being undeserving of success and recognition and of being fearful of being discovered as a fraud.
(The following were described in detail
They identified contributing factors –
- Conflicted home
- Barren land emotionally
- Fear of failure
- Fear of success
- Naturally introvert
- Intense feelings of shame and guilt
- Driven to look good to others
4 key elements are –
- As children, imposters believe their talents are atypical for their family/race/gender
- Feedback from school etc. is inconsistent with family feedback
- Family do not recognise or praise accomplishments or talents
- Lack of effort
Clance Imposter Phenomenon Scale (IP Scale) was discussed and a case study presented (Male)
Catering for IP:
- Provide emotionally nurturing environment
- Reinforce effort over achievement e.g. celebrate the completion of exams before results arrive
- Assist students to set realistic goals and teach strategies to achieve goals step by step e.g. SMART
- Have emotionally constructive attitude towards success and failure
- Focus on looking good for yourself
Time for questions.
Present: Christine (Riverdale Kindergarten), Pearl (REACH), Jo (Massey), Suzanne (Russell St), Heather (PNGHS), Ingrid (Te Toi Tupu), Amy (Awatapu)
Apologies: Julie (Russell St)
Welcome to Ingrid, facilitating our discussion today following up form Tracy’s presentation on differentiation.
Interdisciplinary course construction: planning under umbrella of ‘big ideas/concepts’. Not being done as well in primary schools as it was - National Standards influence?
Differentiation benefits all because it allow flexibility, HORT etc but necessary for gifted
Technology has boosted differentiation eg work stations, well structured, well run...
Thought too hard in secondary - is it?
easy to differentiate the process and the product. DO we differentiate the product?
Planning by Design template (handout): created by McTighe, developed by Anne Sturgess/Ingrid Frengley-Vaipuna
focuses on essential Questions/enduring understandings
Think: WHY do the students need to know this?
Curriculum Differentiation (handout)
‘comparing classrooms’ page: talked through each of the key points
What’s happening across the sectors?
ECE: great learning stories. More could be happening between getting to know students and the learning stories parents see. Planning week by week from differences observed during the week by teachers
Primary: Modern learning environment timetabling, termly/weekly planning
Secondary: rearranged seating to unsettle and change things up: given intellectual groupings, Ken Kelpin research less teacher talk, more resources, experimentation. Not always working but always improving
What about cultural differences?
Multiple intelligences: understanding own learning preferences, styles. Checklist with graph to fill in to self-assess own MI
Learning profiles: eg Maori achieving as maori
Timetables and lack of urgency on student’s part can easily waste precious time
NCEA L2-3 - very researched based. Does this affect kids time?
Effective Study Programme - taught by Tanya Thorogood. Neuroscince, how does your brain work? Gifted kids go sensory to long term - not using processing component which lets them down later on. ‘Learning to Learn’ book
giftedness not about achievement, yet it is continually reinforced that this is the measure of giftedness
How to differentiate: range of stimuli to engage, knowing students
Explicit teaching/Deliberate acts of teaching
deliberate and planned vs teachable moment
tapping into the student’s interests
student surveys - ‘my teacher doesn’t know me’, teachers say they do - where is the difference?
What does a child feel they need us to to know about them - what matters to them?
As adults what would it take for us to say someone knows us?
It’s about making the time for those conversations
duck tape our mouths and listen!
Extra programmes demanding curriculum time
Ann Easter presented at Gisborne conference: stories about early entry to university. Students said they weren’t ‘fed’ at school, learnt to fly under the radar.
SOLO: Pam Hook website. hexagons to make connections
Thank you to Ingrid for your expertise and passion!
Next meeting date and theme/presenter to be confirmed.
CenGATE Meeting Term 2 15 May 2014
Present: Tricia, Julie , Pearl Naulder, Suzanne Smith, Beth Berkhan, Helen Kinsey-Whightman, Dianne, Christine, Riverdale, NPGHS, Tracy, Jo
Apologies: Lyn White
Welcome to Tracy Riley, Associate Professor, Massey University
Tracy Riley ‘Learning Environments’
Not just about the physical; Content, process, products (outcomes)
Different shapes, sizes and needs of learners.
