GAW winners The Forest School Entry selection for Mindplus Make it count! Effective studying ECE: Identifying giftedness & passions
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Magazine of the New Zealand Association for Gifted Children Vol 43 No. 3 November 2018
GAW winners
The Forest School
Entry selection for Mindplus
Make it count! Effective studying
ECE: Identifying giftedness & passions
TALL POPPIES NOVEMBER 2018 1
THEIR FUTURE – OUR CHALLENGE
Welcome
Tall Poppies ISSN 1173-602X Back Issues
Queries about back issues and additional copies to be directed to
Registered magazine of the New Zealand Association for Gifted Chil-
Mel Wong (contact details on inside back cover).
dren Incorporated. Tall Poppies is free to all financial members of the
NZAGC. Opinions expressed in the magazine do not necessarily reflect
NZAGC policy. Advertising in this magazine does not imply
Editor: Claire Preen
endorsement by the NZAGC. Generally, material in this publica-
email: tallpoppies@giftedchildren.org.nz
tion may be reproduced, provided it is used for non-commercial
Design and art direction: Justin Casey purposes and ownership by the publication is acknowledged.
email: caseyco.creative@gmail.com
Subscribe to NZAGC
Contributions Any individual, family, school or organisation which agrees with
Contributions to the magazine are most welcome. the aims of the NZAGC may apply to become a member. Payment
Please contact the Editor to discuss content and length. Images should be of the annual subscription entitles you to full membership and
high resolution, 1MB minimum and attached separately as jpeg or pdf includes a subscription to Tall Poppies and access to our national
files. library. You will also be helping the NZAGC to pursue its aims in
Advertising supporting gifted children.
All advertising queries to be directed to the Editor. A one-year subscription within New Zealand is $50 and
Advertising rates (incl GST): internationally is $65. The subscription year runs from
$100 quarter page; $200 half page; $400 full page; $350 half page (col- 1 January to 31 December, with Tall Poppies published in March,
our) inside front/back cover; $700 full page (colour). Website banner July and November. The membership form is available on
ad prices on request. www.giftedchildren.org.nz
Giftedness can come with amazing gifts,
but it can also come with emotional difficulties.
One of those difficulties can be
high levels of anxiety and emotional
dysregulation.
This may present as lack of self
esteem, over controlling behaviours
or perfectionism.
The Cool Kids programme is for
parents and children, providing them
with skills to increase the resilience
and self esteem of children who have
been bullied by anxiety.
Find our more at capablekids.co.nz
Elaine West BSc. (Hons), Dip. Tchg
Registered Psychologist
022 122 1884
Contents
4
NZAGC mini conference 2019 2
President’s report 3
Brooke Trenwith
Misdiagnosis and dual diagnoses of
gifted children 4
James T Webb
James T Webb obituary 6
1975 onwards: NZAGC history 7
Christine Bibby
A final word from the editor 7
11
Claire Preen
Make it count: effective studying 8
Brooke Trenwith
The Forest School 11
An interview with founder, Tenille Murdoch
Finding a match: entry selection
for NZCGE 14
Sue Barriball
Gifted Awareness Week winners 17
24
Anxiety and the gifted child 21
Elaine West
ECE: Identifying giftedness,
relationships and exploring passions 24
Andrea Delaune and Jo Dean
Mensa NZ 26
ICT for stress management 28
Brooke Trenwith
Children’s books: Saying goodbye 30
GT
Librarian’s report
Vicki Cooper
Branch reports
31
33
36
NZAGC Contacts 36
Notice of NZAGC AGM and Agenda 37
DEADLINE FOR THE NEXT ISSUE
Friday, 11 January 2019
Thanks to everyone who has contributed to this issue.
We appreciate your ideas and feedback. Cover: A student having fun at The Forest School... a not-for-profit social
Advertising will be available in the March 2019 issue. enterprise providing experiential learning in a natural environment. Read
Please contact Brooke Trenwith for further information. more about the school on page 14.
TALL POPPIES NOVEMBER 2018 1
NZAGC 2019 MINI CONFERENCE
VENUE TBC • HAMILTON • 1-2 MARCH 2019
Friday night, 1 March, 7pm (free event) Saturday, 2 March, 10.30am-2.40pm
‘What is Giftedness?’ by Brooke Trenwith STUDENT CONFERENCE
(President of NZAGC)
But why? A journey into science discovery
($10pp member; $20pp non-member)
plus eventbrite fees
NEW ZEALAND ASSOCIATION FOR Cost includes grazing platter lunch
GIFTED CHILDREN INCORPORATED
MISSION STATEMENT ADULT CONFERENCE
The NZAGC will champion the cause of the
gifted child at home, in their schooling, and beyond.
But why? A journey into giftedness
VISION STATEMENT ($25pp member; $50pp non-member)
plus eventbrite fees
The NZAGC will foster the educational and social
development of gifted children through the achievement Cost includes grazing platter lunch
of a climate in which giftedness is recognised, understood
and accepted as a valued human attribute and in which ‘Parenting a Gifted Child’/’Advocating for your Gifted
the special needs of gifted children are met fully, Child’/’Teaching a gifted child’
effectively and with generosity.
‘Intensities in Gifted Children’ by Brooke Trenwith
GIFTED CHILDREN THEIR FUTURE: OUR CHALLENGE
www.giftedchildren.org.nz NZAGC AGM (refer to Notice and Agenda on page 37)
Become a qualified gifted education coordinator!
Yes! You can become a qualified teacher in this fascinating field.
Enrol now for 2019!
The Certificate of Effective Practice in Gifted Education
has been guiding New Zealand teachers since 2006
• Strong practical focus
• Individual mentoring throughout
• Online for ease of access
• International award-winning strategies and approach
See our website www.giftedreach.org.nz for prospectus, enrolment
form and lots of other useful details!
2 TALL POPPIES NOVEMBER 2018
President’s report
This year has been a time of change for benefits that people would like to access, with overwhelming sup-
our National Committee and Branch port of the online courses suggestion.
volunteers. 2018 has brought fresh faces
With regard to Tall Poppies, most respondents preferred an online to
and new ideas to our organisation, and has
a published version. By going online, NZAGC would be able to ded-
seen us set up relationships to ensure that
icate around $9000 per annum into other initiatives for members. At
giftedness remains on the radar for the
the point of writing this report, our National Committee are in talks
Ministry of Education and schools.
with branches about the plan for the Library and Tall Poppies in 2019.
