2018 Adult Conference Programme

 

Embed or link this publication

Description

Giftedness from the Inside Out

Popular Pages


p. 1

Giftedness is someone you are, not just something you do (Jim Delisle) Adult Programme (Programme may be subject to change) ACG Parnell College 2 Titoki Street and 39 George Street, Parnell Auckland 1052, New Zealand

[close]

p. 2

Our Keynote Presenter Dr James (Jim) Delisle has taught gifted children and those who work on their behalf for more than 39 years. Jim retired from Kent State University in 2008 after 25 years of service there as a Distinguished Professor of special education. Throughout his career, Jim has taken time away from college teaching to return to his “classroom roots”, volunteering as a 2nd, 4th, 5th and 8th grade teacher in 1991, 1997 and 2006. Too, Jim taught gifted middle school students one day a week between 1998 and 2008 in the Twinsburg, Ohio Public Schools. For the past five years, Jim has worked part-time with highly-gifted 9th and 10th graders at the Scholars' Academy in Conway, South Carolina. The author of more than 250 articles and 19 books, Jim’s work has been translated into multiple languages and has been featured in both professional journals and in popular media, such as The New York Times, People Magazine, and on Oprah! Jim's newest book, Dumbing Down America: The War on our Nation's Brightest Young Minds (and what we can do to fight back), was published in 2014. His next book, Doing Poorly on Purpose: Underachievement and the Quest for Dignity, will be published in 2017. A frequent presenter throughout the U.S., Jim has also addressed audiences in nations as diverse as England, Greece, China, Oman, Turkey, United Arab Emirates and Saudi Arabia. Jim’s wife, Deb, served as the Assistant Secretary for Elementary and Secondary Education at the US Department of Education in Washington, DC for three years, and is currently CEO of ASCD, the nation's premiere association for educators. Their son, Matt, is an Emmy Award winning video editor in San Francisco and the source of many of their stories about raising gifted and creative kids. In his retirement, Jim plans to walk as many beaches as possible and to write children’s picture books where the main characters are based on young people he has taught or counselled during his career. NZAGC would like to acknowledge the work of the Conference Committee:  Christine Bibby  Vicki Cooper  Jessica Parsons  Brooke Trenwith  Barbara Woolley  Mel Wong

[close]

p. 3

Ctrl+click on the topic or speaker immediately below to take you to the details for that session or speaker. Friday 16th March 2018 5:30-6:30pm Registration 6:00-7:00pm Using the ERO indicators to advocate for gifted students - Brooke Trenwith 7:00-8:00pm Drinks and nibbles Saturday 17th March 2018 8:30-9:30am Registration 9:30-10:30am Session 1 Keynote Speech: Learning to exhale: Meeting the intellectual & emotional needs of gifted childrenJim Delisle 11:00-12:00pm Session 2 1. Thinking based learning: using graphic organisers to support deeper thinking-Brooke Trenwith 2. Children thriving through empathy- Wayne Prince & Deb Hipperson 3. Malaysian Gifted Students’ Perceptions on the Impact of Being Labelled Gifted &Talented-Azizah Mohd Zahidi 4. Making a difference for our younger children-Jo Dean 1:00-2:00pm Session 3 1. Gifted & Teenage, Too: Striking the right balance at home and at school-Dr Jim Delisle 2. Transitioning from ECE to School for Gifted Young Learners-Carola Sampson 3. Differentiation Actually Made Practical!-Dr Rosemary Cathcart 4. Study on Emotional Intelligence and Leadership Quality among Gifted and Talented Students in Malaysia-Dr Rorlinda Yusof et al. 2:05-3:05pm Session 4 Panel: Gifted Teen Panel Moderated by Dr Jim Delisle 3:30-4:30pm Session 5 1. Developing a system-wide approach to gifted education-Sally Brock and Christine Chapple 2. Depth and Complexity: Engaging the Gifted Mind-Kellie Clarke 3. Catering for your gifted child both inside and outside of your home-Sue Breen 4. The ethos of leadership: Lighting up a values-based programme in Gisborne-Sunny Bush Sunday 18th March 2018 8:30-9:30am Session 6 1. Free Resources for your Children-Robyn Wilson 2. Using the Community of Inquiry to develop higher order thinking in the classroom-Janine Timillero & Jennifer Edwards 3. Collecting qualitative data (student voice) through creative processes-Ingrid Frengley-Vaipuna 4. Social and Emotional Needs of Gifted Children and the Sixth Language of Love-Lynn Berresford 9.30-10.30am Session 7 Mindplus Panel-NZCGE: Curriculum design and provision decisions driven by children’s experiences and needs 11:00-12:00pm Session 8 1 Understanding Giftedness-Lynn Berresford, Emrie De Vaal, Stewart D’Silva 2. The Loneliness of the Long Distance Runner: Resolving the Issues-Dr Rosemary Cathcart 3. What makes intellectually gifted teenage boys tick: Insights on why nurturing the gifts within, helps talent to emerge?-Graeme Miller 4. Counselling Gifted Students: the internal world of giftedness versus stereotype & myth-Wendy Stewart 1.00-3.00pm Session 9 Parenting precocious kids: Understanding the ups and downs of growing up gifted-Dr Jim Delisle Conference end 3:05pm

