Friday 10th March at the Brisbane Convention and Exhibition Centre
Professor Tamra Stambaugh presents, Rigour, Not Rigor Mortis: Differentiating Instruction and Promoting Learning Progress for Gifted Learners.
Schools in Queensland are heavily engaged in discussions about the appropriate use of data to enhance learning for our students. Using NAPLAN, PAT-M & PAT-R and other standardised testing instruments, education leaders are asking important questions of teachers about the processes used in the classroom and the progress made by their students.
Using whole-school improvment agendas, teachers are using finely-honed data about individual students to inform content and pedagogy in the classroom. However, despite the availability of data, there still remains the issue of, "what is best practice for the gifted students in my classroom?"
How do I know the difference between a "B" grade student who is working to capacity and a "B" grade student who is an underperforming student in my classroom? - and what can I do about it?
Tamra will be demonstrating practices to examine classroom and whole school data and presenting strategies that support developing expertise and higher level thinking processes for our advanced learners.
Saturday - Session by Tamra Stambaugh
Focusing on what matters: An examination of effective programs and services for gifted learners
Whether you are a parent, administrator, or teacher you have a critical role to play in supporting gifted students' learning and development of their unique gifts. Research suggests that while gifted students may get good grades and even perform well on assessments, they may not make learning gains consistent with their same-aged peers. So, what is most effective in supporting gifted student development in and out of the classroom? What do effective programs and services look like? How do you know? In this session we will discuss what the research says about supporting the needs of gifted learners throughout their school years including essential components that matter the most. Research data as well as specific examples and models will be shared.
Saturday 11th March at the Brisbane Convention and Exhibition Centre
Keynote: Manoj Chandra Handa
Fostering Differentiated Learning for the Gifted Effective educators foster differentiated high performance learning among gifted students to ensure that they become confident and creative individuals, future leaders and entrepreneurs, and connected and holistic human beings. The research-informed Learner-centred Differentiated Learning Framework (Figure 1) forms the basis for fostering differentiated learning among gifted students. Learner-centred differentiation is about honouring each student’s learning needs, readiness, and interests. The framework includes making modifications to five dimensions of curriculum—learning outcomes (why gifted students learn), concept-based content (what gifted students learn), student-centred processes (how gifted students learn), authentic products (how gifted students demonstrate what they have learnt), and rich learning environment (where gifted students learn). The purpose of engaging with differentiated learning of the gifted will be examined in relation to their talent development, expertise development, and wisdom development. The transformative potential of engaging gifted students’ voices for pedagogical partnership with teachers, and building school innovation will be examined. Research and evidence-based, practical teaching strategies for educating gifted learners at whole school and classroom levels will be shared.
Worshop: Reversing Underachievement: Strategies for Achievement
The issue of underachievement as unrealised potential continues to remain a concern for educators and parents. Underachievement can limit gifted learners’ opportunities for long-term success and fulfilment. It can hamper the growth of society by sapping the reservoir of motivated and creative individuals. Why do some gifted learners thrive in facing new challenges and carving new pathways? Why do others exhibit low self esteem and remain unmotivated or uninterested?
In this session, we will discuss research-informed factors that lead to gifted students’ underachievement, including the influence of school environment, teacher behaviours, individual-level psychological factors, family or peer groups, and undiagnosed learning disabilities. In addition, the issue of underachievement as a predictor of dropouts will also be examined. Two research-based models for reversing underachievement will be discussed: Tri-Focal Model (Rimm, 2005), and Achievement Orientation Model (Siegle & McCoach, 2005). Practical strategies for achievement will be shared with the participants, including evidence-informed preventative and intervention measures to make learning more meaningful for gifted underachievers.
Conference Sessions Saturday
Registration – Boulevard level
Opening and Welcome
Keynote: Manoj Chandra Handa
Keynote: Fostering Differentiated Learning for the Gifted: Practical Approaches
Focusing on what matters: an examination of effective Programs and services for Gifted Learners
Play (and what else?) to nurture giftedness in the preschool years
Obstacles, distractors and hollow excuses: Why some of the so-called ‘research data’ may be doing more harm than good for some gifted students
Manoj Chandra Handa
Reversing Underachievement – strategies for Achievement
Unleashing the inner child: vibrant languages learning for gifted children in the early years
Raising Happiness: Interventions to Increase Happiness
Lunch - Chill Out meeting for interested parents
What about empowering ‘the teacher’ as learner to inform our teacher development processes?
Sharon Williams & Kiel Weigel
Solid Pathways and Indigenous Student Ambassador Network - Supporting High Performing Aboriginal and Torres Strait Islander Students
Re-Thinking Success at School: A Wry Survival Guide
Challenging the gifted student in Science: Enhancing learning and engagement
Creativity: Can everything that counts be counted?
Looking for IMPACT? Innovative online programs for gifted students
Closing and QAGTC meeting