The
Eight State conference of the:
Queensland
Association for Gifted and Talented Children
March 14 -15 1998
Parents, teachers, lecturers and administrators concerned for the welfare
of children with gifts and talents have come together to demonstrate an
infinite capacity to deal constantly with a range of issues, including
the many myths and legends surrounding these children and their education.
We need to revisit our beliefs, reflect on our practices at home and at
school, and call upon the past and present to lead us into a better future
in gifted education.
Conference Venue 
The Eight State Conference of the Queensland Association for Gifted and
Talented Children Inc will convene at the Kelvin Grove Campus of QUT.
QUT has a long history of involvement in Queensland education. The former
Queensland Institute of Technology (est. 1965) became a university (QUT)
in 1989. Brisbane College of Advanced Education (BCAE) amalgamated with
QUT in 1990, and today the multi-campus university offers one of the widest
selections of courses in Australia. Although a relatively new university,
QUT's origins go back to the beginning of technical and teacher education
in Queensland when the Brisbane School of Arts was established in 1849.
QUT’s Faculty of Education located at the Kelvin Grove campus has over
5000 students studying in full-time, part-time and external modes.
Conference Organising Committee
Vivien Challton,
Conference administration officer
QAGTC
Judith Hewton,
Senior Education Officer,
Gifted and Talented Education
Education Queensland
Dr Jim Watters,
Assistant Director Centre for Mathematics and Science
Education
Faculty of Education, QUT
Pat Burgess
President
QAGTC
For further information about QAGTC contact:
Email: The Secretary
QAGTC,
URL: http://www.qagtc.org.au
Abstracts
George Betts Reflections
of the past, visions of the future
A time of reflection. What have I learned? Who are the
people who have touched my life and what have I given to others? What is
education and what should it be for our children and youth? This presentation
shares the journey of understanding self and the world we live in. The
keynote addresses issues of becoming a life-long learner, understanding
the social, emotional and cognitive growth of our children and youth, identification
of the importance of a positive climate for learning, and six essential
areas of life-long learning and personal growth. These issues contribute
to the goal of becoming autonomous learners.
Geoff Bishop
The
Magic of Words
This workshop will deal with the importance of language,
especially literary language, in challenging and extending children. A
selection of literary magazines produced by children and their teachers
will be displayed. The question of "getting boys to write" will be discussed.
It will examine the role of language in creative and critical thinking
and writing and will explore some practical classroom techniques. It will
introduce the principles of semiotic and analysis of written and visual
texts.
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Sonja Brown, Lydia Balzat,
Cameron Hall and Geremy Davey.
The
voices of gifted children
This presentation is from four highly able children who reflect
on their experiences in and outside school. Their successes, their frustrations,
their counsel contain important messages for the way we, professional educators,
parents and administrators, provide the support that children like these
need.
Tony BurtonAttention
deficit hyperactivity disorder (ADHD): Implications for diagnosis and treatment
in the gifted population.
ADHD is a commonly diagnosed problem in the population today.
The diagnosis and treatment have been the centre of a debate between medical
practitioners, psychologists, parents, teachers and the community in general.
Is this problem being over-diagnosed and over-treated and what are the
long term implications of this? This debate has particular relevance for
the gifted population, which appears to have some general characteristics,
which mirror the ADHD group. Do we need to manage the giftedness appropriately
before we make an attempt to diagnose and treat ADHD in his population.
What are the best options for treatment.
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Tony Burton Panel Discussion
This symposium will involve a short presentation by each
member of a panel of counsellors and psychologists concerning needs of
gifted children. Questions and interactive discussion will be encouraged.
The session will be of particular value to parents however teachers and
others will find the issues important.
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Cherrie Cran, Ross
Hall, and Pat BurgessTo
be a parent!
Parent observations of the social and emotional effects
of acceleration, including early entry, and non-identification of gifted
children.
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Gayle DallastonTimes
change and we with time: A school for the future.
Society is changing, the way people work and live is changing,
but are the schools really changing? Much of the rhetoric in the gifted
and talented schemes, the behaviour management programs, and even the integration
of computer technology into the curriculum sounds promising on the surface.
But how much of the gifted and talented provision is just putting new wallpaper
to cover the walls of an out-dated structure? How much of the new behaviour
management policies and programs are simply new strategies to glue together
a crumbling power base? How much of the potential of computer technology
as it is squeezed into pre-existing models of education? The difficulties
of our gifted students in schools are not unique to them, but as highly
sensitive critical thinkers they are the barometers within our schools.
This workshop will describe what we have tried to do this year (1998) with
our Internet school group. We have not tried to change the world, just
find a way too help our children prepare for it. Our aim is to open the
doors that school should open - to work, further education and meetings
with intellectual peers - using what we can of the existing education system.
We will explore issues of accreditation using existing BSSS external examinations
system. We will discuss curriculum and relate how discussion debate and
the cross-fertilisation of minds can be achieved using the internet with
WWW pages, listservers for discussion groups, Internet Relay Chat and e-mail
to reach children anywhere supplemented by regular non-compulsory meetings.
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Carmel M Diezmann & James
J Watters Developing Giftedness by Teaching
Thinking Skills Effectively
Although thinking is the most fundamental of human skills,
it is fallacious to assume that gifted students are automatically good
thinkers. Gifted students are often identified by "what they know" in a
particular domain. However as a goal of educating gifted students is to
assist them to become autonomous learners, it is more appropriate to focus
on "how gifted students know" and their degree of autonomy in this process.
If gifted students know something because they have read about it or heard
about it, they are constrained to accumulating knowledge because
they are dependent on others to produce the knowledge. Optimally, however
gifted students should be producing knowledge through the interaction
between ideas. The production of knowledge requires not only a knowledge
base to think about, but thinking skills and an understanding of the reasoning
genre within a particular domain. For example, argumentation is inherent
in knowledge production in science. Although it has become increasingly
popular to teach generic thinking skills, these skills should not be viewed
as an end in themselves. Congruent with the goal of developing autonomy
in learning, the teaching of thinking skills should be viewed as the means
to achieving this goal. Furthermore, because ways of thinking are particular
to a domain, thinking skills need to be applied in context. This paper
discusses how to teach thinking skills effectively to help gifted students
become autonomous learners in particular domains, and provides examples
of the enhancement of thinking skills in even young children.