APEX was officially launched on a new
This plan will be shared with members through email using the
site hosted by Exeley, a New York compa-
MailChimp platform. This platform will allow us to contact mem-
ny that specialises in small peer-reviewed
bers more frequently. If you have not heard from us on your email
journals. If you have not seen it, have a look at https://www.exeley.
by March 2019, please check your ‘junk’ email folder as sometimes
com/journal/apex. Our next edition will be published in 2019 so, if
mailing list items get placed in there.
you are a researcher, get in touch with our editor Janna Wardman at
j.wardman@auckland.ac.nz. In December 2018, Claire Preen, editor and designer of Tall Poppies
and Vicki Cooper, our librarian, are both stepping down from their
We have also been involved in the launch of Gifted Aotearoa along-
Committee responsibilities, as is too our treasurer Nathalie Thomas,
side NZCGE, giftEDnz and REACH Education. This Network of
to pursue new interests and enjoy family time. I would like to thank
Expertise is part of the Ministry of Education Professional Learning
them personally for the time and effort they have given.
and Development Support, and has already been used in place of
the former Ministry Advisory Group. Currently, the Network has Claire, thank you for your passion and your attention to detail.
co-ordinated a range of supports for educators and completed an Thank you for being so creative with ideas for Tall Poppies and for
Environmental Scan of giftedness in Aotearoa for the Ministry of having each edition filed away in your head. This magazine is a
Education. Gifted Aotearoa used a range of notable New Zealand credit to your organisation, your love of learning and your support
gifted ‘experts’ to look at what has happened, what is happening of gifted children.
but, most importantly, what needs to happen to improve the holistic Vicki, thank you for your unwavering support as well as your caring
needs of our gifted learners. The Hon Minister Tracy Martin has and empathic responses to members’ requests, Facebook questions
been instrumental in providing support at a government level and and posts. You have often been the calm harbour in a sea of confu-
promoting funding restoration to support gifted students. At the sion, and this was always appreciated.
time of writing, we are eagerly awaiting to hear exactly how gifted
learners are to be supported in the Disability and Learning Support Nathalie, thank you for your professionalism and hard work.
Action Plan. NZAGC is excited to be working closely with other While Charlotte Tweedale has taken over as Treasurer, if any
New Zealand gifted networks to ensure that our parent voice is be- members are interested in taking up either the Librarian or Editor
ing included in this Network of Expertise initiative. We are sure that roles, please do not hesitate to get in touch with me on president@
the Gifted Aotearoa workshops offered will be of support to teachers giftedchildren.org.nz.
that teach our children. If your child’s school is not involved with
Gifted Aotearoa, make sure that you introduce them to it! On 1 March 2019, we will be holding a one day event and AGM
in Hamilton. The theme for this event is ‘But why?’ and there is an
2018 saw NZAGC form a relationship with MENSA New Zealand adult and student programme. Have a look at the details opposite
looking for ways that we can together support young profoundly and see if you want to join us. The agenda for the 2019 AGM is on
gifted students. Your child is eligible to join MENSA NZ if they page 37 and you are able to complete a proxy form on our website
have an educational psychologist report with the following results: (www.giftedchildren.org.nz) if you are not able to make it.
• WISC results with a full-scale score of 130. I started 2018 with the question ‘What makes you happy?’ I hope
• Woodcock Johnson Test of Cognitive Abilities III with IQ at that, as you go into summer, you continue to find your happiness.
132 (131 for edition IV). I would like to end 2018 with an expression of gratitude. NZAGC
exists and continues to thrive thanks to the hard work of our amaz-
As discussed in the AGM, we surveyed members to ensure that we ing Branch and National Committee volunteers. These incredible
are bringing them the support and membership benefits that are of people devote so much physical and mental energy, not to mention
use to them, whilst ensuring financial stability of the organisation. time, to ensure that our gifted children are being provided and ad-
One hundred and fifty two people responded to the survey from vocated for. Thank you is not nearly enough acknowledgment but I
across the country. There was a mixture of members, non-members, offer it on behalf of all members and readers of Tall Poppies.
previous members and life members who answered the survey. Enjoy time with your families this summer and we look forward to
From the survey, we established that we need to ensure that all the excitement that 2019 will bring.
members are aware of the membership benefits we offer (eg the
library). There were also a number of excellent suggestions of other Brooke Trenwith, NZAGC President
TALL POPPIES NOVEMBER 2018 3
James T Webb
Misdiagnosis and dual diagnoses
of gifted children
by James T Webb PhD
Many of our brightest, most creative, most ination, these professionals discovered that of the person’s gifted abilities. Some very
independent thinking children are being many of these patients had been misdiag- bright and intelligent persons who truly had
incorrectly diagnosed as having behavioural, nosed – in fact, they were intense, sensitive, a disorder, such as a learning disability, were
emotional, or mental disorders. Behaviours and often strong-willed gifted individuals not considered either to be gifted or to be
that are better explained by giftedness are who were in situations in which the people learning disabled because the two conditions
wrongly attributed to pathology and disor- around them did not sufficiently under- obscured each other. The intellectual capabil-
der. Gifted learners are then given medica- stand or accept behaviours that are inherent ities and the impairment were either hidden
tion and/or counselling to change their way to people who are intellectually or creatively or were simply overlooked and neglected.
of being so that they will be more accept- gifted. The behaviours were indeed unusual, These missed diagnoses are really misdiag-
able within the school, the family, or the but not impairing and in some cases even noses, as the gifted aspects of the individuals’
neighbourhood, or so that they will be more adaptive. lives were ignored.
content with themselves and their situation.
