Gifted: Surviving and Thriving in the Primary Years Programme<br />Suzanne Plume<br />Gifted Education Coordinator<br />Tr...
The Primary Years ProgrammeInternational Baccalaureate Organization<br /><ul><li>A teaching methodology
Inquiry Based
Promotes International mindedness (Global citizenship)
Develops Lifelong learners
Curriculum :</li></ul>Concept Driven <br />Real world based<br />Transdisciplinary<br />Value Laden<br />Active learning<b...
What does the research say?<br /><ul><li>Inquiry Based Rogers 2004
International mindedness (Global citizenship)
Lifelong learners
Concept Driven (Great Ideas) Rogers 2004
Real world problem based learning Rogers 2004 Transdisciplinary Rogers 2004,  Ritchhart 2001
Value Laden- (Social Issues, ethical dilemmas) Rogers 2004
Active learning- social action Rogers 2004, Reis 1995, Eisenberg & Wang 2003</li></ul>Gifted 2010 Sydney<br />3<br />
Rogers 2004<br />Gifted 2010 Sydney<br />4<br />
In class services are only effective when trained collaborative resource teachers work with regular classroom teachers to ...
Rogers 2004<br />Gifted 2010 Sydney<br />6<br />
The Learner Profile<br /><ul><li> Inquirers
 Knowledgeable
 Thinkers
 Communicators
 Principled
 Open Minded
 Caring
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Gifted:Surviving and Thriving in the Primary Years Programme

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Presentation given at the Asia Pacific Conference on Giftedness in Sydney July 2010 by Suzanne Plume Gifted Education Coordinator, Sydney, Australia. Making a gifted programme work in a PYP school - adaptations and research underpinning.

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  • The fundamental philosophy of the IB is to develop internationally minded students who are equipped with transdisciplinary skills they will need to confront global problems which transcend the boundaries of subject disciplines. A case in point of course is BHP’s recent oil spill.
  • Lets look at Karen’s meta analysis to see the effectiveness of the grouping options we are using .3 is significant.6 is a gain of .6 of a year’s gain on top of the 1 year’s gain we would normally expect.
  • Are our instructional options supported by the research as effective for gifted students?Yes indeed.Cols 1&amp;2 Teaching to Gt Learner Prefs &amp; StylesColumn 3 Teaching to learning diffs
  • The IB Learner Profile serves as a set of outcomes educators and students can use to understand what an internationally minded person might look like.There is one learner profile which has 9 aspects.Action component - Reflect- Choose- Act- a voluntary demonstration of a student’s empowerment to act arising from the UOIMandates a culture of collaborationBuilt in Reflection
  • The emphasis on Higher Order thinking Skills is an appropriate provision for our gifted learners.
  • Why do we have a concept based curriculum?Wiggins and McTighe 1999 call these enduring understandingsIn PYP Units of Inquiry they form the basis of the Central IdeaWe know that a curriculum based on facts is shallow and leads to the development of low level thinking skillsConcept driven curricula gives gifted students Higher Order Thinking Skills – gives them the HOTS for learning.They are not specific to any one cultureTransdisciplinary contexts increase coherence across the curriculum.MTPYPH
  • Whole School Scope and Sequence UOIsCurriculum, Units of Inquiry which explore the scope of a central ideaIBO encourage s individuals in the school to work collaboratively to develop a transdisciplinary program of inquiry designed to meet the school’s needs. MTPYPH 13The planning team - consisting of the teachers at each year level (plus specialists and resource staff) need to plan the units of inquiry together with the remainder of the curriculum for the year.
  • LOOK AT PLANNER EXEMPLAR NOW!!!SAYThis document provides opportunities for structured collaboration sessionsExecutive support is KEY to Making it happenSuccessful collaborations make converts who then proselytize in your place!!Using the planner facilitates cognitive playfulness – its fun and a bonding experience.
  • The IBO allows for stand alone teaching time in the various subject areas and points out that their relationship with UOI teaching time will change from one unit to another. They refer to this relationship as a dynamic one and stress that the definitive experience from the students’ standpoint should be the UOI. MTPYPH14Dynamic learning environmentGroup to individua;l settings Teacher facilitates students’ roles as initiatorsTeacher must value and model inquiry (be a lifelong learner)
  • Comes from Towards a continuum of international education pp28-29
  • Students learn another language after 7YOMother tongue is honoured and supported.
