Welcome
to Gleneagle’s
T.A.L.O.N.S. Program
(The Academy of Learning for
Outstanding, Notable
Students)
Note: This Power Point presentation will be posted on
www.gleneagle.org under Programs of Choice, TALONS, in a few
days
Imagine… Learners…
actively engaged in
directing their learning
enthusiastically
volunteering in the
community
not just studying.. but
learning… in an accelerated,
compacted, telescoped,
honours and enriched program
“It gives me a
chance to be in
an environment
that allows me
to work at
another level.”
TALONS
Learner
Who is eligible?
 You must be an identified gifted, grade 8 learner
with CTCS or psycho-ed. testing results and
anecdotal evidence to support this identification
 Have a current IEP
 Live in our district #43
 Note: Even though you may have been attending school in
Coquitlam for the past few years, if you do not live in our
district you are not eligible to apply. Our program has far
more applicants than spaces so we cannot accept applicants
who live outside our district.
Definition of gifted
"A student is considered gifted when she/he
possesses demonstrated or potential
abilities that give evidence of exceptionally
high capability with respect to intellect,
creativity, or the skills associated with
specific disciplines.
Definition
Continued
Students who are
gifted often
demonstrate
outstanding
abilities in more
than one area.
They may
demonstrate
extraordinary
intensity of focus
in their particular
areas of talent or
interest.
Giftedness:
Learners in Action
However, they may also have
accompanying disabilities and
should not be expected to have
strengths in all areas of
intellectual functioning"
Source: BC Ministry of
Education Special Education
Services, 2006
Areas Important for Gifted Education:
“The Ministry of Education's mission statement
promotes an education system which enables "all
learners to develop their individual potential." For
gifted students this requires opportunities to develop
in ways which may far exceed expected learning
outcomes for their age.
All students are entitled to equal access to learning
and achievement. We provide this access by placing
exceptional students in the most enabling learning
environment possible. We must consider this same
principle when programming for gifted students.
This is an interesting time to be teaching gifted students.
New initiatives are giving educators greater freedom to
individualize programs and to make the learning
environment dynamic and relevant. Among the initiatives
that have positive implications for gifted and talented
students are:
- personal planning at all levels,
- work experience and career development at the graduation level,
- increased use of computer technology,
- opportunities to challenge courses at the graduation level, and
- opportunities to take independent-directed studies.”
Source: http://www.bced.gov.bc.ca/specialed/gifted/programming.htm
A few more terms:
Accelerated
Enriched
Telescoped
Honours
Compacted
In general, TALONS learners
go more in depth, learning
some curriculum for upper,
senior grade levels, with more
challenging assignments and a
faster learning pace. The
learners benefit from being
around other gifted learners.
“We get each other!”
The TALONS learners will
attend school alongside regular
students for part of the day.
BC Personalized Learning
Personalized learning for every student
in BC:
“Under the Plan, teachers, students and
parents will work together to make sure
every student’s needs are met, passions are
explored and goals are achieved. This
means student-centered learning that’s
focused on the needs, strengths and
aspirations of each individual young person.
Students will play an active role in designing their own
education and will be increasingly accountable for their own
learning success. It’s all about putting students at the
centre of education. That means giving teachers and
schools the flexibility to make sure each student is well
served by their educational program. Each student is
unique and our education system will support each
student’s interests and ways of learning.”
Source:
http://www.bcedplan.ca/assets/pdf/bc_edu_plan.pdf
Why Gleneagle?
 Have interested teachers
 School supported a similar
program in the past
 Great local access to community for projects (i.e.
within walking distance)
 Program’s history at Gleneagle means a big
alumni component
 Centrally located in school district. Close to
main bus transfer station.
Introducing TALONS
The Academy of Learning for
Outstanding, Notable Students
• A three to four year
program for Grade 9 & 10
& 11 & 12 learners who
qualify for gifted
programming
• A unique program that
serves School District #43
• Addresses the unique needs of gifted
learners by accelerating, compacting and
telescoping curricula in English, Social
Studies, Math and Science.
• Academically challenging and rigorous
• Uses “state-of-the-art” strategies for
engaging gifted learners
• Learner-centered: learners are
responsible for the development,
implementation and assessment
of their own learning
TALONS
Follows the Autonomous Learner
Model (ALM) by George Betts
• Responsibility for learning is placed
on the learner
• Emphasis on emotional, social and
cognitive development
• Self-esteem and social skills are
enhanced
What does the Autonomous Learner Model
look like?