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Rick DuguidThe
gifted in the alien years: Why do we lose some of the most able students
from ages 10 to 15?
This workshop will identify some of the perceptions of students,
teachers and parents in regard to the school learning environment to establish
the current situation. By using Gardner’s multiple intelligences, types
of provision in the classroom will be identified. A list of characteristics
of young adolescents will then be used as a basis for establishing associated
needs. A range of strategies will be examined to address the problem of
underachieving gifted students in both the school and home situation. This
workshop would be of interest to both parents and teachers of gifted children,
particularly of those who have the ability to do well in school but are
failing to do so.
Rick DuguidGATE
Way – Twelve months on: A panel discussion
This mini symposium will offer a practical curriculum model
for investigation as a means to provide curriculum that is inclusive of
all students, while simultaneously allowing the process of identification
of gifted and talented students for targeted activities. Four Queensland
schools have undertaken the journey to become GATE Ways to excellence in
schooling. Schools will tell stories of their journeys with this curriculum
model. The journey has traced the path of supported change in teacher practices
and attitudes. The learning has been contextual, ongoing, reflective, social
and based on problem solving of real issues. These stories include the
process involved with creating changes in school and community members
and the effects these changes have had on students, teachers and the community.
The project officer and four focus school representatives will field questions
and invite discussion from the audience. This session would be most beneficial
to those who are interested in setting up a cohesive, inclusive approach
to gifted education at both primary and secondary levels.
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Paule Eckhaus
Constant
dropping wears away a stone: Valuing and educating the gifted child.
Gifted children are highly sensitive and responsive to the
attitudes of others. In the school environment teacher and student relationships
impact fully on the child’s perception of themselves as worthwhile as well
as on their view of themselves as a learner. Consequently, many of the
relationships in which gifted children engage have a potential to become
emotionally abusive. Teachers need to be vigilant about the subtlety of
their views such as "cream will always rise to the top" and the extent
to which they believe that children need to manage school issues such as
bullying. This paper identifies some psychological issues of gifted children
and their impact on teacher-student relationships and learning outcomes.
Since "constant dropping wears away the stone" it is necessary to examine
reasons for school difficulties and not to consider them a natural fact
of life. Steps for identification and amelioration are identified.
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Eric Frangenheim
Good
is the enemy of the best - good is the enemy of best thinking.
This workshop explores underachievement - a national tragedy.
It is argued that at least two reasons contribute to underachievement.
The first is that in an age of immediate gratification and instant action,
many learners do not bother to fully understand the question or the cognitive
demand. The second is that many students do not possess appropriate tools
to think at higher levels. The result is the overuse of "GOOD" in response
to most questions. In this workshop material from the revised version of
the book Reflections in classroom thinking strategies will be presented.
Whether gifted children are born or made, they are far more empowered when
they have appropriate thinking strategies allowing them to cope with different
cognitive demands, so they no longer say "GOOD" and murder conversation
in a way that Macbeth dispensed with sleep.
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Vicki R FransonTraits
and characteristics of eminent gifted women and their lessons to us today:
"A woman is like a teabag. You never know how strong she is until she gets
into hot water" - Eleanor Roosevelt.
Using Francoys Gagné’s latest model of giftedness
and talent, we will take a look at the characteristics and traits that
eminent gifted women hold in common. We will attempt to key into the messages
to us today and for our young gifted population. Focusing on eminent gifted
women with international standing, we will first look at their gifts, have
a short look at their developed talents and spend some time exploring the
intra personal and environmental catalysts at work in their lives. We will
try to pinpoint at least one example during the developmental process that
demonstrates to us a characteristic that may define future outcomes pointing
to eminence. Lastly, with apologies to the many unmentioned, we will attempt
to distil those overall lessons in the lives of these few eminent women
for us today.
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Ian Ginns
Gifted
children and astronomy: The importance of parental involvement
In this workshop we will investigate gifted children’s
understandings of the concepts of new and full moon, lunar motion, and
the relative positions of the sun, earth and moon at various times during
the lunar cycle. In addition, gifted children’s understandings of the concepts
of day/night and seasons, as they pertain to the planet Mars, will be investigated.
Evidence of a variety of children's ideas about these concepts will be
tabled and interpretations derived via audience involvement. Findings from
research conducted into children’s understandings of relevant space science
concepts will be presented for comparison purposes. Ways of assisting children
to construct understandings that are in accord with accepted scientific
understandings will be discussed. The important role of parental involvement
in this process will be examined.
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Miraca Gross "The
love that dare not speak its name": Gifted children and the love of learning.
Australian research has found that both Australian adolescents
and Australian teachers prefer average ability students who display ability
and interest in sport to students who are academically gifted. Many gifted
young people, aware of this, learn to seek teacher and peer approval by
pretending an interest in sport, when in reality, sport and athletics hold
little appeal for them. Ironically, children who possess both athletic
and
intellectual aptitude feel constrained to moderate their academic achievement,
while their teachers encourage them to develop their sporting potential
to the fullest!
This session will explore the "masking" techniques used
by academically gifted children to camouflage both their gifts and their
passionate love of learning, and will examine the effects of this ongoing
concealment on the students’ social and emotional development.
Oscar Wilde, applauded for his socially accepted talents
as a playwright but ostracised for the homosexuality that was part of his
private identity, called homosexual love "the love that dare not speak
its name". Has the love of learning, in Australia, become the love that
dare not show its face?
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Margaret Hale The Gifted
English program for Years 8 & 9 at St Peters, Lutheran College, Brisbane.
Labour to keep alive in your breast that little spark of celestial fire
called conscience (George Washington)
Initial talks with the Year 8 and Year 9 Heads of English
about a designed program, that could support the current curriculum, led
to the introduction of the Gifted English Program for years 8 and 9, at
SPLC 1997. Students were selected by the Gifted Teacher, for the Gifted
English Program from their OLSAT Verbal test scores. Over 70 students were
selected and invited to join the program from 16, Year 8 and 9, English
classes. Nine lesson sessions were used. Class sizes ranged from 2 to 13.
