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Sáenz | Paper | Using Multiple Intelligences for Identification and Enrichment in the Regular Classroom
| Presenters |
Saenz, Janet. Autonomous University of Tlaxcala, Mexico |
| Abstract |
This presentation will explore the application of Gardner’s Multiple Intelligence Theory in the composition of questionnaires for identification and enrichment purposes. Forms have been developed for the student, teacher, and parent to fill out in order for us to obtain a student profile. After the identification of strengths is completed, enrichment strategies are developed to further strengthen the student’s abilities and special talents. Examples of the different three questionnaires, for both rural and urban populations, will be demonstrated. Also, sample activity cards which have been developed by teachers and students using multiple intelligences and higher-level thinking skills will be shown. Copies of these materials will be made available by e-mail in both English and Spanish. |
| Schedule |
| Day |
Timeslot |
Room |
Sequence |
| Thursday |
3:30 – 4:30 pm |
11 |
1 |
| Thursday |
3:30 – 4:30 pm |
11 |
2 |
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| Presentation |
Not Available |
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Salyer | Paper | The Hidden Agenda for Gifted Students in the Classroom
| Presenters |
Salyer, B. Keith; Thyfault, Alberta. Central Washington University, USA |
| Abstract |
Gifted students at all levels of education often find there is a hidden agenda to being successful within a given environment. These hidden agenda factors often include control issues, subject content, procedural guidelines, expectations, and experience levels that interfere with the learning of gifted students. This presentation and accompanying paper explore hidden-agenda elements based on a broad-based literature review, classroom observations, and semi-clinical interviews with gifted students and teachers. The findings suggest that many gifted students suffer from the effects of a hidden agenda in the classroom, the existence of which they may or may not be aware. The presentation will conclude with suggested activities and strategies that can be employed by students and teachers of gifted students to minimize the effects of hidden- agenda elements in elementary through college classrooms. |
| Schedule |
| Day |
Timeslot |
Room |
Sequence |
| Friday |
10:30 – 11:30 am |
03 |
1 |
| Friday |
10:30 – 11:30 am |
03 |
2 |
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| Presentation |
Not Available |
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Savi Suter | Paper | Content and Language Integrated Learning (CLIL) in the Context of Gifted Education
| Presenters |
Savi Suter, Caterina. Kantonsschule Wettingen, Switzerland |
| Abstract |
Learning mathematics or other subjects in a foreign language has proven to be very successful in Europe. Known as “Content and Language Integrated Learning” (CLIL), the system attracts academically bright students with an affinity for languages. Usually, CLIL programs are selective or have a self-selection component. The CLIL method has been highly accepted by teachers as a reasonable way of delivering gifted education. It raises the level of the foreign language and, in the process, the subject taught in the foreign language, for example, mathematics, reaches at least the same level as in ordinary classes. Students show higher motivation and higher engagement. Results of the Swiss Immersion program are presented with data from Kantonsschule Wettingen, a school for gifted students, Years 10 through 13, which reveal CLIL as being a successful approach for gifted education. The paper shows how CLIL can be embedded in a general talent development model, offering both enrichment and acceleration components. |
| Schedule |
| Day |
Timeslot |
Room |
Sequence |
| Wednesday |
3:45 – 4:45 pm |
12 |
1 |
| Wednesday |
3:45 – 4:45 pm |
12 |
2 |
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| Presentation |
Not Available |
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Schuurman-van der Heijden | Paper | Experience in Guiding Bright Children with Asperger Syndrome in the Netherlands
| Presenters |
Schuurman-van der Heyden, Marieke. MIB Utrecht, Netherlands |
| Abstract |
In the Netherlands, the recognition and care of bright children with Asperger Syndrome (AS) has received increasing attention as part of the health-care and education systems. There is ongoing and developing discussion on the bio-medical data and co-morbidity in diagnosis. At various levels of the secondary education system, which includes students aged 12 to18 years, teachers are becoming more observant in recognizing AS in bright children, particularly in the Gymnasium—schools that prepare students for higher education and university. There is a wide variation in the behavioral signs of bright children with AS, signs which are sometimes hidden. These children require individually tailored counseling in developing guided independence. This process is only possible when there is appropriate interaction among the parents, the school, and the counselor. This presentation will review the current situation. |