The tragedy for these mistakenly diagnosed Some bright children experience a different Misdiagnoses are being made by well-mean-
children is that they receive stigmatising misfortune. Their disorders are obscured ing and well-trained professionals because
labels that harm their sense of self and result because, with their intelligence, they are they are trained to evaluate and categorise
in treatment that is both unnecessary and able to cover up or compensate for their behaviours, and when those symptoms re-
even harmful to them, their families, and problems, or people mistakenly think that semble a clinical condition, diagnostic labels
society. Additionally, such students, because they are simply quirky or strange. These are applied. In gifted persons, sometimes
their behaviours are attributed to problems, missed diagnoses result in individuals failing there is a better explanation than a diagnosis
rarely receive educational services that to receive needed interventions. of pathology. Regrettably, there is widespread
address their gifted abilities, stunting any unawareness and extremely little, if any, train-
growth that otherwise might occur. Yet another group of intellectually gifted ing of health care and counselling profession-
children suffers from very real disorders, but als about the intellectual characteristics and
Attention is timely because of the revision neither they nor the treating professionals diversity of gifted children and adults, and
of the Diagnostic and Statistical Manual are aware that their disorders are related in even less about their typical social, emotional
(DSM-5) of the American Psychiatric any way to their brightness or creativity. and behavioural characteristics and needs.
Association, and the realisation that issues This group fails to receive treatment that
of misdiagnosis of gifted children are takes their gifted aspects into account. IMPAIRMENT OR QUIRKY
not limited to the United States, but are Their intellectual needs and aptitudes are BEHAVIOURS?
worldwide. Healthcare professionals outside overlooked and neglected, and the focus is
of the United States often rely not on the on their disability rather than their abilities. Mental health diagnoses are frequently (and
DSM-5, but on the ICD-10 (the Interna- For example, researchers have found a higher unfortunately) made solely upon the presence
tional Classification of Diseases), and neither frequency in gifted adolescents and adults of of behavioural characteristics, with little
the DSM-5 nor the ICD include giftedness existential depressions, alcohol consumption, regard for the origins of these behaviours
as a consideration in making diagnoses. illegal drug use, eating disorders, and/or whether the behaviours might be
interpersonal problems, marital issues, and considered normal given the person’s back-
During the last 20 years or so, compe- a link between creativity and bipolar and/ ground or life circumstances. Many people in
tent and very experienced professionals or depressive conditions. A focus on what is our everyday society show unusual, eccentric,
in psychology, psychiatry and paediatrics wrong – rather than what is right – can result non-impairing quirky behaviours that might
reported seeing many patients who have in missed opportunities, negative self-image be symptoms of a variety of disorders, but
been referred to them with diagnoses such and personal misery. that does not mean that a clinical diagnosis
as ADHD, Obsessive-Compulsive Disorder, is appropriate. Sometimes, symptoms that
Asperger’s Disorder, Oppositional Defiant Another type of misdiagnosis occurs, too – serve as criteria for diagnoses of behavioural
Disorder or Bipolar Disorder. Upon exam- namely a diagnosis that is missed because or medical diseases are actually normal
4 TALL POPPIES NOVEMBER 2018
behaviours that simply are non-traditional for
a certain situation or judged to be extreme.
For example, attention to detail is adaptive
in most circumstances, depending on the
degree. The imprecision of diagnoses for
practitioners within psychology and psychia-
try also contributes to this problem.
The level of impairment caused by the be-
haviours is particularly important in deciding
whether behaviours really are symptoms
that warrant being classified as indicators
of a diagnosable disease. The presence of
behaviours alone does not mean a diagnosis is
appropriate.
of over 3000 parents of gifted children had not discussed giftedness with their physi-
Photograph by Charlein Gracia on Unsplash
Impairment is the result of a disconnect concerning their experiences with health care cian for various reasons, such as past frustra-
between the individual’s behaviour and what providers. tion or believing that it was not the physician’s
the environment expects. Yet most often, realm, and only 24% indicated that they were
it is only the presence of specific observed The parents reported that 18.2% of their satisfied with their physician’s communication
behaviours that is used as the basis for the children had been considered ADHD and with them about their child’s giftedness.
diagnosis. Rarely do people take into account 12.8% had been treated for ADHD – a
the effect of the situation or that the setting total of 31%. This is almost three times WHAT ARE WE DOING?
may be inappropriate. Behaviours that fit the 11% of children in general as reported
The SENG Misdiagnosis Initiative, begun
in one environment may be problematic in in published articles. Fully 17% had been
several years ago, is developing awareness
another. For example, mocking parodies are considered or treated as Asperger’s or Autism
about the unique characteristics of gifted-
valued in comedy settings, but they are rude Spectrum Disorder, versus 2% of children
ness, issues that may arise, and the risks for
and insulting in other situations. Similarly, generally. Eighteen percent were diagnosed
misdiagnosis.
creative behaviours, which by definition are with Sensory Processing Disorder, versus 5%
innovative, imply doing things in ways that of the general population. And 13% were Organisations like the American Academy of
differ from the norm, but such differences considered or treated for Obsessive Com- Paediatrics have expressed interest in seeking
often make others uncomfortable and are not pulsive Disorder versus 2.7% of children in a better understanding of gifted and twice-ex-
valued until and unless a creative product general. Other diagnoses showing a discrep- ceptional issues and the ways paediatricians
emerges. The very characteristics that are ancy were Anxiety (35% for gifted; 25% for can use this information in patient and
their strengths can also be their Achilles’ heel. the general population), Allergies (57% for parental anticipatory guidance.
gifted, versus 25% in general), and Depres-
HOW WIDESPREAD IS sion (19% for gifted children versus 3% to SENG has published brochures to give to
MISDIAGNOSIS? 6% in general). professionals, and these have been translated
into several languages. A Grand Rounds
Though we do not know exactly, misdiag- These data support clinical observations, video at the University of Wisconsin Medical
nosis clearly is substantial. One study in namely that gifted children are more likely School on the misdiagnosis of gifted children
the Journal of Health Economics stated that to receive mental or behavioural diagnoses has received more than 13,000 Internet
approximately 20% are likely misdiagnosed, than do children in general, and the SENG viewings.
and likely receive behaviour-modifying, survey findings raise a serious concern in
stimulant medications, the long-term effects mental health diagnosing of gifted children. Several paediatricians, paediatric neuro-
of which are as yet unknown. A more recent national survey of 3,715 psychologists, and clinical and educational
Mensa members similarly reported signifi- psychologists have just published a second
It is appropriate to ask whether misdiagnosis edition of the book, Misdiagnosis and Dual
cantly higher occurrences of these conditions
really occurs more often in gifted chil- Diagnoses of Gifted Children, and publication
as compared with the national average (see
dren than in the general population. Most of journal articles is being encouraged.
