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

Classroom placements for 2006 have ensured that potential POD children are placed ingroups of 3–4 within a cluster group of gifted children. This ensures manageability ofindividualised learning programmes with negotiated choice for the learner. Teachers will beable to extend this POD group after term 1 if they feel there is a need and if they are able tomanage the extra work load. [p. 24]QuestionnairesThere were two separate questionnaires completed by students and parents about theprogramme. To read the survey results, select the following:PDF of children's questionnaire (PDF 44kb)PDF of parents' questionnaire (PDF 59kb)RecommendationsThey have had opportunities for in-school professional development in the inquiry processand the inquiry tools have been collated and are available for use through the school'sintranet. As the teachers introduce these tools into their classroom programmes they aresupported by the gifted learners and they are able to adapt them for whole class use. [p. 24]Ongoing professional development will need to be available to support teachers as they useand modify the tools to suit their individual teaching styles and the needs of the children. TheIDEA network of Inquiry teachers, supported by Nicola Church from the Christchurch Collegeof Education, is a recommended avenue. [p. 24]It is suggested that an email network is continued through the school intranet to enablecommunication between teacher-learner and learner-learner. This can be used to maintainpace through continual reminding of deadlines and also to offer support for problems. [p. 26]Another suggestion is to develop social and emotional programmes for gifted childrenthrough the schools social skills programme. It would also be positive to include anopportunity for all children to look at giftedness and explore personal abilities as acelebration of diversity. [p. 26]