Recently I had the great privilege of standing all jelly-like and rather terrified in front of a group of several hundred university students. I had convinced myself that because it was late Friday afternoon - the last session on the last day of the last block course for this programme of study - that it was in fact quite likely that some students would have already left to catch their flights home and that those who remained were likely to already be so tired from a full on few days of learning that they would hopefully not notice should I pass out or make any sort of major error. However should they be awake and attentive, I did want to provide them with something light-hearted and entertaining that was also useful – given that the latter was the aim after all – hopefully informing them while also ensuring their attention was on the screen and not me! I had been asked to present briefly about Online Communities of Practice; a topic close to my heart, and something familiar to all those students who had spent several years as a part of an online community of practice for the purposes of study. In these online communities students co-construct meaning around course activities and content, voice opinions, ideas and experiences, respond to one another’s questions and pool resources. It is an exciting place where participants can: ‘lurk’- thanks mentors for that word - watching, reading, reflecting and learning or; hop in boots and all, being fully immersed in the process. It’s a fabulous place to feel supported and affirmed as well as an opportunity to be stretched, acquiring new perspectives as everyone shares from different viewpoints and with different experiences. Online Communities of practice are an important networking tool for professionals. They afford a means of connecting with others to ask questions, add ideas and resources, find out information and keep abreast of developments and news. While face-to-face networking opportunities are invaluable, online communities help to strengthen connectivity even further, and being readily accessible at any time they are convenient even for the busiest of professionals. There are many options available, with each being slightly different. So before commencing discussion around some of the specific online communities available to those interested in gifted education in New Zealand, I would like to briefly share some personal thoughts around online communities of practice, and introduce some of the platforms which support these communities. Birds of a Feather - Created with Haiku Deck, presentation software that inspires If you are not already an active participant in online communities of practice, or you are simply keen to explore further afield, hopefully you are feeling inspired to read on a little further and discover a bit more about what is out there. The Virtual Learning Network (VLN) is a New Zealand website, and home to a vast number of groups, some more active than others. You can search for relevant groups and request to join, or create your own. Once you are part of a group you are free to participate as you choose, and can receive responses made to posts you have added straight to your email. There are many networks specific to gifted education some of which are; GiftEDnz, Gifted Pasifika Education, Gifted Writer’s Collaboration, Catering for GATE students with e-learning tools, Competitions, RTLB GATE Networks as well as Regional GATE Co-ordinator groups. Te Kete Ipurangi (TKI) is a Ministry of Education website which offers information and resources in relation to a number of areas of schooling. One of these is www.gifted.tki.org.nz which has sections for; schools and teachers, parents and whanau, as well as students. From this website you can register to connect with others through the mailing list, whereby member’s contributions are emailed to a moderator with accepted contributions being emailed out to all registered service users. There are many other mailing lists also available through TKI, offering the opportunity to engage in discussions about varying learning needs and areas, as well making for a wonderful chance to open up dialogue with others who may be less familiar with the concepts of giftedness and talent and gifted education. Twitter is something I have had less experience with, but certainly appears to have some wonderful benefits. I have personally discovered some very useful organisations and interesting people to follow, accessing blogs, articles and resources that I would not have otherwise discovered, for instance, The Coffee Klatch. Twitter is also a great way to follow the annual Gifted Awareness Week Blog Tour. Regular live discussions are another feature of this networking platform, one example being #gtchats, which while not a New Zealand based group, covers very relevant topics none-the-less. Of all the different online communities of practice, my preference currently lies with Facebook. With the ability to have professional ‘friends’, be able to ‘like’ relevant pages (such as liftingthelidnz) and join interest specific groups, it offers great potential to connect, discuss and share. There are a number of active New Zealand based groups, such as Mary's Gifted Contacts, and many international groups. It is best to search 'gifted' or 'GATE' to explore what is available. Some of these are a mix of professionals and parents/whanau of gifted children, which provides enriched discussions through inclusion of a broad mix of perspectives. Some are just for families, while others are for young people. Many are closed groups which means you will need to request membership to access discussions. I highly recommend exploring. The aforementioned are just the networks I am familiar with; there are bound to be many more. I am keen to know what online professional communities of practice others find interesting and useful, specifically those which support the development of awareness and understanding around giftedness and talent, and ways to better support gifted learners. Please feel free to contribute your thoughts around this topic in the comments below. These comments are moderated so please be respectful. Get online, stay connected and keep learning Online Communities of Practice Where Birds of a Feather Flock Together Oh, and in case you are wondering...up in front of all those hundreds of students, presenting on this very topic...while there weren't any laughs or groans (that I noticed) from all those puns I used in my slideshow to suggest anyone was in fact paying attention...I did not pass out and I did actually manage to get some cohesive sentences out. I even have some vague recollection of hearing applause over the sound of my heart pumping in my ears, so all-in-all, I think it went OK! Professionals - for other information, guidance and support in relation to gifted education click here.
