Science & Nature
Quirky Quotient Qlass - Passion Projects for 2E, Gifted, Autistic, Creative & Neuro Divergent Thinkers
Asynchronous, twice-exceptional, divergent, intense, autistic or creative thinkers choose any math, science, art, English or other interest-led topic, to deeply explore their unique interests in an unhurried and affirming environment.
Alice Campbell MTeach (PreK - Yr 2), MPlayTherapy
175 total reviews for this teacher
1 review for this class
Completed by 2 learners
Once per week
over 5 weeks
learners per class
per learner - per class
How does a "Multi-Day" course work?
Meets multiple times at scheduled times
Live video chats, recorded and monitored for safety and quality
Discussions via classroom forum and private messages with the teacher
Great for engaging projects and interacting with diverse classmates from other states and countries
How Outschool Works
This teacher may live in a different time zone.
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This teacher may live in a different time zone.
✅ ESL/ EALD learners welcome. ✅ Neurodivergent learners welcome. ✅ Request a different class time. ✅ Transfers welcome where possible, prior to first class. 𝗣𝗹𝗲𝗮𝘀𝗲 𝗻𝗼𝘁𝗲, 𝘁𝗵𝗲𝗿𝗲 𝗶𝘀 𝗮𝗹𝘀𝗼 𝗮 𝗳𝗹𝗲𝘅 𝘃𝗲𝗿𝘀𝗶𝗼𝗻 𝗼𝗳 𝘁𝗵𝗶𝘀 𝗰𝗹𝗮𝘀𝘀 for learners who do not like group participation, who would like to work more independently, who would like more one-on-one interaction, or who do not want to be restricted by time limits of live...
This class is taught in English.
The intended learning outcomes for this class are aligned with the Australian and UK early years curricula. They are also consistent with the preschool/ early years curricula for NZ, China, Korea and most European countries. This class utilises the Michigan Essential Literacy Practices Framework, and the Mathematics Learning Trajectories. ______________________________ Ｉｎｔｅｎｄｅｄ Ｌｅａｒｎｉｎｇ Ｏｕｔｃｏｍｅｓ 1. I can apply a wide variety of thinking strategies to engage with situations and solve problems. 2. I can follow and extend my own interests with enthusiasm, energy and concentration. 3. I can participate in a variety of rich and meaningful inquiry-based experiences. 4. I can apply a wide variety of thinking strategies to engage with situations and solve problems, and adapt these strategies to new situations. 5. I can create and use representation to organise, record and communicate ideas and concepts. ______________________________ Ｏｔｈｅｒ Ｌｅａｒｎｉｎｇ Ｏｕｔｃｏｍｅｓ Depending on your child's chosen topic, this class may contribute to a range of mathematics, science, language and literacy, arts, social or other learning outcomes. Please see below (under "Progress") if you would like specific information regarding your child's individual progress in specific learning areas.
I am a Masters-degree qualified Early Childhood Teacher (ages 0 - 8), with over 30 years experience working with young children and their families. I have lived experience as a "divergent thinker", and am a former member of Mensa. As well as my personal experience, I have completed a range of postgraduate training in education approaches for gifted & talented, twice-exceptional, autistic, and neurodivergent learners.
Mini-projects for this class are started during class, and then completed outside of class time. Projects have been designed so that most learners would usually spend 45 - 60 minutes per week on their projects outside of class. However, activities are also designed so that motivated learners can also spend additional time meaningfully exploring their interests and developing their projects if they wish.
This is an open-ended class, meaning that learning tasks can typically be completed with the materials you have on hand. I encourage you to use materials that you already have, that your child prefers working with, or which are easily available and affordable to you. Please feel free to use substitutes or to contact me directly if you have any questions. The following materials are recommended to bring to class each week so that children can commence designing and working on their weekly project during the class. 𝗜𝗻 𝗮𝗱𝗱𝗶𝘁𝗶𝗼𝗻 𝘁𝗼 𝘁𝗵𝗲 𝗹𝗶𝘀𝘁 𝗯𝗲𝗹𝗼𝘄, 𝗜 𝘄𝗶𝗹𝗹 𝗮𝗹𝘀𝗼 𝘀𝗲𝗻𝗱 𝗮 𝘄𝗲𝗲𝗸𝗹𝘆 𝗿𝗲𝗺𝗶𝗻𝗱𝗲𝗿 𝗼𝗳 𝘄𝗵𝗮𝘁 𝗶𝘀 𝗻𝗲𝗲𝗱𝗲𝗱 𝗳𝗼𝗿 𝘁𝗵𝗲 𝗳𝗼𝗹𝗹𝗼𝘄𝗶𝗻𝗴 𝘄𝗲𝗲𝗸, 𝘀𝗼 𝗶𝘁 𝗶𝘀 𝗲𝗮𝘀𝗶𝗲𝗿 𝘁𝗼 𝗸𝗲𝗲𝗽 𝘁𝗿𝗮𝗰𝗸 𝗼𝗳. Ｅｓｓｅｎｔｉａｌ Ｓｕｐｐｌｉｅｓ 𝗘𝘃𝗲𝗿𝘆 𝘄𝗲𝗲𝗸 ~ Some ordinary (printer) paper. ~ A supply of thick and/ or coloured paper (e.g. cardstock, art journal paper, watercolour paper, paper scraps) ~ Coloured textas/ markers, pencils or crayons (whichever your child prefers). ~ Scissors ~ Glue 𝗪𝗲𝗲𝗸 𝟭 (in addition to the "every week" supplies) ~ A toy, object or image/ photo that shows what your special interest. 𝗪𝗲𝗲𝗸 𝟰 (in addition to the "every week" supplies ~ Watercolour paints ~ Some pictures (either your own photos, or pictures from the internet) about your special topic ~ Modelling dough (e.g. play dough, salt dough) - a simple recipe (flour, water, salt, etc.) for each will be provided Outside of class time, children will also need a smart phone or other camera/ video device to document their learning/ projects. This will not be needed during class time. Ｆｌｅｘｉｂｌｅ／ Ｏｐｔｉｏｎａｌ Ｓｕｐｐｌｉｅｓ Depending on your child's interests and intended exploration you may also wish to have: - additional art materials such as collage materials, paints or other items that your child enjoys using. - white/ Elmers/ school glue - any resources that will be relevant to your child's exploration and inquiry (e.g. samples from their collection, the objects they are interested in, or special books they have about their interest) Ｉｎｄｉｖｉｄｕａｌ Ｒｅｃｏｍｍｅｎｄａｔｉｏｎｓ During the course, and depending on the individual child, I may recommend or suggest some external resources to supplement their explorations, such as a biography or other book. In all cases, these recommendations will be optional and for further interest only. Any such recommendations will be also provided to parents through the classroom messaging system, and will not require learners to access third party websites as part of the core course experience.
