Prep Gifted and Talented

JASNA POESZUS

Gifted and Talented Programs

Coordinator – Preschool - Year 6

CURRICULUM AND GROWTH MINDSET At the chore of the Prep G&T program is developing student’s capacity to apply creative and critical thinking in any given academic scenario. The common thread in each unit design is the explicit instruction around developing positive work habits, particularly growth mindset when challenged. Students can arrive to classes with already fixed responses to challenging curriculum, namely an attitude of “I can’t do it” or “it’s too hard”. In G&T classes risk taking is celebrated and always encouraged, boys are expected to think differently creating new ideas and possibilities. Scaffolds are provided to facilitate thinking in an innovative manner and peers are expected to listen to each other and support any new possibilities. Technology is often incorporated as its use signifies a common strength in all boys. As their mentor and facilitator beginning from a strength base is vital instilling positive self-esteem and efficacy in student learning.

CONNECTING WITH COMMUNITY- INTERNATIONAL CONFERENCE SPEAKERS It is the above program content and delivery found in the TSS G&T Programs that both Angela FouldsCook and I were able to present at this year’s International Conference for Gifted and Talented Children held in Brisbane. Participants from Canada, America, New Zealand, Hong Kong and Singapore were in attendance. The room was filled to capacity as Angela and I were able to share in significant details the positive outcomes of our program.

State and Local connections – as a member of the QAGTC Gold Coast committee member TSS is able to remain at the forefront of what is delivered in the state to cater for our students. This year we hosted the QAGTC annual general meeting and parent support group with associated workshops for our local children. Continued involvement with this branch allows for much needed networking for both professionals and families.

TEACHERS AS RESEARCHERS Three dedicated teachers have spent the last 18 months researching best practice in the teaching of writing to boys, with a special focus on the highly able child. With the project approved and then funded by Independent Schools Queensland, Mr Trevethan, Mrs Corbett and I began with a literature review analysing what researchers prescribe to foster excellence in writing skills. The initial research affirmed the necessity to implement an explicit writing framework, such as the one used at TSS Prep. Even, with an excellent teaching framework in place, we questioned why boys in Years 4-6 tended to have a decline in motivation to write as well as a decline in creativity, skill and self-belief as writers. Research brought our attention to the construct of achievement goal theory (Dweck 1999, 2002). Dweck and colleagues distinguish between performance goals (ego-involved goals) and learning goals (task-involved goals). A performance goal orientation is characterised by selfquestions such as “Will I look smart?” and/or “Can I out-perform others?” As students experience the demands of NAPLAN and having to ‘achieve’, motivation to do so changes. Students with a performance goal oriented mindset often reflect a concern for personal ability, a concern for social comparison with others, a preoccupation with the perception of others, a desire for public recognition for performance, a need to avoid looking incompetent, (Covington, 2000, p. 174).

In contrast, a student with a learning goal orientation would more likely ask the questions “How can I do this task?” and “What will I learn?” The learning goal orientation reflects a focus on task completion and understanding, learning, mastery, solving problems, developing new skills, and an appreciation for what one learns.

Teachers who teach writing focussing predominantly on improved results only, quickly loose the interest and natural creativity of their students. For boys to remain enthusiastically engaged and motivated to write creatively, it is essential practice, between Years 3 and 6, for teachers to implement other strategies parallel to the explicit framework. Strategies include using online writing tools including publishing online, free choice of topics, free writing sessions daily, writing to sound and smells (the senses), explicit vocabulary development and grammar development through quality picture books. Data from the instructional group of participants that experienced these additional strategies alongside the writing framework indicated a 35% overall increase in skills in narrative writing. Significant increases in self-esteem and efficacy around “being a writer” are also evident.

HOSTING GPS DAY OF EXCELLENCE This year was TSS Preps turn to host the GPS Academic Day of Excellence. In collaboration with Toowoomba Prep School, teachers developed and implemented some challenging workshops. The workshop diversity ranged from DNA criminology to the arts and science, from mathematical inquiry to literary exploration, from claymation to adventure stories. Students from across all QLD GPS schools attended this engaging day. Research proves that when like-minded individuals congregate together in their learning, the potential of those individuals to perform in their chosen field is increased. Students left TSS with grins from ear to ear and as one student put it “my brain exploded with all that I learnt today”!

A NATIONAL SCIENCE COMPETITION Year 6 boys were able to enter the University of Sydney National Sleek Geek Science competition. An annual event that is extremely competitive our boys entries did TSS Prep proud. With such enthusiasm demonstrated across all years, 2016 will see all students exposed to this event and hopefully some quality Science stories entered.

S.T.E.M STANDS FOR SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS. Four very fortunate high achieving Prep students, Nicholas McKenzie, Braedyn Palmer, Victor Wu and Samuel Wolfenden from Year 6 were invited to attend a four day S.T.E.M. horizons for high achievers program, held across a variety of venues. The first two days explored Marine Biology and paleontology. Students studied Marine Biology on a research boat in Moreton Bay catching plankton and anlaysing it for its DNA, go-pro’s were also used to understand more deeply the ecosystems and their interdependence, in the area. In November the boys finished off their scientific journeys studying Bot Technology and human DNA.