  • Confess to secret weaponNote use of a classicWe also useHomer, Treasure Island, Tolkien, Tarzan of the Apes, Sherlock Holmes
  • Does point out that “..teachers need to consider that young students may need to revisit areas and skills many times before understanding can be reached. Applying mathematical skills to real world tasks supports student learning.” MTPYPH p82Classroom teacher to be responsible for teaching “Mathematics is viewed primarily as a vehicle to support inquiry.....”“Mathematics needs to be taught in relevant, realistic contexts rather than through an attempt to impart a fixed body of knowledge directly to students.”Links to the transdisciplinary themes should be made explicitly whether or not the mathematics is being taught inside or outside the programme of inquiry. However, it should also be recognised that there are occasions when it is preferable for students to be given a series of strategies for learning mathematical skills (including rote learning) in order to progress in their mathematical understanding, rather than struggling to proceed.” “..mathematics should be taught through the relevant realistic context of the units of inquiry. The direct teaching of mathematics in a unit of inquiry may not always be feasible but where appropriate prior learning or follow up activities may be useful to help students make connections between the different aspects of the curriculum. Students also need opportunities to identify and reflect on big ideas within and between the different strands of mathematics, the programme of inquiry and other subject areas. MTPYPH 83 A WORK IN PROGRESS
  • Best Things we didImported teachers who had taught in IBO schools overseas.My warmest thanks to Paulini Koroi and Christina Ranatawake who embody international mindedness and lifelong learningAlso to Amy Stannard our PYP consultant for her tireless supportMust visitbyrdseed.com Must read Mindset by Carol Dweck
  • Why do we do it?
  • Gifted:Surviving and Thriving in the Primary Years Programme

    1. 1. Gifted: Surviving and Thriving in the Primary Years Programme<br />Suzanne Plume<br />Gifted Education Coordinator<br />Trinity Grammar Preparatory School<br />splume@trinity.nsw.edu.au<br />
    2. 2. The Primary Years ProgrammeInternational Baccalaureate Organization<br /><ul><li>A teaching methodology
    3. 3. Inquiry Based
    4. 4. Promotes International mindedness (Global citizenship)
    5. 5. Develops Lifelong learners
    6. 6. Curriculum :</li></ul>Concept Driven <br />Real world based<br />Transdisciplinary<br />Value Laden<br />Active learning<br />MTPYPH<br />Gifted 2010 Sydney<br />2<br />
    7. 7. What does the research say?<br /><ul><li>Inquiry Based Rogers 2004
    8. 8. International mindedness (Global citizenship)
    9. 9. Lifelong learners
    10. 10. Concept Driven (Great Ideas) Rogers 2004
    11. 11. Real world problem based learning Rogers 2004 Transdisciplinary Rogers 2004, Ritchhart 2001
    12. 12. Value Laden- (Social Issues, ethical dilemmas) Rogers 2004
    13. 13. Active learning- social action Rogers 2004, Reis 1995, Eisenberg & Wang 2003</li></ul>Gifted 2010 Sydney<br />3<br />
    14. 14. Rogers 2004<br />Gifted 2010 Sydney<br />4<br />
    15. 15. In class services are only effective when trained collaborative resource teachers work with regular classroom teachers to craft instruction for gifted students. <br />Kane & Henning 2004, Landrum, 2001 <br />Gifted 2010 Sydney<br />5<br />
    16. 16. Rogers 2004<br />Gifted 2010 Sydney<br />6<br />
    17. 17. The Learner Profile<br /><ul><li> Inquirers
    18. 18. Knowledgeable
    19. 19. Thinkers
    20. 20. Communicators
    21. 21. Principled
    22. 22. Open Minded
    23. 23. Caring
    24. 24. Risk Takers
    25. 25. Balanced </li></ul>Gifted 2010 Sydney<br />7<br />
    26. 26. Emphasis on Thinking Skills<br /><ul><li> Acquisition of Knowledge
    27. 27. Comprehension
    28. 28. Application
    29. 29. Analysis
    30. 30. Synthesis
    31. 31. Evaluation
    32. 32. Dialectical Thought: Thinking about two or more different points of view at the same time, understanding those points of view, constructing arguments based on other points of view , changing one’s own point of view
    33. 33. Metacognition: Thinking about thinking</li></ul>Gifted 2010 Sydney<br />8<br />
    34. 34. A concept is a mental construct that is “timeless, universal and abstract.” Erickson 2008<br />Eight Key Concepts<br /><ul><li> Form - What is it like ?
    35. 35. Function -How does it work ?
    36. 36. Causation -Why is it like it is?
