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Faulkner | Paper | Improving Academic Performance of Gifted Underachievers: A Multi-Dimensional School-Based Project
| Presenters |
Faulkner, Martha. Westmount Charter School, Canada |
| Abstract |
Giftedness does not always equal high achievement. Many gifted students are underachievers and do not realize their full potential. The underachievement of gifted students represents a loss of valuable human resources, as well as unrealized self-fulfillment for the students (Siegle & McCoach, 2002). The literature identifies possible causes of underachievement that relate to physical, cognitive, and emotional disorders, also mismatches between students and schools and maladaptive personal characteristics (McCoach & Siegle, 2001; Reis & McCoach, 2000; Siegle, 2000; Whitmore, 1980). Our multi-dimensional project addresses the causes of underachievement, focusing on teaching the critical skills of organization, work and study habits, and time management through collaborative teacher-student-parent partnerships. Differentiated efforts are implemented to raise student academic performance and to prevent and reverse gifted underachievement. Our results demonstrate the importance of the collective school community effort aimed at a consistent approach to skill development. |
| Schedule |
| Day |
Timeslot |
Room |
Sequence |
| Friday |
10:30 – 11:30 am |
02 |
1 |
| Friday |
10:30 – 11:30 am |
02 |
2 |
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| Presentation |
Not Available |
| Close |
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Ferreiro Gravié | Paper | A Method for the Development of Intelligence and Creativity in the Classroom
| Presenters |
Ferreiro, Ramon; Ferreiro, Aida. Red Latinoamericana Talento, Florida, USA |
| Abstract |
The purpose of this paper is to present a teaching method that ensures the intellectual and creative development potential of students in daily-class conditions. The cognitive and humanistic movement in education of the 1970s and 1980s in Latin America caused the emergence of projects and programs for the stimulation of intelligence and creativity in children and youth. Factors and considerations of the resulting initiative included critical- and creative-thinking process abilities, learning styles, artistic creativity, and different modes of their implementation, including one special subject in the school syllabus, and enrichment workshops, or after-school time. Our research about the impact of these various means led us to pose the need for establishing a teaching method that is common to all subjects and educational levels, such that the development of intelligence and creativity are promoted along with content in daily school-learning conditions. |
| Schedule |
| Day |
Timeslot |
Room |
Sequence |
| Tuesday |
5:00 – 6:00 pm |
13 |
1 |
| Tuesday |
5:00 – 6:00 pm |
13 |
2 |
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| Presentation |
Not Available |
| Close |
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Fischer | Symposium | Teaching Strategies for Self-Regulated Learning
| Presenters |
Fischer, Christian. University of Teacher Training, Lucerne, Switzerland |
| Abstract |
With the high abilities of gifted children, self-regulated learning seems to be most appropriate to their learning style. Self-regulated learning, however, requires adapting learning strategies, such as cognitive, meta-cognitive, and motivational-volitional, at different levels. Especially gifted underachievers often lack these and need special instruction. This requires tactical teaching, including the strategies of information-processing, self-regulation, and achievement-motivation. This presentation focuses on a teacher-training program, the Integrative Model of Giftedness, which was developed to implement a model of self-regulated learning for gifted children. The model concentrates on a learning-teaching-style congruence. The evaluation verifies the effectiveness of this teacher-training program. |
| Schedule |
| Day |
Timeslot |
Room |
| Thursday |
10:30 am – 12:00 pm |
02 |
|
| Presentation |
Not Available |
| Close |
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Fischer-Ontrup | Symposium | Empowering Underachievers with Strategies of Self-Motivation and Self-Regulation
| Presenters |
Fischer-Ontrup, Christiane. International Center for the Study of Giftedness, Germany / Bergs-Winkels, Dagmar. HAW Hamburg, Germany / Fischer, Christian. University of Teacher Training, Lucerne, Switzerland / Stoeger, Heidrun. University of Regensburg, Germany / Ziegler, Albert. Ulm University, Germany |
| Abstract |