Karpinski, Kolb, Tetreault, & Borowski’s
information concerning this has come from
work – currently in preparation – on High
case studies and clinical observation. More re- FACTORS TO CONSIDER
Cognitive Ability as a Risk Factor for Immune
cently, however, we have obtained supportive
Dysregulation). Here are some common referral problems for
data as noted below.
gifted children:
The SENG survey found that parents very
THE SENG NATIONAL SURVEY
much want to rely on health care professionals. Her teacher believes that my child has
In 2011, the non-profit organisation SENG Yet when parents tried to communicate about ADHD. He is always into things, taking
(Supporting Emotional Needs of Gifted) their child’s giftedness, 46% indicated that things apart. Why can’t he just leave things
conducted a nationwide Internet survey they felt frustrated with their physician, 28% alone?
TALL POPPIES NOVEMBER 2018 5
James T Webb
This child is too serious for her age, way too sensitive and obsessed intellect or creativity.
with fairness. Is she depressed?
Certainly gifted children can have ADHD, Asperger’s Disorder, or
His emotions are so intense! He gets intensely frustrated when he any of the disorders described in the DSM-5. However, it is import-
can’t accomplish a goal, and he throws temper tantrums at such ant to consider four key factors.
times.
1. Are the behaviours ones that are frequent for gifted children?
For someone so bright, he has very little common sense. He’s a
chronic daydreamer and loses everything we give him. 2. Do the problem behaviours exist across all situations, or just in
some (eg at school, but not at home)?
She is a perfectionist who expects way too much of herself and
others. 3. Do the problem behaviours decline when the child is with others
of similar intellectual ability and interests?
She’s so picky and sensitive. I have to cut the tags out of the backs
of her shirts, and she complains that the fluorescent lights distract 4. Are the behaviours really problems, or are they quirks?
her at school. 5. Has a dual diagnosis (ie gifted and _____) been considered?
He has difficulty relating to age peers. He wants to boss them
around and he doesn’t share the interests of other kids his age. He’d Many problem behaviours, and misdiagnoses, can be prevented or
rather spend time alone or with older kids or adults. improved by providing an understanding of common behaviors of
gifted children, and an appropriate educational and home environ-
She constantly argues with us and defies us at every turn. ment that accepts and guides gifted children.
He’s so advanced in some areas and not in others, and his
handwriting is particularly poor. Does he have a learning disability? The above article was adapted from the book, Misdiagnosis and
He’s so moody and even explosive at times. It’s like he has two Dual Diagnoses of Gifted Children and Adults, 2nd edition (2016)
personalities or Bipolar Disorder. One minute he’s exuberant; a few and published in the November 2016 issue of Tall Poppies, follow-
minutes later he’s screamingly angry. ing Dr Webb’s appearance as keynote speaker at our national Con-
ference earlier that year. It is reprinted here in honour of Dr Webb,
Behaviours like these can be problems at home and at school, but it is who passed away in July of this year. Please see his official obituary
necessary to consider the extent to which these behaviours reflect high below.
Dr James T Webb in loving memory
It is with sadness that we announce that Dr James T Webb passed
away on Friday, July 27, while on vacation with his family in
Mexico. He was 78 years old.
Jim was passionate about many things. He was an avid pilot,
traveller, husband, father, grandfather, friend and colleague. As a
psychologist, he was dedicated to furthering gifted education. In
his free time he loved spending quality time with his family, scuba
diving, volunteering for different causes and flying his plane. He
provided unconditional love and support and gave the best hugs.
He is survived by his wife of 17 years, Janet Gore, and his daugh-
ters, Mary, Amy, Patty and Nadia, her daughters, Ellen and Anne,
and their significant others and their grandchildren. They loved
him and will miss him dearly, as will his friends around the globe.
Jim is a well-known author and publisher who has written and
edited numerous books. After retiring as an Associate Dean and
professor from Wright State University (Ohio), he started the
publishing company, Great Potential Press, through which he
published dozens of books on different topics in the gifted field.
He was a pioneer in the field of social and emotional needs of the
gifted, for which cause he founded SENG (Supporting Emotional
Needs of the Gifted). He is the recipient of many awards for his
work, including the SENG lifetime achievement award.
6 TALL POPPIES NOVEMBER 2018
1975 onwards:
Forty years plus of NZAGC
NZAGC was started by two To accompany the factual infor-
Mensa members named Peter; mation, we would appreciate hear-
Peter Walters, the first Presi- ing about things that happened at
dent and Piet van der Meyden, NZAGC events at both branch and
NZAGC’s fifth President. National level; things that made life
better for a gifted child, funny oc-
Now, more than 40 years curences, photographs, literature etc.
later, while some of our
founding and early members We would also like someone with jour-
are still around, we would nalism/article writing experience to help
like to compile a history of compile the information that we gather
NZAGC. We are especially into a useful publication.
wanting to approach the
people who gave NZAGC All information can be sent to Christine
such a good start in life. Bibby, email bibbychristine@gmail.com or phone 021 063 7128.
Some unfortunately are no longer with us such as George Parkyn
and Elwyn Richardson; some we are still regularly in contact with
such as Rosemary Cathcart and Lynn Berresford. There are others
And a final word from the editor
with whom we have lost contact and are hoping that readers may I thought it would be appropriate to add a few words here. Like our
help us in locating. Some of the people we wish to contact are past lovely NZAGC librarian, Vicki Cooper (see Library on page 31), I
presidents as follows: too am stepping down.
Peter Walters 1975-79 I haven’t been with NZAGC quite as long as Vicki... only six years
Barbara Guesthuizen 1980 to Vicki’s ten. Vicki, like me, is a qualified teacher with a special
Anne Murrel 1981-82 interest in gifted education. Like me as well, she found other
ways to use her qualification, and has been invaluable in her role
Libby Beard 1987
as NZAGC librarian, not just for her professional approach and
Ena Were 1998 extensive knowledge of gifted literature, but for listening to and
guiding all those members who didn’t just need the right book but
Other people we would like to contact are:
also a sympathetic ear.
Dave Freeman, Auckland
Vicki understood because, again like me, she has gifted children.
Neil Reid, Auckland I have watched her lovely boys grow into happy, high achieving
Yvonne Gatland, Taupo/Kapiti young men and now, aside from work commitments, she’d like to
Jean Hendy Harris, Auckland spend more time with them. Enjoy those walks on the beach Vicki.
