Enhanced Learning Program

Angela Lee Duckworth: The key to success? Grit

http://www.ted.com/talks/angela_lee_duckworth_the_key_to_success_grit.html

At the University of Pennsylvania, Angela Lee Duckworth studies intangible concepts such as self-control and grit to determine how they might predict both academic and professional success.

Key points:

Grit is passion and perseverance for very long-term goals.

Data shows grit is usually unrelated or even inversely related to measures of talent.

“Growth mindset” helps build it. - students know that the brain changes and grows in response to challenge, they’re much more likely to persevere when they fail, because they don’t believe failure is a permanent condition.

Super Charity Week Starts Thursday May 17

Submitted by Ms Payne



This year we are raising funds for Free the Children's Clean Water Pillar.

http://www.freethechildren.com/international-programming/our-model/clean-water-and-sanitation/

Did You Know?

      · More than 780 million people around the world do not have access to safe drinking water.

      · Worldwide,2.5 billion people are without access to adequate sanitation facilities.

      · Around the world,1 out of 4 deaths in children under the age of five is due to a water-related disease.

      · Diarrhoea kills more than 3,000 children each day. 88% of diarrhoeal disease occurs because of unsafe drinking 
      water,inadequate sanitation and poor hygiene.

      · About 1 in 10 school-age girls in Africa drop out once they reach puberty because they don’t have clean or private 
      washrooms to use at school. Ensuring that girls have their own latrines at school is crucial to ensuring girls continue 
      to receive an education.

      · Many of the areas where Free The Children works have dry climates and face issues like deforestation, 
      changing weather patterns and global warming.

Scheduled Events

We're the ECOO Champions!!

submitted by Mr. Heathfield

The Educational Computing Association of Ontario held Provincial Finals at York University Saturday May 11, 2013.

Our school took first overall in the ECOO Competition (a team computer science competition) which is the highest possible achievement any school could earn in this subject. It's a very rigorous competition that we've been knocking on the door for some time now and we finally punched through. :D

Congratulations to :

Ted Y.                      Shaun R.                    Tony L.

Adam K.                   Abhishek M.                Cora L.

Henry D.                  Arthur W.                    Heet S.

Sheng Nuo L.            Colin L.                       Jane D.
Zheng Zheng T.        Luke K.                       Debashis C.

Jeffrey Y.                  Stuti J.

The Woodlands School

ICDC – DECA Results For 2013

Submitted by Ms. Hopwood Jones

DECA Woodlands qualified 43 students to compete at ICDC in Anaheim in 2013. Seven students elected not to compete at the international level. At ICDC, DECA Woodlands was represented by 36 competitors and 2 leadership students. The results were as follows:

· 46 medals were earned by the students for role plays, multiple choice tests, and overall performance

· 10 students won 2^nd place standing:

· ADC (Advertising Campaign – written event) – team of Sachin D., Jennifer L., Maxwell T.

· BLTDM (Business Law and Ethics Team Decision Making) – team of Charmaine A-C and Jessica L.

· TTMD (Travel and Tourism Team Decision Making) – team of Vicky J. and Ariel M.

· VBCRE (Virtual Business – Restaurant) – team of Luke K., Jeffrey Y., Nathan L.
               – this team also won a cash prize of $500

· 3 students won 4^th place standing

· DSC – H & R Block Dollars and Cents (Virtual Event) – Jimmy Z., Vik G., Yury Z. 
          – this team also won a cash prize of $1 000 each

Congratulations to all participants – a job well done!

Science Olympics

Submitted by Mr. McNally & Mr. Rosenblood

Dave McNally and Jordan Rosenblood took 41 students up to Guelph to compete with 22 other schools and our kids did us VERY proud. They competed well, won and lost with grace, and demonstrated outstanding sportsmanship. We are also happy to report that The Woodlands took home 5 Golds, 4 Silvers and a Bronze. We swept the junior and senior Math category which is pretty cool!

French Oral Contest At York University – Third Place

Submitted by Ms. Hischak

We are proud to announce that three of our student participated in the French Contest and that Vivian P. placed third in Ontario in the French Immersion Grade 11 & 12 category.

Ms Infinity Ontario May 25 2013

http://msinfinityontario.com/home.php

The aim of Ms Infinity Ontario is to expose young ladies to numerous female role models in academia and other science-related professions with fun, interactive one-day conferences

A path in the sciences can open doors to rewarding, well-paying, interesting jobs for women, many of which they may have never realized exist or require a science background.