At times students from 4 different classes attended the tutorial at the
same time. Students came to the Program for one session per week. The teaching
sessions were based on a Tutorial System, which supported the Year 8 and
9 English Curriculum, and the needs of Gifted Learners. Students at the
highest tested levels have different learning needs from the above average
and average students. These three needs are described by Van Tassel-Baska
as: (1) the capacity to learn at a faster rate, (2) the capacity to find,
solve and act on problems, and (3) the capacity to manipulate abstract
ideas and make connections more easily. Research into the provision of
the tailored program for these Gifted English students have shown that
he program was highly valued by the students for a number of reasons.
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Lester Hardwick Strategic
thinking as a key component for individual and organisational success.
People tend to fall into one of these three groups: - First
some
make things happen for themselves and others no matter what their field
of endeavour. They are the small group of successful people who stand out
in society. They are proactive in their behaviour; break new ground and
take advantage of new opportunities. On the other hand,
some wait for
things to happen. This largest group waits to be told what to do, how
and when to do it. They are reactive and follow. Then some wonder what
happened. This is the small group of people who for various reasons
find the world too complex and are generally inactive in their behaviour.
They need caring for. We now live in times where change is discontinuous,
multidirectional and chaotic and where proactive behaviour is favoured.
What gives people who act proactively their drive? All people are born
with the drive to be successful. Language begins to evolve and with it
a particular thougth pattern emerges. This is the interrogative or question
pattern. The pattern has been given a symbol from the Latin form of "Q"
which begins the word quareo meaning "I ask or seek". This particular
tool allows the person to explore beyond their immediate environment to
other times and places. It also enables them to abstractly manipulate their
total environment. Questions are like the bulldozers of the brain. They
are the tools through which people create and maintain new learning pathways.
The Question is our primary tool for success as a species.
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Judith Hewton"A
Chain is only as strong as its weakest link." Making the most of Multiple
Intelligences: Music and movement as vital links in the MI chain.
The aim of his workshop is to demonstrate the potential of
the least utilised of Gardner’s seven intelligences (the musical and the
bodily-kinesthetic) for enhancing learning and for engaging all of the
other intelligences. Howard Gardner, pioneer of contemporary understanding
of multiple intelligences, identified musical intelligence as the second,
and bodily-kinesthetic as the fifth of seven intelligences in his seminal
text Frames of Mind (1983). Gardner views intelligence as distributed
over a range of abilities. His intelligences are: linguistic, musical,
logical-mathematical, spatial, bodily-kinesthetic, intrapersonal and interpersonal.
His recent study has led him to the addition of an eight, the naturalist,
and to consider a ninth, the existential. In the past decade many educators
have build upon Gardner’s work, including Lazear (1990), Armstrong (1991)
and Queenslanders Wood and Jorgensen (1994) who have translated the intelligences
into classroom practice, including assessment. Knowing about the intelligences
is one thing, making good use of them in educational terms is the test
for educators. None of the intelligences work in isolation, they are linked
into a chain that makes up our thoughts and actions. I believe we need
to make conscious the connections among the different intelligences and
for that I use music as a medium. More than any of the other intelligences
I find that music offers opportunities for fully utilising and exploiting
the interrelatedness of the intelligences. Come and be prepared to make
music! (Current low achievement levels are no bar to participation). Remember
"All glory comes from daring to begin" (Eugene Ware.)
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Alison Hutchinson
and
Anne StubbingtonFuture
Problem Solving Program
Future Problem Solving is an excellent world-wide thinking
skills program stressing interdisciplinary studies. It is now well established
in Queensland and last year 10 schools competed in the National Finals.
The workshop will open up the riches of the program, its methods, its benefits
and applications in primary and secondary classrooms or as a withdrawal
program for gifted and talented. It is suitable at all school levels.
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Michele Juratowitch
No
crime’s so great as daring to excel (Charles Churchill 1763)
Adolescence is characterised by developmental changes, exhibited
in particular by a strong need to "belong" and risk-taking behaviour. Sometimes
the need to belong drives the adolescent to take greater risks than parents,
teachers and the general community find acceptable. Risk-taking behaviour
enables adolescents to develop certain skills. They learn to set goals
overcome challenges, obtain a sense of achievement, enhance their self-esteem
and gain status and acceptance within their peer group. This is a powerful
and addictive package - no wonder they keep taking risks! Researchers and
practitioners examining the causes of underachievement in gifted students
have found that the need to "belong" is a significant drive in underachievement.
Some gifted students will deliberately underachieve in order to gain the
acceptance of those around them (who may be chronological, rather than
intellectual peers). When one is different from the group, maintaining
social acceptance becomes a constant tension and absorbs most of the individual’s
energies. The willingness to take risks, especially academic risks, which
may distance one from the group, is sublimated to the primary drive to
belong. Underachieving students are unwilling to risk-take and they fail
to develop the critical skills associated with such activity. Skill deficits
and lowered self-esteem perpetuate the need to belong. This presentation
will examine the causes of underachievement and explore the role of parents
and teachers in promoting academic risk-taking and achievement among gifted
students so they will dare to excel.
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Irena Kirpichnikova
Brain
gym: Have fun balancing the gifted child!
In this workshop the participants will have fun learning
a number of ways to draw out the full potential of the Gifted Child and
also assist themselves in being able to understand and work with them.
Brain Gym is a program of exercises and processes, which switch the whole
brain and body on for learning and living. It awakens our whole system
so it can function well. We are not just a brain! Nor do we think, remember
and function with and from our brain alone. We are a whole system like
a computer and if our wiring is incorrect then certain functions are either
difficult and sometimes not possible. By rewiring our brain and body circuitry
and waking up some of those brain/body cell we can achieve anything we
like. It makes sense!
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Libby
Lee Gifted and talented girls: A waste of talent or talent wasting
away?
In recent times, it has been noted in the media that girls
in Australian schools are outperforming boys academically. These headlines
would have us believe that boys are seriously disadvantaged by the affirmative
action taken over the last decade to improve girls’ participation in post
compulsory education and in male dominated careers. This paper seeks to
challenge this view, upholding the notion that gifted girls experience
a restricted range of opportunities to fulfil their potential. The fact
that many girls out-perform boys in tertiary entrance exams disguises the
fact that gifted girls continue to choose "traditional careers". It is
argued here that these choices are the product of values instilled in early
childhood and reinforced throughout childhood and adolescence. Further,
this paper argues that gifted and talented girls are constantly confronted
with a conflict between their femininity and their intellectual ability.