Some gifted underachievers do not succeed in transforming their high potential into excellent performance because they lack the necessary learning strategies. Some lack learning strategies concerning the cognitive part of the learning process, such as, for instance, note-taking during lessons, keeping a learning diary, or vocabulary and text-production strategies. Research in the International Center for the Study of Giftedness, based on the results of a special motivation diagnostic, showed that this group of underachieving pupils must develop strategies concerning their emotional needs in the learning process. They have to improve their willingness to enhance their effort and their staying power. Some of the essential strategies of self-motivation and self-regulation are presented. These strategies not only help the pupils to improve in school; they also help them to improve their self-esteem and their self-confidence. |
| Schedule |
| Day |
Timeslot |
Room |
| Thursday |
10:30 am – 12:00 pm |
02 |
|
| Presentation |
Not Available |
| Close |
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Fleith | Paper | School Creativity: The Relationship between Teaching Experience and Type of School
| Presenters |
Castro, Julia Soares Rosa. GDF, Brazil / Fleith, Denise Souza. University of Brasilia, Brazil |
| Abstract |
This study investigated the personal barriers to creativity and expression among Grade 4 public and private school teachers with various degrees of teaching experience. The perception of the classroom climate for creativity among the students of these teachers was also examined. Fifty-two teachers and 967 students participated in this research. The Torrance Tests of Creative Thinking, the Inventory to Identify Barriers to Personal Creativity, and the Classroom Climate Scale for Creativity were used. The results indicate significant differences between the teachers with less and greater teaching experience in one creativity measure only. Private school teachers had a higher performance on creativity when compared to public school teachers. With regards to the barriers on personal creativity, no significant difference between the groups of teachers was identified. The students of the most experienced teachers and the ones from private schools evaluated the creativity in the classroom environment more positively. |
| Schedule |
| Day |
Timeslot |
Room |
Sequence |
| Thursday |
2:15 – 3:15 pm |
10 |
1 |
| Thursday |
2:15 – 3:15 pm |
10 |
2 |
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| Presentation |
Not Available |
| Close |
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Free | Paper | Support for Parenting Gifted Children in the Western Region of Melbourne, Australia
| Presenters |
Free, Sally-Ann. Victoria University, Australia |
| Abstract |
Parents of gifted children experience considerable additional stressors compared to most other parents, due to the demands of supporting their child’s unique talents and advocating for their child’s education and due to the parents’ exclusion from informal support networks. While much of the existing literature suggests that these stressors should be resolved in a therapeutic relationship, present research challenges the notion of therapy as the optimal approach to resolve these issues. Interviews with such parents have demonstrated the potentially negative effects of isolation. A member-led, social support group intervention is being evaluated to establish the benefits this experience and its suitability as a preventative strategy. The intervention explores the nature and sources of the stressors in order to provide more positive outcomes for the parents and to move away from the traditional position that the focus of the problem resides within an individual’s experience, rather than as a response to systemic challenges. |
| Schedule |
| Day |
Timeslot |
Room |
Sequence |
| Wednesday |
5:00 – 6:00 pm |
02 |
1 |
| Wednesday |
5:00 – 6:00 pm |
02 |
2 |
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| Presentation |
Not Available |
| Close |
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Fu | Workshop | The Why and How of Bridges: Structural Engineering Challenges
| Presenters |
Yan, Fu. Ajax High School, Ontario |
| Abstract |
Bridges make it possible to cross from one shore of the river to another. The earliest bridge was probably a toppled tree that had fallen across a nearby stream. Are bridges always over water? What if one wanted to build a bridge that spans a valley? What shapes can bridges take? Why are there different shapes? What is the strongest shape? Does the bridge material make a difference in the strength of the bridge? Participants will build a variety of structures and then experiment to test strength and breaking points. Discover the Wow of civil engineering and the power of hydraulic and pneumatic systems. This workshop will offer ideas aimed at cooperative learning and rich learning tasks for the intermediate and senior mathematics, physics, and science for gifted children. Participants will receive detailed workshop instruction booklets and students worksheets. |
| Schedule |
| Day |
Timeslot |
Room |
| Thursday |
8:00 – 8:45 am |
14 |
|
| Presentation |
Not Available |
| Close |
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