| Schedule |
| Day |
Timeslot |
Room |
Sequence |
| Friday |
9:00 – 10:00 am |
10 |
1 |
| Friday |
9:00 – 10:00 am |
10 |
2 |
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| Presentation |
Not Available |
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Scott | Paper | Barriers to Identifying Culturally Diverse Gifted Learners: University Student-Teacher Perceptions
| Presenters |
Scott, Joy M.; Osman, Ruksana. University of the Witwatersrand, South Africa |
| Abstract |
The purpose of this research is to investigate South African student-teacher perceptions on problems and issues related to identifying culturally diverse, economically disadvantaged, and limited English gifted learners. The study is a replication of research conducted by a renowned American scholar, the late Mary M. Frasier. One hundred and thirty-three final-year student-teachers completed a 10-item self-report survey. Results indicate similarities and differences to the original Frasier et al 1995 study. Although contextual differences were taken into consideration in our discussion, test bias was also perceived as a major barrier to identification in the present study. A major conclusion of this study is that gifted education courses in university student-teacher programs in South Africa are needed to help dispel misconceptions specifically contextual to South African diverse populations of children, and to prepare teachers to steer exceptionally bright children into careers, leadership positions, and educational opportunities matched to their abilities. |
| Schedule |
| Day |
Timeslot |
Room |
Sequence |
| Thursday |
2:15 – 3:15 pm |
08 |
1 |
| Thursday |
2:15 – 3:15 pm |
08 |
2 |
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| Presentation |
Not Available |
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See | Paper | Teaching Physics to High-Ability Primary Pupils through Phyzwurx Experiential Learning
| Presenters |
See, Julie; Yong, Song Ling. Henry Park Primary School, Singapore |
| Abstract |
Phyzwurx (physics at work everywhere) is an innovative learning laboratory launched in the Henry Park Primary School, renowned for fun and meaningful learning of physical science, in the west zone of Singapore, in 2005. The intent was to promote learning physical science through toys and everyday things. In 2008, the same concept of Phyzwurx was extended to the whole campus to create an authentic setting outside the classrooms. The intent was for pupils, especially those who are high-ability, to learn physical science through exploration and experiential learning. The facilities created in spaces around the school supported themes, such as playground science, material science, and everywhere science, through concepts of physical science in everyday-life experiences. The move to introduce physical science into daily experiences also allowed for teachers’ training in designing curriculum packages. In this session, the concept of Phyzwurx, its structure, its implementation, and preliminary research findings on it will be shared. |
| Schedule |
| Day |
Timeslot |
Room |
Sequence |
| Tuesday |
10:30 am – 12:00 pm |
13 |
1 |
| Tuesday |
10:30 am – 12:00 pm |
13 |
2 |
| Tuesday |
10:30 am – 12:00 pm |
13 |
3 |
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| Presentation |
Not Available |
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Semenenko | Paper | Interrelations between Cognitive and Affective Components in Creating Thinking Classrooms
| Presenters |
Semenenko, Olga. Director of School for Creatively Gifted Children, Uzbekistan |
| Abstract |
Complex thinking can take different forms. An essential element in developing a thinking culture is explicit teaching of thinking skills to all students. Using a variety of models in designing teaching and learning activities will encourage students to think in different ways, to apply thinking tools and strategies in everyday situations, and to solve problems they encounter in the real world. Critical or creative thinking is an outcome of educational process practice thinking. Brainstorming techniques encompass four cognitive components: fluency, flexibility, originality, and elaboration. To make the learning process more effective, however, especially with young students, we must use affective components, such as feelings, imagination, natural curiosity, and readiness for risk-taking. These extra components seem to be basic for developing a range of activities thinking lessons and extending children’s opportunities and abilities in this area. |
| Schedule |
| Day |
Timeslot |
Room |
Sequence |
| Wednesday |
10:30 am – 12:00 pm |
12 |
1 |
| Wednesday |
10:30 am – 12:00 pm |
12 |
2 |
| Wednesday |
10:30 am – 12:00 pm |
12 |
3 |
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| Presentation |
Not Available |
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Sen | Paper | Talented and Gifted Students and Second Language Aptitude
| Presenters |
Sen, Hulya. TEV Ýnanç Türkeþ Lisesi School of Talented and Gifted Students, Turkey |
| Abstract |
