AGATEVic Professional Learning for Educators of the Gifted, Talented and Creative Students

Association for Gifted and Talented Education Victoria

• Affiliated with the Australian Association for the Education of the Gifted and Talented (AAEGT)

• Affiliated with the World Council for Gifted and Talented Children (WCGTC)

Upcoming presentations

in 2025

Next AGATEVic session is in 2025

Title: Guidelines for Designing Curriculum for Gifted Learners

Presenter: Dr Kimberley Chandler, Curriculum Director for the Center for Talented Youth at Johns Hopkins University in Baltimore, USA.

When: Saturday, August 9, 2025 at 11am.

Abstract: Guidelines for Designing Curriculum for Gifted Learners

This session explores how educators can design curriculum that meets the advanced learning needs of gifted students. Beginning with brief review of the characteristics that distinguish gifted learners, the session highlights the instructional challenges these students face in traditional classrooms and the need for thoughtful, responsive curriculum design.

Participants will examine simple differentiation strategies that are grounded in principles which emphasize depth, complexity, and flexibility. Practical examples will be shared to demonstrate how these strategies can be implemented across a range of educational settings.

The presentation will also touch on the importance of integrating social and emotional learning (SEL) to support the whole child. Attendees will learn simple yet effective ways to align SEL with rigorous academic content, helping gifted students thrive both cognitively and emotionally.

Finally, the session introduces a range of innovative tools and approaches—including technologies and instructional models—that can make learning more engaging and meaningful for advanced learners. Educators will leave with concrete strategies and resources to help them design purposeful, impactful curriculum for gifted students.

Bio:

Dr. Kimberley L. Chandler is the Curriculum Director for the Center for Talented Youth at Johns Hopkins University in Baltimore, where she supervises curriculum development for all courses and professional learning. She has taught gifted students in various settings, served as a central office administrator, and designed professional development training for teachers and administrators.

Kimberley co-edited (with Jaime Castellano) the 2022 NAGC Service Publication Identifying and Serving Diverse Gifted Learners: Meeting the Needs of Special Populations in Gifted Education. She has also served as the editor and contributing author of curriculum materials from the Center for Gifted Education at William and Mary. She was the Guest Editor of Journal for the Education of the Gifted for special issues focusing on international issues in gifted education and learning resources.

Title: What can we learn from Australian research about teacher attitudes towards classroom practices commonly used with our gifted students?

Presenter: Margaret Plunkett, PhD, M.Ed., Grad Dip, Dip Ed, B.Ec.

When: September, 2025 (zoom session)

Abstract:

A large number of research studies have been conducted in Australia examining teachers dealings with gifted students. This presentation highlights main findings from that body of Australian research, emphasising the importance of an evidence based understanding of giftedness and associated teacher responses. Insights include the value of specific professional learning related to giftedness in helping to disrupt common and detrimental misconceptions about giftedness in a classroom context.

Bio. Margaret Plunkett, PhD, M.Ed., Grad Dip, Dip Ed, B.Ec.

Associate Professor Margaret Plunkett is the Higher Degree Research Coordinator for the School of Education Federation University, Australia. Her knowledge and experience in the field of gifted education has been established over more than three decades through teaching, research, publications, and service. A major part of Margaret’s passion has been the development and teaching of courses in gifted education for which she has won a number of teaching awards including the Pearson/ATEA Teacher Educator of the Year (2012) and an Office of Learning and Teaching Citation (2014). Her research in the field has resulted in many publications and conference presentations both nationally and internationally. Margaret completed research for the Department of Education, Victoria on the SEAL program and for a range of individual schools in both Gippsland and Melbourne, evaluating gifted programming. Her main research interests include professional learning for teachers, engagement of gifted students and curriculum innovation. She has been an elected Australian delegate on the World Council for Gifted and Talented Children since 2006. Margaret is also Associate Editor of the Australasian Journal of Gifted Education.

Past presentations

2025 Professional Learning sessions

Title: AI and Gifted Education: Opportunities, Challenges, and Ethical Considerations

Presenter: Susan Kelly, (formerly Wade), PhD, MEd(Gifted Ed), GradDipEd(Sec), Monash, BA(Hons) Melb

When: Thursday, May 15, 7.30pm, 2025.

