Preliminary Program – 18th World Conference on GIfted and Talented Children

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Danielian | Workshop | Sometimes Melodies are Not Songs—They are Ideas: Implications for Talent Development

Presenters

Danielian, Jeff. National Association for Gifted Children, Rhode Island, USA

Abstract

Throughout the years, scholars have attempted to define creativity and its manifestations. The goal of this presentation is not to extend the definition, but rather to identify aspects of creativity and relate them to the life of Sonny Bono. By using the skills he acquired as a songwriter, singer, and band member, he changed the ideological perspectives of world leaders, with the goal of ending poverty and health crises in developing countries. In an attempt to understand Bono’s motivations and altruistic nature, teachers and students may be able to harness the principles he models for us. Operation Houndstooth (Renzulli, 2002), a new and emerging theory about the situations necessary for developing co-cognitive traits in our students, may provide the link we need to help ensure that the leaders of tomorrow, who are in our classrooms today, will use their talents to develop social capital, realize their potential, and, possibly, change the world.

Schedule

Day	Timeslot	Room
Wednesday	8:00 – 8:45 am	05

Presentation

Not Available

Danielian | Workshop | Supporting and Sustaining Gifted Education: We are all Advocates

Presenters

Green, Nancy; Danielian, Jeff. National Association for Gifted Children, Rhode Island, USA

Abstract

No matter what your role may be in the field of gifted and talented education, you can make a difference in whether gifted learners receive the services and supports they need. This session will provide supporting research and essential advocacy tools to aid you in becoming a supporter of high-ability learners and, thereby, a more effective communicator. In order to increase public awareness, build alliances with other organizations, and make the case for services in our own schools and classrooms, we all need to speak with a common voice around common themes. Attendees to this presentation will explore the approach that The National Association for Gifted Children in the United States has taken to spread the message that every child deserves to learn something new every day. Come and learn how to join the ranks of those who have achieved effective advocacy in an ever-changing educational climate.

Schedule

Day	Timeslot	Room
Tuesday	1:15 – 2:00 pm	03

Presentation

Not Available

Daniels | Workshop | Gifted Children on the Edge: At Risk and At Promise

Presenters

Daniels, Susan; California State University, USA / Peters, Daniel, Summit Center Psychological Services for the Gifted, USA

Abstract

Gifted children at-risk include students who come from low-income families, are culturally disadvantaged, possess limited English proficiency, have physical, learning or emotional disabilities that mask their potential, come from dysfunctional family backgrounds, or possess a combination of these characteristics. These students also possess strengths that shore their development and support their gifts. This presentation will address characteristics of resiliency in gifted children and strategies for building upon their strengths.

Schedule

Day	Timeslot	Room
Wednesday	8:00 – 8:45 am	08

Presentation

Not Available

Daniels | Workshop | Living with Intensity: Understanding the Complex Nature of the Gifted Child

Presenters

Daniels, Susan. California State University, USA

Abstract

Gifted children are often misunderstood. Their excitement is viewed as excessive, their high energy as hyperactivity, their persistence as nagging, their imagination as not paying attention, their passion as being disruptive, their strong emotions and sensitivity as immaturity, their creativity and self-directedness as oppositional. Yet, these very qualities also fuel their talent and development. This workshop will provide strategies for fostering understanding and positive expression of this intensity and overexcitabilitiy. A substantial handout with resources and references will be provided.

Schedule

Day	Timeslot	Room
Thursday	8:00 – 8:45 am	06

Presentation

Not Available

Danylchuk | Panel Discussion | The Lived Experience of Radical Academic Acceleration: Early Entrance to University Program

Presenters

Danylchuk, Daria L. University Transition Program, VSB/UBC, Canada

Abstract

Current students (ages 13 to 15), program graduates (ages 16 to 20), parents, and staff from the University Transition Program will offer perspectives and describe the steep learning curve of the University Transition Program’s two-year preparation for early entrance to university. Conversations will address the educational and developmental needs of applicants based on curriculum and standardized assessments, portfolios, interviews and psycho-educational assessments. The panel will comment on the decision to enroll, the intensive and rigorous challenges experienced within the program of studies, the significance of the cohort model and intellectual peers, and the unique developmental trajectory associated with the early entrance to the university program and subsequent university studies. The session will reflect what has been learned over the fifteen-year history of the program.

