Monday, 27 March 2017

The truth about Gifted versus High Achieving Students



This is an interesting article examining the differences between gifted learners and high achieving students. It highlights some of the joys and the challenges in parenting and teaching gifted thinkers.

Monday, 20 March 2017

Our Declaration of the Rights of Gifted Children




In recognition of Gifted Awareness Week, the Stage 3 Newman English class have developed their own Declaration of the Rights of Gifted Children.

Think Club holiday workshops


Think Club will now run twice a year, in the April and September school holidays.

The next Think Club will be held: ​19th and 20th April 2017
at SYDNEY BOYS HIGH SCHOOL
Experiential workshops for the inquisitive, problem-solving,
​creative and capable primary school child.
Our one day, hands-on, workshops are enjoyable, fun and interesting.

For more information about the Think Club holiday workshops - www.thinkclubaustralia.com

MindQuest 2017 workshops


For more information about the MindQuest workshops for 2017 contact Shelagh on 
02) 4232 2494

Friday, 17 March 2017

The trouble with Gifted is that no one understands what it is.


"It never, ever occurred to me that my quirkiness was a part of my intelligence."

A great blog post that explores the many facets of giftedness.


Sunday, 12 March 2017

Our own Declarations of the Rights of the Gifted Child

As one way of acknowledging Gifted Awareness Week (March 12 - March 18), The Stage 3 Newman English group have been writing their own Declarations of the Rights of the Gifted Child.

 

 

Tuesday, 7 March 2017

Exploring the Universal Declaration of Human Rights

In the Stage 3 Newman English group we are investigating how Freedom and Identity are connected. As part of this unit we have been learning about the Universal Declaration of Human Rights. Here are some ways we have responded to this topic.












Friday, 24 February 2017

Gagne's Differentiated Model of Giftedness and Talent





The Sydney Catholic School Gifted Education Policy adopts Gagné's definitions of giftedness and talent as identified in his Differentiated Model of Giftedness and Talent. This video provides a good introduction to this model.

Thursday, 16 February 2017

8 Reasons You Should Label Children as Gifted


This article is an interesing read. How do you feel about this issue?

Thursday, 9 February 2017

Characteristics of Gifted Children



Characteristics of Gifted Children

Every gifted/highly able child is different but some of the common characteristics are:
    •   Humour: Keen sense of the absurd; understands subtleties of humour beyond age level
    •   Great intellectual curiosity: Intense desire to know, do, feel, create or understand; sometimes described as a ‘sponge’ who absorbs knowledge easily and enthusiastically
    •   Knowledge: wide general knowledge of topics beyond peer group level
    •  Interests: passionate interests, sometimes fleeting but sometimes long-lived
    •   Communication / Expressiveness: Extraordinary ability to convey meaning or emotion through words, actions, symbols, sounds or media;
    •   Vocabulary: extraordinarily well developed oral language skills and vocabulary
    •   Inquiry: Probing exploration, observation or experimentation with events, objects, ideas, feelings, sounds, symbols or media
    •   Problem-solving: Outstanding ability to bring order to chaos through the invention and monitoring of paths to a goal; enjoyment of challenge
    •   Sensitivity: Unusually open, perceptive or responsive to experiences, feelings and to others; has a strong sense of social justice
    •   Intensity: Often feels very deeply and will be concerned about issues beyond what is usual for their years
    •   Perfectionism: can set very high standards for him/herself –this can be positive but often becomes
    • debilitating
    •   Intuition: Sudden recognition of connections or deeper meanings without conscious awareness of reasoning or thought
    •   Reasoning: Possess superior powers of reasoning, of dealing with abstractions, of generalising from specific facts, of understanding meanings, and of seeing relationships.
    •   Imagination/Creativity: Extraordinary capacity for ingenious, flexible use of ideas, processes or materials
    •   Memory/Understanding: Unusual capacity to acquire, integrate, retain and retrieve information or skills
    •   Learning: Ability to acquire sophisticated understandings with amazing speed and apparent ease. Requires very little repetition or re-enforcement of new learnings
    •   Concentration and alertness: Shows alertness and quick response to new ideas; Has a long attention spanwhich allows him/her to concentrate on and persevere in solving problems and pursuing interests (not
    • necessarily school related).
    •   Interaction with others: Can tend to dominate others or direct their activities. Can sometimes appear poorlysocialised with chronological age peers (a child’s social peers correspond more closely to mental, rather than age peers )
    •   Sometimes has a fantasy friend 

    • Please note:
    •   not all children will have all these characteristics
    •   these characteristics may not be reflected in school performance
    •   underachievement is quite common in gifted children which can make identification difficult
    •   it is possible for a child to be gifted whilst having a specific learning disability 

    • Reference: http://www.gateways.edu.au/gifted-and-talented