It's All About the Team

No matter what you do, and where you are, there is always a team.  We are social beings, and we are meant to be together and to work with others. 

I am fortunate to work with a great TEAM in gifted education!  Although I have not blogged about the team and their programs,  I want to tell you that I do not work alone, and although I write about what I do, it is only a small fraction of our services in the Vancouver Board of Education.  

Over the year, I will introduce you to these fantastic educators and the programs and services that they deliver....but right now, I want to give you a taste of programs, just so you know what is available.


We have challenge centres, and a future problem solving program, a mentorship program, consultative services for twice exceptional learners, as well as challenge centre programs for 2E students (gifted learning disabled and gifted emotionally fragile students are now called twice exceptional which is more inclusive and positive!), full time classes (multi-age cluster classes grades 4-7) for highly gifted students, and a variety of high school options, but in particular, the Transition Program at UBC, and the GOLD program for our Twice Exceptional secondary students. 


Although this seems like a great deal of services, there is always wait-lists for our programs, and we are continually trying to be innovative to meet the demands of our gifted and talented population.


If you are a Vancouver teacher and/or a gifted contact for your school, I invite you to our Contact Meeting, which will take place Monday October 3rd, at the Board of Education.  At this meeting, you will find out about our programs, meet the team, get our handbook for schools, and learn how to access our programs.  As well, if you have any questions,  we will be there to answer them! 

Please note, this is a workshop meant for teachers, organized by teachers, and the information is to help teachers with students in their schools. 

If you are a parent, you may want to know how to access these programs and services, and your child's school will help you with this.  As well, I would like to offer workshops in the future for parents, but there will be more about this in the future, so stay tuned!

Teachers, I hope to see you there!

It's All About the Team

No matter what you do, and where you are, there is always a team.  We are social beings, and we are meant to be together and to work with others. 

I am fortunate to work with a great TEAM in gifted education!  Although I have not blogged about the team and their programs,  I want to tell you that I do not work alone, and although I write about what I do, it is only a small fraction of our services in the Vancouver Board of Education.  

Over the year, I will introduce you to these fantastic educators and the programs and services that they deliver....but right now, I want to give you a taste of programs, just so you know what is available.


We have challenge centres, and a future problem solving program, a mentorship program, consultative services for twice exceptional learners, as well as challenge centre programs for 2E students (gifted learning disabled and gifted emotionally fragile students are now called twice exceptional which is more inclusive and positive!), full time classes (multi-age cluster classes grades 4-7) for highly gifted students, and a variety of high school options, but in particular, the Transition Program at UBC, and the GOLD program for our Twice Exceptional secondary students. 


Although this seems like a great deal of services, there is always wait-lists for our programs, and we are continually trying to be innovative to meet the demands of our gifted and talented population.


If you are a Vancouver teacher and/or a gifted contact for your school, I invite you to our Contact Meeting, which will take place Monday October 3rd, at the Board of Education.  At this meeting, you will find out about our programs, meet the team, get our handbook for schools, and learn how to access our programs.  As well, if you have any questions,  we will be there to answer them! 

Please note, this is a workshop meant for teachers, organized by teachers, and the information is to help teachers with students in their schools. 

If you are a parent, you may want to know how to access these programs and services, and your child's school will help you with this.  As well, I would like to offer workshops in the future for parents, but there will be more about this in the future, so stay tuned!

Teachers, I hope to see you there!

The Mind Up Curriculum

I have the pleasure of knowing two fantastic teachers in the Vancouver School Board who are responsible for developing, promoting, teaching, and living the MIND UP curriculum, which started in our city!!!!!!

This curriculum is important for all children, and very important for gifted students who are often intense, "in their head" learners, who often have a million things on the go.....extra-curricular activities, clubs, sports, music lessons, after school enrichment or training.......you name it; they do it!!!

If you are a teacher, this is a valuable resource and a means to get your students focused, mindful, and resilient.  As the introduction states, "MindUp is a comprehensive, classroom-tested, evidence-based curriculum framed around 15 easily implemented lessons that foster social and emotional awareness, enhance psychological well-being, and promote academic success."

I love this program, and I have used strategies from it in the challenge centre, although it is best used in a full time classroom environment, or if you work with students on a regular basis over the course of a school year (I see students for 2-4 days, so it is more challenging for me to use it regularly).

The program teaches us how the brain works, mindful awareness, goes into sharpening our senses, moves onto perspective taking, being optimistic, and finally, brings us to finding gratitude in our lives, and taking mindful action into the world.  It is beautifully pulled together, and is backed by brain research.

For teachers and parents, this is a valuable tool to use with gifted students and many ideas can be used at home as well. For example,  I teach my own children about mindful breathing and we have also used the strategies for perspective taking.

In Canada, you can order the resource from Scholastic Canada, and it is available in three levels:  Grades Pre K-2; Grades 3-5; and Grades 6-8.  There is also training for teachers (offered through the VSB), and hopefully, there will be parent workshops in the future.

