Ilam School Introduction The following story is about the gifted and ...

expected as curriculum level outcomes in science and social studies often reflect choice oftopic rather than depth of thinking. [p. 26]To read an example of an inquiry report, go to individual inquiry report (PDF 74kb).The assessments of essential skill achievement show a consistent increase in problemsolving skills, understanding of inquiry process and learning to learn skills. Theseassessments are based on the professional judgement of the programme facilitator using arubric developed for the programme. The results are recorded on the individual inquiryreports as learning to learn skills, inquiry skills, and work and study skills. [p. 26]Children are consistently moving beyond understanding and comprehension activities toengage in higher level thinking activities which involve analysis, creative thinking andproblem solving processes. The learning centre programme has directly taught these skillsand has provided a range of tools to scaffold learning. The children are now able toindependently select appropriate tools for the thinking processes involved. [p. 26]Information technology has been a vital aspect of the programme allowing children to accessand process information at an appropriate level. Children are developing skills of criticalanalysis when using information and are becoming confident at questioning informationsources, identifying facts and opinions, and challenging assumptions. Again the evidence forthis is anecdotal and recorded on children's inquiry reports. Parent comments on the finalsurvey form confirmed these observations. [p. 26]Children have contributed to the development of the programme from its early stages to itspresent form. It was the children's expressed need to be seen as ‘regular' students thatpromoted the development of classroom based PODs. It was the children's need to haveextended blocks of working time that led to a flexible day. The children's need for greatermonitoring and support led to three-way partnerships with parents. Consequently thechildren's evaluation of the programme is seen as a valid measure of the success of theprogramme. [p. 26]The success of the Ilam programme has been determined using a qualitative approach.Anecdotal evidence has been gathered through children's reflections, teacher commentsand parental surveys. Identified catalysts for the success of the programme are personalchoice of topic giving a sense of ownership, opportunities for extended periods ofuninterrupted work (flow), flexibility encouraging self-direction and parental collaboration.Plans for 2006In 2006 a designated teacher will have .2 release to support classroom teachers withnegotiated/inquiry PODs. This coordinator's role will be to ensure teachers are familiar withthe learning processes and have access to necessary resources to support children'slearning. It is planned that teachers with a POD in their classroom will form a network withinthe school and together these teachers will problem solve issues as they arise and supporteach other as they continue to explore and develop opportunities for gifted learners. It isexpected that teachers will continue to involve parents as active partners in the teachingprocess. Parents as co-teachers are a valuable source of expertise and also help in amonitoring role. [p. 24]