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 2024

Wednesday, July 24, 7.30pm, 2024 on zoom : 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: www.trybooking.com/CTNKS

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.

As education bodies ramp up calls to embed explicit instruction, the presentation will discuss some positive implications for teachers’ domain knowledge and practice, to the benefit of advanced learners and inquiry approaches.

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

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.

Next session:

Wednesday, September 11 at 7.30pm on zoom. 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)

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.

Past presentations

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 - https://www.trybooking.com/CSFFF

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

(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

(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 2024

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