This paper will discuss the significance of early childhood experiences
and adolescent years. The role of teachers’ perceptions of giftedness and
the impact of this on gifted girls will be discussed. The paper will examine
some of the factors contributing to the situation and offer suggested strategies
for parents and teachers to open pathways for gifted and talented girls
to realise their potential.
Robyn LuttrellFootprints
in the sands of time are not made by sitting down: Utilising people power
in gifted education
This workshop will be in two parts. The first part is about
the evolution of one parent’s role in developing school-based programs
and experiences for gifted students. The second part of the workshop will
encourage participants to explore: (a) their own potential as mentors,
(b) ways they can be instrumental in establishing and developing programs,
which accommodate a student’s particular abilities and enhance their performance,
and (c) ways they can support and extend existing programs within a school.
Teachers as well as parents are welcome at this session.
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Marion
Mackenzie
A trouble shared ... A parent forum
This forum is an opportunity for parents to share their concerns
about the social, emotional and educational well being of their children.
A panel of QAGTC volunteer counsellors will lead the discussion. Teachers
are also welcome.
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Jan MacksStrategies
that work for primary school gifted and talented students
As a classroom teacher of an Opportunity Class for gifted
and talented students for the past four years, I have been able to explore
ways of meeting the needs of gifted children. This interactive workshop
will demonstrate practical hands-on strategies that have proven to be extremely
successful in my classroom. In the past we have been told what strategies
to use, but never actually how to teach them. In this workshop, strategies
will be discussed, but most importantly how to implement them will be demonstrated.
Plus other ideas, suitable competitions, portfolios, and some units of
work will be shown. Relevant handouts will be available.
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Marilyn McMeniman Sustaining
the curious and imaginative mind Saturday
"There’s a lot of teaching going on here and not much learning"
¾
handing control to the learner to sustain the curious and imaginative mind.
Increasingly, educators are concerned with the importance
of student acquisition of "skills of the future" – "thinking in the future
tense, developing disciplined and sympathetic imaginations, going beyond
current ways of doing things and retaining curiosity in learning". Why
is it, then, that some of our most gifted students lose their thirst for
learning? What are the attributes of teachers and learning settings that
are most responsive to students’ retaining curiosity in learning? Is a
hallmark of effective teaching the level of curiosity the student retains
at the end of a course? Is student control of learning the key to the development
of disciplined and sympathetic imaginations, and the key to the sustaining
of curious lifelong learners?
Lyne Megarrity
Learning
needs of the gifted
An assumption exists that gifted students have "universal"
learning needs. If specific strategies can be put into place, learning
needs will be catered for. This is true to a degree, but there are many
groups of gifted students whose learning needs require a variety of strategies
to help nurture their gifts. This workshop encourages participants to investigate
a number of these strategies and plan to fit them with teacher learning
styles.
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Lesley PratchettIdentifying
and developing potential across the school.
By instigating the Road Less Travelled Program, Lesley aimed
to identify and show-case non-traditional talents, leading to increased
self-esteem and outcomes amongst underachievers. Transferring this approach
to Year 9 Science curriculum writing, Lesley has aimed to increase constructivism.
While self-esteem has benefited, Lesley is concerned that the traditional
approach to "whole school" exams still impacts on the achievements of students
whose literacy and numeracy skills are below average. This workshop will
explore options for relevant inclusive assessment.
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Paul RichardsTown
high fliers: A curriculum enrichment course in science and mathematics
for more academically able secondary school students.
Project High Flier is a community-operated Science curriculum
enrichment course for the more academically able students. The students
work at school after normal school hours to acquire skills specified by
the operators, and then assist the operators in their daily work. The work
is carried out in term-based units, with all students moving as a group
from unit to unit. The students are drawn from Years 9, 10 and 11, and
therefore are from late 13 years-old to early 16 years-old. The crux of
the course is that the students work at science and mathematics with people
who use their knowledge of these areas in their daily life. This replaces
the usual extension exercises set by schools. Students from Years 9, 10
and 11 are selected from teachers’ recommendations and from the results
of national science and mathematics competitions. These students are then
required to adhere to fairly rigorous conditions of entry. The students
are vertically grouped, so that each of the three groups of approximately
15 students includes Year 9, 10 and 11 students. This is in line with the
school philosophy, and is intended to encourage the students to turn to
one another for help. Each group as a whole moves through a series of one-term
courses, with the work being carried out after school for one or two hours
a week. Each course’s initial requirements are set by the operator, and
the school brings the students to these standards. They are then passed
to the operator who spends the rest of the term working with the students
at his or her daily tasks. The time of this work is set by agreement among
the students, the student’s parents, and the operator. Recently, the groups
have begun to establish electronic links with several schools in the UK.
This represents what is hoped is one of the strengths of the course, in
that the students are developing independently of the school.
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Jennifer RiggsKila
ndege naruka na mibao yake - Every bird flies with its own wings.(Swahili
proverb)
Every child has a right to soar to its own potential; every
child must fly with its own wings or not at all. Sadly, the very differences
that add up to giftedness can add up to trouble for the Gifted Learning
disabled, who (like Einstein before them) can be so good at the hard bits
and so bad at the easy bits. Practical strategies based on research into
learning styles, multiple intelligences and neuro-linguistics provide the
flight plan. Parents and teachers provide the support. Children provide
their own energy! The nature of children is to learn, just as the nature
of birds is to fly. But the Strasburg goose or the battery chook will never
get off the ground; it has been their fate to be force-fed (oh so efficiently!)
The Gifted Learning disabled are birds of quite a different feather. Instead
of an overload of information that they can scarcely process, they need
finely focused skills to minimise their weaknesses and exercise their strengths.
They need the confidence of capability. We all need to apply effort where
it will do most good. This workshop aims to give parents and primary and
secondary teachers clues to learning frameworks, metacognitive strategies
and embedded thinking sills, to be shared and exercised, rather than imposed.
Finely focused strategies make fine programs. Fine feathers make fine birds.
These birds can be helped to fly far and fast on their own wings.
