Making meaningful links to gifted children's learning - The ...

2/04/2012
Making meaningful
links to gifted
children’s learning
Presenters: Jo Dean, Annette Preston,
Carola Sampson and Vanessa Cathie
Tōia te waka, Te Mātauranga
Mā Wai e tō?
Māku e tō
Māu e tō
Mā te whakaranga ake e tō!
Haul the Canoe of Education
Who should haul it?
I should
You should
All within hauling distance should haul this canoe!
• Narrative assessment
• Gifted characteristics
• Observing
• Te Whāriki
• Case Studies from different perspectives:
Jo’s, Carola’s, Annette’s, Vanessa’s
• Emotions
• Parent Voice
Narrative assessment
Narrative assessment is collaborative, credit-based
approach that documents children’s engagement in
learning experiences.
This is a basis for building meaningful relationships
between teachers and parents.
The reciprocal nature of these relationships empowers
teachers, parents, whānau and children as they all
increase their knowledge and understanding of
learning, the children’s learning maybe deepened and
widened (Feltham, 2005).
Learning Stories
By using the assessment model of Learning
Stories (Carr, 2011) we are building up a picture of the
child that includes as much information possible, such
as their strengths, interests and learning dispositions.
This is also a place for the child’s voice, teacher’s voice
and parent’s voice.
Learning stories need to show continuity. Making
links to previous learning or experiences shows the
child’s learning progress as well as any repeated
learning behaviours.
May 30th 2011
Emma, today you brought a book to
kindergarten. You had created this book by
drawing the illustrations of the story
‘Cinderella’. Your Mum told me you that you
told the story while she narrated. You have
demonstrated your artistic skills in the past,
particularly through your plant interest. I was
just amazed at your illustrations in your book,
clearly showing the difference between the
dirty dress and the clean dress that Cinderella
was wearing. You could also articulate your
drawings, identifying the different parts on the
dresses such as the ’puff sleeves’ and the
‘overlay on the skirt’. Your Mum and I also
talked about your perception of distance. You
have showed your understanding of this
through your drawings, one page shows
Cinderella close up. “You can’t see her shoes
here” you said, “because its close up”. On the
next page you told me that “you can see the
ceiling and the floor because Cinderella is far
away”. What an enjoyable book this was to read
Emma. Thank you so much for sharing it with
me. You thought it would be a good idea to
make a cover page to finish off your book.
While you were doing this other children were
inspired by your idea and followed your lead
with this book making. Mahi pai! Great work!
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2/04/2012
CONTINUITY …..
1st June
Emma, today you brought your friend Mother Bear to
kindergarten. You had a clear idea on what you wanted to
do with Mother Bear. You asked if you could use the tape
measure. You had remembered the one in the sewing kit
from the previous week.
Together we went and found the tape measure, you also
thought you might like to use some tulle to make a “twirly
dress” for Mummy Bear. You got busy measuring Mummy
Bear which worked out to be quite long—17 inches. We
talked about making a pattern for Mummy Bear. I was
impressed with the way you thought about that suggestion
Emma. You responded by lying Mummy Bear across my
writing pad and tracing around her body. This will definitely
give us an idea on how big Mummy Bear is. Then I suggested
that you draw a plan on what the twirly dress might look
like. Emma, you did a brilliant job of Mummy Bear in a tutu
dress. I can clearly see how you would like the tutu to look.
You got busy cutting separate pieces for the “straps, front
bodice and back bodice. This is split down the back”, you
told me. I was able to help you thread the needle so that
you could begin your sewing. I can see you transferring your
creative thinking into lots of different areas of play, Emma.
I can’t wait to see the dress on Mummy Bear!
Case study of Emma
Emma’s approach to learning was through doing,
particularly her sensory experiences.
Emma frequently showed the ability to be an
independent problem-solver, using prior knowledge
and experiences to deepen her understanding. Emma
expressed a high concentration span.
Rich vocabulary base of over 200 words at the age of
two.
Very good memory and could quickly recall stories &
songs heard some time ago.
Gifted Characteristics
Curiosity
The ability to learn quickly from mistakes
The ability to transfer knowledge
Depth and breadth of interest.
Advanced preference in books and videos.
Boredom when forced into redundant work and learning.
Decrease in quality on a series of repetitive tasks.
