Best Fieldtrip Ever...The Museum of Anthropology

 I had the opportunity to go with my son's class to The Museum of Anthropology in Vancouver, BC.  Although I have been teaching for over 20 years, I have never taken a class to this museum.  I am not sure why I haven't gone before because it is truly one of the most beautiful and educational museums I have been to.

We started off with the Totem Pole Walk behind the museum, learning about the importance of the Cedar tree.

We learned about the importance of the family totem poles and the Memorial poles.   

The museum was designed by the late Arthur Erickson, a famous Canadian and local architect. The building itself is stunning.

The second part of the fieldtrip was inside the building; we learned about the different First Nation communities - 17 in British Columbia alone, divided linguistically.  We learned about the Haida and the Musqueum mostly, with the museum being situated on Musqueum land.

The students learned about the life cyle of a totem pole, from felling, to carving, to the rising of the pole, and how the poles become part of the ecosystem once they fall and are taken over by new life.  Totem poles last about 80 years.  

Our tour began at about 9:45, and finished about 12:30.  We ate our lunches in the Haida longhouse, and left the museum at about 1:30pm.  We gave ourselves an hour to get back to the school, taking into account the Vancouver traffic.

I have such a great appreciation of the First Nations peoples in British Columbia, and I want to learn more about the rich oral and visual tradition of each of the communities spread across our province. 

Here is a famous Bill Reid sculpture...

Another fantastic opportunity for students is to visit the UBC Biodiversity Museum...I will get to this museum in a future post.

The Museum of Anthropology is located at the University of British Columbia, and it is a worthwhile day trip for any school group.

Fixed Mind Set vs. Growth Mind Set

I have just been looking at this great poster that I downloaded about "Fixed and Growth Mind Sets".  There has been a great deal of research and writing about this concept over the last few years, and here is an interesting article in the NY times magazine about the research of Carol Dweck and her book.

Lately, I have been talking about this with my sons and using the language that  we have a "growth mindset". This poster

is on my fridge.   Yesterday we were talking about challenges, persisting in the face of roadblocks, and using effort as the path towards mastery.  My one son is involved in ski racing, and he is just beginning to learn about being in a competitive sport with lots of talented athletes.  So we used this chart to talk about how to persevere when things may not be going our way.  It was great to have the visuals and the language to discuss how we can think about set backs and challenges in our lives and in our learning.   

I would like to use this as a topic of discussion with students in the challenge centre.  It would be interesting to have students talk about their own mind sets.  If we can empower students to understand how their intelligence can be developed, then we are giving them tools for life.

As well, I have Carol Dweck's book on my reading list!

Fixed Mind Set vs. Growth Mind Set

I have just been looking at this great poster that I downloaded about "Fixed and Growth Mind Sets".  There has been a great deal of research and writing about this concept over the last few years, and here is an interesting article in the NY times magazine about the research of Carol Dweck and her book.

Lately, I have been talking about this with my sons and using the language that  we have a "growth mindset". This poster

is on my fridge.   Yesterday we were talking about challenges, persisting in the face of roadblocks, and using effort as the path towards mastery.  My one son is involved in ski racing, and he is just beginning to learn about being in a competitive sport with lots of talented athletes.  So we used this chart to talk about how to persevere when things may not be going our way.  It was great to have the visuals and the language to discuss how we can think about set backs and challenges in our lives and in our learning.   

I would like to use this as a topic of discussion with students in the challenge centre.  It would be interesting to have students talk about their own mind sets.  If we can empower students to understand how their intelligence can be developed, then we are giving them tools for life.

As well, I have Carol Dweck's book on my reading list!

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 Great Article

Although I've been in gifted education for nearly 20 years, I find that the term "gifted" is fraught with controversy.   I think people think it is exclusionary. That the gifted have some special talent, are better than everyone else.  

However, I have never viewed it as that...my view is meeting needs of students.  Using our brains, problem solving, and being creative.

I just read a great article by Bruce Shore from McGill University in Montreal:  "Giftedness is not what it used to be, school is not what it used to be, their future, and why psychologists in education should care." published in the Canadian Journal of School Psychology 2010 June 25: 151-169.

I encourage those in the field to read this; it is a refreshing study on the state of gifted education and how our every changing view of gifted is evolving.  I think it is so important that we renew our look at gifted and make sure we support learners in our field. 

Bruce Shore Article 

A Great Article

Although I've been in gifted education for nearly 20 years, I find that the term "gifted" is fraught with controversy.   I think people think it is exclusionary. That the gifted have some special talent, are better than everyone else.  

However, I have never viewed it as that...my view is meeting needs of students.  Using our brains, problem solving, and being creative.

I just read a great article by Bruce Shore from McGill University in Montreal:  "Giftedness is not what it used to be, school is not what it used to be, their future, and why psychologists in education should care." published in the Canadian Journal of School Psychology 2010 June 25: 151-169.

I encourage those in the field to read this; it is a refreshing study on the state of gifted education and how our every changing view of gifted is evolving.  I think it is so important that we renew our look at gifted and make sure we support learners in our field. 

Bruce Shore Article 

Fairy Tale Adventures for Grade Ones

I worked with a fantastic group on Grade One students in creating our own fairytales!! The students worked in groups creating their own fairytales, and presenting them to the group. They worked on elements of plot and character, created the setting, and planned the script. A fantastic adventure for all!

Fairy Tale Adventures for Grade Ones

I worked with a fantastic group on Grade One students in creating our own fairytales!! The students worked in groups creating their own fairytales, and presenting them to the group. They worked on elements of plot and character, created the setting, and planned the script. A fantastic adventure for all!