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Lacey | Workshop | The Role of a Non-Institutionalized Environment in the Education of Gifted Learners
| Presenters |
Lacey, Linda. Lee Academy for Gifted Education, Florida, USA |
| Abstract |
Sharing of knowledge can best be accomplished in a non-institutionalized setting that minimizes stress and promotes relaxed learning. The objective should be to create an environment that allows and encourages students to express themselves, take risks, build trust, and develop self-confidence (George, 1997). We will explore the efforts of one gifted school (pre-kindergarten to Grade 12) to achieve that setting through both physical and programmatic means, including school structures that are inviting, not institutional; a secure, safe school setting; a campus with numerous opportunities for education; and relaxation outside the classroom. Also included are multiple specialists at all age levels, learner-centered, rather than teacher-centered classes, and movement in and out of the classroom. School administrators and faculty will discuss these efforts. The audience will gain knowledge on achieving a non-institutionalized setting and its impact on students. |
| Schedule |
| Day |
Timeslot |
Room |
| Wednesday |
1:15 – 2:00 pm |
13 |
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| Presentation |
Not Available |
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Lai | Paper | Educational Implications of Social Giftedness in Adolescence
| Presenters |
Lai, Yuan. University of British Columbia, Canada |
| Abstract |
This study applies Porath’s model of giftedness to examine social giftedness in adolescence. Participants have extensive exposure to the complex, social world, with their regular experience serving as cultural and linguistic mediators for their parents and other monolingual adults. The participants were between 12 and 16 years of age and resided in a large urban area in Canada. It is found that they were socially precocious. Attempts to understand other people’s minds occur in the classroom just as frequently as they occur in other aspects of our lives. How would we, as educators, help develop the full potential of these youth? As more becomes known about the role of social, emotional, and motivational processes in teaching and learning, the need for interpersonal understanding becomes more pressing. Implications for identification, instruction, and programming for social giftedness in the regular classroom and in pullout programs will be discussed. |
| Schedule |
| Day |
Timeslot |
Room |
Sequence |
| Friday |
10:30 – 11:30 am |
08 |
1 |
| Friday |
10:30 – 11:30 am |
08 |
2 |
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| Presentation |
Not Available |
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Lamoureux | Paper | Enrichment through Equity: Enriching Gifted Programming through Aboriginal Participation
| Presenters |
Lamoureux, Kevin. University of Winnipeg, Canada |
| Abstract |
Canadian Aboriginal students educated in mainstream schools often find themselves disadvantaged, both academically and socially. Little is known about gifted Aboriginal students, except that they are underrepresented in enrichment programming. Any unchallenged misconceptions represented in curriculum, programming, and out-dated literature are, potentially, inherited by students as they construct their emerging identity. Children can, naturally, become normalized into the thoughts and assumptions of their educators, parents, and mentors. This can be particularly harmful for Aboriginal students who build at least part of their cultural understandings based upon history, generalizations, and stereotypes that are inaccurate. This session will examine some of the thinking and perceptions that potentially limit the expression of talents in gifted Aboriginal youth. By comparing current gifted literature to contemporary understandings of Aboriginal history, culture, and psychology, we will find opportunities to renew our thinking about programming for these and other socially marginalized students. |
| Schedule |
| Day |
Timeslot |
Room |
Sequence |
| Thursday |
2:15 – 3:15 pm |
11 |
1 |
| Thursday |
2:15 – 3:15 pm |
11 |
2 |
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| Presentation |
Not Available |
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Landwehr-Brown | Symposium | Issuing Visas to the World: Global Learning K-16 Curriculum
| Presenters |
Landwehr-Brown, Marjorie. Wichita State University, USA |
| Abstract |