Abstract: Artificial Intelligence (AI) is rapidly transforming education, offering new ways to engage and extend gifted students. This presentation explores the potential of AI in gifted education, including its role in personalising learning, fostering creativity, and enhancing problem-solving skills. Drawing on recent research and Australian policy perspectives, the presentation will examine both the opportunities and ethical considerations of AI in education. Additionally, insights from AI-enabled assessment tasks at the tertiary level will be shared to highlight practical applications and implications for differentiated instruction. The session will support educators to assess AI’s role in gifted education within their context.

Bio: Susan Kelly (formerly Wade), PhD, MEd(Gifted Ed), GradDipEd(Sec), Monash, BA(Hons) Melb

Susan is a Lecturer in the School of Education at the Australian Catholic University. Her doctorate focused on talent development of highly able individuals on the autism spectrum. She is also experienced as a teacher in a Secondary Select Entry Accelerated Learning program. Susan taught with Dr. Kronborg in undergraduate and postgraduate gifted education units at Monash University. Susan is also an educational consultant and has given seminars, conference presentations and staff professional development sessions relating to education, giftedness, perfectionism, talent development and the autism spectrum. Additionally, she has worked with schools to provide parent information sessions addressing parental support of twice-exceptional students. Susan has been awarded the Monash University / Herald Sun Victorian Graduate Teacher of the Year, a Creative Innovation Asia Pacific Innovation Leader scholarship, an ASfAR / APEX Autism Trust Award, the ASfAR Margot Prior Prize and an Australian Postgraduate Award.

Title: What are twice-exceptional adult perspectives of their psychosocial experiences?

When: Wednesday, April 30, 7.30pm, 2025 on zoom.

Booking via Trybooking: www.trybooking.com/DAHFQ

Presenters: Dr Candice James B.A., Grad Dip Psychology, Grad Dip Professional Psychology, Master of Educational and Developmental Psychology and PhD (Monash University); Dr Leonie Kronborg. PhD, M.Ed.St., B.Ed., GradDipSpEd., DipT.

Topic(s): Twice/Multi-Exceptional Learners

Abstract:

It is acknowledged in gifted education research that giftedness can coexist with a disability and is known as twice-exceptionality. This qualitative study focused on how twice-exceptionality is experienced into adulthood. In this qualitative research study, 14 adults who were identified as intellectually gifted and on the Autism spectrum, gifted with an Attention deficit hyperactive disability (ADHD), or gifted with a specific learning disorder, reflected on their lives and their psychosocial experiences. A qualitative methodology was employed to explore the psychosocial experiences of these twice-exceptional adults who live across Australia, using an inductive approach (Creswell, 2007) to allow for an emergence of themes. To extract the psychosocial experiences of twice-exceptional adults, an open-ended data collection method was selected to be used, followed by an analysis of theme development (Braun & Clarke, 2021). The themes that emerged from this study were: identification of twice-exceptionality as an adult through professional help-seeking; significant parent and teacher relationships; high school as the main period for the onset of academic and lasting emotional struggles; vocational struggles, and creative interests.

This research was supported by an Australian Government Research Training Program (RTP) Scholarship, and the Mensa Australia Richard Johns Grant, 2021.

Bio 1: Dr Candice James completed her Master of Educational and Developmental Psychology and her PhD (Monash University) in 2025.

In 3 studies of her PhD, Dr James investigated the psychosocial characteristics of twice-exceptional individuals in their youth, other 2E participants as adults, as well as parents’ perceptions of 2E adolescents and children. She holds a particular interest in gifted identification, the wellbeing of gifted children and the Cattell Horn Carroll (CHC) Model of intelligence. She completed her fourth-year psychology research project investigating the predictability of mathematics achievement based on CHC abilities. Candice is also a practicing provisional psychologist.

