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Quirky Quotient Qlub - Passion Projects for 2E, Creative & Divergent Thinkers | Flex Version

A flex class for asynchronous, twice-exceptional, divergent, intense or creative thinkers to choose their own math, science, art, English or other topic, to deeply explore their unique interests in an unhurried and affirming environment.
Alice Campbell | MTeach., MPlayTherapy., BNursing
134 total reviews for this teacher
Completed by 3 learners
No live meetings
Over 5 weeks
year olds
learners per class
per learner - per week

How does aFlexible Schedulecourse work?

No scheduled live video chats
Discussions via classroom forum and private messages with the teacher
Great if your learner prefers independent pacing or is uncomfortable with live video chat

Available Times

Pacific Time

Mon Sep 5

Sep 5 - Oct 12 (5 weeks)
Flexible Time

Mon Oct 3

Oct 3 - Nov 9 (5 weeks)
Flexible Time

Mon Nov 7

Nov 7 - Dec 14 (5 weeks)
Flexible Time
Don't see a time that works for you?


Class Experience

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.     
As this is a flex class, all activities are undertaken in the learner's own time. It is anticipated that, in addition to watching the weekly videos (approx, 10 - 15 minutes each) learners would spend a minimum of 45 - 60 minutes per week on their activities. However, activities are designed so that learners can also spend additional time exploring their interests if they wish. 
This is an open-ended class, meaning that learning tasks can typically be completed with the materials you have on hand. The following list is a recommended guide only and will likely vary depending on each child's preferred way of working and exploring. Please feel free to use substitutes or to contact me directly if you have any questions. As a minimum I recommend: - A good supply of thick paper (e.g. cardstock, art journal paper, watercolour paper). - A sharpie or black permanent marker - Coloured textas/ markers, pencils or crayons - A colour printer (and paper) - Scissors - A smart phone or other camera/ video device that your child can use to document their learning/ projects 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) 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.
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. 
No live meetings, and an estimated 1 - 2 hours per week outside of class.
(1) All children are welcome in this class. 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 questions and prompts (rather than lengthy instruction and closed-ended direction), and maximum opportunities to explore a topic in-depth or from multiple perspectives. 

(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 an interest in a more popular area (e.g. Minecraft or Roblox), I encourage you to browse some of these topic-speccific 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., MPlayTherapy., BNursing
Lives in Australia
Heart-Based Teaching - Small Personalised Groups - Play-Based & Nature-Based Learning - Humanised Relationships
134 total reviews
242 completed classes

About Me

𝗛𝗲𝗹𝗹𝗼! 𝗠𝘆 𝗻𝗮𝗺𝗲 𝗶𝘀 𝗔𝗹𝗶𝗰𝗲.

I help families from all over the world, who have had trouble finding meaningful alternatives to high-pressure and standardised teaching approaches. An increasing number of parents recognise the unique importance of an... 
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