From the temples of India to Antarctica’s polar ice caps to Darfur’s war-torn refugee camps, students have formed relationships and created shared products with their global peers through the Douglass Global Learning program. The global learning model provides a framework for gifted students to gain global citizenship by building those relationships, resulting in authentic products and the attitudes of a global citizen. This session applies the model to an innovative K to12 public school system. Participants will focus on specific, proven, global learning projects for gifted co-learners, exploring a host of resources and projects for various age levels. Participants will share ideas, direct inquiries, and apply global learning concepts to individual educational settings. Global learning is education without borders to provide students and educators the knowledge, skills, and attitudes of a global citizen. |
| Schedule |
| Day |
Timeslot |
Room |
| Tuesday |
3:45 – 4:45 pm |
05 |
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| Presentation |
Not Available |
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Landwehr-Brown | Paper | Realizing Global Awareness and Responsibility: Designing, Implementing, and Facilitating a Global Festival
| Presenters |
Landwehr-Brown, Marjorie. Butler County Gifted Facilitators, Kansas, USA / Mahoney, Charlie. Emporia Technology School, Kansas, USA |
| Abstract |
Rural and suburban gifted students often have the traits of global awareness and global responsibility but lack the resources to express such traits. A gifted facilitator’s cooperative from nine separate rural and suburban districts in Kansas is offering a solution, not only to gifted students, but also to instructors, parents, and the community. The annual Global Festival provides face-to-face interactions, as well as virtual, global interaction, for all of the stakeholders in a student-centered, project-based, and standards-meeting event. Besides the important universal awareness and global responsibility, these global relationships, interactions, and projects have many benefits for gifted co-learners, among them skill development in team building, technology, presentation, public speaking, problem solving, and goal setting . Applicable to educational levels K – 12, participants will be provided with the resources for developing such a program. |
| Schedule |
| Day |
Timeslot |
Room |
Sequence |
| Wednesday |
3:45 – 4:45 pm |
05 |
1 |
| Wednesday |
3:45 – 4:45 pm |
05 |
2 |
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| Presentation |
Not Available |
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Lane | Workshop | Inventing the Future: Skills Needed to Support and Sustain Future Skill-Building
| Presenters |
Lane, Marilyn. California Association for the Gifted, USA / Ho, Nora. Santa Clara University, California, USA |
| Abstract |
Twentieth-century skills taught in classrooms are no longer appropriate for a global society in a flat world. In this thought-provoking session, based on the works of Thomas L. Friedman and Daniel H. Pink, participants will examine trends and forces that have brought us into a new era. Futurists have proposed skills needed for tomorrow. We will identify those skills and suggest classroom strategies that support and sustain building skills for the future. |
| Schedule |
| Day |
Timeslot |
Room |
| Tuesday |
1:15 – 2:00 pm |
09 |
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| Presentation |
Not Available |
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Langen | Workshop | Spirit of Math Schools: Examining a Successful Model in an After-School Setting
| Presenters |
Langen, Kim. Spirit of Math Schools, Canada |
| Abstract |
This fast-paced workshop will introduce a Canadian phenomenon in mathematics education for high-performing students. Discover how this “after-school” school emerged from its grassroots’ beginnings, over 25 years ago, to become a family of 18 schools that has addressed the needs of thousands of high-performing students. This session will take participants through a typical evening at Spirit of Math, explore the curriculum and educational philosophy, provide an overview of the extensive teacher training and ongoing professional development, and, finally, examine why this business model works in an educational environment. Come and find out why so many Spirit of Math students love coming to class, why so many of these students consistently place on national honour rolls, and how parents have played a role in the success of the program. |
| Schedule |
| Day |
Timeslot |
Room |
| Wednesday |
8:00 – 8:45 am |
13 |
|
| Presentation |
Not Available |
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Le Sueur | Paper | ”Tools4Talent” Development: Educating New Zealand Teachers