Schedule

Day	Timeslot	Room
Thursday	8:00 – 8:45 am	02

Presentation

Not Available

Danylchuk | Pre-conference Workshop | University Transition Program: An Early Entrance to University Program Field Visit

Presenters

Danylchuk, Daria L. University Transition Program, VSB/UBC, Canada

Abstract

Unique in Canada and often referred to as “best-kept secret in education,” the University Transition Program, initiated in 1993 by the Vancouver School Board in partnership with The University of British Columbia and funded by the BC Ministry of Education in 1995, this rigorous two-year program of radical academic acceleration, social-emotional support, career exploration, global citizenship, and social responsibility prepares academically gifted adolescents (ages 13 to 15) for early entrance to university. The presentation, involving program staff, researchers, and current and graduate students and their parents, will span the program development, including the conceptual framework, candidate selection, curriculum and pedagogy in relation to program history and research, the lived experiences of students, stakeholder measures of success, and the program’s continuing evolution. Special guests, Mrs. Jennie Wong and Mrs. Mona Alimin of the Special Education Unit, Ministry of Education, Brunei Darussalam, have visited and studied the program and will describe a pilot study on identification of Year 6 candidates for the Accelerated Program 2010.

Schedule

Day	Timeslot	Room
Monday	9:00 am – 2:00 pm	UBC Campus

Presentation

Not Available

de Boer | Paper | Pedagogic-Didactic Needs of Pupils with High Ability and Teachers’ Competences

Presenters

de Boer, Greet. Dutch National High Ability Consultancy Centre, CPS, Netherlands

Abstract

Between 2003 and 2005, research was conducted, by order of the Ministry of Education, Culture, and Science, on how the pedagogic-didactic approach of teachers could be more adapted to the social and emotional needs, as well as the specific learning needs, of pupils with high ability in secondary education. Referring to specific problems relating to the education of highly gifted pupils, a number of instruments and lists of competences were developed, based on a literature search of the basic needs of people and specific needs. These developed lists of competences have already been utilized by teachers in training. The information generated by these experiences has led to further research in order to develop a trustworthy and valid instrument. Subsequent training will be developed to enable teachers to qualify themselves.

Schedule

Day	Timeslot	Room	Sequence
Wednesday	3:45 – 4:45 pm	09	1
Wednesday	3:45 – 4:45 pm	09	2

Presentation

Not Available

Delgadillo Lozano | Paper | Meeting the Needs of Gifted Children in a Montessori Middle-School Environment

Presenters

Delgadillo, Bettina L. Colegio Montessori Sierra Madre, Mexico

Abstract

The objective of this paper is to identify in which ways the emotional, social, and intellectual needs of gifted children can be met in a Montessori middle-school environment. Theory and existing research on the particularities of the Montessori Method are reviewed and analyzed and ways to strengthen weak spots are considered. This research took place in a private Montessori School in Monterrey, Mexico. The situation of specific students was examined, and actions were taken relative to the individual profiles of the students.

Schedule

Day	Timeslot	Room	Sequence
Wednesday	10:30 am – 12:00 pm	13	1
Wednesday	10:30 am – 12:00 pm	13	2
Wednesday	10:30 am – 12:00 pm	13	3

Presentation

Not Available

Dickenson | Workshop | Gifted Education: One Size Does Not Fit All

Presenters

Dickenson, Matt; Warwick, Ian. London Gifted & Talented, UK

Abstract

Is your gifted and talented group representative of the population? Does your understanding of the nature of gifted education need to change to enable the inclusion of all pupil groups? Using the national picture in England as a background, this workshop will explore issues of representation by gender, ethnicity, socio-economic background, and language development. Equity demands that we take account of these differences. Policies, such as personalized learning, require that we understand what factors may make certain pupil groups meaningfully different from the norm. We present the argument that a gifted and talented population that is fixed at 10%, or some other threshold, cannot be representative without social engineering. This challenges some commonly held beliefs about gifted education. We will explore some of the reasons why certain pupils may be missing from gifted and talented provision and the implications for the personalization agenda at school, local, and national levels.

