Staff meeting 3

6 September 2023

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Karakia

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Whakatauki

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Mihi Activity

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Mihi = speech of greeting, introduction, acknowledgement, tribute
E ngā manawa tītī, To the stout-hearted (brave) ones,
greetings for your care and your effort.
tēnā koutou i te manaakitaka, i te mahi.
Thank you for your support for this meeting.
Nā koutou tēnei hui i tautoko. With your kai basket (contribution), and

Nāu te rourou, nāku te rourou, ka ora ai te iwi. mine, the people will thrive/succeed.
And so, this is my acknowledgement/thanks
Nāia, tāhaku mihi atu ki a koutou.
to you.

Manawa tītī = a metaphor, literally means

muttonbird heart

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Te wiki o te reo Māori

- Check the notices - Kīwaha o te Rā

- Register for Mahuru Māori - challenge for September

- Whānau Morning - Friday 15 September. We are inviting

whānau Māori, as an alternative to hui-ā-whānau.

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Quiz time!

AQD + AIE

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Our Hunches Across the School

From last time……

Our hunches collated

● Which domains have we identified children in the most? The least?

● Why do you think this is so?
● Are there any other children you have thought of?

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Digging Deeper on Your Hunch
Take one student and begin to collate information using this document.

At your table discuss…

What activities did you try?

What did you observe?

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Examples of Strength - Need - Feed
Quick to pick up new ideas
(Flipside - impatient, easily
bored, frustrated by pace)
Need for speed Adaptive differentiated pacing -
Need for less repetition peel off strategy
Need for novel / new content Differentiate repetition - prove
with 3 not 10

Thinks deeply Need for depth Move up Bloom’s - caution with

(Flipside - ‘zones out’, frustrated Need for time for depth create
or bored when working at surface (paradoxically!) Depth and Complexity tools
level, sees surface content as
irrelevant)

Strong memory Need for less repetition Connecting ideas

(Flipside - points out errors, Teach cognitive flexibility,
changes or inconsistencies!) perspective taking
Explain everything!
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Examples of Strength - Need - Feed
Strong reasoning
(Flipside - hard to accept others’
ideas or alternative solutions, or
illogical ideas)
Large knowledge base, large
vocab
(Flipside - mini-lecturers, using
powers for nefarious purposes)
Connects ideas
(Flipside - ignores details, does
not respond to details)
Need for complex / meaty issues
to provide grist for mill
Keep filling it!
Learn via a connected and
integrated network of knowledge
Opportunities to work on ‘no
solution’ (wicked) problems
Teach how to reason well and
avoid logical fallacies
Teach how to see different
perspectives
Learn more!
Dual purpose teaching - content
plus a new skill
Depth and Complexity embedded
Use the coat-hanger method
(relates to UKD)
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Examples of Strength - Need - Feed
.Your turn!! List strengths that . .
YOU see, and what they tell you
about the need, and ideas about
how you can can feed that need.

In learning teams - do this for your intellectual group

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 Our emerging approach to GAT at Halswell School

Specialist GAT
3
programmes
NZCGE MIndplus Your School
Programme

Extra curricula
opportunities 2
A wide range of opportunities that all
students (including GAT) can opt into

In class
1 Differentiated approaches to learning
that meet the needs of all learners
including GAt students.

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In Class: GAT and the HITS

Which two of the HITS are the

most relevant to GAT students?

Menti.com
Code: 8150 3390

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Differentiation e.g., Depth and complexity tools

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Differentiation through topic choice

Big concepts provide opportunities for

GAT students to think deeply

Links to Understand, Know, Do in the NZ

Curriculum refresh

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Concepts & UKD: example
Not really a concept Macro (smaller) Concept Universal (huge) Concept

ANZACs War; sacrifice Conflict

Do: Reading stories, making Know: that there have been

poppies, making ANZAC biscuits different wars in different places Understand: conflict may be
over time intentional or unintentional; relate
this generalisation to own
experience and to ANZAC context

Increase in abstraction, complexity and sophistication

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Another example
Not really a concept Macro (smaller) Concept Universal (huge) Concept

Games Differences and similarities Patterns

Do: Play games of the past, play Know: that people across time Understand: patterns repeat
games from range of cultures, and place do things that are the using a rule
make own games same and different

Increase in abstraction, complexity and sophistication

In Learning Teams reflect on topics

done this year. Where do they fit on
this continuum? 0800 457 543
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What else can we tweak in our
learning teams to better
provide for GAT students?

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What else can we tweak?
Process
- Actively teach the how-to of learning - how to think, how to find and deal
with information, how to communicate
- Dual purpose teaching - content plus process (ie what and how)

Product
- Ask yourself: do you need a written output? 9 times out of 10 the answer is
likely to be no! Get creative about how children can respond to learning
tasks.
- Variety is the spice of life
- Choice!

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And finally…
Environment
- Take a sensory stocktake of your learning environment, with ALL of your
sensory channels wide open (think like an intense gifted kid!) - be alert to
sounds, smells, sights - and their interactions. Question to ask yourself -
does the sensory environment acts a barrier to that intellect firing on all
cylinders?
- Is there potential for sensory ‘quiet’ zones? i.e, low sensory input areas. Not a
‘thinking’ room/space! Is there potential for students to create their own?

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What others are doing…

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At St Marks…

● In their fourth year

● GAT Leader and team
● Meet intellectual/creative needs through MODS
● Parent nomination process

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What next?
● In Term 4, have a go at differentiating in your planning for those students you
have a hunch for.

● As a staff we will look more in depth at the depth and complexity tools
● Our goal is to have a whole school Gat programme ready to implement for 2024

How confident are you feeling about catering for gifted children in your studio?
1 - 5 scale (1=not confident 5 = Very confident

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