Bio 2: Leonie Kronborg, PhD., Adjunct Senior Lecturer,
School of Educational Psychology and Counselling, Faculty of Education Monash University, Australia, developed and co-ordinated Gifted
Education at the pre-service, Master’s and PhD level for 25 years. Leonie is past Vice President of the World Council for Gifted
and Talented Children, past Editor-in Chief of Gifted and Talented International and on various international journals’ editorial
boards. She is a past president of the Australian Association for Educating Gifted Children, and President of AGATEVic. Leonie gained
the Monash University VC Award for Teaching Excellence in 2013. She has written more than 75 research articles, chapters, books, and
editorials.
https://research.monash.edu/en/persons/leonie-kronborg/publications/

Biography 3: Dr Kelly-Ann Allen is an Associate Professor and Educational and Developmental Psychologist in the School of Educational Psychology and Counselling, Faculty of Education, Monash University, and an Honorary Principal Fellow at the Centre for Wellbeing Science, Melbourne Graduate School of Education, University of Melbourne.

Title: Accelerated Learning: What do teachers of academically able students need to know about acceleration?

Panel presentation: Leonie Kronborg, Jullianne Brookman, Liz Kelly, Susan Knopfelmacher, Kate Mitchell.

When: Wednesday evening, March 5, 2025, at 7.30pm. on zoom.

Booking via Trybooking: (www.trybooking.com/CXSGS )

Panel presenters:

Leonie Kronborg, PhD, M.Ed.St., B.Ed., GradDipSpEd., DipT.

Jullianne Brookman, M.Ed.(Gifted Ed), B.A., Dip Ed.

Liz Kelly - M.Ed.(GiftedEd);Grad.Dip.Ed.Studs(Gifted);B.A.(Hons);Dip Ed.

Susan Knopfelmacher, M.Ed (Gifted Ed), BA (Hons), Grad Dip Ed, Postgrad Cert Gifted Ed

Kate Mitchell, M.Ed(Gifted Education), Grad Dip Cert, B. Comm., Dip Ed, FACEL

Bio information on panel presenters: https://sites.google.com/agatevic.org/website/home/committee

Accelerated Learning: What do teachers of academically able students need to know about acceleration?

Abstract:

According to Preckel et al, (2024), “acceleration measures are attempts to create a better fit between the student’s level of competence and the teaching offered by the school.” Acceleration measures are considered to be the best-studied and best documented support measures for gifted children and are amongst the most effective school interventions open to teachers for achievement development; based on Hattie’s (2009) synthesis of meta-analyses on questions of instructional and schooling effectiveness in relation to academic achievement. However, many teachers and schools are unaware, or resistant to the evidence regarding the benefits of accelerated learning for academically able students. Acceleration comes in various forms. However, according to some studies teachers are becoming more open to acceleration (Siegle et al., 2013).

Research evidence on acceleration will be presented; and this panel of experienced educators of gifted and highly able students will share knowledge from their individual successful experiences of using accelerated learning and acceleration in its various forms with academically able students. Acceleration in various school contexts will be discussed, ie. Independent schools, SEAL school programs, early entry to primary school/secondary/university, accelerated learning in a talent domain, grade skipping, etc.

(Q & A with the panel will follow. - It would be great to have Victorian/Australian school high ability teachers register who have an accelerated program in their school in 2025, so we can discuss these!!)

References:

Hattie, J. (2009). Visible learning: a synthesis of over 800 meta-analyses relating to achievement. Routledge.

Preckel, F., Vock, M., & Olszewski-Kubilius, P., (2024). Giftedness and Talent. What educators and psychologists need to know. Hogrefe Publishing.

Siegle, D., Wilson, H,. & Little, C., (2013). A sample of gifted and talented educators’ attitudes about academic acceleration. Journal of Advanced Academics, 24, 27-51.

AGATEVic Annual General Meeting (AGM) (on zoom) - Wednesday, 7.30pm, February 26, 2025.