The Mind Up Curriculum

I have the pleasure of knowing two fantastic teachers in the Vancouver School Board who are responsible for developing, promoting, teaching, and living the MIND UP curriculum, which started in our city!!!!!!

This curriculum is important for all children, and very important for gifted students who are often intense, "in their head" learners, who often have a million things on the go.....extra-curricular activities, clubs, sports, music lessons, after school enrichment or training.......you name it; they do it!!!

If you are a teacher, this is a valuable resource and a means to get your students focused, mindful, and resilient.  As the introduction states, "MindUp is a comprehensive, classroom-tested, evidence-based curriculum framed around 15 easily implemented lessons that foster social and emotional awareness, enhance psychological well-being, and promote academic success."

I love this program, and I have used strategies from it in the challenge centre, although it is best used in a full time classroom environment, or if you work with students on a regular basis over the course of a school year (I see students for 2-4 days, so it is more challenging for me to use it regularly).

The program teaches us how the brain works, mindful awareness, goes into sharpening our senses, moves onto perspective taking, being optimistic, and finally, brings us to finding gratitude in our lives, and taking mindful action into the world.  It is beautifully pulled together, and is backed by brain research.

For teachers and parents, this is a valuable tool to use with gifted students and many ideas can be used at home as well. For example,  I teach my own children about mindful breathing and we have also used the strategies for perspective taking.

In Canada, you can order the resource from Scholastic Canada, and it is available in three levels:  Grades Pre K-2; Grades 3-5; and Grades 6-8.  There is also training for teachers (offered through the VSB), and hopefully, there will be parent workshops in the future.

The Write Stuff.....teaching narrative writing to students

I have been working with a great group of students on narrative writing.  As a teacher, I find it challenging to open up the curriculum and just have students write....creating stories from their own imagination.  

Here are the eight rules we worked with, taken from The Plot Chickens  a book we used to frame the workshop, discussed in my post last week.

Rule 1:  You need a main character
Rule 2:  You need to "hatch" a plot
Rule 3:  Give your main character a problem
Rule 4:  Develop your plot by asking "What if..."
Rule 5:  Write what you know
Rule 6:  Build suspense
Rule 7:  Make your story come alive by using all five senses
Rule 8:  Have your main character solve his/her own problem

The students began writing their own stories; here we made a list of some of the ideas students were working through, and the ideas were general to quite specific, depending upon the comfort level of the writer.  For example, one student wanted to report that he was writing "an adventure story", while another student wanted to report on her detailed story about a girl moving to France, and babysitting French children, and how the hero was going to get through adventures with little of the language.

 We talked about building complex characters, beginning and endings of stories, and how to incorporate dialogue in our writing.


Here are some excerpts from our writers:


In this sample, the writer begins with a strong introduction that puts the reader in the middle of the action: 
"Papa? oh, Papa!" Skylar wailed.  She knew she was too late.  He was gone.
"Mama, come quick!" she called.

"Not now," hollered her mother from the next tree over. " I'm busy fixing a hole in Mrs. Fruptree's nest."


"But Papa is...Papa...." Skylar couldn't bring herself to say that dreaded work. Thankfully, she didn't have to because her mother realized what had happened and quickly flew over.  At the sight of her husband lying on the floor of their nest, she sprang into action.

"Skylar, go and get Ora Swee from the doctor's nest.  Tell her it's an emergency.  I'll stay here with Papa."

Skylar flew off, bumping into a couple of branches in her hurry.  "Dr. Ora!  Dr. Ora!" she gasped when she burst through the leaves that surrounded the doctor's nest.
-Lily, Grade 4

Another example of an interesting start:

Persephone was bored.  Bored.  She had gone picking flowers practically the whole day.  She had nothing, spelled with a capital N, to do.  Wow.  She usually had a ton of things to do.  She decided to have some friends over and pick some flowers with them.  Before she did that, she put on her favourite pink dress and went to her mother, Demeter, to ask for permission. -Lucy, Grade 3

And another:

In a place far away, a long time ago, there was a small country called Panetta and in this small country lived a woman, at the age of 22.  She lived with a very poor family and shared a small room with three sisters and a brother.  She spent her spare time helping the disabled and the troubled on the street.  The family had one pet, a smunch named Fluffy. 

Two years ago on September third at 6:38 pm, the greedy king came and took every last penny away from the town and said an evil goodbye by burning down several of the town's buildings and then leaving the town in ruins. -Keegan, Grade 4

Over three days, the students developed their stories.  Some students completed stories, and others were still frantically trying to finish.  Because of time constraints, we  only worked on first drafts, but I would love to incorporate editing and publishing of stories, including diagrams and pictures.  

Overall, I emphasized that writing is a process that takes a great deal of time and effort.  We discussed how writing is like a muscle, and the more it is worked the stronger it becomes.....so I encouraged students to write as much as possible, all the time!

And, all of these wonderful learners were passionate about reading.....we spent lots of time reading great books....which I always give students lots of time for.