Students at our school of for the talented and gifted take challenging tests in order to be admitted to our school. In addition, they go through a process of selection at an observation camp. Among other tasks, they are given a language aptitude test. In this seminar, I will discuss whether there is a correlation between students who score high on the IQ tests and students who are successful at language learning. Furthermore, I will discuss the effectiveness of the linguistic aptitude test as a diagnostic instrument. In addition to that, I will talk about how language learning can be maximized with the students who are not adept at learning languages. |
| Schedule |
| Day |
Timeslot |
Room |
Sequence |
| Tuesday |
5:00 – 6:00 pm |
09 |
1 |
| Tuesday |
5:00 – 6:00 pm |
09 |
2 |
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| Presentation |
Not Available |
| Close |
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Sepp | Poster | From the Interest to the Expert Level
| Presenters |
Sepp, Viire. The Gifted and Talented Development Centre, University of Tartu, Estonia |
| Abstract |
To aid in the development of the country, small nations have to contribute to the science-based economy. The Estonian Parliament adopted “Knowledge-based Estonia, the state strategy for scientific and innovative development, in 2007. Serving this mission has been the basis of the work of the Gifted and Talented Development Centre of Tartu University for more than forty years. The function of the Centre embraces the awakening of interests via different hobby activities, talent identification, and promotion of the potential of high-ability students through contests and academic Olympiads, as well as talent development to expert-level performance through schooling and mentoring. The most focused attention is given to students from rural schools. An overview of the integrated system of different activities, e-courses, scientific camps, and academic Olympiads which raise students’ interest in the scientific work, will be presented. |
| Schedule |
| Day |
Timeslot |
Room |
| Tuesday |
10:30 am – 12:00 pm |
Exhibition |
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| Presentation |
Not Available |
| Close |
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Sepp | Paper | Does Repetition Always Make a Master?
| Presenters |
Sepp, Viire. The Gifted and Talented Development Centre, University of Tartu, Estonia / Heymans, Peter. University of Utrecht, Netherlands |
| Abstract |
Academic Olympiads are organized with several aims, including the identification of talented students and the development of their potential. Former Olympiad participants evaluate their participation at Olympiad as a motivator and stimulus for developing their topic interest, abilities, and future career choices. Results of a study of long-term effects of Olympiad participation will be presented. Sixty repeaters in Olympiad participation in two consecutive years were examined. The general question was whether the effects of participation in Olympiad on achievement, inspiration and motivation are there one year later, as repeat participants prepare for the next Olympiad. Results showed that Olympiad participation will not automatically facilitate future Olympiad achievement. Also, the expectation that students with more experiences at Olympiads would have a better motivational attitude toward Olympiads, was not supported. Consequences of these results on educational practice will be analyzed. |
| Schedule |
| Day |
Timeslot |
Room |
Sequence |
| Wednesday |
10:30 am – 12:00 pm |
08 |
1 |
| Wednesday |
10:30 am – 12:00 pm |
08 |
2 |
| Wednesday |
10:30 am – 12:00 pm |
08 |
3 |
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| Presentation |
Not Available |
| Close |
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Shavinina | Paper | How to Develop Innovators: Evidence from Nobel Laureates and Great Entrepreneurs
| Presenters |
Shavinina, Larisa, Université du Québec en Outaouais, Canada |
| Abstract |
Based on the findings from three ongoing projects on early childhood and adolescent education of Nobel laureates, their academic acceleration, and the nature of individual innovation (sponsored by SSHRC, IRPA of the Belin-Blank Center, and FQRSC, respectively), this paper addresses an important issue of what should be done in order to develop scientific talents and entrepreneurial giftedness of highly able children fully. After a brief description of the main findings of each project and their applications for gifted education, I will conclude that we have to focus on innovation education. Innovation education refers to a wide range of educational interventions aimed at developing and transforming child talent into adult innovation, that is, those societal actions aimed at preparing gifted children to become adult innovators. Such educational interventions should include, but should not be limited to, seven interrelated components, which will be discussed in this presentation. |
| 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 |
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| Presentation |
Not Available |
| Close |
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Shen | Paper | Boosting Development in Chinese Language Learning and Initiating Interest through Language Exercises