Schedule

Day	Timeslot	Room
Wednesday	8:00 – 8:45 am	07

Presentation

Not Available

Dickenson | Paper | Responding to Language Diversity: Identifying Potential and Supporting Access to Challenge

Presenters

Dickenson, Matt. London Gifted & Talented, UK

Abstract

The English education system faces a considerable challenge in meeting the needs of newly arrived students. Potentially, gifted and talented students who are learning in a language other than their mother tongue can be overlooked. Advanced learners of English may appear conversationally fluent but are likely to lack the academic literacy skills and cultural awareness that will enable them to access the highest levels of achievement. This paper will consider how projects led by London Gifted & Talented are increasing the capacity of the system to identify potential and support a case for inclusion in gifted and talented populations. We will also explore some of the means through which we are developing teachers’ capacity to support academic language acquisition and new understanding of the learning needs of advanced learners through specific strategies to teach academic literacy. In addition, we will consider the wider application of these techniques to students from disadvantaged backgrounds.

Schedule

Day	Timeslot	Room	Sequence
Wednesday	10:30 am – 12:00 pm	06	1
Wednesday	10:30 am – 12:00 pm	06	2
Wednesday	10:30 am – 12:00 pm	06	3

Presentation

Not Available

Dixon | Paper | Perfectionism in Gifted Students and in Cross-Cultural Populations: Healthy or Unhealthy?

Presenters

Dixon, Felicia A.; Dixon, David N. Ball State University, Indiana, USA / Dungan, Diane E. Taylor University, Indiana, USA

Abstract

Perfectionism has emerged as a central concept for understanding individual differences in adjustment and psychopathology. This knowledge is especially useful in understanding gifted and non-gifted students who believe that they need to be perfect in all that they do. Cross-cultural research provides a further opportunity to explore the applicability of the construct of perfectionism to another culture and to discover whether the research results are similar or whether new aspects of psychological concepts emerge. The presenters have conducted several studies using the Frost et al. Multidimensional Perfectionism Scale (1990) that examines both healthy and unhealthy aspects of perfectionism. Populations studied include gifted students in a residential school, as well as college students in a small liberal arts college in the United States and in two large universities in Korea. We will discuss the outcomes and implications.

Schedule

Day	Timeslot	Room	Sequence
Wednesday	10:30 am – 12:00 pm	09	1
Wednesday	10:30 am – 12:00 pm	09	2
Wednesday	10:30 am – 12:00 pm	09	3

Presentation

Not Available

Dixon | Paper | Promoting the Dream: Secondary-Level Gifted Adolescents in a Global Community

Presenters

Felicia A. Dixon. Ball State University, Indiana, USA

Abstract

Secondary-level gifted adolescents are a world treasure. In order to promote the dream of understanding essential aspects of giftedness and of educating students appropriately, educators and psychologists must consider what is being done at the secondary level. Much has been written about services at the primary level for gifted students; progress is now being made in understanding students at the secondary level and in tailoring instructional strategies to be in synchrony with their characteristics. Rather than depending on acceleration as the major means to serving these students, we must understand their unique epistemologies and how these factor into instructional programming to make them central to their education. Focusing on what has been done in the United States and showing how this can be applied to many other countries, this presenter will share ideas from research, best practice, and the presenter’s two recent books.

Schedule

Day	Timeslot	Room	Sequence
Thursday	10:30 am – 12:00 pm	07	1
Thursday	10:30 am – 12:00 pm	07	2
Thursday	10:30 am – 12:00 pm	07	3

Presentation

Not Available

Dolya | Workshop | Teaching Giftedness through “Keys to Learning”: Vygotskian Developmental Cognitive Curriculum—Early Years

Presenters

Dolya, Galina. Vygotskian Developmental Educational Centre, Key to Learning, UK

Abstract

The Developmental Cognitive Curriculum is a unique educational program, the result of more than 50 years of research into the practical application of Vygotsky’s ideas about teaching and learning. It has led to the development of principles, curriculum content, and methods aimed at developing the trio of general learning abilities of young children (ages 3 to 7), namely, communicative, self-regulative, and cognitive. Children construct object-based, graphic, and motor models independently and use them for solving cognitive problems. The method develops symbolic literacy and introduces different psychological tools: signs, symbols, maps, diagrams, models, plans and, above all, language. This approach makes it possible to increase the developmental effect of education and its influence on the development of cognitive abilities substantially. It helps children to become independent learners. It teaches giftedness. Findings from a three-year study evaluating the effectiveness of this curriculum in UK preschools will be presented.

Schedule

Day	Timeslot	Room
Wednesday	1:15 – 2:00 pm	07

Presentation

Not Available

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