Thank you grade 3 and 4 students!  You are fantastic writers, and keep working on your craft!

The Write Stuff.....teaching narrative writing to students

I have been working with a great group of students on narrative writing.  As a teacher, I find it challenging to open up the curriculum and just have students write....creating stories from their own imagination.  

Here are the eight rules we worked with, taken from The Plot Chickens  a book we used to frame the workshop, discussed in my post last week.

Rule 1:  You need a main character
Rule 2:  You need to "hatch" a plot
Rule 3:  Give your main character a problem
Rule 4:  Develop your plot by asking "What if..."
Rule 5:  Write what you know
Rule 6:  Build suspense
Rule 7:  Make your story come alive by using all five senses
Rule 8:  Have your main character solve his/her own problem

The students began writing their own stories; here we made a list of some of the ideas students were working through, and the ideas were general to quite specific, depending upon the comfort level of the writer.  For example, one student wanted to report that he was writing "an adventure story", while another student wanted to report on her detailed story about a girl moving to France, and babysitting French children, and how the hero was going to get through adventures with little of the language.

 We talked about building complex characters, beginning and endings of stories, and how to incorporate dialogue in our writing.


Here are some excerpts from our writers:


In this sample, the writer begins with a strong introduction that puts the reader in the middle of the action: 
"Papa? oh, Papa!" Skylar wailed.  She knew she was too late.  He was gone.
"Mama, come quick!" she called.

"Not now," hollered her mother from the next tree over. " I'm busy fixing a hole in Mrs. Fruptree's nest."


"But Papa is...Papa...." Skylar couldn't bring herself to say that dreaded work. Thankfully, she didn't have to because her mother realized what had happened and quickly flew over.  At the sight of her husband lying on the floor of their nest, she sprang into action.

"Skylar, go and get Ora Swee from the doctor's nest.  Tell her it's an emergency.  I'll stay here with Papa."

Skylar flew off, bumping into a couple of branches in her hurry.  "Dr. Ora!  Dr. Ora!" she gasped when she burst through the leaves that surrounded the doctor's nest.
-Lily, Grade 4

Another example of an interesting start:

Persephone was bored.  Bored.  She had gone picking flowers practically the whole day.  She had nothing, spelled with a capital N, to do.  Wow.  She usually had a ton of things to do.  She decided to have some friends over and pick some flowers with them.  Before she did that, she put on her favourite pink dress and went to her mother, Demeter, to ask for permission. -Lucy, Grade 3

And another:

In a place far away, a long time ago, there was a small country called Panetta and in this small country lived a woman, at the age of 22.  She lived with a very poor family and shared a small room with three sisters and a brother.  She spent her spare time helping the disabled and the troubled on the street.  The family had one pet, a smunch named Fluffy. 

Two years ago on September third at 6:38 pm, the greedy king came and took every last penny away from the town and said an evil goodbye by burning down several of the town's buildings and then leaving the town in ruins. -Keegan, Grade 4

Over three days, the students developed their stories.  Some students completed stories, and others were still frantically trying to finish.  Because of time constraints, we  only worked on first drafts, but I would love to incorporate editing and publishing of stories, including diagrams and pictures.  

Overall, I emphasized that writing is a process that takes a great deal of time and effort.  We discussed how writing is like a muscle, and the more it is worked the stronger it becomes.....so I encouraged students to write as much as possible, all the time!

And, all of these wonderful learners were passionate about reading.....we spent lots of time reading great books....which I always give students lots of time for.

Thank you grade 3 and 4 students!  You are fantastic writers, and keep working on your craft!

Local Heroes

What a day it has been for Ms. Gelson, who's passionate letter to Vancouverite's this weekend, about the plight of her students, has been covered throughout  media. Her letter has gone "viral" as they say.

I think it is so wonderful that Ms. Gelson has been so brave, and spoken so eloquently and diplomatically about the needs of these children in her school, and in all inner city schools in Vancouver and beyond.  

Thank you for your passion, dedication, and love you show your students everyday, Ms. Gelson.   You are a true inspiration to educators everywhere!

Local Heroes

What a day it has been for Ms. Gelson, who's passionate letter to Vancouverite's this weekend, about the plight of her students, has been covered throughout  media. Her letter has gone "viral" as they say.

I think it is so wonderful that Ms. Gelson has been so brave, and spoken so eloquently and diplomatically about the needs of these children in her school, and in all inner city schools in Vancouver and beyond.  

Thank you for your passion, dedication, and love you show your students everyday, Ms. Gelson.   You are a true inspiration to educators everywhere!

The Needs of Our Most Vulnerable

 I am posting a letter written by a dear friend and an exceptional teacher whom I had the pleasure to work with. Her letter below is heartfelt, real, and a sad commentary on how there is so much need in this city of glass and light.


Often, I feel at the other end of the spectrum, working with children who are often well supported by their parents, given incredible encouragement and opportunities in extra-curricular endeavours, and children who have their basic food/clothing/shelter needs met.