    37. 37. Change -How is it changing?
    38. 38. Connection - How is it connected to other things?
    39. 39. Perspective -What are the points of view?
    40. 40. Responsibility -What is our responsibility?
    41. 41. Reflection -How do we know?
    42. 42. A central idea is a statement of a conceptual relationship that can be transferred through time and across cultures. Erickson 2008
    43. 43. H.O.T.S</li></ul>Gifted 2010 Sydney<br />9<br />
    44. 44. Gifted 2010 Sydney<br />10<br />
    45. 45. Year Six P.O.I.<br />Gifted 2010 Sydney<br />11<br />
    46. 46. Gifted 2010 Sydney<br />12<br />
    47. 47. Gifted 2010 Sydney<br />13<br />
    48. 48. STAGE 3 OUTCOMES – YEAR SIX:<br />Gifted 2010 Sydney<br />14<br />
    49. 49. Gifted 2010 Sydney<br />15<br />
    50. 50. Gifted 2010 Sydney<br />16<br />
    51. 51. Gifted 2010 Sydney<br />17<br />Special Educational Needs in the PYP<br /><ul><li> Includes G&T
    52. 52. Special education issues are the responsibility of all teachers.
    53. 53. The class teacher’s role is to convey the content of a lesson and to teach the students the required learning processes.
    54. 54. Collaborative planning between SEN staff and class teachers in
    55. 55. Designing units of work (active involvement in the planning process)
    56. 56. Co-teaching and implementing strategies that support SEN students
    57. 57. Collaborative teaching will involve changes in roles and responsibilities
    58. 58. Early intervention is critical in cognitive, physical, affective and social domains.</li></ul>TACOIE p29 <br />
    59. 59. Gifted 2010 Sydney<br />18<br />Language in the PYP<br /><ul><li> All teachers are language teachers.
    60. 60. Literature is an integral part of the curriculum.
    61. 61. We have differentiated the content for the different Literature Circles across the grade using research based provisions. Rogers 2005
    62. 62. Extension program is collaboratively planned and executed by both class and gifted trained resource teacher who is based in the resource room.
    63. 63. Modifications in Instructional Delivery –reflection & analysis. Rogers 2005
    64. 64. Modifications in Content Differentiation- abstraction, complexity, multidisciplinary approach. Rogers 2005
    65. 65. Modifications in Process- open endedness, memory work Rogers 2005
    66. 66. Modifications in Curriculum delivery – The classics, arts infused curriculum integration Rogers 2005</li></ul> .<br />
    67. 67. Language in the PYP<br />Extension Menu for Literature Circle<br />Gifted 2010 Sydney<br />19<br />
    68. 68. Mathematics<br /><ul><li> Classroom teacher responsible for teaching
    69. 69. Mathematics viewed primarily as a vehicle to support inquiry
    70. 70. To be taught in relevant, realistic contexts (rather than through an attempt to impart a fixed body of knowledge directly to students).
    71. 71. Linked to transdisciplinary themes
    72. 72. Teaching strategies and rote learning where appropriate.
    73. 73. Planned and taught collaboratively with the classroom teacher
    74. 74. Grade Four – workcards
    75. 75. Pre and Post testing
    76. 76. Accelerated content
    77. 77. Pace varied for individuals
    78. 78. Extension Menu
    79. 79. Active and hands on learning
    80. 80. Study of eminent mathematicians</li></ul>Gifted 2010 Sydney<br />20<br />
    81. 81. Exciting Developments:<br /><ul><li> Staff’s positive attitude to differentiation of learning for all students
    82. 82. Programmes differentiating units of information
    83. 83. Culture of collaboration across 3 campuses
    84. 84. Serendipitous Initiatives
    85. 85. Experienced staff
    86. 86. Attribution Theory : Dweck
    87. 87. Deep Practice : Coyle
    88. 88. ICT
    89. 89. TOM
    90. 90. Hermit Crabs</li></ul>Gifted 2010 Sydney<br />21<br />
    91. 91. RESOURCES<br /><ul><li> Mindset : Carol S Dweck 2006
    92. 92. The Talent Code : Daniel Coyle 2009
    93. 93. Year 6 Explores Leadership http://yr6leadership.edublogs.org/
    94. 94. IBO website http://www.ibo.org</li></ul>Gifted 2010 Sydney<br />22<br />
    95. 95. Gifted 2010 Sydney<br />23<br />Every child deserves a champion.<br />Hillary Rodham Clinton (1996) <br />

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