Ms Infinity - eMentoring – grades 11 – 12

Need some science study or career advice that’s tailored to you? We can help! Sign up to our eMentoring program and we’ll put you in touch with a professional woman who is closely matched to your own interests or understands your situation. You’ll talk over email or Skype over eight weeks, and your mentor will be available for up to an hour per week. You’ll discover the rewards of careers in math, science and technology and get helpful advice from a professional.

This program runs twice a year, once in the Fall and once in the Spring.   If you’d like to sign up, or would like further information, contact Outreach Education Coordinator at outreach@scwist.ca

Woodlands Alumnus vs Usain Bolt Last Night in Cayman Islands 100m

Submitted by Mr. Sykes

Woodlands graduate Dontae Richards-Kwok ran last night (lane - 7) in the Cayman Islands against Usain Bolt (lane - 4)... only 2/10th's of a second back! The link is below. Dontae is currently the lead-off runner for Canada's 4x100m relay team.

http://youtu.be/TcU6ShxVXt8

Some scholarship deadlines

Submitted by Ms. McCausland

As you are probably already aware, the Peel District School Board has several scholarships available for graduating students to apply to. These scholarships have been advertised in the school for some time. As the deadlines are fast approaching, we were wondering if perhaps you might be able to mention these scholarships to students. A few are associated with Business/ or plans to pursue a Business/ Commerce Program after high school. If you could please ask interested students to visit the Guidance Office in order to pick up a form, that would be wonderful!

Deadlines for applications (submitted to Guidance) are as follows:

Lloyd Carr-Harris Foundation Scholarship: May 10^th, 2013

Harinder Takhar Scholarship Award: May 10^th, 2013

Norman D. Gollert Scholarship: May 21^st, 2013

Submitted by M. Kake

ECOO Provincials

The Woodlands Advances!

Congratulations! The Peel District School Board was well represented at the Regional Educational Computer Organization of Ontario Computer Science Competition!

Graduate letters to incoming grade nines

Dear incoming Grade 9

You’re going to be experiencing some of the most life-changing 4 years of your life. It sounds scary, but it is not.

Finish your homework on time, get enough sleep, and (as much as possible) stay away from the internet, and you’ll be all right. Don’t stress yourself and remember to think positively.

That is the bare minimum though. There is more to The Woodlands than academics and marks. Marks don’t matter as much as you think they do. Grade nine is a time to explore what you really want to do - not what someone else thinks you should do. You may see yourself as a doctor, lawyer or engineer in 10 years or so, but it is important to try out new things before you select your courses. Many of your peers will pick a hard area of study and then take all of the hardest courses just to find out they don’t like it at all. It doesn’t have to be that way for you. Pursue what you love , focus on it, and value your “you” time.

Above all remember that you alone control how you react to things that happen in your life. Don’t burn out and your manage mind positively.

Fare well my friend and good luck.

Dear Grade 9 student

There are a lot of things I wish I had known in grade nine and these are the things I will share with you now.

First, stop caring so much about your marks. Instead, focus on actually learning and taking courses which genuinely interest you.

Make lots of friends and get involved. Finish your volunteer hours.

Have fun and don’t be afraid to make mistakes, but seek help when you need it. The Woodlands is really supportive and, if you use what is given to you, you’ll do well.

Dear Niner

It feels kinda weird to be writing this :/ Yes! I include faces. That’s what I do :)

High school isn’t that scary. People are nice, teachers are nice and life will be good.

A word of advice: Don’t stress out in grade 9 and 10. Your grade in these years are less important than you think. Have fun, make friends and get used to the workload.

Your parents’ input is important, but it is also important to forge your own path. If you do what makes you happy the grades will come.

Don’t’ be afraid to ask for help. Most teachers are really understanding, and will help you out if you are in a tough spot.

Time flies. The years you spend here will go much faster than you think. They did for me.

At the end of the day, you’ll be fine.

Trust me :)

Love (even though we’ve never met)

Dear Young Grasshopper

Fresh out of grade 8, from the top of the food chain, you’ll now be at the bottom. Whether these years will the best 4 years of your life, or the worst, depends entirely on you.

The first thing to remember is that this is a fresh new start. You can be whoever you want to be and accomplish whatever you want to accomplish. Take care of yourself: eat, sleep, work, exercise, play, poop, repeat.

Do what you love. Follow your dreams. Good things happen to those who hustle. If you really want something, WORK for it. Take advantage of all the things you have around you: a supportive family, good friends, caring teachers.

High school will be the hardest thing you have ever done and it will pass in the blink of an eye.

Cherish your first day and have fun!

 

 

 

Library Book Swap - Thursday, May 16

Submitted by Ms. Alexander

ROPSSAA Woodland's Badminton Team : Results  

Submitted by Mr. Meshenian

2nd in boys singles -Nathan L.-going to OFSAA

3rd girls doubles - Mallory Y. & Shelly Y.

