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Gifted and Talented Research Project. 1.1 Identification of GLIM students. Modified SINE screening tests and in some instances- a follow-up clinical interview. Mindmaps re: location Anecdotal notes were used from classroom observations by teachers. 1.1 Demographics of the group.

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1 1 identification of glim students l.jpg
1.1 Identification of GLIM students

  • Modified SINE screening tests and in some instances- a follow-up clinical interview.

  • Mindmaps re: location

  • Anecdotal notes were used from classroom observations by teachers.


1 1 demographics of the group l.jpg
1.1 Demographics of the group

  • The group consisted of 4 girls and 8 boys-

  • 1 year 3 girl

  • 1 year 4 girl

  • 2 year 4 boys

  • 1 year 5 girl

  • 2 year 5 boys

  • 1 year 6 girls

  • 2 year 6 boys.

    • The year 3 and 4 students were each in different grades, and the year 5 and 6 students were all in the same class.


1 2 student 1 profile l.jpg
1.2 Student 1- profile

Gender: Male

Age: 10

Grade: 4

Favourite subjects: Sport, Maths.

Extra-curricular interests:

Bike-riding, football, watching TV,

Playing with my dog, Playstation.


1 2 student 2 profile l.jpg
1.2 Student 2 profile

Gender: Male

Age: 11

Grade: 6

Favourite subjects: Sport, Maths.

Extra-curricular interests:

Playing football, Playing netball, Playing with my sister, Bike-riding, Playing on the computer.


1 2 student 3 profile l.jpg
1.2 Student 3 profile

Gender: Female

Age: 8

Grade: 3

Favourite subjects: Extension maths, art, music and sport

Extra-curricular interests:

Dancing (ballet & jazz), reading.


1 2 student 4 profile l.jpg
1.2 Student 4 profile

Gender: Male

Age: 10

Grade: 4

Favourite subjects: Literacy, Maths, sport, art.

Extra-curricular interests:

Skateboarding, football, playing with friends & rollerskating.


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1.2 Student 5 profile

Gender: Male

Age: 9

Grade: 4

Favourite subjects: recess…, sport.

Extra-curricular interests:

Watch TV, play XBox, Playing football, playing cricket.


1 2 student 6 profile l.jpg
1.2 Student 6 profile

Gender: Male

Age: 12

Grade: 6

Favourite subjects: Maths, art & sport.

Extra-curricular interests:

Play with my dog, playing tennis & footy, and play with friends.


1 2 student 7 profile l.jpg
1.2 Student 7 profile

Gender: Female

Age: 9

Grade: 4

Favourite subjects: English, Maths & sport.

Extra-curricular interests:

Swimming, Tennis & playing the piano.


1 2 student 8 profile l.jpg
1.2 Student 8 profile

Gender: Female

Age: 12

Grade: 6

Favourite subjects: Sport, Maths, Art.

Extra-curricular interests:

Netball, swimming, Playing with my dog, reading, going to the movies, playing with my friends.


1 2 student 9 profile l.jpg
1.2 Student 9 profile

Gender: Female

Age: 11

Grade: 5

Favourite subjects: Maths & language.

Extra-curricular interests:

Bike-riding, cooking, swimming and Netball.


1 2 student 10 profile l.jpg
1.2 Student 10 profile

Gender: Male

Age: 11

Grade: 5

Favourite subjects: Maths & English.

Extra-curricular interests:

Play tennis, football, cricket, reading.


1 3 mathematics area of the standards vels l.jpg
1.3 Mathematics area of The Standards (VELS)

Dimension: Space- Location

  • Level 3:

  • Use and compare ways of locating and identifying places on maps and diagrams.

  • Develop and test instructions to specify travel directions and location using compass directions, N, S, E and W, and grid references such as 'A5' on a street directory.

  • Level 4

  • Formulate and test procedures, expressed in terms of compass points and simple coordinate systems, that describe how to get from one place to other places.

  • Use and interpret conventional symbols and language in activities relating to place, direction, paths and scale in maps.