2024 Professional Learning sessions

Wednesday, October 30, 7.30pm, 2024 on zoom: EXPANDING THE THINKING CLASSROOM: CREATING AN IDEAS-RICH EXTENSION PROGRAM FOR GIFTED & ADVANCED LEARNERS

Presenter: Susan Knopfelmacher, M.Ed (Gifted Ed), BA (Hons),

Booking via Trybooking: www.trybooking.com/CWJRI

Title: EXPANDING THE THINKING CLASSROOM: CREATING AN IDEAS-RICH EXTENSION PROGRAM FOR GIFTED & ADVANCED LEARNERS

Abstract:

Differentiated classrooms do not always meet gifted and advanced adolescents’ intellectual, creative, and affective needs. By lifting a learning ceiling, an ideas-focused extension program based on rich content and deep thinking can offer students with advanced cognition the opportunity to flourish, as they enjoy the company of ‘like minds.’ Accelerated pathways in STEM, philosophy, community of inquiry; Socratic dialogue; advanced seminars in writing, psychology and history; music and the arts; Olympiad preparation; a variety of competitions and expert academic mentoring can meet such students’ pervasive need for cognition and sound values formation, in stimulating and supportive environments.

This presentation will explore a successful cross-disciplinary program (Years 7-12) underpinned by research, models and theories such as Gagne's DMGT 2.0, The Autonomous Learner, NFC (Need for Cognition), and the IB Learner Profile – and consider how it might be adapted to meet the needs of gifted adolescents in a variety of school settings.

Biography:

Susan has worked in state and select entry schools, independent schools and the university sector to create specialised programs and curricular opportunities for gifted young people from many backgrounds., As Director of Curriculum and Head of Gifted Education and Extension Programs at leading girls’ independent schools, she developed unique programs specialising in the intellectual and personal growth of highly able and gifted girls from Years 7-12, through a variety of specialised mentoring programs and Inquiry approaches. Prior to this, Susan specialised in teaching advanced students at The Mac.Robertson Girls High School - where her students enjoyed outstanding success, winning a number of Premier’s Awards. Throughout her teaching career and as Academic Director, Head of Humanities, Foundation Studies Program at LaTrobe University, Susan specialised in developing innovative curriculum, pedagogy and teacher professional learning. While presenting widely, locally and at many WCGTC and ECHA conferences, she has also served consecutive terms as elected Australian Delegate to the WCGTC, 2007-2019, and is currently Co-Vice President of AGATEVic.

Title: What do we need to know to effectively teach and support our gifted children?

Presenter : Kate Mitchell (B.Comm, Dip Ed, M. Ed Gifted, Post Grad Cert in Gifted Education)

Wednesday, September 11 at 7.30pm on zoom.

Booking via Trybooking: www.trybooking.com/CXSGS

Abstract: This presentation is relevant for educators, parents, school leaders and psychologists.

In a broad brush overview we will explore:

Social and emotional aspects of giftedness;
Key elements for effective curriculum development;
Desired teaching skills as identified by experienced teachers of the gifted and the students themselves.

Information presented uses evidence based on years of research and first hand experience.

(Interestingly some who have heard elements of this discussion have commented that they also ended up with a better understanding of themselves).

Presenter: Kate Mitchell (B.Comm, Dip Ed, M. Ed Gifted, Post Grad Cert in Gifted Education)

Educational experience: Principal Box Hill High School; Assistant Principal with special responsibility for gifted students program; Regional network leader for over 20 schools in Eastern Victoria both secondary and primary. Student Wellbeing leader, Engagement leader Years 9, 10, 11 and 12, Curriculum leader; member of Aspiring Principals team and Student Excellence team for Bastow Institute; Tutor Monash University; Vice President AGATEVic.

Wednesday, July 24, 7.30pm, 2024 on zoom (Changed to August 7) : Advanced Learners: Inquiry Learning or Explicit Instruction? Unhooking the Controversy - Susan Knopfelmacher, M.Ed (Gifted Ed), BA (Hons), Grad Dip Ed, Postgrad Cert Gifted Ed.