6th boys doubles - Vincent C. & Bill H.

6th mix doubles - Elaine L. & Calvin T.

Transition to University

Grade 12 Guest Speaker Seminar

Friday, April 26, 2013

Periods 1 &2

The following Woodlands graduates will be available (some via webcam) to discuss the transitions to university.

Aakash Ravi

I graduated in from the Woodlands in 2007 and went on to the University of Waterloo to study engineering. The co-op opportunities I had as an undergrad were tremendously beneficial to me in making career choices.

After graduating in 2012, I decided to pursue a PhD program in Physics at Harvard University. My work (experimental) deals with ultracold molecules, a relatively new field which holds tremendous promise for probing new phases of matter, cold chemistry, testing fundamental symmetries, precision spectroscopy, and quantum computing. My experiment involves laser cooling of a diatomic molecule.

Justin Rizzi

Now this is a story all about how
My life got flipped, turned upside down
And I’d like to take a minute so sit with me
I'll tell you ‘bout my engineering studies at UOIT

Geoff Elliot

In Geoff's quest to travel to space, he graduated from The Woodlands in 2009. He then went to the University of Toronto, where he enrolled in Track One Engineering before transferring into the Electrical and Computer disciplines. His currently specialties are in Digital Electronics and Computer Hardware, neither of which teaches the construction of an Ion Drive.
According to his friends, Geoff spends far too much time curling, as he continues to try and win a provincial title. Geoff, however, wonders how he still has friends with all time he spends curling.

Geoff is currently on a 16-month internship at Altera, a Silicon Valley-based fabless chip manufacturer. He will graduate in May 2014 and finally earn his iron ring.

Geoff also secretly enjoys talking in the third person.

Andrew Payne

To Andrew in 2009:

You're about to graduate from high school, and it's scary. You're been accepted into the most difficult engineering program in the country, you're about to move away from home, and you're wondering whether you're ever going to have a real relationship (and this last one is more important than the first two put together). And you know what, Andrew? It's going to be okay.

I'm not saying that everything is going to be perfect. School isn't going to be easy - in fact, you're almost going to flunk out. That 58 in linear algebra is going to worry you. Don't let it - marks aren't everything. Nobody cared about your marks when you got an internship in California to sequence DNA with an electron microscope (!). Nobody cared about your marks when you got a job in a lab at Harvard, folding DNA like origami (!). And nobody cared about your marks when you published your first scientific paper. Don't stress about school, just work on awesome projects and the rewards will follow.

Living on your own is great. But do future you a favour and pay closer attention to your mental health. Living in San Francisco without paying rent sounds like a good idea at first, but try to think it through.

You're going to fall in love. Several times. You're going to find friends and mentors who really care about you. You were right about one thing - this part is more important than the other two combined.

You have a lot to look forward to. Stop worrying and start enjoying your life.

Oh, and you'll probably graduate someday. Don't rush it.

Love, Andrew in 2013

Sarah Zhou

I am currently in my first year of the Bachelor of Health Sciences program at McMaster University. In my spare time, I have always enjoyed playing, coaching and refereeing soccer. After going through multiple knee injuries and a surgery, I am pursuing a career as an orthopaedic surgeon specializing in sports injuries.

Rachel Wong

I graduated from Woodlands in 2009 (I think) and from the University of Guelph in 2012. I started my studies at U of G in Animal Biology, but eventually switched to Nutritional Sciences. I also graduated with a minor in German studies. Now, I'm in Germany, working in a neurophysiology lab, and don't quite have my future sorted out yet. I'm really interested in autism spectrum disorders and languages.

Saurabh Gupta

The Woodlands School, Class of '07
Double Major Medical Science and Science, UWO, Class of '11
Current: MD Candidate, UWO, Class of '15
Current interesting activities: Research in radiology - focus on Cardiac CT and extra-cardiac findings, Anatomical teaching module development, and Muay Thai
Future hopes: Surgical specialty - either Cardiac or Hepatobilliary (hoping to focus on trauma and transplant)

Irenaeus Chan

I graduated in 2012 and I am currently studying at the University of Guelph. I am majoring in Zoology with a minor in Computer Science. Currently, my future career path is to proceed to Veterinarian College and pursue a career as a Veterinarian. However, I am also interested in field work and conservation, so I wouldn’t mind a career as a Conservationist, as I am particularly interested in breeding programs for endangered animals.

Grade 10 Speaker Seminar: Creativity

On Tuesday March 5, 2013 five highly creative and successful Woodlands graduates spoke to our students about their careers.