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Ros Roodveldt
No more add ons
David Lazear, author of Seven Ways of Teaching, says
that the good news about teaching with multiple intelligences is that it
is not an "add on" to an already overfilled curricula. More good news is
that it broadens the notion of giftedness. But the bad news is that, if
approached in an unstructured fashion, it may have very little relevance
for gifted students. To overcome this problem, learning experiences within
the various intelligences need to be ranked in a hierarchy, according to
Bloom, to ensure that advanced thinking skills are built into the lesson
or unit of work. Carolyn Coil is also aware of the problem. In the introduction
to her book, Tools for teaching and learning in the integrated classroom,
Carolyn
states that, during her travels around the world, she noticed new theories,
ideas and buzz words, which have the potential to change the whole face
of education, but also were overwhelming educators. Therefore, she developed
a tool, and individualised lesson/unit plan that integrates many good teaching
practices. The aim of this workshop for primary and secondary educators
is to integrate the ideas of Gardner, Bloom and Coil, and thus consolidate
work already being taught in the classroom. Participants will work in groups
to develop an MI/Bloom matrix as a basis for further application, and design
a lesson/unit using Coil’s worksheet.
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Tony Ryan
The passion of lifelong learning
One of the greatest supports they you can offer a gifted
child (or adult) is to demonstrate to them your own love of learning and
living. Genuine and purposeful learning is best facilitated by parents
and teachers who role-model their own passion for new discoveries throughout
life. In this spirited workshop session, you will be offered many practical
strategies for becoming a life-long learner who seeks inspiration in everything
that you do. These ideas will be applicable to the classroom, to the home
and to everyday living and learning. The strategies will focus on Issues
such as: (a) the full acceptance of your own gifts and talents, (b) the
need for a driving passion in your learning, and (c) the capacity to live
fully in the present moment.
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Greg Smith, Sandra
Lummis
and Karen HarrisonBirds
of a feather: A three school G & T cluster 1996/1997.
This paper will survey the Why? What? How? When? Of the content
and progress of a cluster model operating successfully in 1996 and 1997
in central Brisbane. Learning together in a continuous program, gifted
children can strengthen self-esteem, communicate as their gifted selves,
enjoy challenges and in a secure atmosphere learn to take risks. This interactive
presentation shows a working curriculum model serving gifted and talented.
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Brian Start The wrong agenda?
Those interested in intellectual development never cease
to be amazed by society’s opposition to this domain while favouring it
in every other area of human potential. It is not rational but some one
once said that you could be too logical as to be unreasonable. Another
has pointed out that when the facts conflict with the theory and the facts
are discarded, then there is no point in collecting further facts as they
are irrelevant. Instead, one should discover the covert rather than the
overt agenda. Opposition to these children transcends the data so it must
have a covert agenda. What is it? In Australia opposition has been active
for fifty years. As each claim is rebutted another one is spawned. Why
do we assume that it is only the negative stone, which is worn away by
the drip of "righteousness"? Opposition does not come from the intellectually
limited but from those who are intellectually able but still oppose those
with the highest intellectual potential. Those close to the best compete
with them either by becoming superior or by denying them the environment
to develop fully. Stephen Wiseman once said that first class men appoint
first class men – second class men appoint third class men. " Time changes
and we with time" is very much along the Darwinian principles through he
was theorising over thousands and millions of years. However, no longer
is evolution based on the fitting of an entity to the physical environment.
Dawkin (not Dawkins!) postulates another environment, with a big bang much
more recent than that of the physical universe. Is that the covert agenda
driving the able but not the most able to limit if not oppose the development
of children of high intellectual potential?
Reading H. G. Wells, "In the land of the blind", "The
chrysalids" and John Dawkin "The selfish gene."
Joan Trueman
and Pine Rivers SHS students Let’s listen to the students
Education Queensland’s own policy document states that "gifted students
in school form a group which is only adequately provided for when the curriculum
is inclusive of their needs." So what is missing? What else do we need
to do to address the needs of gifted students on whose shoulders we will
be placing the burden of leadership, innovation, and problem solving? Lets
listen to the students. In this workshop, students from Pine Rivers High
School will discuss their STEP AHEAD Programme (Study and Thinking Enrichment
Programme), which has been specifically designed for gifted and talented
students in years 8 to 10. This programme complements the curriculum by
providing opportunities for gifted students to interact in a supportive
environment, and to participate in a range of activities and projects promoting
self-esteem, group working skills, leadership and higher order thinking.
Among them have been the opportunity to work with a Youth Artist in Residence
on political poster making, which taught them the importance of metaphor,
symbolism and suggestion; the design and presentation of a Powerpoint display
to promote their own Social Science department; and participation in the
inaugural International Student Project, a six month Internet based research/problem-solving
project involving over two hundred students around the world, and culminating
in an international conference for students held in Melbourne in August
1997. Students enjoy STEP AHEAD, and have learned a great deal about themselves,
each other, and the world onto which they are about to make their marks.
So come and listen to the students who would like to share their experiences
and thoughts about schooling, ant the ability of schools to prepare them
for the future.
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Michelle Wollaston
& Sandy Wydell Meeting
the needs of the work program while catering for student interests
Initial GATE Way inservice at Mackay North S.H.S. involved teachers in
activities based on Gardner’s multiple intelligences and the higher levels
of Bloom’s taxonomy. Eager to transfer their experiences to classroom practice,
Michelle and Sandy planned collaboratively to "cash in" on students’ immersion
in the genre of television. Their presentation will involve an overview
of the planning process, implementation, student outcomes and program evaluation.
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Beth Wood
and Glenda JorgensenFrom
me to we
This practical "hands-on" interactive workshop will focus
on both the intrapersonal and interpersonal intelligences and the importance
of these in developing values. Participants will be involved in a range
of activities that they will be able to begin implementing on Monday morning.
These will include developing a greater awareness of self as a way of understanding
others; highlighting the importance of values in the new millennium for
the gifted and talented and indeed, for all children, adds a new dimension
to multiple intelligences.
Addresses
of Presenters
Betts, George T (Professor)
University of Northern Colorado
Greeley, CO 80639, USA
Ph +1 970 351 1657 (w)
Ph +1 970 353 5479 (h)
Email: alpspubl@aol.com
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Bishop, Geoff
Thinking Leaning Communication Pty Ltd,
PO Box 71F
Freshwater Q4870
Ph 070 551 425
Fax 070 551 679
Email: bishop@iig.com.au.
