Tuesday

=Tuesday GKP Petone=

Term 4 Plan
Here's the plan for the Tuesday class at GKP Petone for Term 4, 2011 When: Throughout term Resources: Imagination and trip to Warehouse/Pak’n’Save ||  ||   || Apply the concept of change to the world around us to make a positive impact || Critical thinking: develop and apply appropriate criteria Creative thinking: think beyond that which already exists || When: Until finished current project ||  || Set and monitor realistic talent-based goals ||   || Metacognition - planning || When: throughout the term Resource: Atmosphir software ||  || Be challenged in area of strength and/or explore new potential talents ||   || Creative thinking: Complexity – to consider more difficult or complicated alternatives || When: Short sessions throughout term when time allows || Unpack and develop strategies for gifted challenges such as perfectionism, anxiety, over-emotional, etc ||  || Apply Change to self: Make personal changes in the way we react and interact || Metacognition – evaluating || <span style="font-family: 'Century Gothic','sans-serif'; font-size: 13px;">When: Throughout the term <span style="font-family: 'Century Gothic','sans-serif'; font-size: 13px;">With Peter Roberts – radiation biologist ||  ||   || <span style="font-family: 'Century Gothic','sans-serif'; font-size: 13px;">Gain complex and in-depth understanding of biological change; Experiment about how change can be influenced || <span style="font-family: 'Century Gothic','sans-serif'; font-size: 13px;">Critical thinking: to consider causes and consequences; to compare and contrast options; to draw logical conclusions ||
 * ||  || **<span style="font-family: 'Century Gothic','sans-serif'; font-size: 13px;">Details ** || **<span style="font-family: 'Century Gothic','sans-serif'; font-size: 13px;">Affective ** || **<span style="font-family: 'Century Gothic','sans-serif'; font-size: 13px;">Talent ** || **<span style="font-family: 'Century Gothic','sans-serif'; font-size: 13px;">Concept: Change ** || **<span style="font-family: 'Century Gothic','sans-serif'; font-size: 13px;">Mental Edge ** ||
 * || **<span style="font-family: 'Century Gothic','sans-serif'; font-size: 13px;">Innovations ** || <span style="font-family: 'Century Gothic','sans-serif'; font-size: 13px;">Who: All
 * || **<span style="font-family: 'Century Gothic','sans-serif'; font-size: 13px;">Passion Projects and Talent Projects ** || <span style="font-family: 'Century Gothic','sans-serif'; font-size: 13px;">Who: All – on individual path
 * || **<span style="font-family: 'Century Gothic','sans-serif'; font-size: 13px;">Atmosphir Game making ** || <span style="font-family: 'Century Gothic','sans-serif'; font-size: 13px;">Who: All who are interested
 * || **<span style="font-family: 'Century Gothic','sans-serif'; font-size: 13px;">Bibliotherapy and concept games ** || <span style="font-family: 'Century Gothic','sans-serif'; font-size: 13px;">Who: Those in need
 * || **<span style="font-family: 'Century Gothic','sans-serif'; font-size: 13px;">Biology ** || <span style="font-family: 'Century Gothic','sans-serif'; font-size: 13px;">Who: All

Week 3, Term 3
Hi all. Another great day at GKP for those who made it - some of you were snow-bound - what a novelty! Those who were here made great progress on their Notable studies today - all working on research and publishing of their findings, some working on display boards, and other things for this study. The kids are practicing speaking in the role of their Notable as they will do on the night. We are haivng a great time in Creative Cafe - honing and applying our creative thinking skills. Today the kids wrote Lipograms - a story about a farm animal, a film star and a wedding - without using the letter 'e'! Some worked on their talent projects and some students are participating in a class chess tournament so we squeezed that into the day too.

I have created a page on this wiki about the Night of the Notable project: http://gkpjotohome.wikispaces.com/Night+of+the+Notables

I gave hard copies of Capital E trip notices to kids today - please sign and return these next week if you haven't already notified me of permission for your child to attend this trip.