BELINDA MCGUIRE (dancer, director, choreographer, teacher)

Belinda, originally from Toronto, graduated from The Juilliard School (BFA 2006).  Through Belinda McGuire Dance Projects, she performs primarily solo work, choreographs and engages in collaboration and production. McGuire was an Artiste en Passant at The International Choreographic Arts Centre Amsterdam in 2010. She teaches and choreographs as a guest artist in New York City for The Limón Institute, The Juilliard School Summer Program, and Dance New Amsterdam, for the New Jersey Dance Theater Ensemble, CCDT in Toronto and for various other schools and universities across North America.  She also creates as a costume, light and set designer http://www.belindamcguire.org/Home.html

Irene Kim, 

Irene is a founder and COO of Geeky Chic, Inc., Editor-in-Chief ofThe Genteel and Editorial Director offrank. A corporate lawyer by trade and an entrepreneur in spirit, Irene is the den mother offrank, always willing to help the team ascend to a higher style plane. She contributes to brand strategy and operations, and manages the editorial and research teams.http://www.thegenteel.com/component/contributors/profile/46

JOHN AXON

John is a composer with a love for music and video games. Combining the two passions is his main aspiration (aside from taking over the world). John currently works at XMG Studio Inc. where he designs sounds and writes music for mobile games. His past projects include the Degrassi video game series, Inspector Gadget, and Ghostbusters.http://soundcloud.com/john-axon

LINDSAY LANDGRAFF- HENRY

Lindsay pursued a career in design by studying at Toronto's renowned York/Sheridan Bachelor of Design program. She has since accrued more than ten years experience working with brands in the automotive, new technology, non-profit, food and health care sectors. Lindsay is passionate about building evocative and memorable brands for companies and organizations that are world-changing, and believes that a foundation of research and strategy are key to launching powerful brands that resonate and communicate.http://inklingspaperie.blogspot.ca/andhttp://www.landgraff.com/#/the-work

MARIUS MASALAR

Marius is an explorer of new media opportunities, working as a composer, web writer, and game designer. He dreams of travel, plays video games, loves life, and laughs frequently. He produces steady amounts of carbon dioxide and is entirely biodegradable.http://mathazzar.com/

YING YING LI

Let's work backwards.  Right now Ying Ying Li is enjoying the first year of her new career as an actor and model in New York.  She has performed Off-Broadway, acted in television commercials, and is looking forward to the release of her first feature film, in which she plays a starring role.  Before that, she attended an acting conservatory, and before that she was a corporate lawyer, kind of like the people in that show, "Suits."  Her office was near Times Square and she was so miserable that she once went to enlist in the U.S. Armed Forces during her lunch break.  (It didn't take.)  Before that, she attended Yale Law School, McMaster University's Arts & Science Programme, and of course, the windowless castle that is The Woodlands School.  She has always been a writer, though.http://theyingaling.com/ying-about-town/

Grade 10 Feedback

Question: If you were to pursue a creative career, what would it be?

Architect

Computer programmer

Doctor

Engineering(3): Design engineer Computer engineering

Forensic Accountant

Landscape architect

Mathematician

Performance Art : Musicians (6), Actor/Director (2) Dancer

Theoretical physicist

Videogame designer/developer (6)

Visual Artist (9): including Graphic design Textbook illustrator, Animation, Design, Illustrator or Comic Artist, Interior designer

Writer including(9): speech writer, author poet, playwright

Response: I have creative strength in ... this will help me in the workplace ...

Imagination

 

it doesn’t confine me to conventional method of expression, so I can really think it allows me

to look outside the box and have a ‘shock value

My imagination helps me come up with better ways of doing things

It will help me help me design a product that is appealing

 

Innovation

 

My adaptability will help me succeed in the work environment

Helps me tackle complex problems and understand the issues

Inspiration will help me serve and motivate people

When I am emotionally attached to a project in the workplace, i will have the motivation and determination to follow through no matter what

Response :  I need to develop my ... by ...

Intuition

 

I would need trust in myself and in the positive side of the world,   look on the bright side. I am often overwhelmed by responsibilities.

I need to experience more

I need to learn from my mistakes

To improve I need to focus on the good things in my life

I would need to travel to broaden my mind and my heart

Inspiration

 

hits me in epiphanies in the middle of the night; to make it more consistent

 I should pursue my passion ... which I should figure out.’