Geoff Bishop runs "Thinking Learning Communicating", a
small consultancy business in Cairns. Over the past 20 years he has taught
primary, secondary, TAFE and University groups. He has worked as a Regional
Language consultant and has delivered training sessions to local government
groups. He has also conducted Writers’ Workshops and Thinkfests for Gifted
and Talented Children.
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Burgess, Pat
28 Richmond St
Chelmer 4068
07 3379-1318
Pat Burgess is an ex-Maths-Science teacher, who also tutored
Vet Students at the University of Queensland for 10 years in Genetics,
Biometrics and Nutrition. She had four gifted children (sons), who are
now gifted adults, and endured many problems along the way. She has been
the president of QAGTC since August 1996.
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Burton, Tony
PO Box 4007
St Lucia South 4067.
Fax 07 3871 3211
Tony Burton is a psychologist and co-ordinator of the
MEd (School Guidance & Counselling) course at QUT. He was foundation
president of the QAGTC and has worked extensively with gifted children
and their families and schools since 1978. He has a particular interest
in the area of social and emotional adjustment of the gifted.
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Cran, Cherrie
866 Kingston Road
Waterford West 4133
Ph 3805 8334
Cherrie Cran is a self-employed business analyst. She
is a single parent with two children. Both of her children show signs of
being gifted. Last year (1997) she sought early entry for her daughter.
She was one of the parents who was instrumental in having the system allow
for children born after 31 December but who are ready for school before
most others would be. Now all parents of children like hers have an avenue
to apply for early entry. In her endeavour to get Sinead (her daughter)
into school, she received considerable support from QAGTC, who also helped
her to recognise that there was more to her son’s behavioural problem than
would seem apparent. As a result oft these experiences she has become active
in attempting to help other parents who may be having problems with identification
and difficulties in dealing with a un-supportive school system.
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Dallaston, Gayle
14 Gloucester Crescent
Bray Park 4500
Ph 3205 4709
Fax 3889 6881
Email: en319886@student.uq.edu.au
Gayle Dallaston is the parent of highly gifted children,
and Internet consultant with 20 years of computing experience and is studying
Communications and Cultural studies at the University of Queensland. She
is a published writer and member of the Australian Society of Authors.
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Diezmann, Carmel
School of Early Childhood
Faculty of Education, QUT
Locked Bag # 2 Red Hill 4059
Ph 07 3864 3803
Email: c.diezmann@qut.edu.au
Carmel Diezmann is an associate lecturer in the School
of Early Childhood at QUT. She has had extensive experience over a number
of years with the provision of enrichment for gifted children especially
through the Enrichment Network for the Very Young (ENVY) programme operated
at QUT. She has a special interest in mathematics and science education
and has published extensively in this area. She also has a strong interest
in teacher education and has been involved in the provision of professional
development in mathematics, science and gifted education nationally and
internationally.
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Duguid, Rick
GATE Way Project Officer
Education Queensland
PO Box 33
Brisbane Albert Street 4002
Ph 07 3237 9657.
Rick is a GATE Way Project officer. She has had an interest
in gifted and talented since 1980. During that time she has been an advocate
for gifted and talented children and adults, working in schools and the
community through her teaching and as a foundational volunteer parent counsellor
for QAGTC. This advocacy continues with her work with GATE Way, which is
a State initiative to provide quality gifted educational opportunities
for students in Queensland schools.
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Eckhaus, Paule
Skills Education Centre
PO Box 10, Armadale North
Vic 3143
Ph 03 9804 3700
Paule Eckhaus is a psychologist and director of the Skills Education
Centre in Victoria.
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Frangenheim, Eric
Rodin Educational Consultancy,
PO Box 3369
Loganholme 4129
Ph 07 3806 2999
Fax 07 3806 2888
Email: ericf@gil.com.au
Eric Frangenheim conducts professional development in
schools throughout Queensland and other parts of Australia, concentrating
on the infusion of appropriate thinking strategies into the daily curriculum
through demonstrations and team teaching with teachers. He runs vacation
schools and is the author of Reflections of classroom thinking strategies.
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Franson, Vicki
60 Gem Road
Kenmore 4069
Ph 07 3378 3286
Vicki Franson has been a classroom educator most of her
career, having a Bachelor’s degree in Elementary Education and a Master’s
in Special Education of Gifted and Talented. She is currently working for
Education Queensland as a GATE Way Project Officer for Gifted and
Talented.
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Ginns, Ian
Centre for Maths and Science Education
Faculty of Education, QUT
Locked Bag # 2 Red Hill 4059
Ph 07 3864 3339
Fax 07 3864 3895
Email: i.ginns@qut.edu.au
Ian has been a senior lecturer in science education for
approximately 25 years. He is interested in children’s understandings of
space science concepts and how we can assist children to construct more
scientifically acceptable meanings for these concepts.
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Gross, Miraca
Associate Professor of Gifted Education
School of Education Studies
The University of New South Wales
Fax +61 2 9385 5770
Ph +61 2 9385 4903
Email: m.gross@unsw.edu.au
Miraca Gross is one of Australia’s leading researchers in Gifted Education.
She is director of GERRIC - Gifted Education Research, Resources and Information
Centre at the University of New South Wales..
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Hale, Margaret
Apartment 39
72 Sandford St.
St Lucia, 4067
Ph (H) 3871 1514
Fax (H) 3871 1516
Email: halem@b022.aone.net.au
Margaret Hale completed postgraduate studies in Gifted
Education at Melbourne University under Miraca Gross. She has a Master
of Education from Melbourne University. She has worked in Victoria, Queensland
and in Hong Kong. She has prepared papers and talked at gifted conferences
on her work in gifted education. These include papers presented to the
Hong Kong 11th World
Gifted Conference – work published in the International Gifted Journal.
She presented another paper at the 12th
World Gifted Conference in Seattle.
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Hardwick, Lester
95 Framara Drive
Kelso, 4815.