| Presenters |
Shen, Na. Beijing Yumin Primary School, China |
| Abstract |
The Chinese language is actually an applied science. Good capabilities in Chinese are represented by good comprehension in Chinese reading, based on solid accrual and comprehension, culture, and emotions of the language. Gifted and talented students possess outstanding ability and motivation to develop the necessary skills for independent reading comprehension in Chinese. I took two measures to nurture the learning interests of these students in order to promote their capabilities in the Chinese language effectively: activating the extraordinary thinking capabilities of the gifted and talented children by various innovative and flexible teaching approaches to engage them in the activities and teaching the children through a variety of language style exercises from various sources. |
| Schedule |
| Day |
Timeslot |
Room |
Sequence |
| Thursday |
10:30 am – 12:00 pm |
05 |
1 |
| Thursday |
10:30 am – 12:00 pm |
05 |
2 |
| Thursday |
10:30 am – 12:00 pm |
05 |
3 |
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| Presentation |
Not Available |
| Close |
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Shore | Paper | The Support of Gifted Adolescents’ Friendships: Fewer but More Focused Pillars
| Presenters |
Shore, Bruce M. McGill University, Canada |
| Abstract |
Schapiro, Schneider, Shore, and Margison (in press) compared the quality of friendships, using the criteria of companionship, help, security, and closeness, and the stability of friendships in 76 same-sex dyads of gifted and regular-program adolescents. The study tested Sullivan’s (1953) prediction that competition harms friendships. It was determined that the type of competition—task-oriented, personal achievement-focused versus the other-referenced type, where the orientation is to win against someone else—was the more important factor. Task-orientation was a relatively stronger characteristic of both giftedness and of higher-quality, more stable friendships. In the present study, we re-analyze these data to explore the suggestion of differences between the gifted and regular-program students in a number of dimensions of friendship quality that characterize higher-quality and more stable friendships. Female and gifted-program students’ friendships thrived on the strength of a smaller number of connecting dimensions. Friendships between gifted adolescents may be more specialized, regarding needs addressed. |
| Schedule |
| Day |
Timeslot |
Room |
Sequence |
| Thursday |
2:15 – 3:15 pm |
03 |
1 |
| Thursday |
2:15 – 3:15 pm |
03 |
2 |
|
| Presentation |
Not Available |
| Close |
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Shy | Paper | A Learning Model for Gifted Learners
| Presenters |
Shy, Haw-Yaw; Tsai, Pao-Kuei; Chiou, Pei-Ping. National Chang Hua University of Education, Taiwan |
| Abstract |
We have found that gifted learners can benefit from experiencing physics phenomena in the learning of mathematical concepts. This evidence guides us in developing a learning model for the gifted. First, gifted students are exposed to a variety of videos on the topic. Students then present their findings on key factors and possible relationships between physics and mathematics. Following an in-depth discourse, mathematical concepts are deduced or employed in describing the relationships. The subjects of this study consisted of 45 Grade 5 and 6 students and 19 elementary-school teachers. The findings were encouraging in that it was realized that students have a rich understanding, both with mathematical concepts and with the application of those mathematical concepts in a wide range of situations. The model will be described in detail, and examples will be provided. |
| Schedule |
| Day |
Timeslot |
Room |
Sequence |
| Wednesday |
5:00 – 6:00 pm |
08 |
1 |
| Wednesday |
5:00 – 6:00 pm |
08 |
2 |
|
| Presentation |
Not Available |
| Close |
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Sierszenska-Leraczyk | Poster | Psychological Problems in Students of Specialist Music Schools in Poland
| Presenters |
Malgorzata Sierszenska-Leraczyk. Academy of Music Poznan, Poland |
| Abstract |
Most departments of music academies—instrumental, conducting and composing—require the candidates to have particular skills that in practice can only be acquired in first- and second-degree music schools. The poster presented includes information about Polish music schools and the teaching system for musically gifted children. It also records the history of specialist psychological counseling in music schools in Poland, as well as a theoretical counseling model which is currently being introduced into practice. Moreover, statistical data on the main types of psychological problems faced by students of all levels will be included and discussed. |
| Schedule |
| Day |
Timeslot |
Room |
| Thursday |
10:30 am – 12:00 pm |
Exhibition |
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| Presentation |
Not Available |
| Close |
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Silk | Paper | 600 Schools and Me!