I would like to develop skills focused on emotions and feelings

I need motivation

I need to start searching for things that I would like to do in life

I need to research about people I look up to

I need to develop my emotional intelligence

I need to read more

Become politically involved

Innovation

 

I would first need to enhance my patience

 

Imagination

 

I would need to experience more real-life scenarios

I need to remove my self-doubt

I would need to develop some hobbies

I would need to pursue my interests

I need to explore my talents

Learn how people function/human nature

Create new characters in novel situations

I need to start partaking in some out-of-the-box activities

I need to visit new places and be more comfortable with the new and unusual

I need to find people who are already in my field of interest

Univeristy Of Toronto Biology Competition : Reminder - Friday March 8 is the last day to sign up. ($10)

________________________________________________________________________________

A new (to us) opportunity recommended by a Woodlands graduate...

Stanford School of Medicine: Summer Internship

The Cardiothoracic Surgical Skills and Education Center Stanford Summer Internship is designed to educate high school and pre-medical students considering careers in science, medicine, and public health in basic and advanced cardiovascular anatomy and physiology as well as medical and surgical techniques that will be utilized in pre-medical and medical school. This program is open to all students worldwide. http://sssec.stanford.edu/summer_internship.html

Stress Management: Part One

Helping Gifted Students With Stress Management

by Leslie Kaplan

What Is Stress?

Stress is the body's general response to any intense physical, emotional, or mental demand placed on it by oneself or others. While racing to meet a deadline, dealing with a difficult person, or earning a poor grade are all stressful, so are the excitement of playing a lively game of tennis, falling in love, and being selected to join a special program for gifted students.

How Can a Youngster Experience Stress When Nothing Bad Is Happening?

Anything can be a stressor if it lasts long enough, happens often enough, is strong enough, or is perceived as stress. Working diligently on a project, performing many simple but boring tasks, or earning an "A" grade when one expected an "A+" may all be stressful.

Is a Gifted Student More Likely to Feel Stress than Others?

Many gifted youngsters have a heightened sensitivity to their surroundings, to events, to ideas, and to expectations. Some experience their own high expectations for achievement as a relentless pressure to excel. Constant striving to live up to self-expectations--or those of others-- to be first, best, or both can be very stressful. With every new course, new teacher, or new school questions arise about achievement and performance, since every new situation carries with it the frightening risk of being mediocre. Striving becomes even more stressful when unrealistic or unclear expectations are imposed by adults or peers. The pressure to excel, accompanied by other concerns such as feeling different, self-doubt (the "imposter" syndrome), and the need to prove their giftedness can drain the energy of gifted students and result in additional stress.

Stress occurs even when everything is going well. Youngsters get tired from their constant efforts and may secretly fear that next time they will not be as successful.

What Are Some Other Stresses on a Gifted Student?

Many gifted students accept responsibility for a variety of activities such as a demanding courseload; leadership in school activities, clubs, or sports; and part-time jobs. Even if it were humanly possible, doing everything well would be physically and emotionally stressful.

Vacations may be stressful if students are comfortable only when achieving and succeeding. Taking time off may make them feel nervous and lacking control.

Gifted students need intellectual challenge. Boring, monotonous busy-work is very stressful for individuals who prefer thinking and reasoning activities. Boredom may result in anger, resentment, or, in some cases, setting personal goals for achievement and success that significantly exceed those of parents or school.

Some gifted students value independence and leadership, yet the separation they feel from their peers results in loneliness and fewer opportunities to relieve stress. Finding a peer group can be difficult, particularly for adolescents. Some experience a conflict between belonging to a group and using their extraordinary abilities.

Gifted students are complex thinkers, persuasively able to argue both sides of any question. This ability, however, may complicate decisions. Students may lack information about and experience with resources, processes, outcomes, or priorities that help tip an argument toward a clear solution. Furthermore, not every problem has one obviously correct answer. Compromise and accommodation are realities in the adult world, but they are not easily perceived from a young person's viewpoint. Thus, decision making may be a very stressful process.

How Can Stress Hurt a Gifted Student's Self-esteem?

During the early years, school may be easy, with minimum effort required for success. If students are not challenged, they conclude that "giftedness" means instant learning, comprehension, and mastery, and that outstanding achievement follows naturally. As years pass, however, schoolwork becomes more difficult. Some students discover that they must work harder to earn top grades and that they have not developed productive study habits. Many suspect they are no longer gifted, and their sense of self-worth is undermined.

Stress can hamper the very abilities that make these students gifted. Stress clouds thinking, reduces concentration, and impairs decision making. It leads to forgetfulness and a loss of ability to focus keenly on a task, and it makes students overly sensitive to criticism. Under these conditions, they perform less well and are more upset by their failures.

