CURRICULUM AND GROWTH MINDSET
JASNA POESZUS
Gifted and Talented Programs Coordinator – Preschool - Year 6
At the chore of the Prep G&T program is developing student’s capacity to apply creative and critical thinking in any given academic scenario. The common thread in each unit design is the explicit instruction around developing positive work habits, particularly growth mindset when challenged. Students can arrive to classes with already fixed responses to challenging curriculum, namely an attitude of “I can’t do it” or “it’s too hard”. In G&T classes risk taking is celebrated and always encouraged, boys are expected to think differently creating new ideas and possibilities. Scaffolds are provided to facilitate thinking in an innovative manner and peers are expected to listen to each other and support any new possibilities. Technology is often incorporated as its use signifies a common strength in all boys. As their mentor and facilitator beginning from a strength base is vital instilling positive self-esteem and efficacy in student learning.
CONNECTING WITH COMMUNITYINTERNATIONAL CONFERENCE SPEAKERS
It is the above program content and delivery found in the TSS G&T Programs that both Angela FouldsCook and I were able to present at this year’s International Conference for Gifted and Talented Children held in Brisbane. Participants from Canada, America, New Zealand, Hong Kong and Singapore were in attendance. The 80
THE SOUTHPORT SCHOOL SOUTHPORTONIAN 2015
room was filled to capacity as Angela and I were able to share in significant details the positive outcomes of our program. State and Local connections – as a member of the QAGTC Gold Coast committee member TSS is able to remain at the forefront of what is delivered in the state to cater for our students. This year we hosted the QAGTC annual general meeting and parent support group with associated workshops for our local children. Continued involvement with this branch allows for much needed networking for both professionals and families. TEACHERS AS RESEARCHERS
Three dedicated teachers have spent the last 18 months researching best practice in the teaching of writing to boys, with a special focus on the highly able child. With the project approved and then funded by Independent Schools Queensland, Mr Trevethan, Mrs Corbett and I began with a literature review analysing what researchers prescribe to foster excellence in writing skills. The initial research affirmed the necessity to implement an explicit writing framework, such as the one used at TSS Prep. Even, with an excellent teaching framework in place, we questioned why boys in Years 4-6 tended to have a decline in motivation to write as well as a decline in creativity, skill and self-belief as writers. Research brought our attention to the construct of achievement goal theory (Dweck 1999, 2002). Dweck and colleagues distinguish between performance goals (ego-involved goals) and learning goals (task-involved goals). A performance goal orientation is characterised by selfquestions such as “Will I look smart?” and/or “Can I out-perform others?” As students experience the demands of NAPLAN and having to ‘achieve’, motivation to do so changes. Students with a performance goal oriented mindset often reflect a concern for personal ability, a concern for social comparison with others, a preoccupation with the perception of others, a desire for public recognition for performance, a need to avoid looking incompetent, (Covington, 2000, p. 174).