The Autonomous Learner Model cont’d
 Learning is cross-disciplinary
 Learners develop a wider area of basic skills
 Content emphasizes major themes, problems,
issues and ideas
 Mentorships provide adult role-modeling, active
support and individual instruction
 Varied and diverse responses are sought
 Learners develop new and unique products
 Assessment of self development and of
learner-created products are necessary and
worthwhile
 Curriculum is differentiated by learner and
teacher
 Curriculum is based on interests and passions
of learner
 Students need experiences which allow them
to become life-long learners
NEW TALONS OPPORTUNITIES
1. Provide more courses for gifted learners in grade 10-12
2. Provide additional autonomous learner model
programming for grade 11 and 12 gifted learners
3. Leadership courses are optional. They require
many hours after school, lunch time, evening and
weekends.
- Leadership 10 in grade 9, leadership 11 in grade
10 and leadership 12 in grade 11 or 12.
4. Add more core subjects to the TALONS
program: Mathematics 11T, Chemistry 11T,
Biology 11T, Social Studies 11T and English
11T
5. Easier for learners to leave or join the
program. Courses are completed in one
semester.
6. Option to complete various Independent
Directed Studies e.g. Big History in
grade 10.
IDS 10: Big History
Interdisciplinary Studies
“Can your students see the "big
picture?" With the Big History
Project, a free, open, Common
Core-aligned course…. students
synthesize complex information,
and better understand people,
civilizations, and the world we live
in.”
What does it look like? Part 1
Year 1
•English 9 Honours
•Socials 9 Honours
•Science 9 Honours
•Math 9 Honours*
•Leadership 10 (optional: by
application)
* Option to accelerate math
Year 2: any combination from
the list below:
•English 10 Honours
•Socials 10 Honours
•Science 10 Honours
•Math 10 Honours*
•You must choose at least two
blocks with Ms. Mulder to be
able to add leadership 11 as
an extra course.
TALONS in grade 11 and 12
Can choose from:
Math 11 TALONS
Biology 11 TALONS
Chemistry 11 TALONS
Leadership 11 and 12 TALONS
IDS 11 and 12 TALONS
English 11 TALONS
Socials 11 TALONS
Philosophy 12
What else does Gleneagle offer the
grade 11/ 12 gifted learner?
Calculus 12AP, Psychology 12AP
(depends on student interest and teacher
availability!)
• Philosophy 12 Board and Ministry Authorized
• Independent Directed Studies
• and many other outstanding courses in the
elective areas
• Support from Gifted Contact teacher
•
What else is available in
grade12?
• Graduate early (one year or one
semester) or take additional courses
• Start taking university/ college credit
courses while still in high school:
Concurrent Studies
• Peer mentoring current Talons
learners: Peer Tutoring 11 and 12
Academic Standards
•
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All courses are at honours, compacted, telescoped and accelerated
level
Work in quads
Have choices in how learning is represented
“Teachers” act as facilitators
More opportunities to explore topics in depth
More emphasis on creativity, critical thinking and problem solving
Learners write their own IEPs
Frequent contact with child and parents to address progress in
program
*Math Acceleration
1. Orientation:
i. Understanding concepts of
giftedness, talent, intelligence, &
creativity
ii. Group building activities: e.g.
quads, ice-breakers, Fall retreat
iii. Self/personal development:
e.g. eminent person study
(Socials/ English).
iv. Program & school
opportunities & responsibilities:
e.g. Plan Info night, June
orientation for incoming TALONS
1 ii. Fall Retreat
(if taking leadership 10)
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Work in committees
Learners take care of most details
Plan, implement and evaluate
Opportunities to put theory into practice
Work as a group
Getting to know one another
Leadership in action
2015 Grade Nine Retreat
Camp Capilano
2. Individual Development
in all core courses
i.
ii.
iii.
iv.
v.
Inter/intra personal learning skills
Technology
College/ University Career Explorations
Organizational skills
Productivity
2i. Individual Development
Inter/intrapersonal
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Profiles of learners
Six selves
Needs assessment
IEP
Interpersonal skills
Learning Skills
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Creative thinking
Critical thinking
Problem-solving
Decision making
Future thinking
Inter/intrapersonal Standards
• Develop a positive self-concept
• Comprehend own abilities in relationship to self
and society
• Develop skills to interact effectively with peers,
siblings, parents and other adults
• Integrate activities which facilitate the cognitive,
emotional, social and physical development
• Develop and enhance social/ group skills
• Self-esteem is encouraged and facilitated
Hanging out!
2. ii and iii
Individual Development
ii. Technology
• Laptops, Ipads
• Internet: Blogs, wikis,
google docs, e-mail
• Powerpoint, Prezi
• Multi-media: DVD, videos
• Long distance Learning:
Online courses
iii. University and
Career involvement
• Explorations - Internet
• Investigations speakers, mentors for indepth
• Visiting UBC or SFU
TALONS laptop and iPad cart
2. iv and v.