There is an increase in recognition of differentiating learning (Bicknell, Riley study)
You can’t have gifted learners and not differentiate
It’s more than being a good teacher, following our gut.
Lots of what she talks about is good for all learners
Theory suitable for all levels of learners; ECE-tertiary
Invitational learning environment: invite them in, cordial, pulling people in (William Purkey, 2013) We actively invite people in to learning (5 Ps: people, places, policies, programmes, processes). All of these we need to seek to be actively invitational
What would it feel like to be invited to learn? (examples included choice, inclusive, respected, personal, (opposite: can feel awkward)
What’s your intention?
‘Intentionally disinviting’ expressed by parents quite often, misinformation, personal vices, prejudices
‘Unintentionally disinviting’ might be misunderstood, kids are bored, frustrated, busy work, not carefully planned
‘Unintentionally inviting’ accidental environment (that activity worked well but it wasn’t thoughtful and planned), sometimes hot or cold learning, flukes
‘Intentionally inviting’ committed to caring, democracy...
‘people’ everyone, who is advocating of the gifted? Promoting self advocacy of gifted, connecting gifted kids with mentors, determine what students are interested in, foster relationships
‘places’ what works for learning for gifted kids: interesting, areas for exploration, interesting books/materials, (including above-level), having quiet/chill spots, places to talk and chat, signs of self reflection, creative expression, self exploration...
‘policies’ procedures around rules (written/unwritten, policies for acceleration, allows kids to be grouped regardless of age, engaged in governance of skills, student voice in gifted policies etc,
‘programmes’ collaboration rather than competition, (competition is also appropriate for gifted), individual pursuit of passions, mentoring...
‘processes’ collaboration of the community
5P’s model a starfish: steady pressure from a number of points means that even the strongest muscle can be overcome. Then we can start to see change happen.Starfish video.
Differentiated learning environments
respond to students’ needs with invitation, investment, opportunity, persistence, and reflection, (Sousa, Tomlinson, 2001)
look at what you CAN change, not just what you can’t
don’t put false ceilings on work
environments include physical, S&E, learning
learning environments are largely invisible yet permeate anything that happens in a classroom (Sousa & Tomlinson 2001)
stress, anxiety, fear, tension, etc is biochemical; it will slow down your thinking, ability to respond... we can do them damage, slow down what they are capable of if we don’t attend to their learning environment.
we have a responsibility: Maslow’s needs; self actualisation
modelling (respect, humour, our love of learning, excited about their learning,...)
collaborating (with like minded peers)
contributing (equal opportunities to contribute)
seeking (student input, valuing diverse perspectives)
acknowledging (student success)
gifted students are often active learner; not just consuming, but producing. They construct their own learning, (including metacognitive), can set goals, but do they know how to?
more ready, need a pace that is faster, learning environments that allow for this, acceleration, enrichment etc.
acceleration not just movement, but also pace
need like minds, mentors, someone to challenge their thinking
different ways of learning so flexible classrooms
accepting differences, respecting students
differentiated classroom respects diversity, maintains high expectations, and generates openness
a classroom is not just 4 physical walls
YOU set up physical and affective classroom
all the things we do may be great but do they address the needs of the gifted in our classroom?
All students want opportunities to...
spending the time they need to learn,
with the peers that they choose,
controlling the pace, topic, methods of learning...
but the gifted:
want to work with others some of the time,
don’t always want to work on their own,
complexity, interconnected study,
do not want to wait for others to catch up,
do not want to ask for help,
choice of a range of products.
mobile, flexible, informal seating, kinesthetic and tactile learning experiences,
Qualitatively Differentiated learning environments are NOT more of the same.
See June Maker, Barbara Clarke...
Responsive learning environment: pace, variety, flexible, feel wanted, safe...
Do you intentionally invite those students of difference into our classrooms?
June Maker is coming to PN in November through Massey: can we have a CenGATE meeting with her as presenter?