News from the Debate Club submitted by Mr. Ghadially

Two of our enhanced students have qualified to represent Woodlands at the quarterfinals of the IPPF (International Public Policy Form) worldwide written and oral debates. Below is the congratulatory note from IPPF's coordinator.
________________________________________
From: Andrea Burnett
Sent: November 14, 2012 4:12 PM

Subject: IPPF Team Clarification

Mr. Ghadially:

By now, you should have received the e-mail announcing that one of your teams advanced to the “Top 32” round of the 2012-13 competition. Congratulations!

To clarify, the advancing Woodlands teams is comprised of Debashis C. and Andrew T.  This team will compete against the Debate Institute of South Africa in the opening round.

If your students should ultimately advance to the finals in New York City, we will suggest they have three people on their team. If they would like to add a teammate or two at this time, they are welcome to do so. They can also do so at a later stage of the competition, if they would prefer.

Congratulations to your students!!

Andrea Burnett
IPPF Program Coordinator
Bickel & Brewer Foundation

Attention Student Writers: Dupont Challenge  http://thechallenge.dupont.com/students/

Are you passionate about the exciting world of science? Are you intrigued by the possibilities that the latest scientific ideas and developments may hold for our future?

The DuPont Challenge, North America's premier science essay competition, encourages you to delve deep into your interests in science, technology, engineering, and math (STEM) and express yourself with creativity and purpose. Ours is a growing world that faces new challenges each day, and we want YOU to share your ideas for how science can help keep our global population supplied with food, safety, and clean energy.

Essays must be between 700 to 1,000 words in length, include a list of research sources, and fall under one of these four categories:

·        Together, we can feed the world.

·        Together, we can build a secure energy future.

·        Together, we can protect people and the environment.

·        Together, we can be innovative anywhere.

Funded in part by the Canadian Institute Health Research, Merck and CIHR-Institute of Genetics, the Foundation selects motivated and ambitious students in grades 11 and 12 who have an innate curiosity for science, human genetics, and human genetics research.This year we anticipate being able to place up to 50 students in this program.

The program offers high school students:

1.      The opportunity for a hands-on learning experience in the field of genetic research 

Students gain insight into the world of genetic diseases by conducting real, hands-on scientific experiments (i.e. DNA isolation, PCTR, gel electrophoresis, SDS-PAGE, Western blotting, cell culture and ELISA assays). Participants may also learn how genes cause human genetic disorders and how top scientists translate these findings into treatments and cures for genetic diseases.

2.   The opportunity to work in one of Canada’s top genetic research laboratories

These students are placed in labs of influential Canadian scientists for one week over Spring Break. This experience gives young students what many have called “a life changing experience”. The GRFAW mentoring program is a great opportunity for young scientists to learn about human genetics research and connect with some Canada’s best researchers.

3.      The opportunity develop a network of high potential peers

Student gene researchers are bright, talented and highly motivated individuals.  By participating in the program, they will have an opportunity to meet people in their host lab and institution. Some labs will host more than one student, providing a further opportunity to network with other students. 

4.      The unique opportunity to learn about the many exciting career paths in science and genetics

Through the science teachers in the schools, it is our hope that motivated science students across Canada have ready access to this one-of-a-kind opportunity.

See what it has done for others and why Canadian researchers support this programhttp://genecure.ca/en/programs/gene-researcher-for-a-week/past-success/.

 Application will be posted on November 1^stathttp://www.genecure.ca/en/programs/gene-researcher-for-a-week/program-description/November 1 2012 and will CLOSE December 31, 2012.

Student Achievement Awards 2013 In Honour of Marion Drysdale

OSSTF/FEESO invites secondary student writers and artists to submit creative work exploring 2013’s Student Achievement Awards theme:DIS(OBEDIENCE): STAND BY/STAND UP.Civil disobedience is a powerful force of social change, but is breaking the rules acceptable in order to change the rules we disagree with? Each of the final eight provincial winners will receive a cash award of $1,000.00 and will be invited to Toronto in March 2013 to be honoured at the Ontario Secondary School Teachers’ Federation annual general meeting.

For more information:http://www.osstf.on.ca/studentachievementawards or speak with Ms. Tonido-Tsering.



Grade 8 information

If you know anyone with gifted children in grade 8, living in our boundary, please pass on the following dates:

1. Grade Eight ELP School Tours - November 5, 2012- Tour the facilities. Meet senior enhanced students and ask your questions.

2. Grade Eight Parent Information Night – November 21, 2012 @ 7pmMrs. Quinn, Mr. Rosenblood and the Heads of Departments for English, Math, Science and Social Science will highlight the advantages of our program.

3.  Science Olympics - December 6 , 2012- Enter a maximum of 3 teams (5 enhanced students each) to compete for your school. Register early, spaces are limited.