Individual Development Con’t
iv. Organizational skills
v. Productivity
• Goal setting: IEP
• Short-term/ long-term.
• Time management:
planners, Iphone,
Sharepoint site calendar,
announcements at
beginning of class
• Life Management: forms
• Passion learning:
Eminent Person/Miniinvestigations
• Project planning:
(field)trips, speakers,
subject-based
• Speaking/ writing:
Eminent speech, blogs
etc.
• Self/ Project Assessment:
subject-based, in-depth,
eminent person
Group Projects
World Building
Peer teaching
2. Individual Development
i., iv. and v. Eminent Person
• Study someone eminent who reflects
qualities and interests similar to learner
• Interview an expert on eminent person
• Prepare and present a speech
• Plan and display a learning centre on the
Night of the Notables.
• Plan the evening for guests: invitations,
food, alumni, electronics, set up and take
down
Getting ready
Learning Centre Props
Presenting learning centre
Who am I?
3. Enrichment
i.
ii.
Explorations
Investigations
In leadership courses only!:
iii. Cultural activities
iv. Community service learning
v. Adventure trip
3 i. Explorations
Snowshoeing at
Mt. Seymour
Visiting BCIT Woodlot
3 ii. Investigation
Past Examples:
1. Environmental Issues Investigation
2. Slam Poetry
3. Genetics related issues
4. Song writing
5. Johari Window
3 iii. Cultural Events
(in leadership course)
• Learners plan and organize cultural visits
for one another
• Opportunity to integrate community into
learning
• Attend plays, operas, films, dinners,
concerts, plays, musical theatre etc.
• Share interests and passions with others
• Opportunities to see each other perform
Sampling of cultural events
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Vancouver Opera
Bard on the Beach
Dinners: e.g. Japanese, Indian, Mexican, Italian
Vancouver Library
Science World
City Cultural Crawl
Granville Island
Escape Rooms
The Debaters
Cultural Crawl, Union Restaurant and
Science World Visit
3. iv. Community Service Learning
(in leadership course)
• Learners choose community service learning
projects
• Choose projects in new areas of learning
• 10 hours of volunteering for leadership 10
• Plan project, register project, get necessary
equipment
• Make phone calls
• Make a difference in community
Scott Creek Linear park
Invasive Plant
Removal
Tree Planting
Renewable Energy Display and Craft at
Science Fair Fun Run Fundraiser
Leadership projects
Example: Bottle Drive for
Canadian Cancer Society
3 v. Adventure Trip
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(in leadership course)
Work in committees
Participate in practices to get ready for physical
component of trip
Take lessons: e.g. kayaking, canoeing certification,
first aid
Approximately five days long: camping, cooking
meals
Wilderness safety: proper gear, proper clothing
Low impact approach: ecological foot printing
Integrate curriculum: First Nations, biology 11, social
studies, nutrition, budgeting etc.
Outside comfort zone: physical challenge
Problem-solving, communication
Canoeing and Kayaking
Lessons
Food preparation
Visiting the Mining Museum, hiking the
Stawanus Chief, overnight backpack to
Levette Lake
4. Seminars
Learners working in small groups to research
and present on a topic
i.
ii.
iii.
iv.
v.
Futuristic
Problematic
Controversial
General Interest
Advanced knowledge
Presenting lessons
5. In-depth studies
long-term small group or individual in-depth
study
i. Individual projects
e.g. science investigation, TED Talks (grade 9
science final exam), one semester long in-depth
ii. Group projects e.g. Environmental Issues
Investigation, teach class lessons (e.g. Poetry
Slam, Astronomy, Essay skills)
iii. Mentorships e.g. eminent and in-depth
iv. Presentations e.g. eminent and in-depth
v. Self/ peer/teacher assessment
In-depth study – IDS 10-12
(in flex blocks)
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Explore passion, interest, skill in-depth
Work with mentor in area of expertise
One semester duration
Complete learning contract
Complete progress with edu-blogs bi-weekly
Evening of celebration to share learning
Invite alumni from past years
Plan the evening: invitations, food, MCs etc.
Autonomous Learner Standards
and summary
Develop more positive self-concept
Comprehend own abilities in relationship
to self and society
Develop skills to interact effectively with peers, siblings,
parent and other adults
Increase knowledge in a variety of areas
Develop critical and creative thinking skills
Develop decision-making and problem-solving skills
Integrate activities which facilitate the cognitive, emotional,
social and physical development of the individual
Develop individual passion area(s) of learning
Demonstrate responsibility for own learning in and out of
school
Ultimately become responsible, creative, independent, lifelong learners
Optional: Leadership 10-12
Leadership courses in TALONS require a 120 hour
commitment outside of the regular timetable.
