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

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Gallagher | Pre-conference Workshop | Cultivating Intellectual Passion through Problem-Based Learning

Presenters

Gallagher, Shelagh A. Charlotte, NC, USA

Abstract

Mark Twain once said, “A man who carries a cat by the tail learns something he can learn in no other way”. This is the basic philosophy of Problem-Based Learning, a model of curriculum and instruction grounded in Bruner’s philosophy of learning through authentic practice of a discipline. Through the investigation of an actual PBL problem, participants will explore both pragmatic and theoretical aspects of PBL. Major components of PBL will be reviewed, including the nature of the ill-structured problem, the importance of the stakeholder role, and the role of the ‘metacognitive coach’. Research on the efficacy of the PBL model will be presented. Ample opportunity for question and answer will be incorporated into this highly interactive workshop.

Schedule

Day	Timeslot	Room
Monday	9:00 am – 12:00 pm	10

Presentation

Not Available

Garces-Bacsal | Paper | A Qualitative Look at the Socio-Affective Profiles of Gifted Filipino Children

Presenters

Bacsal, Rhoda Myra Garces. National Institute of Education, Nanyang Technological University, Singapore

Abstract

This paper addresses the lack of information regarding the socio-affective concerns of gifted children from a developing country, such as the Philippines. There are 22 case studies in all, covering an age range from four to six years. Multiple, semi-structured, narrative interviews were conducted with the children, while narrative interviews and focus group discussions were held with their parents. Results indicate that, similar to gifted children in the West, there are some who manifest signs of perfectionism, overexcitability, and heightened sensitivity to social and moral concerns. In view of these signs, the risks of misdiagnosis were explored. The premium placed on education among Filipinos, with giftedness being a valued trait, also demonstrates that there is a lesser need for students to conceal their intellectual talents in order to belong to a peer group. Awareness of such cross-cultural contrasts is also beneficial to professionals who are working with ethnically-diverse gifted populations.

Schedule

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

Presentation

Not Available

Garrett | Paper | The Potent Power of “The Personal”: Young Gifted Writers Speak Out

Presenters

Garrett, Lynda. University of Auckland, New Zealand

Abstract

This paper presents key findings from a qualitative case study investigating young, gifted writers’ personal beliefs about the key endogenous and exogenous influences on their writing over time. Emphasis is placed on presenting the commonalities and variations in the emergent voices apparent in the questionnaire and semi-structured interview responses. A literature review established that most international research focuses on adult eminence in writing. There appears to be little international and no New Zealand research that focuses specifically on young, gifted writers’ perspectives as they are developing expertise. Findings of this research suggest that young, gifted writers are primarily influenced by their imagination, personal experiences, thoughts, feelings, dreams, and fantasies over time. A love of books, words, music, and lyrics are also noted. Most students were clearly “driven from within” to write. Recommendations include the call for more prospective research of young, gifted writer populations and for recognition of the importance of the early years in developing expertise.

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

Gentry | Symposium | Recognizing and Nurturing Giftedness among Underserved Populations

Presenters

Gentry, Marcia; Mann, Rebecca; Gates, Jillian; Peters, Scott; Pereira, Nielsen; Yang, Yang; Miller, Rachelle. Purdue University, West Lafayette, Indiana, USA

Abstract

Members of our research group at Purdue University study giftedness as manifested in a variety of special populations that often go unrecognized and are underserved in gifted education programs. Specifically, these special populations include students who have outstanding visual-spatial abilities, have been diagnosed with ADHD, come from low-income families, are English-language learners, are in primary grades, or are highly gifted. Failure to recognize and provide appropriate educational services to talented students because they have barriers that mask their talents can lead to underachievement, underperformance, and loss of human potential. Symposium members will each share a paper addressing their scholarly work, highlighting current research, and providing suggestions for recognizing and nurturing giftedness and talent among children and youth from these special populations.

Schedule

Day	Timeslot	Room
Thursday	10:30 am – 12:00 pm	03

Presentation

Not Available

Gentry | Symposium | Instrumentation for Research, Programming, and Evaluation

Presenters

Gentry, Marcia; Chae, YooJung; Gates, Jillian; Mann, Rebecca; Pereira, Nielsen; Peters, Scott. Purdue University, West Lafayette, Indiana, USA

Abstract

A variety of instruments useful in gifted education research, evaluation, and programming have been developed at our center. In this symposium, we will present six instruments, together with their psychometric properties and explanations of how they can be used in research and practice, with the goal of making them available to others. My Class Activities and Student Perceptions of Classroom Quality each measure students’ attitudes concerning challenge, choice, appeal, meaningfulness, and self-efficacy in the classroom and are available in validated English and Korean language versions. Developed in the 1980s for evaluating Purdue’s enrichment program instructors, The Teacher Observation Form—Revised (2008) has been updated, studied, and revised. The Mathematical Perceptions Survey was developed to study teachers’ perceptions and attitudes. The HOPE Scale (2008; in process) was recently developed to assist teachers in recognizing talent among elementary children from low-income families.

