Supporting Transitions
Video Transcript
Supported transitions for gifted learners: The Why
Kia ora koutou.
Ko Ness White ahau. My name is Ness White. I am going to talk to you today about why we need to be providing supported educational transitions for our gifted learners.
While there are many transition points in a young person's life when it comes to education, this video will have a particular focus on transitions from one learning environment to another, such as the shift from an early childhood centre to primary school or the move from one teacher or classroom to another. I do acknowledge however that instances such as moving from one activity to another, and the change from school time to holidays also constitute transition points which may need consideration when planning transition supports for some young people.
So why do we need to be providing supported transitions for gifted learners? Well, the inherent characteristics of giftedness and talent, such as intensity, sensitivity, asynchrony, and numerous others, are the very reasons why gifted and talented learners often require supported transitions (Appel, 2017). It can be an overwhelming experience and one which may or may not live up to the expectations, needs...and quite frankly, the rights of a child... when it comes to the learning needs and social and emotional fit, and adjustments of the gifted.
Take the four year old who is all excited to come to school, who taught herself to read from the age of two and is reading three digit numbers, who suddenly realises that starting school is primarily about abc's, counting to 10 and colouring in. What might the result of this be? Disappointment? Anger? Defiance? Inattention? Loneliness? Hiding one's true self and Disappearing into the background? These are just some of the possibilities.
Throw multi-exceptionalities into the mix, such as, being gifted and talented and also experiencing anxiety, ADHD, Autism spectrum disorder, physical disabilities...and the number of reasons for a supported transition suddenly escalate.
For increased wellbeing, positive development and improved learning and achievement, continuity is needed across education sectors, with acknowledgement, understanding, identification processes and provisions aligning with the needs of learners. We know this already. It's not new.
"Successful transitioning ensures seamless learning pathways for gifted students" (Ministry of Education, n.d.). And this is what we want for all learners. Te Whariki, the Early Childhood Curriculum, and the New Zealand Curriculum are well designed for this, providing guidelines for continuous learning pathways for children from early childhood education to tertiary (Education Review Office, 2008), and the recent development of Communities of Learning, provides the perfect opportunity for collaborative practices for processes such as supported transitions. In a 2008 report about gifted education practices in New Zealand, ERO, the Education Review Office, highlighted the need for "Schools’ curriculum design (to) make transitions positive and give students a clear sense of continuity and direction". Again, this is not new, but it is an often neglected area when planning for, and working with, gifted learners. "For each transition there needs to be a coherent process to ensure that the needs of the gifted student continue to be identified and successfully provided for" (Ministry of Education, n.d.). This, is the message coming from the Ministry of Education and the Education Review Office alike.
Further to the benefits already outlined, a transition process offers a valuable means of developing a better, and more holistic understanding of a child, their strengths, interests and needs. This understanding provides "the foundation for successful transitional experiences that support the building of student resiliency (Ontario Ministry of Education, 2013, p. 1). Now isn't that something we want for all our students? For them to be resilient?
So, I leave you with these parting thoughts.
The reason for supported transitions for gifted learners is to try and provide a seamless learning pathway which benefits learning and wellbeing for these learners. Effective transition planning for gifted and talented learners is critical, and it begins with you. What will your part be in the providing effective supported transitions for gifted kids?
Want to read further about this topic?
Find links on my website in the resource section at www.liftingthelid.outlook.com
In the next video we will explore the use of Individual Education Plans for the purposes of supporting gifted learners through transitions.
Ko te ahurei o te tamaiti arahia o tatou mahi - Let the uniqueness of the child guide our work.
Kia ora.
Supported transitions for gifted learners: The Why
Kia ora koutou.
Ko Ness White ahau. My name is Ness White. I am going to talk to you today about why we need to be providing supported educational transitions for our gifted learners.
While there are many transition points in a young person's life when it comes to education, this video will have a particular focus on transitions from one learning environment to another, such as the shift from an early childhood centre to primary school or the move from one teacher or classroom to another. I do acknowledge however that instances such as moving from one activity to another, and the change from school time to holidays also constitute transition points which may need consideration when planning transition supports for some young people.