| Presenters |
Le Sueur, Elaine. University of Auckland, New Zealand |
| Abstract |
Priorities for facilitators working to assist teachers to meet the needs of gifted and talented students in New Zealand classrooms are to increase pedagogical knowledge of gifted education; to enable the design of learning programs that will more effectively help students to become successful learners, particularly those who are underachieving or are at risk of underachievement; to help them to reflect on the impact of their practice on student learning and achievement; and to establish and participate in effective learning communities. “Tools4Talent” is a professional development program aimed at helping teachers to personalize the learning for all, with a focus on meeting the needs of able and gifted students. This paper will outline the process and present examples of strategies that are offered to help teachers to work smarter, rather than harder, through a focus on best practices for differentiating content, process, product, and the learning environment through authentic inquiry processes, higher-order questioning techniques, and support for creativity. |
| Schedule |
| Day |
Timeslot |
Room |
Sequence |
| Wednesday |
10:30 am – 12:00 pm |
07 |
1 |
| Wednesday |
10:30 am – 12:00 pm |
07 |
2 |
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| Presentation |
Not Available |
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Leavitt | Paper | Lithuanian Teachers’ Perceptions and Practices of Giftedness and Gifted Education
| Presenters |
Leavitt, Monita. Oxford Brookes University, UK |
| Abstract |
This research, one of the first Western studies of post-Soviet, gifted educational reform in Lithuania, was conducted in two stages to investigate the change of teachers’ perceptions and practices concerning giftedness and gifted education. The findings were examined within the framework of Michael Fullan’s Four-Stage Model of Educational Change. Qualitative evidence for the change in teachers’ perceptions was gathered from pre- and post-surveys of a professional development program and analyzed using both Mind Maps and NVivo. Results showed 51% of Lithuanian teachers indicated that their beliefs about giftedness had changed. The second stage, concerning a change in Lithuanian teachers’ practices after implementation of a gifted identification process, revealed 26% of the population in a case-study school was identified as gifted. These teachers became empowered to differentiate curriculum for identified gifted pupils and involved parents in the identification process. Recommendations are made for the future identification and education of gifted children in Lithuania. |
| Schedule |
| Day |
Timeslot |
Room |
Sequence |
| Wednesday |
10:30 am – 12:00 pm |
10 |
1 |
| Wednesday |
10:30 am – 12:00 pm |
10 |
2 |
| Wednesday |
10:30 am – 12:00 pm |
10 |
3 |
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| Presentation |
Not Available |
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Lee | Paper | Development of the Capability Development Program for Fostering Multiple Intelligence in Preschoolers
| Presenters |
Lee, Kyunghwa. Soongsil University, Korea |
| Abstract |
In this study, the researcher developed capability-development programs to foster multiple intelligences (MI) in preschoolers, based on the MI theory. Human intelligence is divided into 7 or 9 domains, and intellectual traits may be related to cultural and social conditions. According to the results of Lee (2007), however, the intelligence of young children is not classified specifically, so, in creating the capability-development for preschoolers, the researcher included five domains of intelligence: linguistic, logical-mathematical and spatial, musical and body-kinesthetic, and natural, inter-intrapersonal. This program was developed on the basis of MI theory, and the children who participated in this program were three to five years old. After developing the program, its effectiveness for improving the multiple intellectual abilities was identified. |
| Schedule |
| Day |
Timeslot |
Room |
Sequence |
| Tuesday |
5:00 – 6:00 pm |
08 |
1 |
| Tuesday |
5:00 – 6:00 pm |
08 |
3 |
|
| Presentation |
Not Available |
| Close |
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Lee | Paper | Personal Intelligence Program: Development and Effects on the Inter- and Intra-personal Intelligence of Young Children
| Presenters |
Park, Sookhee. Hyupsung University, Korea / Lee, Kyung-Hwa. Soongsil University, Korea / Choi, Byungyeon. Jeonju National University of Education, Korea /Yang, Hyejin. Sejong Institute for Gifted and Talented, Korea |
| Abstract |