[close]

p. 4

Full Programme with Details and Biographies of Speakers Friday 16th March 2018 5:30-6:30pm Registration 6:00-7:00pm Using the ERO indicators to advocate for gifted students Advocating for gifted children can be a hard road sometimes. In this FREE presentation, Brooke Trenwith (President of NZAGC) will give you an overview of giftedness and identify the key Education Review Office (ERO). Indicators that can support your advocacy. Brooke will give an overview of NAG 1(c) and how giftedness is viewed in schools. She will outline how to use these indicators with leadership and teachers to encourage a gifted child’s potential to be turned into performance. Brooke Trenwith (President of NZAGC) A holistic educator, Brooke Trenwith works with teachers, leaders and families to meet the learning, social and emotional needs of all students, whilst creating a “rising tide” of achievement to support diverse learners and the minoritised. Her approachable, flexible style encourages engagement in change management and supports honest reflection. An experienced teacher, Brooke has taught students aged three to adult and has experience with NCEA at a national level. She was the assistant director of an English language school (primary) in Taiwan where her portfolios included curriculum development and teacher training. Brooke has been project leader of a Ministry of Education contract designed to support schools, build their capability, and develop effective, robust and transparent GATE programmes Top 7:00-8:00pm Drinks and nibbles

[close]

p. 5

Saturday 17th March 2018 8:30-9:30am Registration 9:30 - 10:30am Session 1 Learning to exhale: Meeting the intellectual and emotional needs of gifted children Dr Jim Delisle Gifted children possess unique social and emotional needs that must be understood and appreciated before they can be addressed appropriately. In this session, Dr Delisle reviews these needs and ways to deal with them both in school and at home. Some of the issues reviewed include understanding what giftedness is (…and what it is not), accepting personal imperfections in self and others, and recognizing the fact that being gifted means a whole lot more than simply being "smart". Using specific examples from his 39+ years as a teacher, counsellor and parent of gifted kids, Dr Delisle will bring the world of gifted children and teens to life for his audience. 10:30-11:00am Morning tea Top 11:00-12:00pm Session 2 Option 1 (Interactive Workshop) Thinking based learning - using graphic organisers to support deeper thinking Based on the work of Dr Robert J Swartz, the director of the Center of Teaching Thinking, this workshop will look at using graphic organisers to compare and contrast. Suitable for teachers and parents, it is an interactive workshop that will take adults through the process so that they can use it with their children or students. Compare and contrast is a standard skill that is used in most subjects and by using graphic organisers, gifted and 2E students are able to structure their responses whilst still maintaining the depth of detail that their giftedness demands. Brooke Trenwith A holistic educator, Brooke Trenwith works with teachers, leaders and families to meet the learning, social and emotional needs of all students, whilst creating a “rising tide” of achievement to support diverse learners and the minoritised. Her approachable, flexible style encourages engagement in change management and supports honest reflection. An experienced teacher, Brooke has taught students aged three to adult and has experience with NCEA at a national level. She was the assistant director of an English language school (primary) in Taiwan where her portfolios included curriculum development and teacher training. Brooke is the current President of NZAGC and has been project leader of a Ministry of Education contract designed to support schools, build their capability, and develop effective, robust and transparent GaTE programmes. Top