Ph/Fax 07 4774 0397
Lester Hardwich has been involved with education for the
last thirty-three years as a teacher, consultant and presenter. In 1970
he began the development of a model for learning and the production of
associated materials. The focus of the model is the improvement of an individual’s
general level of success in learning. AT present Lester has produced a
nationally recognised short course called Strategic Thinking and a related
book titled "Brain Tools" to promote this model of learning.
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Harrison, Karen
Our Ladies College
15 Chester Road
Annerley 4103
Ph 3848 7462
Karen Harrison is a senior art teacher at Our Ladies College,
Annerley. She was formally responsible for the implementation of programs
for gifted students at St Laurance’s College, South Brisbane.
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Hewton, Judith
Senior Education Officer Gifted and Talented Education
Education Queensland,
PO Box 33
Brisbane Albert Street.
Ph 07 3237 0081
Fax 07 3237 0004
Email: Judith.Hewton@qed.qld.gov.au
Judith Hewton has been a primary teacher, dance teacher,
classroom music teacher, in-service trainer for teachers (teaching music
through movement), and music consultant to schools. She has a masters in
education and as a researcher, she evaluated and reviewed music programs
in schools; conducted case studies on gifted and talented programs in Queensland
schools; undertook a national performance indicator study, and conducted
studies of needs-based funding in non-state schools. Judith is a writer
for the Senior Dance Syllabus for the Board of Senior Secondary School
Studies; the Senior Music Syllabus and an additional Music Extension Course
for Year 12. She is a panellist for Year 12 core skills test development.
Judith is now the Senior Education Officer, Gifted and Talented Education
in Education Queensland, advocating that gifted education is for all students,
and teaching music as a hobby.
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Hutchinson, Alison
All Hallows’ School
Ann Street, Fortitiude Valley
Email: hutchina@allhallows.qld.edu.au
Alison Hutchinson teaches at All Hallows' School Brisbane
and has been involved with Future Problem Solving for four years. At All
Hallows' we have students involved with Intermediate and Senior competition
and scenario writing. Alison has over fifteen years teaching experienceand
has taught in Townsville, Rockhampton and Brisbane. Currently she is involved
in implementing FPS into the curriculum. Alison has been involved with
the Future Problem Solving Committee for the past two years.
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Jorgensen, Glenda
Box 466, Dalby 4405
Ph 07 4662 3232
Fax 07 4662 4300
Glenda is a teacher with many years’ experience. With
Beth Wood she has presented at many State, National & International
Conferences. Recently, Beth and Glenda have moved into the area of private
consultancy work with schools in a variety of ways from running professional
development activities to classroom modelling and working with teachers
to design programs of work. They also work with parents and community members
to develop whole-of-school learning communities.
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Juratowitch, Michelle
37 Exmouth St.
Toowong, 4066
Ph 07 3871 3561
Michelle Juratowitch is a student counsellor at St Peter’s
Lutheran College. She has qualifications in social work and gifted education
and has worked with children, adolescents, and their families in schools
and a variety of other settings for over twenty years. She acts as a consultant
for Independent and Government schools, is a regular presenter at seminars
and conferences, and is the author of Study: The simple facts.
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Kirpichnikova, Irena
PO Box 373
Springwood 4127
Ph 07 3841 0445
Fax 07 3341 4490
Irena Kirpichnikova is an international speaker and Kinesiologist
who has travelled extensively over 10 years teaching techniques of "switching
on" the brain for maximum performance. Irena is a dynamic and passionate
speaker, She has worked with teachers, business people, medical staff and
psychologists. Irean is co-author with Dr Svetlana Maasgutova of a program
called Art Therapy and Movement.
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Lee, Libby
Centre for Mathematics and Science Education
Faculty of Education, QUT
Locked Bag # 2 Red Hill 4059
Ph (W) 3864 5552
Ph (H) 3886 4858
Fax (W) 3864 3643
Email: m.lee@qut.edu.au
Libby Lee is a PhD student under the supervision of Dr
Jim Watters at QUT, and teaches part-time in the School of Early Childhood.
Her research focuses on the Issues of giftedness and gender in early childhood.
She has worked as a classroom teacher, a reading recovery teacher and a
mentor and facilitator in the Enrichment Network for the Very Young at
QUT for a number of years. She has published a number of research papers
and contributed to teacher professional development programs.
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Lummis, Sandra
Department of Learning Support and Enrichment
All Hallows School,
Fortitude Valley 4007
Email: lummiss@allhallows.qld.edu.au
Sandra Lummis is Head of Department Learning Support and
Enrichment at All Hallow’s School, Brisbane. She teaches English and Religious
education and is completing her Master of Education (Honours) studies at
the University of New England. Her research interests involve an exploration
of teacher attitudes toward the gifted and the education of the gifted
and how these may be changed.
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Luttrell, Robyn
15 Coominyah St
Sunnybank Hills, 4109
Ph 3345 2754
Fax 3345 1434
Robyn Luttrell has worked as a teacher, administrator,
Consultant and lecturer in special education for almost 30 years. She has
been a volunteer worker in gifted education for the past six years. Her
special areas of interest and expertise are early childhood, language and
literacy development, gifted education, multiple intelligences and the
establishment of information and support networks, as well as parent participation
programs.
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Mackenzie, Marion
59 Dudley St.
Sherwood, 4075
Marion Mackenzie is a former President of the QAGTC and
has been extensively involved in counselling parents of gifted children.
She also has extensive experience in developing the counselling skills
of many parents associated with the QAGTC.
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Macks, Jan
Alstonville Primary School
PO Box B307
Alstonville NSW 2477
Ph 066 280 775
Fax 066 285 362
Jan Macks is the Gifted and Talented Co-ordinator of Alstonville
Primary School in NSW. She has taught an Opportunity Class for Gifted and
Talented students for the past three years and is also the Program Manager
for GAT Education at her school. She was responsible for setting up this
class and developing the school policy. She is on the Committee of the
Summerland Gifted and Talented Association and has been secretary for the
past three years.
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Marilyn McMeniman
Dean Faculty of Education
Mt Gravatt Campus
Griffith University
Ph 07 3875 5647
Fax 1 07 3849 8312
Email: M.McMeniman@edn.gu.edu.au
Marilyn McMeniman is Dean of Education at Griffith University.