Leone Basher, Wellington For my part, I’d like to thank my now teenage children on behalf
Don McAlpine, Auckland of Tall Poppies for all that unpaid modelling work... something they
endured rather than enjoyed! More recently they’ve helped with
If you know how to contact any of these people or their families, proofreading and taken on the children’s book reviews although
please get in touch. We would also like to contact members of the around exam time, they’re not the most reliable of authors...
earlier branches that no longer exist or, like Wellington for instance,
that has gone through at least three incarnations. Thank you to everyone, it has been hard work but satisfying and
even fun at times! Thank you especially to my husband Maurice for
The other group of people we also want to hear from are those all those hours of problem-solving/tech support and Rachel Pound,
members at either level who gave many years’ service, not only in my brilliant ‘roving reporter’. Tall Poppies is changing... it will be
the early years but in the subsequent decades since. Their contribu- online and thus accessible to many more readers. This is a positive
tion is important to remember and to value. move which I’m sure will benefit our gifted children. Karawhiua!
TALL POPPIES NOVEMBER 2018 7
Study time
Make it count!
Effective studying
by Brooke Trenwith
John Hattie states that the hinge point of Why? This means that when you sit down to • Put a copy of your timetable in your
education is an effect-size of 0.4 – under study, everything is there. It takes away the school diary, on your wall, in your phone
that and it is not making much of a differ- chance to procrastinate by going looking for and on the fridge…
ence, over that and you are making a good things. By having all your study notes there,
• Year 13 – 5 x 40 minute sessions per
impact. you can get started straight away and use
week
your time effectively.
In regards to exam study we can look at Lyn • Year 12 – 4 x 40 minute sessions per
Laverty’s PhD on Self-regulated learning for • Set your phone and notifications to ‘do
week
academic success: An evaluation of instruc- not disturb’ – better yet give it to your
tional techniques which was completed parents or whānau for your study session. • Year 11 – 3 x 40 minute sessions per
through the University of Auckland. From week
Why? Phone and devices are addictive little
this study we can pull seven effect sizes and things that can easily distract us. Take away • Year 10 – 2 x 40 minute sessions per
look at what will actually make a positive that distraction for the short period of study week
impact to study. (see later on for times) that you need to do. • Year 9 – 1 x 40 minute session per
The snap chat or text can wait 20 minutes… week
1. ENVIRONMENTAL RESTRUCTURING
(EFFECT SIZE 0.22) 2. TIME MANAGEMENT • Homework or internal assessments can
What students think it looks like (EFFECT SIZE 0.44) count as a session
For students this is their ultimate form of What students think it looks like • More sessions are needed once you are on
procrastination. It is making sure that they study leave or on holiday
Drawing up a study timetable and making
have a comfortable seat, getting a glass of it colourful. This can take lots of time and Dividing up your time
water, finding their colour pens etc. Students generally keeps parents and whānau happy
can make this step last a really long time • 20 minute study session
as it looks so productive.
and prevents any actual studying from being • 10 minute break
effective. What it looks like when it is effective.
• 20 minute study session
What it looks like when it is effective • Block out any activities or regular com-
mitments eg sports practices/games, club • 10 minute break
• Have a ‘set area’ for your study. Always
or church activities, social events... do this See year 13 example opposite.
study in the same spot.
at the beginning of the year!
Why? Our brain associates where we are Why? Our brain works best with lots of
• Write down the subjects that you need to short bursts rather than a long stretch. By
with what we are doing. By being in the
study for on a separate piece of paper. setting up your timetable into 20 minute
same place it signals to our brains that we
need to study. • In the time that you have left (after your slots you are more likely to remember what
commitments) schedule (number) x you study.
• Do not study on your bed.
40min sessions on Monday – Thursday. If you try and study when there is some-
Why? The same reason as having a set area. thing important on (eg your friends have all
• If you cannot fit (number) sessions in the
When we are on our bed, we want to relax gone out to the movies), you are more likely
four days then the missed sessions need to
or go to sleep. If we study on our bed then to spend the time resenting that you are not
be caught up on either Friday, Saturday or
our brains get confused about what we need there than actually putting in the effort to
Sunday.
to be doing. This could mean that we fall study. So block it off, and find some other
asleep instead of studying, or we can’t get to • Now fit in your extra sessions on the times – if there are no other times, you need
sleep when we want to. weekend. You want to cover (number) x 40 to make some tough choices.
minutes per subject in a week.
• Keep it clean and organised – with ev-
3. GOAL SETTING/PLANNING
erything that you need – keep your study • Show your parents your timetable. Ask
(EFFECT SIZE 0.49)
notes on hand in this area (and your glass their advice and check that you have not
of water… and your jumper). missed anything. What students think it looks like
8 TALL POPPIES NOVEMBER 2018Time Monday Tuesday Wednesday Thursday Friday Saturday Sunday
7am English – 20mins Classics – 20mins
English – 20mins Classics – 20mins
8am
9am
10am
11am Stats – 20mins
SCHOOL Stats – 20mins
12pm Classics – 20mins
Classics – 20mins
1pm
2pm Calc – 20mins Stats – 20mins
Calc – 20mins Stats – 20mins
3pm Art H – 20mins Art H – 20mins
Art H – 20mins Art H – 20mins
4pm Calc – 20mins Stats – 20mins Calc – 20mins
Calc – 20mins Stats – 20mins Calc – 20mins
5pm English – 20mins Calc – 20mins
English – 20mins Calc – 20mins
6pm Art H – 20mins Stats – 20mins Classics – 20mins
Art H – 20mins Stats – 20mins Classics – 20mins
7pm Classics – 20mins Classics – 20mins Calc – 20mins Art H – 20mins
Classics – 20mins Classics – 20mins Calc – 20mins Art H – 20mins
8pm Art H – 20mins English – 20mins English – 20mins English – 20mins
Art H – 20mins English – 20mins English – 20mins English – 20mins
9pm Stats – 20mins
Stats – 20mins
Imagining their results and what they could do next year. Goal set- Year 11 English Example (below)
ting sometimes also involves negotiating with parents and whānau
Show understanding of specified aspect(s) of studied written text(s),
what reward they could get if they get the grade they want. For
using supporting evidence (1.1)
some gifted students, this planning often turns into perfectionism
which leads to procrastination and nothing getting done. • purposes and audiences
What it looks like when it is effective • ideas (eg character, theme, setting)
• Take blank pieces of paper and write the name of each of your • language features (eg figurative language, syntax, style, symbol-
subjects at the top of each one. ism, vocabulary)
• For each subject list the title of the external, the achievement • structures (eg part text, whole text, narrative, beginnings and
criteria and then bullet point under it the sections you need to endings).
cover.