| Presenters |
Silk, Roger. Kent County Council, England |
| Abstract |
This presentation will focus on the task of disseminating and developing national, regional, and county initiatives throughout a local authority of over 600 schools and developing strategies to ensure the identification of and provision for the gifted and talented students. Kent has a diverse range of schools, from large urban secondary schools to small rural primary schools. There are areas of extreme deprivation, with low levels of higher-education experience and areas of financial affluence with a tradition of academic success. The presentation will explore the Gifted and Talented Leading Teacher program, which was introduced in September 2007, and the Institutional and Classroom Quality Standards, and their application in Kent schools, which has allowed focused action planning and staff development in pursuit of improved levels of attainment. This presentation will also explore the practicalities of the presenter’s role as the sole Gifted and Talented Adviser across this large local authority. |
| Schedule |
| Day |
Timeslot |
Room |
Sequence |
| Friday |
10:30 – 11:30 am |
10 |
1 |
| Friday |
10:30 – 11:30 am |
10 |
2 |
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| Presentation |
Not Available |
| Close |
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Sims | Workshop | You Don’t Have to Be an Expert to Challenge Your Gifted Students
| Presenters |
Sims, Katrina. Merici College, Australia |
| Abstract |
The ICT Accel Program, an enrichment program designed for students gifted in computing, came from listening to what gifted students were programming on home computers. The teaching approach used by the presenter caters to gifted students’ personal academic pursuits and interests (often not included in school curricula) and challenges them to develop these skills and knowledge. Students investigate and experience the concepts taught in the classroom through a mathematical investigation into the history and real-life applications for trigonometry and create computer applications for clients according to industry guidelines. The students learn time management, organizational skills, and independent learning skills. The teacher, as facilitator, introduces the basic skills, becoming the springboard for independent, advanced skill development. These mathematics investigations developed from a concern that many of our mathematically-gifted students are not taking advanced mathematics courses at school and university and from the need to make school mathematics relevant and interesting. |
| Schedule |
| Day |
Timeslot |
Room |
| Thursday |
8:00 – 8:45 am |
13 |
|
| Presentation |
Not Available |
| Close |
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Sisk | Symposium | Using Children’s Literature, Music, and Art to Address the Social-Emotional Needs of Gifted Students
| Presenters |
Sisk, Dorothy. Lamar University, Texas, USA / Nielsen, Elizabeth; Higgins, Dennis. University of New Mexico, USA |
| Abstract |
Children’s literature and picture books can inspire gifted learners of all ages to think globally about the world and their own role in addressing global issues. This multimedia symposium will explore a collection of high-quality and sophisticated, illustrated books that address the social and emotional needs of gifted students. Dabrowski’s Theory of Positive Disintegration will be introduced as a foundation for developing strategies to help gifted students achieve balance and find purpose. A leadership scale will be introduced to assist gifted students in developing a personal plan for leadership, and a handout containing a list of 200 relevant books will be distributed during this session. |
| Schedule |
| Day |
Timeslot |
Room |
| Tuesday |
3:45 – 4:45 pm |
04 |
|
| Presentation |
Not Available |
| Close |
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Sisk | Workshop | Making Great Kids Greater: Easing the Burden of Being Gifted
| Presenters |
Sisk, Dorothy. Lamar University, Texas, USA |
| Abstract |
Gifted students can make a difference in our global world. This session will focus on how to channel their empathy and compassion—sometimes the burden of being gifted—into a rewarding life of service. Participants will learn how to integrate the social and emotional characteristics of the gifted, brain research, and Dabrowski’s Theory of Positive Disintegration. Strategies for attaining peace, tranquility, mindfulness, and higher consciousness will be introduced to help gifted students achieve balance and find purpose. |
| Schedule |
| Day |
Timeslot |
Room |
| Thursday |
8:00 – 8:45 am |
04 |
|
| Presentation |
Not Available |
| Close |
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Slee | Paper | The Effect of Teachers’ Attitudes and Pedagogies on Gifted Students’ Socio-Emotional Competencies
| Presenters |
Slee, June. Charles Darwin University, Australia |
| Abstract |
Recent research indicates that failure to address educational concerns, such as academic advancement, psychological problems, and learning disorders, can lead to gifted students’ experiencing difficulties in developing positive socio-emotional competencies. This paper builds on that research by suggesting that classroom teachers’ attitudes and pedagogies are central to the promotion of socio-emotional competencies in gifted students. Case studies imply that a number of regular classroom teachers consider the concept of giftedness as elitist, and they lack effective pedagogies to meet the special needs of their gifted students. Some teachers consciously and unconsciously impede their gifted students’ socio-emotional development. Strategies are suggested to address these negative attitudes toward the concept of giftedness, building more effective pedagogies, and promoting socio-emotional learning. Strategies and results will be presented. |
| 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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