This study was aimed at examining how the personal intelligence program affects the inter- and intra-personal intelligence of young children. To this end, a personal intelligence program for improving this kind of intelligence in young children was developed and applied to verify its effectiveness. Twenty five-year-old children were randomly selected as participants of this study and randomly allocated into the experiment group and the control group. Pre- and post-testing was performed to verify homogeneity and to analyze the experimental results. The personal intelligence program was verified as to its effectiveness. Instructional activities of the personal intelligence program improved both intrapersonal and interpersonal intelligence because the program was based on each young child’s intelligence level appropriately. Results will be presented. |
| Schedule |
| Day |
Timeslot |
Room |
Sequence |
| Wednesday |
3:45 – 4:45 pm |
05 |
1 |
| Wednesday |
3:45 – 4:45 pm |
05 |
2 |
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| Presentation |
Not Available |
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Lee | Paper | Attributional Tendencies and Self-Regulated Learning Strategies of Elementary Gifted and General Students
| Presenters |
Shindong, Lee. Soonchunhyang University, Korea / Choi, Byungyeon, Jeonju National University of Education, Korea / Koh, Woonjung, Kangnam University, Korea / Lee, Jeongkyu, Korea Foundation for Advancement of Science and Creativity, Korea |
| Abstract |
This study aimed to investigate the differences between gifted students and general students in elementary school by comparing their attributional tendencies and self-regulated learning strategies. The subjects of this study were 105 gifted students in the Grades 5 and 6 from the gifted education center and 105 general students. There were several significant findings. The gifted students attributed their academic success to their ability, and the general students attributed their failure to the ability factor. The gifted students were superior to the general students in using the self-regulated learning strategies, as a whole. Comparing the groups by the sub-factors of the self-regulated learning strategies, the gifted students in science showed more mastery goal orientation than that of the gifted students in humanities. Also, the scores of value achievement in female gifted students were significantly higher than that of the male gifted students. |
| Schedule |
| Day |
Timeslot |
Room |
Sequence |
| Thursday |
10:30 am – 12:00 pm |
12 |
1 |
| Thursday |
10:30 am – 12:00 pm |
12 |
2 |
| Thursday |
10:30 am – 12:00 pm |
12 |
3 |
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| Presentation |
Not Available |
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Leung | Paper | Self-Efficacy in Inquiry among Students in a Summer Enrichment Program
| Presenters |
Leung, Daisy A. McGill University, Canada |
| Abstract |
The extent to which learners’ self-efficacy in inquiry affects how well they will learn through inquiry is not known. Nevertheless, it is widely noted that gifted learners thrive in inquiry environments (Aulls & Shore, 2008). Twenty students, aged 8 to 16 years, participated in a validation study for a measure of self-efficacy in inquiry. Nine participants volunteered for an hour-long interview that provided insight into their understanding of the components of inquiry. Participants were most efficacious when asked to understand the goal of the inquiry task, how to follow instructions, use their imaginations freely, and search the internet and worldwide web. The students were least efficacious when asked to share the direction of the inquiry with the teacher, organize the time they required to do the inquiry, create more than one plan, and create a back-up plan. |
| Schedule |
| Day |
Timeslot |
Room |
Sequence |
| Tuesday |
3:45 – 4:45 pm |
06 |
1 |
| Tuesday |
3:45 – 4:45 pm |
06 |
2 |
|
| Presentation |
Not Available |
| Close |
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Levy | Workshop | Powerful Strategies to Enhance the Learning of Gifted and Highly Able Students
| Presenters |
Levy, Nathan. NL Associates, Inc., New Jersey, USA |
| Abstract |