[close]

p. 6

Option 2 (Interactive Workshop) Children thriving through empathy We all have a universal need for connection. The work of Marshall Rosenberg PHD in Nonviolent Communication, offers a way of communicating that leads us to connect from the heart. The work offers a guide of reframing how we express ourselves & hear others. Instead of using habitual automatic reactions, our words can become conscious responses based firmly on an awareness based on what we are perceiving, feeling & wanting. In this session you will learn:  How to foster authentic, supportive, empowering relationships with children, carers, teachers and partners.  A powerful communication strategy that supports the bringing of our gifts to the world  Values based communication to communicate in a way that children, parents and teachers feel valued, seen, heard & understood.  The importance of an empathy based environment in order to support the emotional growth and development of our children. Wayne Prince and Deb Hipperson Wayne has been learning NVC for the past 11 years and delivering NVC Courses for the past 9 years. He has completed courses with Marshall Rosenberg, Jeff Brown, Liv Munro, Ike Lasater, John Cunningham, Robert Gonzales and Ron Ngata. Wayne has been working with groups for the past 25 years. He is a NLP certified trainer (INLPTA). In one of his roles he works with teenagers, teachers and parents delivering ideas and strategies on how to support each other and how to assist young people to do well in their studies. Based in Auckland, he works throughout New Zealand and has worked in Thailand, Istanbul, Bermuda and England. Wayne has also facilitated corporate training courses based around communication. Plus indoor/outdoor courses, taking people into the outdoors and learning valuable ideas and strategies to take back into the work place. He loves to connect with the outdoors and be with his beautiful partner Deb and his two kids, Tayla and Ben. Wayne is passionate about bringing NVC (Nonviolent Communication) to New Zealand. Deb is committed to living a conscious, loving, compassionate and connected life. Her greatest joy is in connecting with others and hearing that breathing out as they know they have been heard. She believes the greatest gift she can give any human being is her presence. She has 18 years’ experience in primary school teaching, further education and social & family work both in New Zealand and in the United Kingdom. She loves spending time with family, friends, & that groovy guy called Wayne, music, Vipassana Meditation, tramping, the beach, the bush, learning & growth, travel, having fun and doing the things that juice her. Her Foundation Training was in London with Darren & Anna followed by Foundation & Intermediate Trainings with Ron Ngata (NZ Certified Trainer). She has been fortunate to have attended other trainings with overseas trainers such as Ike Lasater, John Cunningham, Robert Gonzales, Dorset Campbell Ross and Milli O’Nair. She is currently exploring Sociocracy with John Buck (based in USA) and are a board member of NVC Aotearoa NZ Charitable Trust. Community, Contribution and creating, inviting & sharing opportunities for others to contribute & come together are my primary motivators in meeting her needs for meaning and purpose. Wayne and Deb have been sharing NVC with others for the past 10 years via workshops, couples work and 1:1. They also teach Transformative Mediation. Deb is the programme Director of the Discovery for Teens Programme (7 day residential life skills programme), Second Presenter on the BP Business Challenge and Co-director of the Mediating Giraffe. Between them, they have 3 teenagers and 1 20 year old. Many opportunities for learning & growth and to practice the skills of empathic communication and connection! Top Option 3 (Research Presentation) Malaysian Gifted Students’ Perceptions on the Impact of Being Labelled Gifted and Talented The purpose of this study was to examine the attitudes of gifted adolescents toward being labelled as gifted and talented, to evaluate how gifted students perceive that others view their giftedness, and to determine whether these attitudes and perceptions vary depending on the child's level of giftedness and age. One hundred students, identified as either gifted or highly gifted, were surveyed on the positive and negative attributes of being labelled gifted and talented. The highly gifted and