Please read; I am trying to figure out how to help and be part of the solution. As we reflect upon the Canadian Thanksgiving, and what we are thankful for, please think of those who may have different realities from our own.

To the people of Vancouver:

It will be Thanksgiving in a few weeks. Time to reflect on what we are thankful for: our families, our health, our people, and our experiences.

In my classroom each week we pass a gratitude stone and students share what they are grateful for. Sometimes answers are unexpected but certain things come up again and again. “I am grateful for my teacher.” “I am grateful I go to school.” “I am grateful for my friends.” “ . . for my family” “. . . that I have a house.” etc.  Nothing unusual it seems. Personally, I find myself grateful each time for a group of children that emphasize these important things they value and never mention material items. It says something. Definitely it speaks to our discussions and studies at school. It speaks to their families and experiences. It also reflects their place in the world. My students live in the inner city. They don’t have a lot. Some are grateful for a house because last year they were homeless. Some value school because it is the place of comfort – of daily breakfast, of hot lunch, of abundant books, adults who care and if they are lucky, clothes and toys passed on when they need them.

We are an amazing community at my school. We try to meet every need we can. We have some incredible partners in the community that contribute in countless ways to enrich the lives of our students. I would hate to start a list for fear of leaving someone off it, so I will show my appreciation in this way. Through time, through music, through holiday hampers, through books, through performances, through mentorship, through tutoring, through food, through so much more, many individuals, organizations, and businesses contribute. I am endlessly in awe of the generosity and in no way want to take away from it, but I have to say it is not enough. I have worked in this community for 16 years. It is not enough.

I am a teacher and I am passionate about learning. In my classroom learning happens. It is celebrated. It is valued. But needing happens too.  Often when a child is upset I ask this question: “What do you need?” When I assume, I can be wrong. When I ask, I am often surprised at the answers I get. Asking and listening allows me to know where to start.

Nobody ever asks me what I need. But here is my answer. In these first few weeks of school this year, this is what I have needed:
Snacks. Recess snacks. Snacks for children who arrived late and missed breakfast. We have had donations and thank goodness. But I have many hungry kids and the stash in my file cabinet won’t last.
Socks. Warm, dry and the proper size. I have many sockless kids. The rains are coming. This just isn’t okay.
Boy’s shoes size 3 or 4 because a pair that come to my class every day have holes. Girls size 13 – 2 because more than a few of us need them.
A counselor for my cloakroom. Because we have had tears in there and we are working through stuff but in the middle of math it is hard to address sadness that just overwhelms you suddenly. Overwhelms you at age seven or eight. Our school has one counselor that comes for part of one day each week. She is there less than 4 days a month. She serves a school that is situated in the downtown eastside. We are not about a student number = counselor time ratio. We have bigger needs. Plain and simple.
Advocates. Lots of them. Because some of us have ministry designations that are supposed to bring “in class” support and this support has been cut. Again.
Affordable, safe housing. Some of us don’t go home to a home but to a shelter or a relative’s couch.

My list isn’t finished, but I’ll end it here. I think you get the idea.

True, not all of us have these needs. But some of us do and that’s the problem.

What do I think? I think we have to all think seriously about how we feel about the fact that our child may go to school everyday with a packed lunch, a warm jacket and few worries and other children in this city do not. They come to my school and other schools across the city hungry, stressed and cold. In Vancouver. Where you live.

Think about what you vote for, speak for, and speak up against. Are you willing to put your time and/or your money towards affecting change? Will you advocate for a child that is not your own?

What are your ideas? What can you do? When?

We will not say no to another box of clothes or toys or granola bars because yes, we can use them. But understand we have a very important job – teaching these children in front of us each day. Personally, I am exhausted by the other things I do – coordinating, organizing, distributing to try and stay just 3 steps behind the need (I am never ahead) and not let it run away from me completely. If you can help, also give some thought to how that helping will look. Play it out to the end. Own it. Take it on. It is so important.

Because from where I sit everyday, things are not okay. I can teach these children. Love them. Advocate for them. Find them clothes. Stock my room with great books. Give away parts of my lunch. Find donations. Find volunteers. I can be there everyday. Be reliable. I can connect. I can build community partnerships. I can build relationships with families. I can watch others around me doing the same. But until I know you are helping too – it will remain not good enough.

When you think about all those things you are grateful for, please get inspired. To be caring. To be generous. To make change. Because every child in Vancouver matters.

Carrie Gelson
Grade 2/3 Teacher

Here is a link to Ms. Gelson's blog with more information on what you can do to support this community.  
 

The Needs of Our Most Vulnerable

 I am posting a letter written by a dear friend and an exceptional teacher whom I had the pleasure to work with. Her letter below is heartfelt, real, and a sad commentary on how there is so much need in this city of glass and light.


Often, I feel at the other end of the spectrum, working with children who are often well supported by their parents, given incredible encouragement and opportunities in extra-curricular endeavours, and children who have their basic food/clothing/shelter needs met.

