Offering opportunity to engage in a gifted education learning journey.

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Offering opportunity to engage in a gifted
education learning journey.
2005 QAGTC Conference Presenters Robyn Yared
Lisa Vincent LDC (GT) Coordinators
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Session Overview

• Deepening our understanding of the
• Framework for Gifted Education
• Identifying Key messages
• Energiser
• Connecting the Framework the AGQTP
  Professional Learning Course
• AGQTP Professional Learning Course

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• Released March, 2004
• Mandatory
• 2 sections Policy, Guidelines for Acceleration

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• Consider your level of engagement with the
  Framework
• Novice (aware) White, red hat
• Apprentice (understand) Yellow, black,
  green, blue hat
• Innovator (applying) EDS activity
• Mentor (teaching) Grouping activity
• You may work individually, in pairs or a small
  group
• You have 10 minutes to complete your task

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• METACOGNITION
• What did you like?
• What affirmed you?
• What challenged you?

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KEY MESSAGE

• To ensure effective provision for individual
  students who are gifted, state schools need to
  consider a range of options for their curriculum
  and their school organisation. These include
  identification procedures, differentiated
  curriculum and acceleration.

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IN A NUTSHELL

• What do we mean by gifted?
• Which students are gifted ?
• How do/can we meet their specific learning needs?
• A collaborative, whole-school approach is
  needed to effectively answer these questions.

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Why a Whole School Approach?

• Consistence - not feast or famine
• Capacity - range of strategies versus
• one
• Commonality - greater chance of
• success
• Culture - An integrated pattern of
• thoughts and behaviours that bind
• together members of a group.
  
• Tishman, Perkins Joy, 1995

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IN A NUTSHELL

• What do we mean by gifted?
• Which students are gifted ?
• How do/can we meet their specific learning needs?

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Giftedness
Giftedness in a student is commonly
characterised by an advanced pace of learning,
quality of thinking or capability for remarkably
high standards of performance compared to
students of the same age. Education
Queenslands Framework for Gifted Education
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• Gifted Education
• Professional Learning Package

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• AGQTP Gifted Education
• Professional Learning Package

This is a Professional Learning Course to help
identify the gifted and talented students in your
class or your school, and to differentiate the
curriculum to respond to their individual
learning needs.
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Findings of 2001 Senate Inquiry

• There has been little progress in provision for
  gifted children since 1988.
• Gifted children have special needs and for many,
  their needs are not being met. This is evidenced
  through underachievement, boredom, frustration
  and psychological distress.
• Many teachers feel a lack of expertise, lack of
  confidence and a lack of resources to meet the
  needs of gifted children.

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Main Theme 2 needs

• The need for better teacher training (both
  pre-service and in-service) so that teachers are
  better able to identify the gifted and make
  provision for their special needs.
  
• The need for better curriculum support to enable
  teachers to differentiate the curriculum for the
  gifted.

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Response

• The federal government has made available 3.2
  million for gifted education
• Development of professional learning package
  (tender)
• Implementation of teacher professional learning
  activities
• The federal government is also providing funds to
  support parent education.

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Package Contents

• Six Core Modules

• Extension (under development)

• Specialisation (under development)

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• CORE MODULES
• Understanding giftedness
• The identification of gifted students
• Social and emotional development of gifted
  students
• Underachievement in gifted students
• Curriculum differentiation for gifted students
• Developing programmes and provisions for gifted
  students

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?
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Navigation
AGQTP Professional Learning Package Module1
Understanding Giftedness
Pretest
Giftedness and talent what do they mean?
P
EC
S
Outcomes
Arent all students gifted?
G
G
G
Religious perspectives
G
G
G
The Gagne Model   Gifts   Talents  
Interpersonal catalysts   Environmental
catalysts
G  
G
G
What abilities are valued within Australia?
G
G  
Context specific
G
Reflective/practical components
SS
SG/WS
ES/P
SS
SG/WS
ES/P
?
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Module 1 Outcomes

• Understand the difference between strengths,
  gifts and talents, and be able to distinguish
  some of these in your students
• Be able to identify some cognitive and affective
  characteristics of gifted children or in some of
  your students
• Be able to evaluate the influence of
  intrapersonal and environmental catalysts on the
  development of talent in your classroom or school

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How can we help

• Assist network/curriculum leaders with
• Unpacking the Framework for Gifted Education
• Development of school plans to implement the
  Framework for Gifted Education
• Development of management and administration
  structures
• Professional learning and mentoring

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How to access an LDC(GT)?

• Gifted and Talented Professional Learning
  Community on The Learning Place
• Virtual learning
• E mail, teleconferences, phone consultations
  videoconferencing
• Resource borrowing
• Face to face training

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Gifted and Talented Professional Learning
Community www.learningplace.com.au/en/gt This
site supports the recognition and development of
students who are gifted. Advice, guidelines,
tools and practical examples are provided to
assist implementation of the Framework for Gifted
Education.
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Grants

• Up to 2 000 (individual schools)
• Up to 5 000 (network schools)
• Forms are available from the Gifted and Talented
  Learning Community site on The Learning Place
  http//www.learningplace.com.au/en/gt
• And theres more

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• Funding Opportunities
• To support the Federal Government gifted funding
• JCQTA funds support action leadership
  learning http//www.learningplace.com.au/ea/agqtp/
  jcqta
• Telstra funding www.telstrafoundation.com
• - small projects up to 1500

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Kathleen Teasdale Senior Education Officer Phone
3235 4025 kathleen.teasdale_at_qed.qld.gov.au
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GOAL Build Capacity and Sustainability
Learning Development Centres (Gifted
Talented)
EQ Initiatives
Gifted Education Professional Learning Package

• Learning Communities
• District
• Network
• Schools
• Educators

Action Plan
Conferences
The Learning Place
Cluster/District Leaders and/or Facilitators
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Advocacy

• A unified group is better than a lone voice.
• 1 person fruitcake
• 2 people fruitcake and friend
• 3 people troublemakers
• 5 people lets have a party
• 25 people our dear friends
• 50 people powerful organisation

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Commit to professional practice
Contribute to professional teams