2 2 planning for the glim students l.jpg
2.2 Planning for the GLIM students

  • Session 1 Outline of project

  • Session 2 Introduction to use of scales

  • Session 3 Introduction to use of compass angles

  • Session 4- 6 Map construction

  • Session 7-8 Model construction


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2.2 Planning for the GLIM students

  • Session 1 Outline of project

  • Students were given an outline of the focus for the project- ie based on location and mapping. Expectations of their participation were outlined.

  • Students were asked to collect a number of maps showing a variety of scales and bring them in to the next session.


2 2 planning for the glim students17 l.jpg
2.2 Planning for the GLIM students

  • Session 2 Introduction to use of scales

  • The students discussed the different scales shown on the maps.

  • The students’ knowledge of what scale would be appropriate for a large or small area seemed very limited- therefore it was decided to give them some basic instruction in scales.


2 2 planning for the glim students18 l.jpg
2.2 Planning for the GLIM students

  • Session 3 Introduction to use of compass angles

  • Using the maps from the previous session the students discussed the appearance of compass point shown on the maps.

  • It was discussed why there would be a need for compass points and the angles therein.

  • The students’ knowledge of compass points and angles seemed very limited- therefore it was decided to give them some basic instruction in compass points and angles.


2 2 planning for the glim students19 l.jpg
2.2 Planning for the GLIM students

Session 4- 6 Map construction

The question was posed- ‘How might we represent the upper storey of St. Trinnian’s school?’:

What do we need to know?

How will we find out?- equipment etc.

How will we show the information?


2 2 planning for the glim students20 l.jpg
2.2 Planning for the GLIM students

Session 4- 6 Map construction

What do we need to know?

The students discussed the need to find the dimensions of rooms, walkways, outer wall structures (balconies/windows etc).

How will we find out?- equipment etc.

The students brainstormed measuring tools- metre rulers, trundle wheels, measuring tapes etc.


2 2 planning for the glim students21 l.jpg
2.2 Planning for the GLIM students

Session 4- 6 Map construction

,

How will we show the information?

Children shared ideas in ways they could present the information which included a paper or powerpoint version in 2D.


2 2 planning for the glim students22 l.jpg
2.2 Planning for the GLIM students

Session 7-8 Model construction

Students were then asked how might they represent their information in a different way.

Ideas the students forwarded included- 3D models using paper/cardboard or modelling clay and powerpoint presentations.


2 3 approach to teaching l.jpg
2.3 Approach to teaching

  • A combination of directed instruction and allowing the children to work independently was used.

  • The earlier sessions were largely centred around directed teaching due to their limited knowledge in location and skills map in reading.

  • Once the students displayed confidence in these areas- there was greater opportunity for independent work.


2 4 teaching procedures used l.jpg
2.4 Teaching procedures used

  • There was a regular fortnightly meeting with these students monitor progress in their project.

  • Students were given the opportunity to work on their projects in class at least once a week for 8 weeks in conjunction with some focused 2 hour sessions.


2 5 where did the students take this student work samples l.jpg
2.5 Where did the students take this- student work samples.

  • Student 3-

Technology

room

3/4O

3/4C

3/4T

Staff

room

Student 3 showed an amazing amount of initiative and understanding of the concepts introduced- supporting the results of external assessments which have found her to be gifted largely in the area of literacy.

= windows

= desk

= Teacher’s desk

= drink-taps

= door

= cupboards

= balcony

N


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2.6 Reflection-Implementation of project


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2.7 Links to other curriculum areas in VELS

Domain: Discipline-based Learning

  • Dimension: Humanities-Geography

    (Through reading and interpreting maps, construction of maps)

  • Dimension: The Arts

    (The Arts- through construction, painting & drawing.)


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2.7 Links to other curriculum areas in VELS

Domain: Interdisciplinary Learning

  • Dimension: Communication

    (Through sharing of ideas/discussion/assisting others)

  • Dimension: Design, creativity & technology and ICT

    (Through planning, designing and creating maps/models, some students using IT to complete set tasks.

  • Dimension: Thinking

    (Through careful thought in setting direction for project- problem-solving etc.)