She is a plenary speaker at this conference and her biographical details
are described in the profiles of keynote speakers.
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Megarrity, Lyne
PO Box 1101
Aitkenvale, 4814
Ph 07 4725 5555
Lyne Megarrity is a classroom teacher who prefers to work
with upper primary students. She has worked for several years as an adviser
and researcher in the field of gifted and talented education, especially
dealing with underachieving students from a variety of backgrounds. She
and her partner, Trudy Brooks, have a small business called Young Thinkers,
which is focussing on creative learning activities for young children,
creative teaching workshops for teachers and publishing ideas for parental
support.
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Pratchett, Lesley
Mackay North State High School
PO Box 8333
Mount Pleasant 4740
Ph 07 4942 4144 Lesley Pratchett has been involved in
tourism and hospitality as well as teaching in the West Indies, Uganda,
Botswana and the Mackay District. She has been an active member of the
GATE Way Committee at Mackay North S.H.S., facilitator of the Road Less
Travelled Program and Year 9 Master.
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Richards, Paul
Townsville State School
Box 5439 M.C.
Townsville, 4810
Ph (H) 07 4779 0617
Ph (W) 07 4772 2499
Fax (H) 07 4725 3745
Email: pricher@b022.aone.net.au
Paul Richards has been teaching mathematics and science
teacher at high school for the last 25 years. He currently teaches at Townsville
State High.
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Riggs, Jennifer
3 Gem Road
Kenmore, 4069
Ph 07 3378 3873
Jennifer Riggs - after a career as a school Librarian
and Extension Co-ordinator, long and active involvement with G&T and
training in work with the "exceptional child", is currently working and
workshopping in primary and high schools, in a catalytic role with teachers
and students with the Learning disabled individuals - on a steep learning
curve!
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Roodveldt, Ros
Unicorn Project Officer
Education Queensland
PO Box 33
Brisbane Albert Street, 4002
Ph 3235 4374
Ros Roodveldt became interested in gifted and talented
education as a secondary Resource Teacher. The interest developed into
a passion during the next few years when she was Ed Adviser/consultant
for gifted and talented education in both State and Independent Systems.
Currently she is the Unicorn Project Officer for Education Queensland and
The Association of Independent Schools of Queensland.
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Ryan, Tony
Head First Pty Ltd
PO Box 2
Fingal 2487
Ph 07 5524 5675
Email: head1st@OntheNet.com.au
Tony Ryan is a professional speaker, writer and publisher.
As manager of a training company called HeadFirst, he consults to educational
and other professional bodies throughout the world on effective thinking
and learning. He is the author of many exciting educational books, including
Thinkers Keys For Kids, Mindlinks and Wrapped In Living. He has presented
at state, Australian and world conferences on issues such as change management,
human potential and life-long learning.
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Smith, Greg
Exceptional learners program
St Joseph’s College
Gregory Terrace 4000
Ph 3214 5208
Fax 3832 5427
Email: greg@thehub.com.au
Greg Smith MEd is a philosophy and English teacher and
inaugural Coordinator, Exceptional Learners Programs at St Joseph’s College,
Gregory Terrace. His vigorous support of and participation in G & T
programs like philosophy for children, Future Problem Solving, Tournament
of Minds and his own Night of the Notables is well known.
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Start, Brian
Emeritus Professor of Education
Faculty of Education
University of Melbourne
Brian is a keynote speaker, and former Director of Melbourne University's
Children of High Intellectual Potential (CHIP) centre. Deails of his profile
are seen in the section on keynote speakers.
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Stubbington, Anne
Brisbane Girls Grammar School,
Gregory Terrace Brisbane
Ph 07 3332 1300
Fax 07 3832 6097
Anne Stubbington
teaches at Brisbane Girls Grammar School and has been involved with future
Problem Solving for the last 5 years. She has seen the program grow from
one team in the competition in 1993 to currently 7 teams in 1998, with
teams winning a place in the Melbourne finals in 1997 and 1998. At Girls
Grammar, FPS has also been used as a professional development process with
staff and is a teaching tool within the curriculum. Anne was a founding
member of the Queensland Future Problem Solving Committee.
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Trueman, Joan
STEP AHEAD Programme Manager
Pine Rivers SHS
Gympie Road
Strathpine, 4500
Ph 07 3205 1711
Fax 07 3881 1425
Joan Trueman is the STEP AHEAD Programme manager at Pine Rivers State
High School.
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Watters, James J
Centre for Mathematics and Science Education
Faculty of Education, QUT
Locked Bag # 2 Red Hill 4059
Ph 07 3864 3639
Fax 07 3864 3643
Email: j.watters@qut.edu.au
Dr James J Watters is a senior lecturer in Science Education
and Assistant Director of the Centre for Mathematics and Science Education
at QUT. He has had a long-standing interest and involvement with gifted
education since the early 80s. Jim integrates research and practice in
his engagement with gifted children and emphasises the importance of sound
theoretical frameworks in which practice is embedded. He co-ordinates the
Enrichment Network for Young Children and other programmes for gifted children
at QUT. He also supervises postgraduate students with an interest in gifted
education especially in mathematics and science. He is vice president of
QAGTC.
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Wollaston, Michelle
Mackay North State High School
PO Box 8333
Mount Pleasant 4740
Ph 07 4942 4144
Michelle Wollaston is entering her 7th year as an English teacher. She
is currently studying for her Masters in Cultural Studies. Michelle has
had a great deal of success using gifted and talented strategies in the
classroom.
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Wood, Beth
Box 466
Dalby 4405
Ph 07 4662 4063
Fax 07 4662 4300
Beth is a teacher with many years’ experience. Togehter
with Glenda Jorgensen she has presented at many State, National & International
Conferences. Recently, Beth and Glenda have moved into the area of private
consultancy work with schools in a variety of ways from running professional
development activities to classroom modelling and working with teachers
to design programs of work. They also work with parents and community members
to develop whole-of-school learning communities.
Return
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Wydell, Sandy
Mackay North State High School
PO Box 8333
Mount Pleasant 4740
Ph 07 4942 4144
Sandy Wydell has worked as an English teacher for 10 years. She takes
a keen interest in designing Curriculum units using gifted and talented
strategies.
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Page constructed by J
J Watters. Last revised 2/3/98