Educators are constantly barraged with demands from all sides of the educational establishment. Stated overtly and covertly by parents and educational leaders is the need for our best and brightest students to be intellectually challenged in classrooms and in schools. This presentation introduces unique activities that have been created and gathered by the presenter for the past few decades to address the significant need of motivating and reaching gifted and highly capable students in the classroom and beyond. Each attendee will leave with new ideas to increase teaching options and enhance critical thinking through highly motivating activities and instructional strategies. The activities presented are designed to emphasize practical strategies that can be implemented immediately in the classroom. Each innovative technique can be integrated into mainstream teaching without disruption. Attendees will be motivated, challenged, and excited to add many of these activities to their teaching repertoire. |
| Schedule |
| Day |
Timeslot |
Room |
| Tuesday |
8:00 – 8:45 am |
05 |
|
| Presentation |
Not Available |
| Close |
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Li | Poster | Factors Affecting Teachers’ Attitudes Toward Teaching Creative Thinking Using the SEM Model
| Presenters |
Li,Wei-Chun. National Taitung University, Taiwan |
| Abstract |
The purpose of this study was to build a theoretical model, based on recent research, representing 486 school teachers’ attitudes toward teaching creative thinking skills in elementary and junior high school gifted learning settings in Taiwan, using the Structural Equation Model (SEM). The effect of variables on the theoretical model was analyzed. The research tools included the ATTA, a questionnaire for teaching style and attitudes toward teaching for creative thinking of the gifted-class teachers. The results indicated that the theoretical model fit the observed data quite well, that teachers’ creativity affected their attitude toward teaching for creative thinking, that the social teaching style intervened between the teachers’ creativity and their attitudes toward teaching for creative thinking, and that social teaching style is both an independent and an intervening variable. Based on these findings of the study, the implications for theory and practice, as well as for further research, are also discussed. |
| Schedule |
| Day |
Timeslot |
Room |
| Thursday |
10:30 am – 12:00 pm |
Exhibition |
|
| Presentation |
Not Available |
| Close |
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Li | Paper | The Localized Construct of Operation Houndstooth Theory in Taiwan
| Presenters |
Li, I-ming. National Taipei University of Education, Taiwan |
| Abstract |
The purpose of this study was to make a localized action model of the Operation Houndstooth Intervention Theory (OHIT), which was originally established by Renzulli, et al (2006), for gifted students in Taiwan. According to the results of the study on constructs of OHIT in the previous year, the investigators began to take action to enhance the co-cognitive traits, including optimism, courage, romance with a topic or discipline, sensitivity to human concerns, physical and mental energy, and vision or sense of destiny on gifted students of elementary schools. |
| Schedule |
| Day |
Timeslot |
Room |
Sequence |
| Tuesday |
10:30 am – 12:00 pm |
09 |
1 |
| Tuesday |
10:30 am – 12:00 pm |
09 |
2 |
| Tuesday |
10:30 am – 12:00 pm |
09 |
3 |
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| Presentation |
Not Available |
| Close |
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Liao | Paper | Effects of Mind Mapping Instruction to the Elementary Gifted Students on Creativity
| Presenters |
Liao, Wei-hsiung. Dali Elementary School, Taiwan / Lai, Tsuei-yuan. National Changhua University of Education, Taiwan / Hsieh, Jian-chyuan. Nan Kai University of Technology, Taiwan |
| Abstract |
The purpose of this study was to investigate the influences of mind-mapping instruction on creativity for the elementary gifted students. Both qualitative and quantitative data were collected in order to investigate the participants’ performance on creativity. The 23 participants were Grade 5 gifted students from the central region of Taiwan. A 12-section, 12-week mind-mapping teaching program was delivered to the participants. The Torrance Tests of Creative Thinking, mind-mapping checklists, teaching journals, observation forms, mind-mapping interview records, and feedback questionnaires from subjects and their teachers were applied in this research. Results were as follows: mind mapping achieved remarkable teaching effects on creativity with Grade 5 gifted students, the participants held affirmative viewpoints and positive appraisal toward mind-mapping instruction, and the participants’ teacher also held positive and affirmative viewpoints toward mind-mapping instruction. Based on the results of this study, the researcher provides suggestions for future teaching and further research. |
| Schedule |
| Day |
Timeslot |
Room |
Sequence |
| Thursday |
10:30 am – 12:00 pm |
09 |