Booking via Trybooking:

Advanced Learners: Inquiry Learning or Explicit Instruction? Unhooking the Controversy

Abstract: Research and experience show that secondary schools do not always meet gifted and high achieving [learners’] adolescents' intellectual, creative, and affective needs. To realise their potential, advanced ‘C21st Learners’ need an educational environment which creates a deeper purpose to learning, valuing openness to complex ideas and ways of thinking, while embracing core ethical values. Despite much controversy over explicit vs inquiry modes, various forms of well-constructed and guided Inquiry can create powerful forms of learning for gifted students by fostering intellectual and affective growth and optimising self-discovery. Through challenge, creativity and choice, in the company of ‘like minds’ such learning can motivate learners actively to construct new understanding; forming positive attitudes and developing their talents to meet the complex demands of a rapidly changing world.

Wednesday, June 19, 7.30pm, 2024 on zoom : The importance of emotional well-being of the gifted child - what do we need to know?

Presenter: Liz Kelly, M.Ed(gifted ed.), Grad Dip Ed Studs (gifted), BA (Hons), Dip Ed.

Free for AGATEVic members and teachers of AGATEVic member schools.

Non members $10.

Bookings via Trybooking -

Bio: Liz Kelly currently works as an education consultant and parent educator/consultant. She completed a B.A. (Hons) and Dip.Ed.at The University of Melbourne. Initially, she taught secondary English Expression and English Literature. She completed a Graduate Diploma of Educational Studies (Gifted) at The University of Melbourne followed by a Master of Education (Gifted) from Monash University.

Liz was part of a multidisciplinary special education team at Melbourne Girls Grammar School from 1997-2008 and was inaugural Head of Extended Curriculum. She established a curriculum-based program for highly able learners.

Between 2009 and 2012 Liz had experience as a sessional lecturer, Faculty of Education, Monash University and Gifted Education Consultant for Krongold Centre, Monash University. As a sessional educator, in Teach for Australia, Liz taught graduate education students about programming for the learning needs of gifted children.

Liz’s role counselling children of high ability and her concern about children’s social and emotional development, lead to her pursuing further study in 2010, at a professional entry level, at the University of Melbourne (Faculty of Medicine; Department of Psychiatry – Mindful). Liz completed Child, Adolescent and Family Therapies (C.A.F.T.) Development Psychiatries Course (DPC) and is a facilitator for Tuning into Kids ™ and Tuning in to Teens ™.

Liz now works privately as an education consultant. She advises parents about school matters and is an advocate for able children who have specific learning needs. Her experience in designing curricula allows her to provide advocacy for parents and children who need help navigating the complexities of school life - be it school selection; school readiness and/or appropriate learning strategies matched to a child’s ability.

Since 2014, and after completing further postgraduate study, Liz has been working as a parent educator, working closely with parents who wish to parent intentionally and in ways that optimize children’s emotional development. She now runs small group, interactive parent education workshops and seminars, in schools, privately and on an individual basis.

ABSTRACT

Gifted children need support to help them to understand themselves and to view their cognitive abilities and emotional intensities as strengths. Highly able children have a different lens on the world from the average child; they feel things more keenly; their sense of justice is heightened; everything seems intense and immediate.

How children learn to become emotionally competent is through being parented by parents who really ‘see’ their children’s inner subjective awareness (1); who can soothe in ways that are congruent with how the child is feeling; help the child to problem solve appropriately and thus help the child to become secure as a result.

The complexity of the gifted child’s emotional life is often misunderstood by teachers and schools as being indicative of immaturity or dysfunction. Neglect of emotional life may impact the child’s ability to develop optimally and may result in a lack of psychological well-being. In addition, if his/her affective and social characteristics are compromised it may impact the actualization of cognitive potential.

As well as programming for the cognitive needs of the gifted child, EI training should similarly be incorporated into the classroom curriculum

School-Based Support for Transforming Giftedness into Talents - Dr Leonie Kronborg

(part 2 of two presentations April 24 and May 22, 2024)

Date - Wednesday, May 22, 2024 at 7.30pm. (via Zoom)

Booking via this link: www.trybooking.com/CRIDC

Presenter: Leonie Kronborg, PhD. Adjunct Senior Lecturer, School of Educational Psychology and Counselling, Faculty of Education, Monash University.