[close]

p. 7

moderately gifted groups exhibited measurable differences in their perceptions of the positive aspects of the gifted label. Furthermore, the study suggests that negative stereotyping, often associated with the gifted label, can be minimized in a carefully designed gifted program. Dr Azizah Mohd Zahidi I am a lecturer at the PERMATApintar, National Gifted and Talented Center, National University of Malaysia. I have got 24 years of teaching experience specializing in TESL and 5 years of experience teaching the gifted and talented students. I had taken the COGE (Certificate of Gifted Education) course at UNSW, Australia. Top Option 4 (Research Presentation) Making a difference for our younger children All children and young people experience anxiety at some point. This is a natural part of children’s brain development as they grow and develop their ‘survival skills’ and face challenges in the wider world. Some young gifted children tend to have an intense, sensitive nature and can suffer some form of anxiety. Although it is difficult to eliminate all anxiety, teachers and parents/whānau can help children cope with anxiety in a range of ways. It is important that gifted children recognise their own heightened sensitivity to things that happen in the world as a typical and positive response for them. As teachers, it is necessary to understand children’s worries, sensitivities and recognise a range of learning processes and gifted characteristics from an early age. By building collaborative relationships between teachers, parents/whānau and community services will strengthen our understanding of anxiety and cater and support young children with anxiety and whatever the future might hold for them. Jo Dean Jo Dean is currently an Early Childhood Lecturer at Universal College of Learning, Palmerston North. She has also held a similar position at Massey University. Jo is an Early Childhood trained teacher and regularly works alongside teachers, young gifted children and their parents. Jo is a part-time student and is undertaking her PhD through University of Melbourne. Jo serves on the Board of giftEDnz, The Professional Association for Gifted Education in Aotearoa New Zealand. Top 12:00-1:00pm Lunch 1:00-2:00pm Session 3 Option 1 (Interactive Workshop) Gifted & Teenage, Too: Striking the right balance at home and at school Intellectually gifted students have many academic strengths. However, they are also teenagers, intent on enjoying their brief years as adolescents with all the zeal they can muster. School is important, but so are friends, fun and everything electronic. How do you, as parents, and they, as students, balance the rigors of school life with the need for relaxation and personal growth? Come learn about some strategies and attitudes that will help make your gifted teen's life fulfilling-academically, socially and emotionally.

[close]