Schedule

Day	Timeslot	Room
Tuesday	10:30 am – 12:00 pm	03

Presentation

Not Available

Gibson | Symposium | Issuing Visas to the World: Global Learning K-16 Curriculum

Presenters

Gibson, Kay L.; Tran, Anh. Wichita State University, Kansas, USA / Landwehr-Brown, Marjorie. Douglass Public Schools, Kansas, USA / Phillips, Tonya. Global Nomads Group, USA

Abstract

This symposium discusses global learning in which students exchange knowledge and build relationships with their international counterparts through technology in order to develop 21st century skills necessary for global citizenship. Four components—frameworks, conditions, attributes and processes, and global citizenship—of the Global Learning Curriculum Model are presented. Special emphasis is given to the development of the knowledge, attitudes, and skills of a global citizen. Three instructors with experience in designing and implementing successful K – 16 global learning curriculum, along with Global Nomads Group, an organization fostering dialogue and understanding among the world’s youth, will share activities and projects for possible use by participants in their teaching practice. Participants will be encouraged to exchange global learning ideas and initiatives. This symposium, Issuing Visas to the World consists of three papers: A Global Learning Curriculum Model, K-12 Applications, and University Projects.

Schedule

Day	Timeslot	Room
Tuesday	3:45 – 4:45 pm	05

Presentation

Not Available

Gifford | Workshop | I’ve Collected the Data… Now What?

Presenters

Anthony, Colleen. Jefferson County Public Schools, Colorado, USA / Gifford, Cindy. Brighton School District 27J, Colorado, USA

Abstract

Data gives us a key insight into our learners. Combining the data with knowledge about gifted characteristics specific to diverse populations, students of poverty, and knowledgeable observations will provide tools for identification and advanced programming. This session will give participants a better understanding of how to use information available from the Cognitive Abilities Test, Form 6 to provide instructional strategies. In addition, participants will become familiar with characteristics of gifted learners from diverse cultures and backgrounds of poverty in order to customize programming and provide optimal learning situations for everyone.

Schedule

Day	Timeslot	Room
Tuesday	8:00 – 8:45 am	09

Presentation

Not Available

Gommans | Paper | Teaching Underachieving Children Meta-Cognitive Strategies

Presenters

Gommans, Elisabeth Huberta Johanna. Centre for the Study of Giftedness, Radboud University Nijmegen, Netherlands

Abstract

A program was created for remedial teachers to teach underachieving gifted children, aged 6 to 12, individually, who had problems in their attitude towards work or study in school. The teaching of meta-cognitive strategies, for example, strategic abilities and critical thinking, were highlighted in the program. With the aid of a strategic game that can be played individually, children discuss and learn strategies. The program was tested by eight Dutch remedial teachers who participated with nine children. The teachers expressed content-oriented and organizational feedback. The responses will be implemented in a new version of the program. In this presentation, the need for such a program is discussed, as well as the way it can be used in a school environment.

Schedule

Day	Timeslot	Room	Sequence
Tuesday	5:00 – 6:00 pm	13	1
Tuesday	5:00 – 6:00 pm	13	2

Presentation

Not Available

Gould | Workshop | Tackling Underachievement: Strategies to Raise Aspirations and Attainment at Post-16

Presenters

Gould, Richard. Villiers Park Educational Trust, UK

Abstract

This workshop will outline the progress that Villiers Park has made over the past 40 years to raise the quality of provision for Post-16 students in the UK. Many of these ideas can be applied internationally, including the use of student voice, to ensure that provision closely matches student needs. The outcomes of two recent conferences to develop a Post-16 Gifted and Talented Student Manifesto and to identify what excellent classroom provision should look like will be featured during this workshop, with the chance for participants to discuss the findings. There will be an opportunity for conference participants to find out about our new program to support students from disadvantaged backgrounds, which involves working with both students and their teachers to raise aspirations and attainment. Finally, there will be an outline of the residential, subject-specific courses and the online extension activities across the curriculum provided by Villiers Park.