Editor in Chief and co-editor of Gifted and Talented International, (2015-2023), the Journal of the World Council for Gifted and Talented Children. Author of more than 75 research outputs. Past Vice-President of the World Council for Gifted and Talented Children.

Abstract: This session will focus on what teachers need to know for providing for the educational needs of gifted students in schools. I will introduce teachers to the four pillars of school-based support for gifted students (Preckel, Vock & Olszewski-Kubilius, 2024); the importance of questioning, and an examination of teacher attitudes, teaching and learning perceptions, and understandings of highly able students in a study of selective high school students (Kronborg & Plunkett, 2013). Curriculum models in gifted education, and an examination of teaching and learning strategies found to be used by gifted students in a study of a Victorian extension program for gifted students will be shared (Kronborg & Plunkett, 2008). Individual education pathways, and strategies for differentiating curriculum for gifted students and a modified unit developed for secondary gifted students will be discussed.

The need for cognition and the potential role it can play in talent development

Date - Wednesday, May 8, 2024 at 7.30pm. (via Zoom)

Booking via www.trybooking.com/CRBWL

Presenter - Franzis Preckel, PhD., full Professor of Giftedness Research and Education in the Department of Psychology at Trier University, Germany.

Abstract: The construct of Need for Cognition reflects individual differences in the tendency to seek, engage in, and enjoy effortful cognitive activities. Need for Cognition has received increasing attention in educational psychology and giftedness research. It is positively related to cognitive variables and motivational constructs such as academic self-concept, interests, and academic achievement. Students with high Need for Cognition are motivated to exert cognitive effort, they are more attracted to cognitively challenging tasks than students with low Need for Cognition, and they tend to adopt a deep rather than a surface approach to learning. Need for Cognition thus explains interindividual differences in individuals' willingness to invest cognitive effort, and it is discussed as a general factor among various traits related to intellectual investment. Notably, Need for Cognition is largely independent of individual student characteristics such as gender, socioeconomic status, or immigrant background, which underscores the importance of Need for Cognition in educational research, especially with regard to diverse student populations. In my talk, I will present recent research on the role of Need for Cognition in academic learning and achievement, and discuss the potential role of Need for Cognition in understanding giftedness and talent development.

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Franzis Preckel is full Professor of Giftedness Research and Education in the Department of Psychology at Trier University in Germany. She earned her doctorate from the University of Münster and was Director of the Counselling Center for the Gifted and Talented at the Ludwig Maximilian University of Munich. Her research interests encompass psychological assessment, intelligence, giftedness, and talent development. Franzis has published her research in top ranked journals, including Psychological Bulletin or Perspectives on Psychological Science. She is author of the first German textbook about Giftedness and Talent, which in 2024 was also published in English together with Miriam Vock and Paula Olszewski-Kubilius. In 2017, Franzis received the path breaker award of the AERA special interest group on Research on Giftedness, Creativity, and Talent. In 2023, she received the International Award for Research of the World Council for Gifted and Talented Children.

Models and Frameworks for Developing Giftedness into Talents: Characteristics of Gifted Students Teachers Need to Know - Dr Leonie Kronborg

(There are two parts to this topic - Part 1 and Part 2 presentations April 24 and May 22, 2024. Book for both.)

Date: Wednesday, April 24, 7.30pm (via Zoom)

Booking via this link

Presenter: Leonie Kronborg, PhD. Adjunct Senior Lecturer, School of Educational Psychology and Counselling, Faculty of Education, Monash University.

Abstract: What teacher competencies are needed for teaching gifted students? What models and frameworks are key to developing giftedness into talents? What is intellectual giftedness? What are the characteristics of gifted students, which teachers need to know to provide relevant challenging curriculum that meets gifted students’ learning needs? What are the intellectual characteristics and implications for personality attributes teachers need to consider when teaching gifted students? These aspects will be presented in this Part 1 presentation that will lead onto the need for relevant school-based support, and curriculum differentiation for teaching gifted students.

Providing Safe Havens for Secondary Gifted Readers and Writers

Date - Wednesday, March 13th at 5.30pm. (via zoom)

Booking via this Trybooking link.