Parents, carers and whanau - click here for some useful places to get further information and guidance. Let Your Gifts Burst Out!Look farther and deeper, notice what many others fail to see For there's something unique and special, wrapped inside of me, Inside this little box, and under this bright coloured bow, It's a little bit of awesome people so come on and let it show! Pull the ribbon, lift the lid, Let your gifts burst out. Baby you were born this way, Amazing beyond a doubt. It’s not something to be bought or sold, nor to give or take, It doesn't arrive in the post or come with birthday cake. It’s something that’s inside of you, inside your soul and self, An amazing mix of qualities, worth more than gold in wealth. Pull the ribbon, lift the lid, Let your gifts burst out. Baby you were born this way, Amazing without a doubt. Unwrap your gifts and let them show, use them to do good. Learn and grow, making mistakes as you go, don't fear being misunderstood. Stand tall and proud atop of mountains, believing in your potential, Listen to those who believe in you – self-belief is essential Pull the ribbon, lift the lid, Let your gifts burst out. Baby you were born this way, Amazing without a doubt!! Thank you to all you fabulous kids who have shared your thoughts and feelings about being gifted. You are all amazing!! Your words inspired me to try and write a song in response, using some of your beautiful words...I am not musically gifted but love to play with words, so it ended up more of a poem than a song...as such the lyrics (poem?) above are dedicated to you all!! To hear the perspectives of some remarkable gifted kids, check out their blogs... 6 Words Stories by students in Madelaine's class 6 Words Back by students in Gifted Online, Mary's class The Ups and Downs of Being a Gifted Child by Lily Why GO has made such as Difference to Me by Cecile Six More Words by the GO Monday Chatters, Mary's class My Challenge to You...My challenge to all you who read this, and for anyone you know who might be interested...perhaps as someone who is gifted in poetic writing, song writing, singing, music or rhythm making...or perhaps like me you just want to have a go for the fun of it... Create a song or something to contribute towards an uplifting song that helps the voices of gifted kid's shine even further. Please be aware that comments are moderated. Please keep your posts on-topic, polite and positive for the benefit of all. 'This One's for the Kids' is a part of the New Zealand Gifted Awareness Week 2014 Blog Tour. Join the tour, grab a 'window seat' and check out the interesting views in up-coming blog posts as a part of this awesome annual event. Thank you to Mary St. George for making this possible.
Advocacy Strategies to Promote the Wellbeing of Gifted Youngsters at School
As parents, families and carers will attest, the well-being of our children is paramount. When we send our children off to school each day, we entrust our precious tamariki to the leaders and educators in our schools, with the understanding that their well-being will be protected. We expect that our children will be treated with respect and care by all. We anticipate that should the well-being of our child be in question, that the school will respond in some way, in an attempt to improve their welfare. We assume that should the school deem the child's needs be considered significant, that we, as the child's parents/whanau/caregivers, will be communicated with, and in a respectful manner. We believe that as people who have chosen the profession of teaching, that school leaders and teachers will also value the well-being of the children in their care, and that they too want the best for each and every child.
Perhaps, as you read this, you are reflecting on your own experiences in relation to supporting the well-being of your gifted child at a school or early childhood centre. It is certainly disheartening if you see your child's optimism disappearing, and their levels of satisfaction with school declining. It is troubling to become increasingly aware of conflicts, if relationships at school break down. And it is devastating if you see your child struggling to survive, instead of rushing to the school gates looking forward to a day that is positive, nurturing, exciting and fun. It can be difficult to know when to step in, what your role as a parent is at school, and how to advocate for your child. Be assured that your voice matters, and that your contributions are important. By communicating with the school about your child and advocating for their needs, you are working to make a positive difference for him or her, and helping the school to achieve their goal of a successful student. You know your child best, and you are your child's best advocate. And as the Samoan proverb says, o le tele o sulu e maua ai figota, many lamps increase the catch - through collaboration the most difficult challenges can be overcome. "Wellbeing is vital for student success"
In addition to ethical and legal obligations for school leaders and teachers to support the well-being of their students, it is also in their best interests to do so. As the Education Review Office (2013) highlights "well-being is vital for success". Students need to feel safe, well and respected to be able to learn effectively. So it follows that teachers value their student's well-being highly, not only through a sense and duty of care, but also to be able to achieve this goal. We can rest assured that we, ourselves and the school, have the same 'big-picture' in mind.
"Partnerships are vital in schools’ support of student wellbeing. Partnerships with students, their parents, whanau, hapu, iwi and the wider community, including professional health and social services have the potential to find solutions to actively improve the wellbeing of all students".
Well-being is closely linked to identity. There is an expectation that culture and language will be acknowledged, valued and supported in schools, helping to develop children's identity, and in turn nourishing their well-being. Ako , wānanga, whanaungatanga, and manaakitanga are essential and must be woven through all educational practice while maintaining children, parents and community at the centre of the system. It is a shared responsibility to ensure this is happening.
Your contributions are valuable. In partnership with your school (and sometimes with other groups and agencies) you are able to offer insights into your child's experiences, abilities, qualities, feelings and needs that are unique to your perspective as a family member or carer. You hold a vital piece of the puzzle that helps to make up the whole picture about your child. Having the confidence, knowledge and skills to share these with the school is important. At times however it can be a challenge to communicate effectively with the school so that your views are heard, valued and utilized. Developing advocacy skills can help this process to be easier for you and your school. Your contributions are valuable. In partnership with your school (and sometimes with other groups and agencies) you are able to offer insights into your child's experiences, abilities, qualities, feelings and needs that are unique to your perspective as a family member or carer. You hold a vital piece of the puzzle that helps to make up the whole picture about your child. Having the confidence, knowledge and skills to share these with the school is important. At times however it can be a challenge to communicate effectively with the school so that your views are heard, valued and utilized. Developing advocacy skills can help this process to be easier for you and your school. Kia ora.
Please be aware that comments are moderated. Please keep your posts on-topic, polite and positive for the benefit of all.
'Bridge Over Troubled Waters: Engineering a Pathway Forward' is a part of the New Zealand Gifted Awareness Week 2014 Blog Tour. Join the tour, grab a 'window seat' and check out the interesting views in up-coming blog posts as a part of this awesome annual event. Thank you to the event organiser for making this possible.
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Vanessa White
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