Preconference workshops will be held on July 20. Abstracts for the workshops can be found below. Each workshop will be limited to 40 participants. If you have any questions, please contact us at email@example.com.
Morning Preconference Workshops
Nurturing Future Creative Leaders in the Classroom
Dr Seon-Young Lee
Seoul National University
This session is about identifying and nurturing creative leadership for gifted adolescents. Gifted students have great potential to become future leaders, and yet only a few educational services for leadership development are offered in the school. Because educational programs mostly deal with academic and intellectual talent, non-academic talents, such as creativity and leadership are also prone to be dismissed in the process of talent development. In order to identify and foster leadership potential of gifted students, teachers’ understanding of leadership and leaders, and their engagement with gifted students in a leadership program need to be preceded. This session consists of the following themes and activities: (a) Understanding teachers’ perceptions of leadership and leaders, (b) introducing educational models for nurturing creative leadership in the classroom, and (c) designing an in-school leadership program that aims to discover and develop creativity, characteristics, and communication skills, three major components of leadership potential of gifted students. Research findings regarding teachers’ perceived leadership, and program models for STEAM education implemented in South Korea are also discussed in the session.
Professional Learning for Teachers who Motivate and Support Diverse Gifted and Highly Able Students for Talent Development: Research on What They Know and What Works in Their Teaching
Dr Leonie Kronborg
From 2014 to 2016, I was contracted through Monash University to provide a teaching unit equivalent to Master’s level for interested teachers in Victorian schools, along with psychologists, who were teaching/ counseling gifted and highly able students across talent domains in predominantly government high schools, but also some primary schools. Many of these teachers engaged learners in classes or groups of intellectually able students in secondary schools with a Select Entry Accelerated Learning (SEAL) program. The aim of the Developing Gifted Potential unit was for teachers to share and gain knowledge, and increase understanding of the psychological (social and emotional) needs of diverse gifted and talented individuals. It was also to gain knowledge and understanding of theories and strategies from the research literature for developing creativity and talents so that students could realize their potential. An additional aim of these teaching/research projects was to discover from these experienced teacher participants what they knew, and what they believed worked best when teaching diverse gifted and highly able students in their various educational contexts. These findings will be discussed and best practices shared.
Using What Young Children Already Know to Excite, Challenge and Develop Learners
Dr Margaret Sutherland
University of Glasgow
This workshop will explore how we can embrace, support and develop the imagination and creativity of young children in the early years. Drawing on principles from moving image education it will consider how we can use the experiences and knowledge young children bring from watching television and videos so that we can build on what children already know and do in order to challenge and develop learning. Through the ‘3Cs’ of media literacy: the cultural, the critical and the creative – this workshop will give participants the opportunity to reflect on the growing recognition that our conception of literacy needs to expand beyond the traditional printed and spoken word.
Brushing up Your Program of Services for Gifted and Talented Learners: What Does it Take to Ignite the “Ideal” Program?
Professor Emerita Karen B. Rogers
University of St. Thomas
Participants in this session will engage in assessing whether or not their current GT program services align with international program and curriculum standards. Suggestions and resources will be shared that can address program design, defensible identification, curriculum selection, program implementation and management, professional development requirements, and program evaluation. Examples of programs of service that do incorporate most or all of the program elements will also be shared. Time will be provided for participants to plan how they might go about bringing their own programs to perfection.
Afternoon Preconference Workshops
Making a Difference in Gifted Students’ Lives: The Art and Science of Mindfulness
Dr Dorothy Sisk
Dr Michele Kane
Northeastern Illinois University
Gifted students are too often disengaged with wandering attention in the regular classroom, and performing well below their potential. Mindfulness can provide insight to teachers and administrators to envision and create classrooms that approach learning with an open-hearted, present moment, and nonjudgmental awareness. Mindfulness activities and programs will be shared that can truly transform a classroom. In our troubled times, mindfulness offers a strategy for transformation and change. This session will explore the art and science of mindfulness and demonstrate how practicing mindful awareness and activities can held gifted students generate positive emotional states including happiness, caring and compassion, and perspective taking. We will explore how gifted students can take mindful action into the global world. This session is based on the book The Art and Science of Mindfulness (2016) by the presenters.
Creativity: Assessing, Challenging, Nurturing
Dr Klaus Urban
After discussing creativity as a personal and evolutionary power, theoretical models of creativity are presented. These will be used to formulate stock-taking questions which may be put towards educational settings in order to identify creativity hindering or fostering elements. The question of identifying creative potentials will be exemplified by means of the “Test for Creative Thinking – Drawing Production (TCT-DP)”. Finally recommendations for fostering creativity in school are given. During the workshop theoretical presentations will take turns with individual our group work.
Global Perspectives in Gifted Education: Does 2E =3C²?
Ms Sue Prior
Australian International School
Global nomads, expats, third culture kids; for children growing up in the context of international schools as citizens of the world who are also experiencing giftedness and disability, does twice exceptionality = third culture²? Can 2E be more difficult to detect or confounded due to cultural and language differences? Are transitions more problematic? How does the international school context and curriculum impact on provision so that the giftedness can flourish? Through case studies, this workshop will present opportunities to discuss the use of a strength based approach in curriculum with a focus on social-emotional development for students experiencing twice exceptionality in a third culture. Participants are invited to bring their own case studies for workshopping and sharing.
Talent Development: Stages, Steps, and Strategies
Dr Julia Link Roberts
Western Kentucky University
Since its inception talent development has been a goal of gifted education. What does talent development look like in science, technology, engineering, and mathematics as well in the humanities and the visual and performing arts. What are the stages in talent development, and what strategies facilitate the development of talent? What are characteristics of facilitators of talent development, and what steps highlight maximum opportunities for developing talent? This session will examine the theoretical basis of talent development and share research that has been done on the high-level development of talent. Participants will discuss various models for talent development, including classes, schools, and out-of-school opportunities.