Presenter - Jullianne Brookman, M.Ed (gifted ed) – Head of Enhanced Learning, Luther College, Melbourne

Topic: Providing Safe Havens for Secondary Gifted Readers and Writers

Inspired by: F. Christopher Reynolds & Jane Piirto (2007) Honoring and Suffering the Thorn: Marking, Naming, and Eldering Depth Psychology II, Roeper Review, 29:5, 48-53, DOI: 10.1080/02783193.2007.11869225

“the notion of the thorn, or the calling, is the place where the student feels heat and flow, and the teacher should view the process of teaching as educare, as a drawing out of the student all of the ancient senses-marking, naming, and eldering.”

Passionate secondary school readers and writers are already engaged with their fellow wordsmiths online, they share their writing, they share their love of books with other likeminded young people all over the world, however, they often go undercover within schools. These students are not necessarily the ones who rate highly on our educational data, as they may not be fast under timed conditions. They often like to read and write slowly and deeply, as they enter other worlds that set fire to their imaginations. They often exhibit Dabrowski’s ‘overexcitabilities’ and present as ‘Introverted’ on Personality Tests. I began with ‘Metaphoric Writing Workshops’ where my mantra was ‘Time to Think, Time to Learn’. I would take students out of the timetabled curriculum for a day to immerse them in beautiful settings; these programs are not unusual in schools. What I did next was; I began to take these students on Writing Retreats, there began a most extraordinary experience where unexpected developmental behaviours began to emerge in highly gifted students. This presentation offers practical steps to create safe havens for passionate wordsmiths who are also insatiable readers.

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Jullianne has had a range of leadership positions over her 30 years as an educator. She has worked in all girl’s schools as a teacher of English and Humanities, a Year 7 Coordinator at Canterbury Girls' Secondary College and as the Advanced Learning Coordinator at Strathcona Girls Grammar School. She was the Head of Middle School at Yarra Valley Grammar and has spent seventeen years at Luther College as the Head of Enhanced Learning. She completed a Master of Education (Special Education and Gifted Education) at Monash University and has been a sessional teacher of ‘Language in Education’ for pre-teachers at The University of Melbourne in the Department of Language Literacy and Arts. She has also been an examiner of English and English Language. More recently, Jullianne has worked as an Educational Consultant to develop Enhanced Learning Centres in several schools. She has a particular interest in Gifted Education and (2e) Twice Exceptional students.

Title: Educational Neuroscience: What Does It Mean for Talent Development and Gifted Education Advocacy?

Date: Saturday, October 28, 2023, 11 am (AEST)

Zoom session

Presenter: Pamela R. Clinkenbeard, Ph.D. - Professor Emeritus of Educational Foundations

Univ. of Wisconsin-Whitewater, USA

Free for AGATEVic members and teachers of AGATEVic member schools.

Non members $10.

AGATEVic Professional Learning for Educators of the Gifted, Talented and Creative Students

Association for Gifted and Talented Education Victoria

Upcoming presentations

in 2025

Past presentations

Presentation : How to use the Maker Model to differentiate the curriculum for gifted students

Presentation : How to use Bloom’s taxonomy of educational objectives to differentiate the curriculum for gifted students

Panel Presentation : Current conceptions or definitions of giftedness: What are the similarities, differences and implications that could be considered?

Presentation: How do parents and teachers provide for the emotional well-being of the gifted child?

Presentation: Inquiry Learning for Gifted & Highly Able Students: Challenge, Creativity and Choice

Presentation: Gifted students on the autism spectrum: The importance of supportive educators

Presentation: What does the research say about stress and gifted or high-achieving students?

Presentation: What does the research say about stress and gifted or high-achieving students?

Panel discussion: Educating gifted and talented students from a successful experiential perspective

Presentation: Understanding the Misunderstood: Accelerating Gifted Students

Presentation: A teacher and parent’s perspective of the Victorian Student Excellence Program and Student Enrichment Program

Presentation: Identifying and assessing gifted students with high potential abilities for talent development

Presentation: The emotional well-being of the gifted child: The role of parents and teachers