QAGTC 2017 State Conference

Friday workshop 9am - 3pm - Prof Tamra Stambaugh

Rigour, Not Rigor Mortis: Differentiating Instruction and Promoting Learning Progress for Gifted Learners

Gifted students do not always make the same learning gains as their grade level peers unless educators deliberately focus on providing higher level content and advanced thinking processes for them. Additionally, in many pre-service experiences, educators have not received training specific to meeting the needs of gifted learners in their classroom. What is sometimes supported as promoting learning progress or providing rigorous instruction for gifted learners is in reality more different than differentiated or viewed as more work as opposed to more challenging work. So, what do our gifted students need in order to progress in their learning? What evidence-supported strategies or models are effective when working with these students in a variety of content areas? After a brief discussion of the needs and myths that are commonly held about gifted learners and differences between different versus differentiated learning, we will delve deeply into a framework and subsequent strategies that support developing expertise and higher level thinking processes for our advanced learners. Be prepared for lecture, modeling, and hands-on practice of a variety of strategies that promote rigor instead of rigor mortis in your gifted students.

Saturday 11th March Keynote: Dr Manoj Chandra Handa

Fostering Differentiated Learning for the Gifted: Practical Approaches

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.

Invited Speakers will present sessions of interest to parents, teachers and professionals addressing the Theme of More than Data: Enhancing learning for the gifted.  Speakers currently include: Manoj Chandra Handa; Tamra Stambaugh; James Watters; Gladys Martoo; Carly Lassig; Kerry Hodge; Carol Barnes; Michele Juratowitch; Sue Stevens and Cynthia Dodd.