Miss….. Sir… I”m done my work… what should I do now?
|The cure for boredom is curiosity. There is no cure for curiosity. – Ellen Parr
When our children are feeling bored at school, we start by working with them on how THEY, themselves, can ENRICH and add DEPTH, BEAUTY, and DETAIL to the work they are doing in class. We try to put the responsibility on them. We remind them that, even if it seems “done” they can tap into their imagination and find ways to add more depth, more creativity, and different possibilities. This does not mean that us Teachers and Parents do not ALSO have a responsibility to offer enrichment and help them find ways to be creative. But it is helping the STUDENT become better able to self-regulate, to advocate for themselves and to deal with that feeling of “not knowing what to do” – a skill they will always need. Always.
In Math: Can they write a story that is based on the math work they were doing? Can they create another question (more difficult or complicated) but ends up with the same answer?
Have the students create a TEST for the other students that is based on the work in class. Can they find different patterns in the question?
In Writing: Can they add more detail or try to use cursive? Can they write a different ending? Can they create another piece that is a continuation? Can they be challenged to go through every word and add a different word? How can their writing be put into an oral medium (podcast)?
In Reading: Can they create a character sketch or comic based on the book? Can they create a script? Can they find a similar book? Can they add another medium such as art or music?
|A FEW SUGGESTIONS….
Have student and parent agree to a Learning Contract
Learning Contract link: https://docs.google.com/document/d/1mA86t0wdFK3iQZP_3ovIOsbkYDFe7r_swdkrrzPYCH4/edit
|Have student make a list of things to do when they are bored (challenge them to make a list of things that are both “disruptive and not disruptive’ to help them better understand their own needs as well as how they can advocate for themselves constructively (when is a good time to talk to the teacher? When can they ask parent?)|
|Student “News” board. The news is never ending – the student could take charge of creating a news board that shows the THIS/THAT of news. Suggestion: Students could show a “bad news” item and then search for a “good news” item – the “This → That to demonstrate that often ADVERSITY can lead to positivity|
|Students could have an ongoing project to work on (a knitting project, something they are designing or building, a book to read, math puzzles). This might mean that the teacher or parent has a bin of supplies and activities set aside.|
|Can students research what it means to be BORED and create a slideshow or powerpoint This might help them understand that “Feeling” and how they can resolve it on their own?|
|One of the best strategies is using a BULLET JOURNAL. We suggest that students “add” a page of what they are doing (in math, in science, in language) and use their Journal to create further questions, themes, quotes, topics
A few Additional Resources that might help….
(Grade Five Gifted Program Update November 15, 2017)
daVinci as an Inventor
Big Idea: How do past and present inventions impact our world of today?
During this session, we focused on Leonardo daVinci’s Notebooks and talked about why he documented in such a wide variety of ways – and differently from how we all think of “note taking”. We spent some time as a class discussing the value of writing notes and carrying around a personal “Notebook” to jot down ideas, information and to help stay organized through lists and calendars. We were pleased to have been given a donation from Staples. Some students chose to trade in their Journals for some of the books we acquired through this donation.
Students were very receptive to using Journaling in this way. Even some of our “non-writers” told us that they would keep this way of documenting going as they move forward in their learning journey. We reminded them that this type of journaling is also good for their mental well-being, reducing stress and anxiety and suggested they add a mood tracker. We have asked the students to keep up their Notebooks and to use this as a strategy to “avoid boredom” and to practice their creative skills in an off-line way.
The attached link is slides of examples and information that we shared with the students. These were simply used as prompts throughout the day.
We continued our day by looking at how and why Leonardo documented his inventions and recognized that many of daVinci’s inventions came to fruition hundreds of years after he died.
In this inquiry, we also reviewed the concepts behind Design Thinking. https://www.ideou.com/pages/design-thinking
Students used this model to help them design their own invention and used the Global Goals to guide their thinking: http://www.globalgoals.org/outcomes/ Here, we focused students on Problem Solving through an Empathy lens and looked at both local and global issues.
Briefly, we discussed the concepts behind developed and developing countries. Here is a link to investigate further: https://data.worldbank.org/products/wdi-maps
A large part of this inquiry day was spent helping students understand their identification as “Gifted Learners”. Many students expressed feeling stressed about this identification due to having higher expectations put on them. Others expressed that they felt “different’ and didn’t like being “labelled”. Some students told us that knowing that they are “Gifted” helps them understand themselves better. Others said that sometimes they felt bored or not “inspired” to learn at school.
The Journal/Notebooks are only ONE way to help students on a day-to-day basis because it allows students to record their feelings, thoughts, and ideas as well as extending their knowledge about specific topics – like da Vinci did. We also encourage students to pay close attention to the foods they are eating, how much exercise they are getting each day (even if it is only a walk), how much sunlight they get, how much sleep they get each night.
Feel free to contact the Enrichment Team if there are any questions or ideas that you would like to add that help us enrich the lives our our students,
Zoe Branigan-Pipe, Jenn Deans and Gerry Schaefer.
By now, the Special Assignment (Gifted and Enrichment) teachers have visited or spoken to almost all schools at HWDSB who have students that are identified Gifted according to the HWDSB Criteria.
Permission and consent forms were provided to the schools to hand out to students. These forms must be returned to the school in order for the student to participate in the Gifted Program Enrichment activities.
Grade 7/8: 14 Classes (252 Students)
Grade 6: 9 Classes (147 Students)
Grade 5: 7 Classes (152 Students)
The format for the program:
Along with regular visits to the Enrichment and Innovation Centre, as well as field trips, the Special Assignment teachers will be visiting the schools where they will provide support to teachers, students and parents.