2 8 motivation to learning l.jpg
2.8 Motivation to learning

  • Generally speaking- the students’ willingness to attempt the tasks was a highlight, however there was not an overall atmosphere of risk-taking.

  • The students presented their work at each of our meetings- and some of their ideas seemed to motivate and inspire the others in the group.


Student reflections l.jpg

Student 1:

What activities did you participate in at the enrichment group sessions?

We had to bring in some examples of scales on maps. We then made maps of upstairs and had to get measurements for the maps first. We made maps then with a friend.

What was the most interesting activity? Why?

When we were working with different scales for different maps. We had to decide on the best scale for our maps.

What was the most challenging activity? Why?

When I had to measure accurately the upstairs classrooms.

What did you enjoy most in these sessions?

Working with a partner to make our maps.

What would you like to do further in these sessions?

Work co-operatively again.

TEACHER COMMENT: Student 1 was clearly high achieving- he did not show the characteristics of a talented learner who would take risks with an idea- but rather depended on others to ensure his responses were correct.

Student 2

What activities did you participate in at the enrichment group sessions?

We participated in different activities such as looking at different scales, compass points, measuring and designing a map of upstairs.

What was the most interesting activity? Why?

Making a model of upstairs because it was fun and interesting at the same time.

What was the most challenging activity? Why?

Trying to work out all the compass points accurately.

What did you enjoy most in these sessions?

Learning about maps and the things required on maps.

What would you like to do further in these sessions?

I would like to design and cost a camp menu or something similar to what we did last year.

TEACHER COMMENT: Student 2 presented as a talented student- whilst able to confidently able to take ideas further than prescribed by the teacher- was quite a popular students- whose ideas were not completely foreign to other students.

Student reflections


Student reflections31 l.jpg

Student 3:

What activities did you participate in at the enrichment group sessions?

I made a map of our top storey school by measuring and recording it to scale. I was the only one who did a powerpoint onfthe map

What was the most interesting activity? Why?

I liked measuring the school, but best of all making a model of it with clay.

What was the most challenging activity? Why?

When I had to measure accurately the upstairs classrooms and decide a scale.

What did you enjoy most in these sessions?

Making the powerpoint using graphics on Da’s computer.

What would you like to do further in these sessions?

Work on the downstairs of the school.

TEACHER COMMENT: Of all the students selected, this student presented as gifted. Her ideas were not along the same track as the other students ns she always completed a task differently, more easily and quickly, with success. Being the youngest in the group made her efforts even more outstanding.

Student 4

What activities did you participate in at the enrichment group sessions?

We looked at scales and compass points. Then I worked with a grade 5 to measure the upstairs of the school and try to make a map. We made a model of this afterwards.

What was the most interesting activity? Why?

When we were working with different scales for different maps. We had to decide on the best scale for our maps.

What was the most challenging activity? Why?

When I had to measure accurately the upstairs classrooms.

What did you enjoy most in these sessions?

Working with a partner to make our maps.

What would you like to do further in these sessions?

Work co-operatively again.

TEACHER COMMENT: Student 4 was clearly high achieving- he did not show the characteristics of a talented learner who would take risks with an idea- but rather depended on others to ensure his responses were CORRECT

Student reflections


Student reflections32 l.jpg

Student 5:

What activities did you participate in at the enrichment group sessions?

We had to bring in some examples of scales on maps. We then made maps of upstairs and had to get measurements for the maps first. We made mapsthen with a friend.

What was the most interesting activity? Why?

When we were working with different scales for different maps. We had to decide on the best scale for our maps.

What was the most challenging activity? Why?

When I had to measure accurately the upstairs classrooms.

What did you enjoy most in these sessions?

Working with a partner to make our maps.

What would you like to do further in these sessions?

Work co-operatively again.

TEACHER COMMENT: Student 5 ALSO was clearly high achieving- he did not show the characteristics of a talented learner who would take risks with an idea- but rather depended on others to ensure his responses were CORRECT

Student 6

What activities did you participate in at the enrichment group sessions?