Please read; I am trying to figure out how to help and be part of the solution. As we reflect upon the Canadian Thanksgiving, and what we are thankful for, please think of those who may have different realities from our own.

To the people of Vancouver:

It will be Thanksgiving in a few weeks. Time to reflect on what we are thankful for: our families, our health, our people, and our experiences.

In my classroom each week we pass a gratitude stone and students share what they are grateful for. Sometimes answers are unexpected but certain things come up again and again. “I am grateful for my teacher.” “I am grateful I go to school.” “I am grateful for my friends.” “ . . for my family” “. . . that I have a house.” etc.  Nothing unusual it seems. Personally, I find myself grateful each time for a group of children that emphasize these important things they value and never mention material items. It says something. Definitely it speaks to our discussions and studies at school. It speaks to their families and experiences. It also reflects their place in the world. My students live in the inner city. They don’t have a lot. Some are grateful for a house because last year they were homeless. Some value school because it is the place of comfort – of daily breakfast, of hot lunch, of abundant books, adults who care and if they are lucky, clothes and toys passed on when they need them.

We are an amazing community at my school. We try to meet every need we can. We have some incredible partners in the community that contribute in countless ways to enrich the lives of our students. I would hate to start a list for fear of leaving someone off it, so I will show my appreciation in this way. Through time, through music, through holiday hampers, through books, through performances, through mentorship, through tutoring, through food, through so much more, many individuals, organizations, and businesses contribute. I am endlessly in awe of the generosity and in no way want to take away from it, but I have to say it is not enough. I have worked in this community for 16 years. It is not enough.

I am a teacher and I am passionate about learning. In my classroom learning happens. It is celebrated. It is valued. But needing happens too.  Often when a child is upset I ask this question: “What do you need?” When I assume, I can be wrong. When I ask, I am often surprised at the answers I get. Asking and listening allows me to know where to start.

Nobody ever asks me what I need. But here is my answer. In these first few weeks of school this year, this is what I have needed:
Snacks. Recess snacks. Snacks for children who arrived late and missed breakfast. We have had donations and thank goodness. But I have many hungry kids and the stash in my file cabinet won’t last.
Socks. Warm, dry and the proper size. I have many sockless kids. The rains are coming. This just isn’t okay.
Boy’s shoes size 3 or 4 because a pair that come to my class every day have holes. Girls size 13 – 2 because more than a few of us need them.
A counselor for my cloakroom. Because we have had tears in there and we are working through stuff but in the middle of math it is hard to address sadness that just overwhelms you suddenly. Overwhelms you at age seven or eight. Our school has one counselor that comes for part of one day each week. She is there less than 4 days a month. She serves a school that is situated in the downtown eastside. We are not about a student number = counselor time ratio. We have bigger needs. Plain and simple.
Advocates. Lots of them. Because some of us have ministry designations that are supposed to bring “in class” support and this support has been cut. Again.
Affordable, safe housing. Some of us don’t go home to a home but to a shelter or a relative’s couch.

My list isn’t finished, but I’ll end it here. I think you get the idea.

True, not all of us have these needs. But some of us do and that’s the problem.

What do I think? I think we have to all think seriously about how we feel about the fact that our child may go to school everyday with a packed lunch, a warm jacket and few worries and other children in this city do not. They come to my school and other schools across the city hungry, stressed and cold. In Vancouver. Where you live.

Think about what you vote for, speak for, and speak up against. Are you willing to put your time and/or your money towards affecting change? Will you advocate for a child that is not your own?

What are your ideas? What can you do? When?

We will not say no to another box of clothes or toys or granola bars because yes, we can use them. But understand we have a very important job – teaching these children in front of us each day. Personally, I am exhausted by the other things I do – coordinating, organizing, distributing to try and stay just 3 steps behind the need (I am never ahead) and not let it run away from me completely. If you can help, also give some thought to how that helping will look. Play it out to the end. Own it. Take it on. It is so important.

Because from where I sit everyday, things are not okay. I can teach these children. Love them. Advocate for them. Find them clothes. Stock my room with great books. Give away parts of my lunch. Find donations. Find volunteers. I can be there everyday. Be reliable. I can connect. I can build community partnerships. I can build relationships with families. I can watch others around me doing the same. But until I know you are helping too – it will remain not good enough.

When you think about all those things you are grateful for, please get inspired. To be caring. To be generous. To make change. Because every child in Vancouver matters.

Carrie Gelson
Grade 2/3 Teacher

Here is a link to Ms. Gelson's blog with more information on what you can do to support this community.  
 

Programs underway....the year begins

The year is well underway and I am excited by all that is happening in gifted education.  I just finished a great workshop and met inspiring teachers who wanted information on our programs....and I realized that the challenge centre is a small  part of our excellent program offerings in Vancouver.  So, over the next few weeks, I will be filling in the gaps and providing information about our district offerings in gifted education.