Creative mischief
Friends
Games (Porter, 2005; Mare, 1991)
Observing
Allow the child the opportunities to explore possibilities
at his or her natural pace and be prepared for changes in
interest and commitment as each child continues to
move through changes.
If the child keeps options open, the future will remain
flexible and rewarding.
Unless you work with the child your message to her/him
is that you do not approve of or accept as s/he actually is.
(Porter, L, 1995)
Carola Sampson
“Dereck”
Noticing, recognising and responding
Do you see all of the above?
Noticing, recognising and responding
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2/04/2012
Māori giftedness as broad wide ranging
concept with various areas like -
spiritual, cognitive, affective, aesthetic,
artistic, musical, psychomotor, social,
intuitive, creative, leadership, cultural
abilities and qualities.
Below another one of the many tables/checklist for
identification, however this one contains indicators related
to Māori giftedness and is neither complete nor does it apply to
every situation and/or to every child. But it still helps teachers to
get the “idea” what to look for, what to recognise. Bevan-Brown
warns that a child outstanding in te reo in mainstream class, might
not be as outstanding compared to Māori kura kaupapa students.
(Bevan-Brown, 1993; 2009)
Dereck has chosen his culturally
preferred way of learning, which is
valued and supported by his teachers.
He is “in charge” of his learning
through his interests and teachers can
follow his lead in “where to next”. He
involves peers, teachers, family and
community.
Bevan-Brown, J.M. (2009). Identifying and providing for gifted and
talented Mäori students. APEX,
15(4), 6-20. Retrieved online from
http://www.giftedchildren.org.nz/apex/
Linking Te Whāriki into
learning stories, bringing
it to life - Kei Tua o te Pae
Early childhood curriculum: Te Whāriki
Te Whāriki places emphasis on planning based on individual characteristic strength,
interests and needs. All children have the right “to reach their potential”.
Teachers can provide for gifted children by identifying the areas of individual
giftedness and respond in developmentally appropriate ways (Allan, 2000).
“Planning experiences or events can focus on the environment, the setting, particular
age groups, and on groups of children or individual children through an IDP or IEP”
(Ministry of Education, 1996, p. 28).
8 ½ months
16 months
Principles
Whakamana - Empowerment
Kotahitanga - Holistic development
Whānau Tangata - Family and Community
Ngā Hononga - Relationships
4/8/10 3 years 2 months
Jackson is often interested in one particular creature
at a time, carrying the model around with him.
Parasaurolophus is the dinosaur Jackson has
attached to lately and he asked me if we could find
one on the laptop. He matched the model to the
dinosaur poster and looked at the word on the chart
to type in his search. We discussed the features of
parasaurolophus looking out for the large horn on its
head. Jackson is developing his literacy skills as he
recognises letters on the keyboard. He is able to
seek out resources and make connections in his
understanding as he researches his interests.
Emma
3 years 6 months
Emotions
Emma
Intensified:
experiences
emotions
feelings
perceptions
imaginations
Gives the ability to grow to their fullest potential
However, with inner growth there is also constant
questioning of values and beliefs (Daniels & Piechowski,
2009)
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Parent Voice
Linking home and early childhood setting
Empowering to increase understanding of own child
Opportunities to share and deepening understanding
of child.
Provide support and encouragement
Respect parents perspective.
“That’s ‘M’ for my mama!”
One morning Scarlett found that someone had
written on the paper “Hi mummy” and “Sophia”. When
she saw it, her big, bright eyes lit up and she said
loudly
“That’s ‘S’ for Scarlett, ‘M’ for mama and ‘H’
for Harry”
I was amazed to see that Scarlett is able to recognise
some letters of the alphabet. Then, I told her what it
said on the paper and she asked me to write her name,
‘my mama’ and ‘Harry’. After that, she spent some
time looking at the words and trying to copy them.
Age: 2 years 8 months
Open-mindedness & Opportunities
Provide opportunities for individual children based on
needs and desires and irrespective of what is “normal”.
Traits might include:
Curiosity
Early interest in letters and words
Early ability to read (Scarlett read first book at 2.11
years)
Rapid pace of learning
Advanced play behaviour
Intensity of purpose and task commitment
Implications
Depth, intensity and quality of learning requires varied
and interesting experiences.