4.  Invitational Music Event - December 14, 2012- Bring your band instrument and participate in this exciting workshop.

Career Planning for Gifted and Talented Youth, 

Barbara Kerr (exerpt)

Although parents and teachers may be concerned about academic planning for gifted and talented young people, they often assume that career planning will take care of itself. Students may have many choices available because of multiple gifts or a particular talent, and a career choice in that area seems inevitable. There is no need for career planning: The student is simply expected to make an occupational decision around the sophomore year of college and then follow through on the steps necessary to attain that goal.

Unfortunately, evidence is mounting that youthful brilliance in one or more areas does not always translate into adult satisfaction and accomplishment in working life. Studies with such diverse groups as National Merit Scholars (Watley, 1969), Presidential Scholars (Kaufmann, 1981), and graduates of gifted education programs (Kerr, 1985) have shown that the path from education to career is not always smooth, and it may be complicated by social-emotional problems and needs of gifted students that differ from those of more typical students.

Multipotentiality is the ability to select and develop any number of career options because of a wide variety of interests, aptitudes, and abilities (Frederickson & Rothney, 1972). The broad range of opportunities available tends to increase the complexity of decision making and goal setting, and it may actually delay career selection. Multipotentiality is most commonly a concern of students with moderately high IQs, those who are academically talented, and those who have two or more outstanding but very different abilities such as violin virtuosity and mathematics precocity.

Possible intervention strategies for multipotentiality at different educational levels include the following:

ELEMENTARY SCHOOL

•   Provide realistic exposure to the world of work through parent sharing and exposure to parents' working places.

•   Encourage career fantasies through dress-up and plays.

•   Encourage focusing activities such as class projects or achievement of Scout merit badges, which require goal setting and follow-through.

•   Use biographies of eminent people as primary career education material.

•   As teachers or parents, carefully evaluate skills, talents, and interests in order to help children understand possible areas of greatest interest.

JUNIOR HIGH

•   Discuss the meaning and value of work.

•   Discuss family and community values pertaining to work.

•   Provide for light volunteer work in several areas of interest.

•   Provide "shadowing" experiences in which students spend the day with an adult working in an area of greatest interest.

•   Discourage overinvolvement in social and recreational activities for the sake of involvement; prioritize and decide on a few extracurricular involvements.

SENIOR HIGH

•   Seek appropriate vocational testing from a guidance professional or psychologist.

•   Encourage visits to college and university classes in a few areas of interest.

•   Provide for more extensive volunteer work.

•   Explore possibilities of paid internships with professionals.

•   Insist on a solid curriculum of coursework in order to insure against inadequate preparation for a later career choice.

•   Provide value-based guidance, which emphasizes choosing a career that fulfills deeply held values.

•   Discourage conformist, stereotyped career choices.

•   Expose students to atypical career models.

COLLEGE STUDENTS AND YOUNG ADULTS

•   Seek career counseling including assessment of interests, needs, and values.

•   Enroll in a career planning class.

•   Encourage careful course selection.

•   Avoid conformist and stereotyped major choices.

•   Seek a mentor.

•   Engage in long-term goal setting and planning.

Here’s hoping you have had a restful and productive summer and that the transition to school has been smooth. We have had a busy start to our school year. Here is what has been keeping us busy ...

1.   Instructional Needs Forms and production of IEPs

2.   Cognitive Skills Continuum

3.   Alternative Programming Pages

4.   Grade Nine Guest Speaker and Seminar

5.   Grade Eleven Guest Speaker and Seminar

6.   Early Progress Report

7.   Parent/Guardian Information Night

8.   University of Toronto Engineering Outreach

Instructional Needs Forms and production of IEPs

Hopefully your teen has given you an Instructional Needs Form to sign and return. The form outlines the standard Gifted Plan. If you have added a request for inclusion on the IEP, we will get back to you by the end of next week. If you haven’t heard from us, then something has happened with the return of the form. In this case, you could email me directly at monika.quinn@peelsb.com with a daytime phone number or print a new form available in the supplementary documents tab in the lower left of your screen and attach it to an email. IEPs will be sent home on October 14, 2012.

At the bottom there was the option to have an email address added to this distribution list. All of the new names have been added, but many parents still aren’t on the list. Please talk it up. 

Cognitive Skills Continuum

ELP staff has been working towards formalizing and giving priority to developing critical thinking skills amongst our students. Using The Parallel Curriculum by Tomlinson et al. And including some skills from other PDSB workshops, we have identified skills that complement the Gifted Plan and have been workshopping with teachers towards a seamless implementation. Not to be overly dramatic, but this is their official unveiling!