I am working with a great group of students (grades 3/4) in a program called "The Write Stuff" and we are looking at narrative writing, and how to be a writer.  I have pitched the curriculum to them at an abstract level, and it is challenging.  One of my students is a voracious reader, and wants to write like the authors she reads.  

Teaching writing is challenging because it is a process that requires time, lots of time, and lots of thinking, and lots of reflection, and maturity, and it can be very frustrating for these young authors.  


So, to build a framework, I used the book The Plot Chickens 

as an introduction.  What is wonderful about this resource is that it breaks down the narrative form into 8 rules, and it is told in a very student friendly format.  A few of the rules are:  develop a main character, have suspense, the character must solve his/her problem, and there must be a setting.  

I will report back with some student sample of writing, and the 8 rules of the book next week.  Happy writing, and welcome to my favourite season of all:  autumn!

Programs underway....the year begins

The year is well underway and I am excited by all that is happening in gifted education.  I just finished a great workshop and met inspiring teachers who wanted information on our programs....and I realized that the challenge centre is a small  part of our excellent program offerings in Vancouver.  So, over the next few weeks, I will be filling in the gaps and providing information about our district offerings in gifted education.

I am working with a great group of students (grades 3/4) in a program called "The Write Stuff" and we are looking at narrative writing, and how to be a writer.  I have pitched the curriculum to them at an abstract level, and it is challenging.  One of my students is a voracious reader, and wants to write like the authors she reads.  

Teaching writing is challenging because it is a process that requires time, lots of time, and lots of thinking, and lots of reflection, and maturity, and it can be very frustrating for these young authors.  


So, to build a framework, I used the book The Plot Chickens 

as an introduction.  What is wonderful about this resource is that it breaks down the narrative form into 8 rules, and it is told in a very student friendly format.  A few of the rules are:  develop a main character, have suspense, the character must solve his/her problem, and there must be a setting.  

I will report back with some student sample of writing, and the 8 rules of the book next week.  Happy writing, and welcome to my favourite season of all:  autumn!

A Reminder Bag

I am grateful that my sons' have had such fantastic teachers at their school.

I do love this idea from Bruno's teacher.  At the parent teacher night, she made a little bag filled with small items, with a note that explained what each item represents.  I would love to make my own "Reminder Bag" with a class, if I ever go back to teaching a class.  This note reminds me of why we do our job and our mission as teachers to care for and support our community. (Note:  there is a religious message in the note above, as our sons' attend a Catholic school, however, depending on where and what you teach, you can frame your message any way you like!)

What would you put in your reminder bag?

A Reminder Bag

I am grateful that my sons' have had such fantastic teachers at their school.

I do love this idea from Bruno's teacher.  At the parent teacher night, she made a little bag filled with small items, with a note that explained what each item represents.  I would love to make my own "Reminder Bag" with a class, if I ever go back to teaching a class.  This note reminds me of why we do our job and our mission as teachers to care for and support our community. (Note:  there is a religious message in the note above, as our sons' attend a Catholic school, however, depending on where and what you teach, you can frame your message any way you like!)

What would you put in your reminder bag?

A Back to School Read for Friday's Fiction

I am starting a weekly segment called "Friday's Fiction" whereby I will review books (on Fridays) to use in the classroom. 

I bought this book on Pender Island this summer, and I fell in love with the illustrations.

This book is about a new student who has to sit at the front of the class, and sits next to the narrator.  Marshall's "things are different than mine", and he "doesn't eat normal food" is how the narrator views the new boy.  
So, we are introduced to Marshall Armstrong, who does things a little differently!

The narrator goes on to state:
"Marshall Armstrong doesn't have a TV at home.  Her prefers the paper.  His dad says it gives him a good perspective.
Marshall Armstrong doesn't fit  in at our school.  Not one bit."

Finally, the narrator is invited to Marshall's birthday, which he doesn't really want to go to; but surprisingly, Marshall has the greatest house:  
"We can run around inside and... There is a Mexican pinata to open.  We play hide and seek all over the house.  We rebuild Mr. Armstrong's train set.  We take turns to look at the sky through a telescope, and through a microscope at the cut on Jane's arm."

The narrator has a great time, and thinks differently about Marshall.
Finally, another new student (Elizabeth Bell) arrives at the school, and the narrator says, "I tell Miss Wright that she should sit at the front with me and Marshall for the first few days, until she settles in."

Why would a child/gifted student like this book?
The illustrations are wonderful, and the humour is fantasic.  All students will like this book, especially when they get to the part about Marshall's fabulous house and his birthday party!
What's life got to do with it?
This book is great to use in the beginning of the school year to introduce new students to the classroom, and talk about how we are individuals. I would discuss the idea of being new, and how that can be very difficult.  I would use it to talk about how we each have our own individual style and ways of learning.


How would one use this book in the classroom, for discussions, extensions?
Teachers can use this as a writing prompt to write about "The first day of school" or "how are you like Marshall Armstrong..." 