So why do we need to be providing supported transitions for gifted learners? Well, the inherent characteristics of giftedness and talent, such as intensity, sensitivity, asynchrony, and numerous others, are the very reasons why gifted and talented learners often require supported transitions (Appel, 2017). It can be an overwhelming experience and one which may or may not live up to the expectations, needs...and quite frankly, the rights of a child... when it comes to the learning needs and social and emotional fit, and adjustments of the gifted.
Take the four year old who is all excited to come to school, who taught herself to read from the age of two and is reading three digit numbers, who suddenly realises that starting school is primarily about abc's, counting to 10 and colouring in. What might the result of this be? Disappointment? Anger? Defiance? Inattention? Loneliness? Hiding one's true self and Disappearing into the background? These are just some of the possibilities.
Throw multi-exceptionalities into the mix, such as, being gifted and talented and also experiencing anxiety, ADHD, Autism spectrum disorder, physical disabilities...and the number of reasons for a supported transition suddenly escalate.
For increased wellbeing, positive development and improved learning and achievement, continuity is needed across education sectors, with acknowledgement, understanding, identification processes and provisions aligning with the needs of learners. We know this already. It's not new.
"Successful transitioning ensures seamless learning pathways for gifted students" (Ministry of Education, n.d.). And this is what we want for all learners. Te Whariki, the Early Childhood Curriculum, and the New Zealand Curriculum are well designed for this, providing guidelines for continuous learning pathways for children from early childhood education to tertiary (Education Review Office, 2008), and the recent development of Communities of Learning, provides the perfect opportunity for collaborative practices for processes such as supported transitions. In a 2008 report about gifted education practices in New Zealand, ERO, the Education Review Office, highlighted the need for "Schools’ curriculum design (to) make transitions positive and give students a clear sense of continuity and direction". Again, this is not new, but it is an often neglected area when planning for, and working with, gifted learners. "For each transition there needs to be a coherent process to ensure that the needs of the gifted student continue to be identified and successfully provided for" (Ministry of Education, n.d.). This, is the message coming from the Ministry of Education and the Education Review Office alike.
Further to the benefits already outlined, a transition process offers a valuable means of developing a better, and more holistic understanding of a child, their strengths, interests and needs. This understanding provides "the foundation for successful transitional experiences that support the building of student resiliency (Ontario Ministry of Education, 2013, p. 1). Now isn't that something we want for all our students? For them to be resilient?
So, I leave you with these parting thoughts.
The reason for supported transitions for gifted learners is to try and provide a seamless learning pathway which benefits learning and wellbeing for these learners. Effective transition planning for gifted and talented learners is critical, and it begins with you. What will your part be in the providing effective supported transitions for gifted kids?
Want to read further about this topic?
Find links on my website in the resource section at www.liftingthelid.outlook.com
In the next video we will explore the use of Individual Education Plans for the purposes of supporting gifted learners through transitions.
Ko te ahurei o te tamaiti arahia o tatou mahi - Let the uniqueness of the child guide our work.
Kia ora.
Readings on supporting gifted learners through transitions
Appel, M. (2017). Steady as she goes: The gifted and talented student in transition.
Education Review Office. (2008). Schools' provisions for gifted and talented students.
Grant, A. (2013). Young gifted children transitioning into preschool and school: What matters? Australasian Journal of Early Childhood, 38(2), 23-31.
Ministry of Education. (n.d.). Te Kete Ipurangi: Gifted and talented: Transitions.
Ontario Ministry of Education. (2013). Policy/program memorandum No. 156: Supporting transitions for students with special education needs.
Appel, M. (2017). Steady as she goes: The gifted and talented student in transition.
Education Review Office. (2008). Schools' provisions for gifted and talented students.
Grant, A. (2013). Young gifted children transitioning into preschool and school: What matters? Australasian Journal of Early Childhood, 38(2), 23-31.
Ministry of Education. (n.d.). Te Kete Ipurangi: Gifted and talented: Transitions.
Ontario Ministry of Education. (2013). Policy/program memorandum No. 156: Supporting transitions for students with special education needs.