Why? This separates what you need to know into 20 minute bite
• Each one of the bullet points is a 20 minute session. You should sized pieces. It also ensures that you know exactly what you have
cover 2 bullet points per 40 minute session. to study for that Standard.
1.1 English Show understanding of specified aspect(s) of studied written text(s), using supporting evidence
NB: Put
Excellence Achievement with Excellence Achievement with Merit Achievement
first. This Show perceptive understanding of Show convincing understanding of speci- Show understanding of specified
is what you specified aspect(s) of studied wirtten fied aspect(s) of studied written text(s), aspect(s) of studied written text(s),
are aiming text(s), using supporting evidence. using supporting evidence. using supporting evidence.
for.
Of Mice and Men by John Steinbeck
IDEAS –
Characters:
George, Lennie, Curley, Curley’s Wife, Slim, Carlson
Themes:
Loneliness, Friendship, the American dream, the predatory nature of human existence, the influence of women
Motifs:
George & Lennie’s Farm, Hands, Lennie’s puppy, Candy’s dog
TALL POPPIES NOVEMBER 2018 9Study time
4. REHEARSING AND MEMORISING What it looks like when it is effective
(EFFECT SIZE 0.57) • Schedule rewards for yourself but be strict about if you have
What students think it looks like actually earned the reward
Students will often do this by staring off into space with their text • Don’t try and study when there is something else happening that
book in front of them or reading and reading and reading their full is important to you
notes from class. • The ‘reward’ needs to be set by you and have meaning
What it looks like when it is effective • Understand how motivation works:
Rehearsing VALUE x EXPECTANCY = MOTIVATION
• Record your notes on your phone Why? If something is important to us and we know how to do it,
• Listen to them frequently then we are more likely to be motivated to do it. If we do not see
the importance or struggle with how to perform/achieve it, then we
• You can use different accents for different topics procrastinate and are unmotivated.
• Teach someone else your notes (eg your cat, soft toy or bird)
7. ORGANISING AND TRANSFORMING
Memorising (EFFECT SIZE 0.85)
• Spend five minutes memorising your notes What students think it looks like
• Then re-write/re-draw your notes from memory Often gifted students will re-write everything so that it looks ‘pret-
• Check against the original ty’ (okay, maybe not all gifted students but I have met a number
who do this), or they will spend a lot of time colour-coding things
• Add in the missed parts as a way of organising their notes.
• Spend five minutes memorising missed parts What it looks like when it is effective
• Re-write/re-draw the notes • You are summarising and synthesising your learning.
• Check against the original… • Reduce all information to one page per bullet point.
• Repeat until you can do it with 100% accuracy • This makes memorising easier.
• In the exam, re-write/re-draw your notes on the planning page • One page = 20 minutes of study.
Why? By doing these techniques, you are interacting with the infor- • File all your standards together for easy access
mation and passing it into your long term memory.
– Summary of standard (Criteria, bullet point breakdown)
5. SELF-EVALUATION (EFFECT SIZE 0.62) – One page for each bullet point
What students think it looks like
Students see this as getting angry with themselves for getting some- Of Mice and Men by John Steinbeck
thing wrong (in the case of perfectionistic students) or looking at IDEAS – one page one page one page
the grade but never analysing why you got that result.
What it looks like when it is effective Characters:
• Use past exam questions and mark them yourself using the mark • George • Lennie • Curley
schedule. • Curley’s Wife • Slim • Carlson
• Self-assess any work against the marking schedule before handing
it in. • Use blank paper – landscape (our brains like landscape
better than portrait)
• Review the annotated exemplars online and compare these
against your own work. • Mind map/section/bullet point (your choice)
• Work with a partner to peer-assess work against the criteria. • Use different colours and have fun with it
Why? This helps you to understand how the grading system works • Talk to your subject teachers about how they think the
and what you need to do in order to meet the higher grades. It also topic can best be summarised in one page
helps you to realise if you are making assumptions in your answers • Work with a study group to make your one-page
rather than clearly explaining yourself to examiners. summaries and then share them.
6. SELF-CONSEQUENCES (EFFECT SIZE 0.70) Why? Again, this is breaking it down into smaller chunks for our
brain to learn and cope with the information better.
What students think it looks like
So what are you waiting for? Get studying!
This looks different depending on the work ethic of the students. I
have met gifted students who place very harsh negative consequenc-
es on themselves and others who inspire themselves with positive Brooke Trenwith is President of NZAGC. Further information
consequences. about Brooke can be found on page 29.
10 TALL POPPIES NOVEMBER 2018The Forest School
An interview with Tennille Murdoch, founder and education director
WHAT IS THE FOREST SCHOOL? the platform for all our learning. The Forest School reconnects chil-
dren to nature, enabling them to become more relaxed, healthier
The Forest School is a not-for-profit social enterprise providing ex-
and ultimately happier.
periential learning in a 100% natural environment. Our One Day
School that operates during term time, is an alternative education Children are excited and engaged in free play in nature where they
opportunity for children of approximately 5-12 years. We provide can be physically active all day, explore, create and let their imagina-
an autonomous, experiential learning space that is facilitated by tions run wild...
highly experienced teachers who support children to learn new
skills, develop self-confidence, self-worth and social-emotional com- HOW DO YOU DIFFER FROM THE MAINSTREAM?
munication and behaviours.
Firstly, we provide a low ratio of 1 teacher to 8 children. The rela-
Learning is play-based and passion-driven. Students are able to de- tionship is integral and we work hard on establishing this genuinely
sign their own learning day that is often strengths-based and fluid. with our learners.
We cater for individual interests, ideas and differentiated needs by
truly listening to our students, considering the discussions we have,
observations we make and group reflections. This assists in planning
sessions that are genuinely learner-led.
Founded in 2016, The Forest School was born out of love and pas-
sion for seeing every young child realise their unique place in this
world. Learning is not one-size-fits-all, and should be a whole brain
and body experience. So... The Forest School was created as a space
that values every experience as new learning and a new opportunity
for growth.