1 |
| Thursday |
10:30 am – 12:00 pm |
09 |
2 |
| Thursday |
10:30 am – 12:00 pm |
09 |
3 |
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| Presentation |
Not Available |
| Close |
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Limont | Poster | Overexcitability and Specific Abilities
| Presenters |
Limont, Wieslawa. Nicolaus Copernicus University, Poland |
| Abstract |
Kazimierz Dabrowski claimed that one of the developmental potential components involves mental overexcitabilities (OEs): sensory, psychomotor, emotional, imaginational, and intellectual. The gifted demonstrate their individual differences in the types of OEs revealed in characteristic forms of expression connected with excitability and reaction in the person-specific dominance information processing channel. One can, therefore, assume that persons of different specific abilities will demonstrate a different profile of OEs. The research covered 177 pupils (aged 13 to 15) representing musical abilities, visual abilities, and cognitive abilities and involved a control group. The research involved the use of The Overexcitability Questionnaire-Two. The analysis of variance of the results showed significant differences across pupils with different specific abilities. The highest level of psychomotor OEs was observed in the musically-gifted and the control group; sensory OEs in visually-gifted; and intellectual OEs in pupils with cognitive abilities. The research showed that the pupils of different specific abilities represent different profiles of OEs. |
| Schedule |
| Day |
Timeslot |
Room |
| Thursday |
10:30 am – 12:00 pm |
Exhibition |
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| Presentation |
Not Available |
| Close |
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Lin | Paper | An Adolescent Savant Artist: Leland Lee
| Presenters |
Lin, Jen-Chieh. National Taiwan Normal University Department of Fine Arts, Taiwan / Lee, Karen Chien. Mother of Savant Artist Leland Lee, Taiwan |
| Abstract |
Lorna Selfe (1995) introduced Nadia, a child artist with autism. Beate Hermelin (2001) presented Stephen, a savant artist with autism. These two young artists successfully use smooth, confident lines to depict their objects and compositions. The characteristics of Leland Lee’s artwork are different from those of Nadia and Stephen. Leland usually outlines a painting with marker pen first, adds colored acrylic paint on the marker outline, then modifies the contours with a marker until his work is complete. This article also recounts the development of Leland’s drawing ability. Born in Los Angeles, in 1989, he now lives in Taipei. He began painting when he was three. As he faces various challenges in life with autism, art has become an important means of communication. He often depicts his perceptions of the state of this world through his paintings. What Leland lacks in verbal communication skills, he makes up in exceptional visual acuity. |
| Schedule |
| Day |
Timeslot |
Room |
Sequence |
| Wednesday |
3:45 – 4:45 pm |
07 |
1 |
| Wednesday |
3:45 – 4:45 pm |
07 |
2 |
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| Presentation |
Not Available |
| Close |
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Liu | Paper | The Effect of Generating Interest
| Presenters |
Liu, Yunxiu. Beijing No. 8 High School, China |
| Abstract |
When interested in something, a person’s brain is stimulated. This stimulation can affect memory, imagination, learning, and other psychological functions positively. Students respond more quickly and are likely to achieve better results in subjects in which they are interested, rather those in which they are not. It has been noted that students from the Experimental Class for Gifted and Talented Children are not as accomplished at learning the Chinese language and arts as would be expected. This may be due to their young age and lack of maturity. Only students genuinely interested in language and art subjects perform well. Generating interest will help students respond in a positive manner towards learning the Chinese language and the arts. Interested students learn faster and have a greater depth of understanding, and, thereby, achieve better results. To conclude, we can say, with strong conviction, that the Generator effect cannot be ignored in the learning processes. |
| Schedule |
| Day |
Timeslot |
Room |
Sequence |
| Wednesday |
10:30 am – 12:00 pm |
04 |
1 |
| Wednesday |
10:30 am – 12:00 pm |
04 |
2 |
| Wednesday |
10:30 am – 12:00 pm |
04 |
3 |
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| Presentation |
Not Available |
| Close |
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