We measured and designed a map of the upstairs of our school- and made a powerpoint presentation of our work.

What was the most interesting activity? Why?

Making dioramas of the upstairs in our school.

What was the most challenging activity? Why?

Making a map of the upstairs because we needed to measure it all first and make a scale to suit the paper size.

What did you enjoy most in these sessions?

Making the powerpoint presentation.

What would you like to do further in these sessions?

Making a camp menu like we did last year.

TEACHER COMMENT: Student 6 presented as a talented student- whilst able to confidently able to take ideas further than prescribed by the teacher- his ideas were not completely foreign to other students.

Student reflections


Student reflections33 l.jpg

Student 7:

What activities did you participate in at the enrichment group sessions?

We learnt about -compass points

Scales

Angles of a compass point

Designing a map of the upstairs classrooms

Building a model of the upstairs classrooms

What was the most interesting activity? Why?

The most interesting activity was coming up with our own way to represent our diagrams.

What was the most challenging activity? Why?

The most challenging activity was coming up with our own way to represent our diagrams.

What did you enjoy most in these sessions?

Learning more about maths and doing fun activities

What would you like to do further in these sessions?

Do something where everyone works co-operatively.

TEACHER COMMENT- once again a high-achieving student- very reliant on others if in the event of making an error- enjoyed ‘co-operative’ work.

Student 8

What activities did you participate in at the enrichment group sessions?

We learnt about - compass points

Scales

Angles of a compass point

Designing a map of the upstairs classrooms

Building a model of the upstairs classrooms

What was the most interesting activity? Why?

Making a 3D model of the classrooms- because it was fun to make.

What was the most challenging activity? Why?

Drawing the map and finding the most appropriate scale.

What did you enjoy most in these sessions?

Working with partners co-operatively and learning new things.

What would you like to do further in these sessions?

I would like to do more mapping on outside areas.

Teacher comment: Although able to work independently and very achieved results required- she did not take the ideas presented further- but merely perfected those presented- a high achiever.

Student reflections


Student reflections34 l.jpg

What activities did you participate in at the enrichment group sessions?

We participated in different activities such as looking at different scales, compass points, measuring and designing a map of upstairs.

What was the most interesting activity? Why?

Making a model of upstairs because it was fun and interesting at the same time.

What was the most challenging activity? Why?

Trying to work out all the compass points accurately.

What did you enjoy most in these sessions?

Learning about maps and the things required on maps.

What would you like to do further in these sessions?

I would like to design and cost a camp menu or something similar to what we did last year.

TEACHER COMMENT: Student 2 presented as a talented student- whilst able to confidently able to take ideas further than prescribed by the teacher- was quite a popular students- whose ideas

Student 9:

What activities did you participate in at the enrichment group sessions?

We had to bring in some examples of scales on maps. We then made maps of upstairs and had to get measurements for the maps first. We made mapsthen with a friend.

What was the most interesting activity? Why?

When we were working with different scales for different maps. We had to decide on the best scale for our maps.

What was the most challenging activity? Why?

When I had to measure accurately the upstairs classrooms.

What did you enjoy most in these sessions?

Working with a partner to make our maps.

What would you like to do further in these sessions?

Work co-operatively again.

TEACHER COMMENT: Student 5 ALSO was clearly high achieving- She did not show the characteristics of a talented learner who would take risks with an idea- but rather worked with others to ensure her responses were correct.

Student 10

What activities did you participate in at the enrichment group sessions?

We participated in different activities such as looking at different scales, compass points, measuring and designing a map of upstairs.

What was the most interesting activity? Why?

Making a model of upstairs because it was fun and interesting at the same time.

What was the most challenging activity? Why?

Trying to work out all the compass points accurately.

What did you enjoy most in these sessions?

Learning about maps and the things required on maps.

What would you like to do further in these sessions?

I would like to design and cost a camp menu or something similar to what we did last year.

TEACHER COMMENT: Student 10 presented as a very talented student- who was able to confidently able to take ideas further than prescribed by the teacher- and explained and led his partner through the steps required t o solve which gifted students find difficult to do.

Student reflections


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