Open-ended play experiences
Autonomous learning
Creative resources
Activities for discovery and investigation
Strategies for problem-solving
Opportunities to learn how to access reference
resources
(Harrison, 2003)
Early School Years
Issues associated with heightened sensitivities, social
interaction and mature interests that emerge for
children during the prior-to-school period were
accentuated with this more formal and often less
flexible and supportive educational setting.
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2/04/2012
A different way of thinking
A story for Harry by Vanessa
June 2010 (Age 5:1)
Harry, today I had a meeting with your teacher about your reading because you
are reading so beautifully at home to me. I wanted to make sure that she gave
you books that were hard enough for you because I know that you don’t like
reading books that are too easy. I know that sometimes you pretend that you
can’t read the easy books!
The teacher told me that she asked you to read her a story – it was about a boy
called John.
After the story she asked you some questions which you answered using your
fabulous creative brain! One of the questions she asked you was “What was
John wearing?” The teacher told me that you said that John was wearing “a big
smile”. What a great answer, Harry! John was a happy boy and you had
understood that!
Sadly, the teacher told you that your answer was wrong because she meant that
John was wearing “a blue shirt” but do you know what, Harry? I think your
answer was very clever! You understood that people can wear smiles as well as
clothes! What a clever observation! Your answer wasn’t wrong at all!
I think that was a great lesson for you, Harry. You have learnt that there may
be more than one right answer to questions! Also, you understand that even
teachers make mistakes sometimes and that is ok too.
Bravo, Harry!
A call for greater flexibility
Transition to school – meetings/forms/open dialogue free
of judgment.
Respond to learning strengths.
Match educational experiences to stage of development
(not “lock-step”).
Appreciate parents’ responses. Parents’ push for
appropriate educational provisions does not equate to
“pushy” parents.
Reluctance to discuss.
Open dialogue based on understanding and sensitivity
versus “you really need to let him just be a child”.
Awareness of range of educational
options
Enrichment versus “more of the same”
a. Content (what is learned)
b. Process (teaching methods uses)
c. Learning environment (physical and psychological)
d. Products produced
Early entry
Acceleration
Special grouping
Guidance or counselling
(Harrison, 2003)
Pedagogy
Recognising each child as complex, capable, curious
and intensely motivated in pursuing their search for
complexity and connection.
Recognising that parents and families are experts who
have extensive and significant knowledge and
experience to contribute to the education and care of
the young child.
(Porter, L. 2005)
Support for Gifted Children
Observant teachers and parents/whānau
Provide resources to support
Develop shared understanding
Encourage
Holistic view of child in developing understanding
Minimise barriers
Teacher advocate for/of parents/child
Ways to help for Parents and
Teachers
Support
Encourage
Advocate
Minimise barriers
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2/04/2012
Acknowledgements
We sincerely thank all our wonderful children, families
and colleagues in allowing us to share their work.
We couldn’t have done this without the wonderful
support.
References
Bevan-Brown, J.M. (2009). Identifying and providing for gifted and talented Māori students.
APEX, 15(4), 6-20. Retrieved online from http://www.giftedchildren.org.nz/apex/
Carr, M. (2001). Assessment in early childhood settings: Learning stories. London: Sage Publications Ltd.
Daniels, S. & Meckstroth, E. (2009). Nurturing the sensitivity, insensitivity, and developmental potential
of gifted young children. In S. Daniels & M. Piechowski (Eds) Living with intensity ( pp. 33- 56).
Scottsdale, AZ: Great Potential Press.
Feltham, S. (2005, February 7). Setting a positive example. New Zealand Education Gazette, pp. 10 -12.
Harrison, C. (2003). Giftedness in early childhood (3 rd ed.). Gerric, The University of NSW, Sydney.
Mares, L. (1991). Young gifted children.Cheltenham, Australia: Hawker Brownlow.
Ministry of Education. (2004). Kei tua o te pae: Assessment for learning. Early childhood exemplars.
Wellington, New Zealand: Learning Media.
Ministry of Education. (1996). Te Whāriki – He whāriki mātauranga mō ngā mokopuna o Aotearoa. Early
childhood curriculum. Ministry of Education. Wellington, New Zealand: Learning Media.
Piechowski, M (2006). “Mellow out” they say. If I only could. Intensities and sensitivities of the young and
bright. USA, Wisconsin: Yunasa Books.
Porter, L. (2005). Young gifted children: Meeting their needs. Early Childhood Australia, Inc. Australia.
Canberra.
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