I do not use tests or other standardised approaches to assessing children's progress. In this age group, testing it is not developmentally appropriate and in some cases may be psychologically and academically harmful. However, as a teacher, I do believe it is important for me to be accountable to both children and parents. I aim to deliver classes that are not just "busy work" or entertainment, but which actively contribute to each child's learning in meaningful and sustainable ways. Throughout the course I will monitor and observe children's comments, projects and other contributions to better understand their strengths, preferences and interests. This will help me tailor and adapt the weekly materials and prompts to each child's needs. It will also help me provide positive feedback that is affirming for each child and inspires them to continue exploring and discovering. Typically, I provide feedback to children as: ~ positive affirmation (e.g. "I really liked the way you communicated your idea with that painting"); ~ positive reflection (e.g. "I wonder how you came up with that idea?"); and/ or ~ positive stretching (e.g. "I wonder if you could show that idea in other ways?). This is a wholistic approach to assessment. The child's response to my feedback helps me understand of "how far" they have travelled in their learning, and then "what comes next" in their learning. I welcome inquiries from parents about their child's learning progress.
40 minutes per week in class, and an estimated 1 - 2 hours per week outside of class.
(1) All children are welcome in this class and - as with all my classes - I work to adapt and modify the sessions so that they are meaningful and inclusive for all. However, please be aware that this specific class is designed to be a good match for younger children who prefer a greater emphasis on teaching through broad concepts, questions and prompts (rather than detailed instruction and closed-ended direction), and maximum opportunities to explore a topic in-depth or from multiple perspectives. Some parents of neurodivergent learners may be familiar with this learning style as being called "gestalt processing". For example, when providing an overview of the weekly project, I will not be starting with detailed instruction and demonstration, as would be the usual approach with neurotypical learners. Rather, I will be providing a broad overview that emphasises the reasons why we are doing this project (i.e. the end goal and purpose). I welcome children to physically start "doing" their project as soon as they are comfortable to do so (even if I am still providing the project overview). We will then explore the details of the project "as we go", based on each child's responses to the ideas that arise. If your child is taking this class because they have an unusual interest, but they are a neurotypical learner who prefers to have content broken down into detailed steps and/ or examples before attempting a task, I will make the necessary modifications to our classes to ensure their learning needs are also met. I welcome parents to contact me at any time with any questions about this. (2) This class is particularly suited for children who have an interest that does not easily "fit" into another class topic on Outschool, or who do not often have opportunities to explore their interests in-depth. If your child has a passion for a more popular topic (e.g. Minecraft or Roblox), I encourage you to browse some of these topic-specific classes on Outschool, before enrolling in this class, to make sure this class is the right fit for your child.
This class is informed by the following perspectives and research on child development and teaching: ~ Needs of asynchronous learners (Linda Silverman) ~ Imaginative Pedagogy (Kieran Egan) ~ Indigenous and oral teaching traditions, perspectives and principles, 8-ways Pedagogy (Tyson Yunkaporta) ~ Play-based learning, with a focus on Play Profiles (Sara-Lea Chazan) and major research on the impact of play on learning.
Alice Campbell MTeach (PreK - Yr 2), MPlayTherapy
Play-Based Learning For All Children - In The Real Wonderland
🇦🇺Lives in Australia
175 total reviews
353 completed classes
𝗛𝗲𝗹𝗹𝗼! 𝗠𝘆 𝗻𝗮𝗺𝗲 𝗶𝘀 𝗔𝗹𝗶𝗰𝗲. I am a verified 𝗢𝘂𝘁𝘀𝗰𝗵𝗼𝗼𝗹 𝗔𝗖𝗘 𝗘𝗱𝘂𝗰𝗮𝘁𝗼𝗿 and I help families from all over the world, who are searching for meaningful alternatives to high-pressure and standardised teaching approaches. An increasing number of parents...