Our job as educators is to support children to unlock their individ-
ual potential and discover new passions. This is set at the pace of
each learner and what he/she requires and how much or how little
support they seek from the teachers. We trust our students com-
pletely and because of this, they are empowered. This then allows
them to feel they can try new things, step beyond their comfort
zone and grow and develop themselves in different areas. We talk a
lot about our ‘Real Life Learning’ – this is another way to describe
experiential learning (actually doing and experiencing) which gives
authentic context, meaning and purpose to the day.
New experiences and opportunities are always provided, but it
is never expected that the children take part if they are not quite
ready. We encourage them to take supported risks and understand
the benefits of this; however we respect our students to do so only
when they are ready. Our role is to enable confidence to grow, cre-
ativity to develop and resilience and persistence to flourish.
The physical learning space is set on a beachfront property amongst
stunning New Zealand native bush. The beach, estuary and forest is
TALL POPPIES NOVEMBER 2018 11Forest School
I asked one of our gifted students what he thought about the
difference between mainstream and The Forest School. This was his
response:
‘It is way better. We don’t have to sit at desks and I actually have
friends to play with at morning tea and lunch. This is important
to me because I usually just sit at a table and do nothing, but
now I actually get to play because I have friends. It’s a mystery to
me why I have friends at Forest School and not normal school...
my thought is that Forest School makes kids happy and because
they are happy at Forest School, they are happy to let me play
with them. But school has the opposite effect. It is so boring at
school. I don’t even pay attention it’s so boring. Kids are bored and
unhappy at normal school and that’s why they probably just can’t
be bothered inviting people to play with them. They’re so annoyed
about the boring classes and mean teachers. I see a lot of lonely
kids with no one else to play with, just like me – I think Forest
School would be great for them. I really enjoy it and we have
Our space is not only about learning new skills and knowledge but special treats at the end of the day on the fire.’
we also focus greatly on developing ‘soft skills’. These are the per-
sonal attributes and character traits that are transferable and enable WHAT SORT OF PROGRAMMES ARE OFFERED?
people to navigate life. How do we teach collaboration, sharing a
The Forest School initially started in late 2016 with ‘Into The Wild’
plan and getting buy-in from our peers? Why is it important to be
which is our holiday club. The response from this was overwhelming
flexible in our thinking and show flexibility in our actions? What
and so we started the One Day School immediately after the first
does it look like to truly work as a team, rather than in a group? The
holiday club finished. The One Day School began as just once a
World Economic Forum recently identified the ten essential skills
week with myself and six students.
required for 2020 and beyond; with emotional intelligence, collabo-
ration, flexibility, negotiation, creativity and problem-solving being
We now operate five days and cater for over 90 students (attending
among them. These skills are essential, and we are actively facilitat-
once per week each). The One Day School is designed to comple-
ing and supporting our students to develop them.
ment the mainstream academic curriculum, providing a full day of
Every parent wants their child to be able to work well with oth- nature immersion, physical activity and the opportunity not only to
ers, perform well, and achieve their goals… but I also believe that develop personal interests, but to discover new passions. We still run
ultimately we all want our children to have friends and be happy. So our Into The Wild holiday club that is available every holiday and
we view friendships as essential at The Forest School. We support we have lots of regulars who have been coming for over two years
children to connect with others, establish a sense of belonging and now. We are always fully booked so parents do need to get in quick.
‘find their tribe’. This then gives us a platform to coach them in It’s great to have our One Day School community, as well as our
developing social-emotional skills, self-confidence and self-worth. Holiday Club community too – we are very fortunate.
Concepts like empathy and taking the perspectives of others are very
Next year in 2019, we will start our full-time Junior School. This
complex and need ongoing practise. So friendships and belonging is
is a full-time opportunity for students who thrive on working on
absolutely essential to this.
investigations, responding to questions, challenges and solving
The other difference is that we have very few time restraints. Chil- problems. The full New Zealand Curriculum will be delivered by a
dren can be engaged for as long or as little as they choose. They are Project Based Learning and Passion Project teaching approach. We
given autonomy to plan, create, construct and reflect on their own also have a very unique Social Thinking and Self Regulation Curric-
individual learning and projects. They are taught how to think, not ulum that will be integrated and explicit teaching of these skills will
what to think. Even little things such as when to eat and drink are be provided.
autonomous. We trust that they will listen to their bodies and re-fu-
HOW DOES THE FOREST SCHOOL BENEFIT GIFTED
el themselves when they need to do so. If children need to graze,
CHILDREN IN PARTICULAR?
they graze. If children eat everything at 9:30, that’s okay too. It
may be a good learning opportunity first time around! But it is how Gifted children see the world differently and they think differently.
children learn to be good self-managers and think for themselves, Our environment stimulates them in a variety of ways that main-
without relying on an adult to do this for them. The other reason stream sometimes cannot. It provides variety and new challenges,
we provide autonomous eating times, is that those who are highly exposing them to new ideas, possibilities and ways of learning.
engaged in their work and in that phase of Higher Order Thinking,
are not interrupted. They are provided with the time they need to One of the greatest things about The Forest School for gifted and
process and delve deeper into their learning. Having enough time 2E kids is that they get the social skills support they need while
is essential and, in our fast-paced world, we mustn’t underestimate engaging in meaningful ‘work’ (play). Gifted children have lots of
how important this is to our children. brilliant ideas which can usually only be written down at main-
12 TALL POPPIES NOVEMBER 2018stream school. At The Forest School they get to actually implement
their ideas which makes the learning meaningful. When a child has
an idea at The Forest School, the opportunity is there to actually
make it happen. But most likely, in order to make it happen, the
child will have to talk to other children about the idea. They’ll have
to plan with their peers the steps involved in carrying it out and
collaborate with them and work through real world problems that
arise while implementing the plan.
The child will get to see through the entire idea from conception
to completion, and reflect on whether it worked like what was
imagined. Or, perhaps it won’t go well and there will be an experi-
ence of failure, in which the plan will need to be adapted and the
child persevere to get it just right. We find our students are highly
motivated by this approach, because it is their ideas that come alive
CAN YOU ELABORATE FURTHER ON HOW THE
Photographs by James Gow
and it is really up to them to make them happen.