I would use this book to talk about identity, friendship, and understanding for others.  For example, I would talk about how students eat different kinds of food, and that it is wonderful to explore and appreciate our culinary differences in class.  I would talk about Marshall Armstrong's home and his birthday, and how Marshall's home may be different from your own, and that is interesting and exciting. 

Personally, I bought the book for the illustrations and the humour, and because I love the look of the book.  I enjoy pouring over the illustrations and  seeing how the author builds the story around the great drawings!  David Mackintosh has wonderful talent, and I am looking forward to more of his books!

A Back to School Read for Friday's Fiction

I am starting a weekly segment called "Friday's Fiction" whereby I will review books (on Fridays) to use in the classroom. 

I bought this book on Pender Island this summer, and I fell in love with the illustrations.

This book is about a new student who has to sit at the front of the class, and sits next to the narrator.  Marshall's "things are different than mine", and he "doesn't eat normal food" is how the narrator views the new boy.  
So, we are introduced to Marshall Armstrong, who does things a little differently!

The narrator goes on to state:
"Marshall Armstrong doesn't have a TV at home.  Her prefers the paper.  His dad says it gives him a good perspective.
Marshall Armstrong doesn't fit  in at our school.  Not one bit."

Finally, the narrator is invited to Marshall's birthday, which he doesn't really want to go to; but surprisingly, Marshall has the greatest house:  
"We can run around inside and... There is a Mexican pinata to open.  We play hide and seek all over the house.  We rebuild Mr. Armstrong's train set.  We take turns to look at the sky through a telescope, and through a microscope at the cut on Jane's arm."

The narrator has a great time, and thinks differently about Marshall.
Finally, another new student (Elizabeth Bell) arrives at the school, and the narrator says, "I tell Miss Wright that she should sit at the front with me and Marshall for the first few days, until she settles in."

Why would a child/gifted student like this book?
The illustrations are wonderful, and the humour is fantasic.  All students will like this book, especially when they get to the part about Marshall's fabulous house and his birthday party!
What's life got to do with it?
This book is great to use in the beginning of the school year to introduce new students to the classroom, and talk about how we are individuals. I would discuss the idea of being new, and how that can be very difficult.  I would use it to talk about how we each have our own individual style and ways of learning.


How would one use this book in the classroom, for discussions, extensions?
Teachers can use this as a writing prompt to write about "The first day of school" or "how are you like Marshall Armstrong..." 

I would use this book to talk about identity, friendship, and understanding for others.  For example, I would talk about how students eat different kinds of food, and that it is wonderful to explore and appreciate our culinary differences in class.  I would talk about Marshall Armstrong's home and his birthday, and how Marshall's home may be different from your own, and that is interesting and exciting. 

Personally, I bought the book for the illustrations and the humour, and because I love the look of the book.  I enjoy pouring over the illustrations and  seeing how the author builds the story around the great drawings!  David Mackintosh has wonderful talent, and I am looking forward to more of his books!

Resource Teachers Orientation Sessions

Being a resource teacher is equivalent to being a super-hero!  All the things to know and to do and forms to fill out....

Often, resource teachers are given the task of supporting gifted students in their schools.  I am indebted to you for taking on this task and for being our link and support in the schools.  A million thanks to all of you!

At the beginning of the school year, there are wonderful sessions for resource teachers, and I am offering a session to help support gifted learners!

Here's the info:

An Introduction to the Challenge Centre Referral Process and Administering the Canadian Test of Cognitive Skills

Part one of this program introduces you to the Challenge Centre located at Brock Elementary, and briefly discusses the kinds of learning that take place and the students who most benefit from participation.  You will learn how to write and submit effective referrals, and how to track participation in gifted programming.

Part two covers the procedures for administering the Canadian Test of Cognitive Skills.  This test is used as a screening tool for some gifted programs (MACC), but not for the challenge centre.  However, it is a useful tool to get more information about a student, particularly if you want to know their cognitive strengths.  

When:  Wed. Sept. 21, 2011
Time:   1-3 pm
Where:  VSB Room 108



Our Team in Gifted Education, is also offering two other workshops for resource teachers:


Working with Twice Exceptional Learners
Do you work with gifted students who have challenges with written output, organization, social skills, or have other learning difficulties?  You may be working with a Twice Exceptional (Gifted LD) learner.
This session will provide a general overview of working with Twice Exceptional learners in the Resource room and classroom and will provide a toolkit including:  Identification and Adaptation checklists, a handbook with classroom strategies, and information on writing IEP's for Gifted and Twice Exceptional learners.


When:  Tues. Sept. 27th
Time:  9-12
Where:  VSB Room 120
Presenter:  Megan Chrostowski


Identifying Gifted Learners
Who is the gifted child?  The definition goes beyond a high IQ.  This workshop will be helpful in identifying students for district and school-based VSB gifted/enrichment programs and services.  It will provide participants with assessment techniques and tools based on gifted learners' talents, interests, and unique academic and emotional needs.  Procedures to follow when applying for a "P" designation will be discussed.