Term 3 Plan
This term will be very much dominated by our learning for Night of the Notables, but it also involves a few other learning opportunities thrown in for variety too. When: Completing unit from last term (a couple of sessions) || Explore positive personal development in relation to the need to be adaptable to succeed || Connect the concept of change (specifically Adaptation) to a topic of personal interest || Gain complex and indepth understanding of Change (specifically Adaptation); Apply learning about Change to self – adapting when necessary || to understand idealism; to compare ideals with reality; to form realistic visions for the future || When: 5 sessions throughout term ||  || Explore and develop new talents ||   || Learning to think in another language || When: 1 session each week Resource: Team Challenges ||  ||   ||   || Creative thinking: fluency, flexibility, originality, elaboration || When: Until finished current project (Prob in first half of term) ||  || Set and monitor realistic talent-based goals ||   || Metacognition - planning || When: Throughout term Mark Van der Hoorn ||  || Experience challenge in area of strength ||   || Critical thinking – problem solving || When: Short sessions throughout term when time allows || Unpack and develop strategies for gifted challenges such as perfectionism, anxiety, over-emotional, etc ||  || Apply Change to self: Make personal changes in the way we react and interact || Metacognition – evaluating ||
 * ||  || ** Details ** || ** Affective ** || ** Talent ** || ** Concept: Change ** || ** Mental Edge ** ||
 * || Adaptation || Who: All
 * || ** Night of the Notables ** || ** Who: All **
 * When: Whole term ** || ** Understand ourselves and others as gifted individuals ** || ** Set and monitor realistic talent-based goals ** || ** Apply the concept of //Change// to ourselves to make positive self-change ** || ** Ask investigative questions and synthesize answers from several sources ** ||
 * || Spanish || Who: All
 * || Creative Cafe || Who: All
 * || Passion Projects and Talent Projects || Who: All – on individual path
 * || Chess Tournament || Who: Those who are interested
 * || Bibliotherapy and concept games || Who: Those in need

Term 2 Plan
This term plan was formulated by Jo and the students in the Tuesday and Wednesday classes. Whether this is how the term pans out remains to be seen. Maybe our passions and interests will take us in different directions. Maybe we will only achieve half of what we set out to do. We'll keep you posted on progress!

When: First 3 weeks // Weta workshop?? // || Developing affective skills (accept that what we think we know is sometimes wrong) ||  || Gain complex and indepth understanding of Change; Understand that all change has a cause and effect || Socratic questioning – in particular: ask questions that probe reason and evidence || When: several sessions throughout term // Vic Uni scientist in? // ||  || Increase science knowledge, skills and experiences || Gain complex and indepth understanding of Change; Understand that change can be influenced || Critical thinking – forecasting – in particular: to draw logical conclusions || When: first few weeks ||  || Develop and apply mathematical talent ||   || Metacognition - planning || When: first few weeks ||  || Develop and apply writing talent ||   || Creative thinking – to elaborate on an existing idea to make it more interesting || When: Throughout term ||  || Set and monitor realistic talent-based goals ||   || Metacognition - planning || When: 8 sessions // Mark Van der Hoorn // ||  || Experience challenge in area of strength ||   || Critical thinking – problem solving || When: Throughout term || Unpack and develop strategies for gifted challenges such as perfectionism, anxiety, over-emotional, etc ||  || Apply Change to self: Make personal changes in the way we react and interact || Metacognition – evaluating || INTEGRATED UNIT || Who: Whole class (different kids, different contexts) When: Week 3 or 4 onwards // Adaptation immersion Day // // Zealandia Trip: Adaptation of plants and animals for survival // || Explore positive personal development in relation to the need to be adaptable to succeed || Connect the concept of Change (specifically Adaptation) to a topic of personal interest || Gain complex and indepth understanding of Change; Understand that all change has a cause and effect; Apply learning about Change to self – adapting when necessary || Caring thinking – normative thinking ||
 * ||  || ** Details ** || ** Affective ** || ** Talent ** || ** Concept: Change ** || ** Mental Edge ** ||
 * || Myth Busters cont. || Who: Whole class
 * || Chemical Changes || Who: Whole class
 * || Making stained glass windows cont. || Who: Maths talent group
 * || Puppet Show Production cont. || Who: Writing talent group
 * || Passion Projects || Who: Those who are interested
 * || Chess tuition || Who: Chess talent group
 * || Bibliotherapy and concept games || Who: Those in need
 * || Adaptations