NZAGC Conference: Nelson November
NZAGC Speaker Panel; will fund up to $1000 to a speaker to our area. Is this something CenGATE could pursue?
MASSEY Short course: August Twice Exceptional gifted learners
Gifted Awareness Week 16-22June 2014?
Thank you to Tracy. Follow up session PNGHS 19th June form 4pm. A chance to follow up and discuss this ‘learning environments’ theme with peers. Bring along questions, issues, resources and strategies to share at this practical session for educators.
CenGATE Meeting 8 August 2013
Present: Heather, Warrick, Beth, Rae, Tanya, Pearl, Ingrid, Liz, Suzanne
What’s happening in schools?
SOLO taxonomy- current discussion on gifted listserv. Allows for independent student assessment and students of various ability to work across various levels of thinking from one initial task/question.
Q Matrix- from a Rita Palmer workshop. Using 5W’s and H. Pushes students to reframe thinking for quality questioning.
Fertile Questions: conceptual foundation for planning across school eg. ‘How is language like water?’ ‘Genius; monster or miracle? (Tanya to send through ideas.)
‘Breakfast with the Professor’ designed to have a group where students weren’t limited by the knowledge of the teacher. Prof. Brian Foster talked to Int. science students in holidays. Next holidays Bird recovery (students who might benefit to be approached.) Great to inspire careers/study direction.
Technology- no National Standards to achieve, lend themselves to G&T as the ‘sky is the limit’ in creativity6
Secondary: students want to be streamed.
Homework matrix- homework tasks scaffolded from Knowledge-Evaluation. Science students can choose which group they are in (done on points eg complete 60 points). Peer pressure tends to push students up the levels.
Providing students with scientific articles. Students can dip into things they are really interested in. (handout given).
Must-Should-Could- 5-7 mins mental arithmetic. Each coloumn a different colour: Must do, should do, could do.
Inability to separate learning and behavior- seen as a common barrier to indentifying students. Also twice exceptional.
Philosophy Lounge- They study and do a presentation on a philosopher eg Plato. Student driven. This year concepts are drawn out of a hat so more random (used to be kids picking the philosophers they liked). 2nd half of the programme a a moot to ponder – eg ‘how do we know what truth is?’ ‘Is it ethical to kill murderers?’ Skills build on previous session. Kids can opt in. Link them into Stage 1 philosophy course through Waikato. Enthusiastic but not necessary committed. Like minds.
Ingrid- Part time Te Toi Tupu Advisor/English HOD. Still lots of control-driven teaching, teacher talk, ‘masters of routine.’ (Handouts: ‘principles of differentiation what it is and what it isn’t’ , ‘Integrated Planning Matrix’, ‘differentiation for student diversity/differentiation for G&T students.’
Migrant students- very clever and very hampered by lack of English. Need support but not necessarily getting it.
RTLB cluster funding– keep trying, incredibly rigorous process to get any help. Some are giving up through immeasurable and inconsistent processes. (Principals apply through their senior advisors through the ministry.) Milestone data to track progress; difficult with G&T students. Intuitive but not easily measurable – against NCEA and NS. Formidable environment for advisors, Quantitative data driven. Inconsistent. Move away from finding teacher Aids
SRA- animations online MGraw Hill.
Yr 11 Science- losing students. 1 every 3-4 weeks.
Learning Hub mostly science. Great online learning resource. Yr 9-10 creative and critical thinking. ½ year course eg. renaissance man (research and present, compare to modern renaissance (wo)man.
Bio Ethics Roadshow yr 9-10. Wellington Girl’s High to host his year. Possibly yr 8’s can attend. Amazing. Hard work.
Consistency across schools- why are we teaching this (units)? What do we need to overcome? Perceived barriers to differentiation: too much planning, difficult to teach/assess concept based units.
NCEA- being used as an excuse for very limited approach to teaching. Assessing against the task. No follow through from curriculum innovation to assessment eg NCEAS science curriculum needs English assessment criteria. Have to be able to write in Science to communicate science. SILO existence vs interdisciplinary- approach to teaching in high school.
Hard to motivate secondary students- EFS project base