Not every TALONS learner has been able to
participate fully in all aspects of TALONS leadership
in the past. In fact, these learners have often
declined acceptance into the program in the past.
e.g. competitive athletes and highly achieving
musicians.
Due to rising fuel, food, TOC, bus rental and camping
costs, the trips have become quite expensive.
Leadership courses in the TAONS Program are now
optional which means that TALONS learners not in
leadership will not participate in trips and do not plan
community service learning projects; however, they will still
have the option to attend cultural events and gain
volunteer hours by participating in projects organized by
the TALONS learners in leadership.
This will allow gifted learners to connect socially with likeminded learners, a critical element of the TALONS
Program.
Leadership Standards
• Develop decision-making and problem•
•
•
•
solving skills
Meet deadlines, work at full potential, pay
it forward, commit to tasks
Contribute to group and community
Seek solutions not problems
Develop leadership skills: plan, implement,
evaluate
Costs for leadership courses
(By application)
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Approx. $175.00-$250.00 for retreat, includes bus rental,
TTOCs costs, activity costs, camp or facility rental
Approx. $300.00-$350.00 for adventure trip. Varies with
location and chosen physical activity (usually May longweekend)
Cost for additional one-day fieldtrips (approx. $150.00)
Cost for cultural events (min. 3 per year) (approx.
$150.00 a year)
Need sleeping bag, therma rest, GORTEX rain gear,
hiking boots and some other gear for trips (fast drying
clothing!)
Talons program alumni
1. What were the highlights for you while in the
TALONS program?
2. How has the TALONS Program affected you
as a grade 11 or/and 12 learner?
3. How is TALONS contributing to you
becoming a post-secondary learner?
Parental Insights
1. Why do you believe the TALONS
Program is/was the best fit for your child?
2. Describe your involvement in the program
as a parent.
3. How has TALONS made a difference in
your child’s life and education?
Parent Participation and
Responsibilities:
(Without you we are not getting anywhere!)
Examples:
1. Driving TALONS learners to and from events
2. Completing many forms on time
3. Paying for activities, trips and supplies
4. Reading TALONS emails almost every day
5. Attending learner-led conferences
6. Buying proper outdoor gear
7. Touching base with your child regularly
8. Helping supervise during some trips
The TALONS Program
in grade 9 and beyond
i.
Take 4 core courses at an accelerated, telescoped,
compacted, enriched and honours level
ii. Complete independent projects
iii. Work in multi-aged cohorts in grade 10-12
iv. Therefore:
Fast-paced, daily homework (30-40 minutes per course on
average), must have effective organizational/ time
management skills, be able to work independently, be
assertive and strong communication skills, very good work
habits/ effort, access to technology (bring own laptop or
ipad to school!)
And so …
•
TALONS attracts learners who desire a truly unique,
integrated, accelerated, honours learning experience
•
Talons learners prefer group work, prefer to become
more self-directed and make their own learning choices
•
Leadership:Talons learners are available after school, on
evenings and weekends (and May long weekend) for
trips, trip practices, kayak/canoe lessons, cultural events,
community projects, community service learning etc.
•
This is a unique program for gifted learners
Therefore, this program is not
suitable for gifted learners who
1. do not prefer group/ team work
2. do not prefer to work in gifted cohorts
3. travel during class time and will miss too
much school (many assignments are group
projects and require class time presence)
4. struggle with one or more of the core subjects
in grade 9. Pace is accelerated to free up
time for more in-depth studies, eminent
projects etc.
5. have concerns with work habits and/or time
management skills
Cross-boundary Procedures:
You do NOT have to apply for crossboundary when applying for the
TALONS program, because it is a
district program.
However, if you child does not get
into TALONS and you still want your
child to attend Gleneagle when it is
NOT your catchment area school,
you will have to apply for crossboundary.
Continued
Watch the various deadlines,
because the TALONS Program
selection committee may not tell you
the outcome before cross-boundary
application starts (which is first come
first serve)
If your grade 8 child already has a
sibling in Gleneagle, then you do not
have to apply for cross-boundary.
TALONS Application Timeline
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January 15, 2016 by 12 pm
•
submit Online Application and drop off one paper copy to the
office
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Two teachers will complete their reference forms online (due January
22, 2016 at 4 pm
No assessment test
February 12, 2016 after 3pm
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•
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Selection decisions will be made and you will be informed by email
Parent/ student confirms decision within a short time
frame after receiving the acceptance letter by e-mail.
Course selection approx. first week of March, 2016
•
Submit course selection form at the course selection evening