Grade 9

- to study topics in more depth and breadth

- to demonstrate appropriate social peer interaction

- to develop and demonstrate effective work habit

Grade 10

-         to study topics in more depth and breadth

-         to analyse and pursue areas of strength

-         to explore unique, individual ideas and present creative, alternative answers

Grade 11

- to study topics in more depth and breadth

- to pursue an interest in a specialized area of study utilizing

 personal talents

- to have opportunity to take on various leadership roles in group work

Grade 12

- to study topics in more depth and breadth

- to actively participate in goal setting and determining final products

- to identify and develop critical thinking skills

Stay Informed: Alternative Programming Pages

The Alternative Programming Pages should now be available to students and parents for each class. This page will outline how the gifted plan will apply to the specific enhanced courses your child is taking. If you have not seen them ask your teen and if they have not seen one, contact your teacher. Some samples are available for you on the Supplemental Documents tab.

Grade Nine Guest Speaker and Seminar

Speaker: Stephen Shedletzky

Stephen is the founder of an organization called InspirAction – helping people and organizations lead life on purpose. Stephen studied business administration at the Richard Ivey School of Business at the University of Western Ontario. He spoke with great humour on the aspects of team work. In response to Stephen’s talk, our students reflected

... I would like to try to be more of a leader, rather than just following.

... I need to learn to take in everyone’s opinions, instead of working with my ideas alone.

... I have to work on my participation because I like to keep things to myself. Those ideas i keep to myself might be really important for the group.

...I need to allow more ideas to flow within the group and be more open-minded.

... I need to be more communicative and contributive with my group.

... Common goals are the core of any group.

Seminar

In the second part of the morning the grade nines rotated through various presentations. Most of the presentations were facilitated by graduating students. Thanks to Ms. Alexander who lead the seminar on what constitutes plagiarism, to Ms. Burt who explained the Arts and Culture SHSM, and to Ms. Pottinger and Ms. Devinish who led the discussion on mental health issues.  In response, our students wrote ...

I need to join the clubs that interest me

Sleep is essential for success

Don’t procrastinate. It will ruin your life.

Manage your time at home, do not get distracted

Use my agenda

There are people at The Woodlands who will listen to and help ease your problems.

Studying is essential. Do it in a way that works for you.

Grade Eleven Guest Speaker and Seminar

Seminar

Grade eleven students were given a grid of character traits and asked to describe a different time in their lives when they demonstrated each trait. Later they were asked to write a personal response to an open ended question. They found both parts of the seminar quite challenging. The character traits can all be found in the personal Portfolio tab. This list was compiled from the application processes to Ivy League schools and scholarship applications. Students were reminded to start consulting with mentors and friend to get ready for the applications a year from now. We advise that students use the summer between grade 11 and 12 to get involved in an enrichment experience.

Speaker

Chris Cummins is a motivational speaker that is a yearly favourite. He was able to use humour to remind students that they can use their own passions and talents to become leaders. To watch Chris in action:http://www.chriscummins.com/watch-chris-in-action.php 

Early Progress Report and Secondary Parent/Guardian Information Night

Thursday October 4, 2012

Please ask your teen to make appointments for you.

University of Toronto Engineering Outreach Programs

The Faculty of Applied Science and Engineering at the University of Toronto is committed to making science, technology, and engineering accessible through interactive and hands-on activities and events.  As such, the Faculty’s Outreach Office offers a variety of enrichment programming throughout the year for high school students.

One of our more heavily attended programs is the Girls’ Science and Engineering Saturdays (GSES). Registration for GSES is now open, and we thought some of your female students may be interested in taking advantage of this amazing opportunity. We would appreciate it if you could share the information below in your school’s science, technology and math classes.

GSES features fun hands-on, discovery-based science and engineering activities for girls in grades 3 through 12.  The program is offered at the St. George campus of the University of Toronto in the Fall and Winter each year. We offer a new, age- and grade-appropriate curriculum each term so students can attend year-round.


The Fall sessions for this program are Saturdays from October 20 to November 3, 2012 (2 pm to 5 pm each week) The meta-theme for this term is: Science, Engineering and Entrepreneurship
Our instructors are female undergraduate and graduate students pursuing degrees in science, engineering or technology-focused subjects. They lead and mentor the young girls in a friendly and enthusiastic manner.

For more information, or to register, please visit:http://outreach.engineering.utoronto.ca/preuniversityprograms/girlscience_engineeringsaturday.htm

We also offer Saturday Science and Engineering Academy, our co-ed programming for students in grades 5 to 12 during the Fall and Spring term.  Registration for the Fall 2012 session is now open; for a list of courses available, please visithttp://outreach.engineering.utoronto.ca/preuniversityprograms/SSEA.htm