When:  Thurs. Sept. 15/2011
Time:    9-12
Where: VSB Room 108
Presenter: Rosemary Burd and Teresa Milden

For all of these programs, please go to the VSB website Professional Development Opportunities and sign up. There are still spaces!

Resource Teachers Orientation Sessions

Being a resource teacher is equivalent to being a super-hero!  All the things to know and to do and forms to fill out....

Often, resource teachers are given the task of supporting gifted students in their schools.  I am indebted to you for taking on this task and for being our link and support in the schools.  A million thanks to all of you!

At the beginning of the school year, there are wonderful sessions for resource teachers, and I am offering a session to help support gifted learners!

Here's the info:

An Introduction to the Challenge Centre Referral Process and Administering the Canadian Test of Cognitive Skills

Part one of this program introduces you to the Challenge Centre located at Brock Elementary, and briefly discusses the kinds of learning that take place and the students who most benefit from participation.  You will learn how to write and submit effective referrals, and how to track participation in gifted programming.

Part two covers the procedures for administering the Canadian Test of Cognitive Skills.  This test is used as a screening tool for some gifted programs (MACC), but not for the challenge centre.  However, it is a useful tool to get more information about a student, particularly if you want to know their cognitive strengths.  

When:  Wed. Sept. 21, 2011
Time:   1-3 pm
Where:  VSB Room 108



Our Team in Gifted Education, is also offering two other workshops for resource teachers:


Working with Twice Exceptional Learners
Do you work with gifted students who have challenges with written output, organization, social skills, or have other learning difficulties?  You may be working with a Twice Exceptional (Gifted LD) learner.
This session will provide a general overview of working with Twice Exceptional learners in the Resource room and classroom and will provide a toolkit including:  Identification and Adaptation checklists, a handbook with classroom strategies, and information on writing IEP's for Gifted and Twice Exceptional learners.


When:  Tues. Sept. 27th
Time:  9-12
Where:  VSB Room 120
Presenter:  Megan Chrostowski


Identifying Gifted Learners
Who is the gifted child?  The definition goes beyond a high IQ.  This workshop will be helpful in identifying students for district and school-based VSB gifted/enrichment programs and services.  It will provide participants with assessment techniques and tools based on gifted learners' talents, interests, and unique academic and emotional needs.  Procedures to follow when applying for a "P" designation will be discussed.


When:  Thurs. Sept. 15/2011
Time:    9-12
Where: VSB Room 108
Presenter: Rosemary Burd and Teresa Milden

For all of these programs, please go to the VSB website Professional Development Opportunities and sign up. There are still spaces!

Welcome to the School Year

Welcome back teachers, administrators, parents, and students!

I am happy to launch the school year, and work with students again!  I hope your summer was fantastic, restful, and inspiring.

Teachers in Vancouver and the province (who are members of the British Columbia Teacher's Federation) are in phase one of job action.  Teachers are trying to achieve improvements to conditions in our schools along with a fair and reasonable salary and benefits package.  The union (BCTF) and BCPSEA (BC Public School Employer's Association) are negotiating our collective agreement. Bargaining must be a difficult and tenuous process for both sides - I can't imagine being part of this complex process!

What does this mean for teachers, and specifically, the Challenge Centre?  

I am in the process of clarifying this for teachers who want to refer students to our gifted programs. Here are a few things I do know:


Teachers can submit referrals to programs, as long as the paperwork is done during school time.


Teachers can attend our Contact Meeting on Oct. 3rd, as it will be during school hours and is lead by other teachers.


I will be updating this blog as to what can and can't be done with regards to job action and the challenge centre. 


Well, let's do our best and inspire our students! 


"The important thing is not so much that every child should be taught, as that every child should be given the wish to learn" - John Lubbock (1834-1913); English writer.

Welcome to the School Year

Welcome back teachers, administrators, parents, and students!

I am happy to launch the school year, and work with students again!  I hope your summer was fantastic, restful, and inspiring.

Teachers in Vancouver and the province (who are members of the British Columbia Teacher's Federation) are in phase one of job action.  Teachers are trying to achieve improvements to conditions in our schools along with a fair and reasonable salary and benefits package.  The union (BCTF) and BCPSEA (BC Public School Employer's Association) are negotiating our collective agreement. Bargaining must be a difficult and tenuous process for both sides - I can't imagine being part of this complex process!

What does this mean for teachers, and specifically, the Challenge Centre?  

I am in the process of clarifying this for teachers who want to refer students to our gifted programs. Here are a few things I do know:


Teachers can submit referrals to programs, as long as the paperwork is done during school time.


Teachers can attend our Contact Meeting on Oct. 3rd, as it will be during school hours and is lead by other teachers.


I will be updating this blog as to what can and can't be done with regards to job action and the challenge centre. 


Well, let's do our best and inspire our students! 


"The important thing is not so much that every child should be taught, as that every child should be given the wish to learn" - John Lubbock (1834-1913); English writer.