SCHOOL GIVES GIFTED CHILDREN THE
We get feedback from many of our students who say that The Forest OPPORTUNITY TO DEVELOP IN WAYS NOT
School is the best day of the week for them and their parents com- POSSIBLE IN THE MAINSTREAM SETTING?
ment that it is the only day of the week that their kids are up early, Gifted children can be very complex and some very difficult to iden-
bag packed and ready waiting at the door. One of our students said tify. Although there are many common characteristics of giftedness,
that education at The Forest School is fun and ‘It’s like food... nor- there are so many variables and differences. There is still a stigma
mal school is like fermented cheese going mouldy but Forest School and misunderstanding around giftedness; that if the child isn’t excel-
is like free range bacon and eggs. No one likes fermented cheese.’ ling at all subjects, then surely they can’t be gifted?
HOW DO CHILDREN WITH SUCH DIVERSE NEEDS For parents and teachers with little experience in giftedness, they
WORK SO WELL TOGETHER? don’t know that it’s about how the brain is wired, how the child
processes and sees the world. It’s not only related to intellect.
The diversity of our students is something we love and value about
our school. We celebrate difference and embrace neurodiversity. We We have students here who were never considered gifted until they
see the child as a whole – not just through an academic lens. How came to The Forest School. They were identified as having ‘attention
we best support them, their learning and development is different issues’, messy handwriting, being disorganised or ‘loners’. It is upset-
for each child, so the exact benefits vary too. ting that ‘undesirable behaviour’ is often the focus of some teachers
and schools.
Our ‘one-size-doesn’t-fit-all’ approach means we are flexible and re-
sponsive to individual needs – we have to be. The growing number Behaviour is communication. We should be looking at what,
of children who we see with wellbeing, anxiety and mental health through their behaviour, the child is trying to communicate...
needs is a huge concern. These are amazing, clever, funny, delightful frustration, boredom, loneliness? The Forest School is a very hands-
children, yet many are really struggling with life and the pressures on environment that provides choice and the opportunity for new
of our fast-paced, over-structured society. The Forest School is our discoveries. We have children who are clearly gifted in engineering,
students’ ‘re-set’ day. It’s their day to be who they need to be... to entrepreneurship, building, language, creativity and innovation to
breathe, relax, feed their minds and bodies and seek out what it is name some. But they have never had the opportunity, until now, to
they are craving to be content. This could be swinging, climbing, use tools, spend a day figuring out how to develop a water transfer
running, burning energy, or exploring mud, water, clay and other system, tell stories and create a business.
physical and sensory urges. It could be a quiet space away from the
business and noise of the regular classroom; somewhere they can Traditionally children must wait until high school before truly being
take the time to connect, talk and think. It could be the day where able to work on their passions or even figuring out what their pas-
they get the variety, challenge and adventure that they so desperately sions are and nurturing their natural gifts. But why? Shouldn’t we
need. It is different for every child and we focus on supporting them be nurturing these from the outset? The Forest School is our special
all individually. place that unlocks potential and nurtures the gifts, passions and
talents of our students.
We have created a culture where all diversities are accepted, encour-
aged and celebrated. Children who may have struggled in the past
to connect with others find their tribe when they are with us. We Tennille Murdoch BE is Founder and Education Director at The
have this common ground. Each is here for different reasons but all Forest School. She is a highly experienced teacher and passionate
are here for one reason... to be a part of a special place designed to about learning through play. She has worked with many children
bring out the best in each of us. That is the most beneficial thing for who have learning and developmental differences, specifically gifted
not just the children, but the teachers too – being a part of some- learners, those with attention difficulties and children on the ASD
thing, having a place and purpose in The Forest School tribe. spectrum.
TALL POPPIES NOVEMBER 2018 13Mindplus NZCGE
Finding a match
Entry selection for MindPlus
by Sue Barriball
The New Zealand Centre for Gifted Education (NZCGE) provides • The responsive environment approach involves providing chal-
services for gifted children, including Small Poppies for early years lenging learning opportunities which encourage behavioural
children, the MindPlus day programme for primary and interme- characteristics of giftedness to ‘surface’ and be observed. Clark
diate children, and Gifted Online, for learners who are unable to (2002) describes this unobtrusive approach as a ‘laboratory for
access MindPlus face-to-face. All programmes deliver the NZCGE learning’ (p. 329).
Curriculum, designed and developed in Aotearoa for intellectually,
academically and/or creatively gifted children. NZCGE operates a • The formal data-gathering approach uses systematic, formalised
selection process for students wishing to enter MindPlus. data to identify giftedness. This approach requires experi-
enced assessors and/or educational psychologists to administer
The effective identification of giftedness is an essential component assessments and analyse the data. This approach is suitable for
of quality gifted education. As the key link between definition and most but not all students, because factors such as overthinking,
educational provisions, identification should be seen as a means perfectionism, lack of motivation or excessive test stress can
to an end, not an end in itself. When identifying students for the skew their results (Paris, 2011). NZCGE believes that a com-
MindPlus day programme, this link is foremost on the minds of bination of these approaches is best for identifying giftedness.
the Entry Selection Team, gifted education specialists at the New
Zealand Centre for Gifted Education (NZCGE). In addition to these approaches, the Centre believes the following
ten principles are key to effective identification of giftedness. These
There are two different approaches to the identification of gifted- align with the principles outlined in Gifted and Talented Students:
ness: Meeting Their Needs in New Zealand Schools (Ministry of Education,
2012).
1. Identification processes should reflect the definition and charac-
teristics of giftedness valued by the school or community.
2. Identification should begin early, eg in early childhood or junior
primary school classes, and be ongoing throughout the school
years.
3. Identification processes should be culturally responsive. In
New Zealand, identification processes should be suitable for
Maori students and reflect a Maori concept of giftedness. Bev-
an-Brown (2009) recommends a culturally responsive environ-
ment approach.
4. Identification processes should be equitable and designed in
such a way that no student is disadvantaged or overlooked,
catering for children from varied backgrounds (eg culture,
ethnicity, socio-economic, gender) and children with learning
challenges.
5. Identification processes should involve a team of people – no
one person should be working in isolation to determine gifted-
ness.
6. A multi-method approach should be used to provide data which
is then analysed and synthesised to determine outcomes and
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