Schedule

Day	Timeslot	Room
Tuesday	1:15 – 2:00 pm	06

Presentation

Not Available

Gould | Paper | Stakeholder Perceptions of Teacher Characteristics: A Focus Group Approach

Presenters

Gould, J. Christine. University of Wisconsin – Stevens Point, USA / Clinkenbeard, Pamela R. University of Wisconsin – Whitewater, USA

Abstract

In preparation for the development of a licensure program in the state of Wisconsin, focus groups were conducted with varied stakeholders in gifted education: administrative professionals, practicing teachers, advisory groups, pre-service teachers with an interest in gifted education, and parents of gifted children. These focus groups were designed to elicit information regarding three key areas: the need for licensing teachers of gifted and talented students, the qualities teachers of gifted and talented students should possess, and the approach teachers of gifted and talented students should take in the classroom setting. Although the stakeholders came from different groups, there was general consensus on the qualities needed for teachers of gifted and talented students, as well as the necessity of licensure of these individuals. The method of conducting focus groups, as well as a set of identified characteristics, will be shared during this presentation.

Schedule

Day	Timeslot	Room	Sequence
Tuesday	5:00 – 6:00 pm	10	1
Tuesday	5:00 – 6:00 pm	10	2

Presentation

Not Available

Gould | Paper | Developing a State-Level Licensure Program: First Steps

Presenters

Clinkenbeard, Pamela A. University of Wisconsin – Whitewater, USA / Gould, J. Christine. University of Wisconsin – Stevens Point, USA

Abstract

As an initial phase of development of a licensure program for teachers of gifted and talented students in the state of Wisconsin, a needs assessment was conducted of all 426 school districts. Approximately one-third of the school districts responded to the needs assessment. Data gleaned from the assessment helped identify current programs for gifted students, staffing patterns of programs, methods of staff development, and related barriers to staff development. In the absence of a licensure program for teachers of gifted and talented students in Wisconsin, specialized training formats for such a program, as well as the levels of need for licensing required, were identified. Results of the needs assessment will be discussed.

Schedule

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

Presentation

Not Available

Granada | Workshop | Designing Effective Professional Learning for Teachers of the Gifted

Presenters

Granada, Jim. Austin Independent School District, Texas, USA

Abstract

Engaging teachers in professional learning can be a challenge, since, collectively, in any setting, they will bring a range of teaching experience, training, and instructional contexts. The key to providing an optimal learning experience is in effective design and provision of options tailored with the adult learner in mind. During this workshop, participants will explore a design template that has been used to develop three models of professional learning for teachers of gifted students in public schools in Austin, Texas, as well as a structure for addressing the varied levels of gifted education expertise of teachers in the school district.

Schedule

Day	Timeslot	Room
Wednesday	8:00 – 8:45 am	12

Presentation

Not Available

Graves | Paper | ”Horton Hears a Who”: Libraries and Librarians as Guardians of Able Minds

Presenters

Graves, Leslie S. Dublin, Ireland

Abstract

’L’ is for Library and ‘S’ is for Sanctuary. Librarians as guardians of able minds are often a little-thought-about idea. Librarians and libraries can be a rich and valuable resource in fostering the achievement and fulfillment of gifted individuals. This paper will outline issues and ideas related to the library-school-parent connection in identifying and supporting, motivating, and mentoring many types of gifted, exceptional, and dual- exceptional students. Strategies and suggestions will be explored.

Schedule

Day	Timeslot	Room	Sequence
Friday	9:00 – 10:00 am	02	1
Friday	9:00 – 10:00 am	02	2

Presentation

Not Available

Gyles | Paper | Teachers’ Perceptions of Important Student Outcomes in Inquiry Learning

Presenters

Gyles, Petra. McGill University, Canada

Abstract

Social-constructivism predicts a number of theoretically valuable outcomes from inquiry learning, such as student engagement, collaboration, and ownership of learning (Vygotsky, 1978); however, not all hypothesized outcomes have empirical support (Saunders-Stewart, 2008). The present study examines teachers’ perceptions of important outcomes for students engaging in inquiry instruction. Data have been collected through open dialogue with teachers and a criterion-reference list of potential inquiry outcomes (Saunders-Stewart, 2008). Some important student outcomes of inquiry include developing pride in their work, learning to self-evaluate, and understanding why they are studying what they are studying. Our study compares identified outcomes between teachers working with gifted and non-gifted students and teachers working in classrooms with differing levels of inquiry.

Schedule

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

Presentation

Not Available

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