p. 8

Dr Jim Delisle Dr James (Jim) Delisle has taught gifted children and those who work on their behalf for more than 39 years. Jim retired from Kent State University in 2008 after 25 years of service there as a Distinguished Professor of special education. Throughout his career, Jim has taken time away from college teaching to return to his “classroom roots”, volunteering as a 2nd, 4th, 5th and 8th grade teacher in 1991, 1997 and 2006. Too, Jim taught gifted middle school students one day a week between 1998 and 2008 in the Twinsburg, Ohio Public Schools. For the past five years, Jim has worked part-time with highly-gifted 9th and 10th graders at the Scholars' Academy in Conway, South Carolina. Top Option 2 (Interactive Workshop) Transitioning from ECE to School for Gifted Young Learners The transition from ECE to school is a big step for most children and their families, but can be even more challenging for gifted children who often experience life and the environment around them at a different level. It is of importance that teachers in both sectors, ECE and Primary, work collaboratively together with each other and with parents to ensure the best possible transition process. This interactive presentation for ECE teachers and New Entrants teachers aims to support this process with possible strategies, resources and examples from case studies. Assessment in early childhood is revealed as supportive transition tool that invites a shared understanding about children’s learning, abilities and contexts by ECE teachers and new entrants teachers, based on teachers’ knowledge of both curricula (ECE & School curriculum) and in collaboration with parents. This presentation brings together teacher, academic and parent perspectives through the presenter’s experience as currently practising ECE teacher, parent of a gifted child and postgraduate student. It is aimed at ECE teachers and new entrant teachers, and parents. Carola Sampson Carola is a qualified ECE teacher with academic background in early years’ education and gifted education through study and research with Massey University. She is an advocate for gifted young children and their families through her work with children in Australia and New Zealand, her presentations at ECE conferences in both countries and her published work in educational journals and gifted ECE book contributions. Carola currently works with young learners in Taranaki kindergartens and is an active member of giftednz, NZAGC and board member of the Taranaki Gifted Community Trust. Top Option 3 (Interactive Workshop) Differentiation Actually Made Practical! So you’re expected to differentiate your lessons for gifted learners? But how? Easy to say – but what does it mean? Available lengthy and complicated lists of strategies are plain unrealistic for busy teachers. So how about a simple planning format involving just three questions and designed to make planning high interest for the teacher as well as for the students? Derived from years of working directly with gifted children in the innovative One Day School programme and with classroom teachers at every level of schooling and throughout New Zealand, this approach will change your thinking and make your day! (NB: A supporting text will be available for purchase). Dr Rosemary Cathcart Rosemary has been proactively involved in virtually every aspect of gifted education for more than 30 years, working intensively with children, teachers, parents, education groups and organisations and as a political advocate. She is deeply committed to supporting teachers and schools in improving their knowledge in this field, has developed and published practical resources for teachers, was founding director for its first decade of this country’s first national gifted education centre, and currently heads REACH Education which specialises in professional development in gifted education. She has brought leading international figures to New Zealand, has organised national conferences, has herself taken workshops throughout New Zealand and in Australia, and continues to develop new material.

[close]

p. 9

Top Option 4 (Research Presentation) Study on Emotional Intelligence and Leadership Quality among Gifted and Talented Students in Malaysia This study aimed to identify socio-emotional issues among gifted students. One hundred ninety-four students from PERMATApintar National Gifted Centre, Malaysia were randomly selected to respond to the Socio-Emotional Issues Instrument. Descriptive analyses were used to determine the mean score of the variables. Results showed the overall mean of gifted students’ socio-emotional issue was moderate (2.71, the sp: 7:39). Social justice (4.13) and perfectionism (3.12) were found to have a higher mean. Anxiety, procrastination, motivation, emotional, self-concept, social pressure, underachiever, and family relationships were at moderate levels. It implied the needs of guidance and counselling services for gifted and talented students. Dr Rorlinda Yusof with Dr Noriah Mohd Ishak and Afifah Mohd Radzi Dr Rorlinda Yusof Dr Rorlinda Yusof is an Associate Professor of the gifted education programme. In this capacity, she coordinates the High School and Pre-university Gifted Program at PERMATApintar National Gifted Centre, Universiti Kebangsaan Malaysia. Her educational background consists of degrees in education Guidance and Counselling from University Kebangsaan Malaysia (Ph.D.), University Malaya (M.Ed.), and Central Michigan University (B.Sc. Business Administration). She has more than 25 years working experience as a high school teacher, counsellor, researcher & administrator. Her psychological counselling experiences has driven her passion to understand psychological issues among the gifted population. She leads numerous research projects on education, and producing journal publications, and conference presentations at international level. Dr Noriah Mohd Ishak Prof. Dr Noriah has a collective of more than 30-years working experience as a consultant, educator, lecturer, researcher, and administrator. She started as a school teacher with the Ministry of Education before becoming an academic at the Faculty of Education, Universiti Kebangsaan Malaysia. She is currently the Director of Pusat PERMATApintar™ Negara, UKM, the National Center for Gifted Education. Prof. Dr Noriah holds a Ph.D. in Counsellor Education and Counselling Psychology from Western Michigan University, USA, a Masters of Education (M.Ed.) degree in Counselling and Guidance from UKM, and a Bachelor of Science (B.Sc. in Mathematics) degree from Universiti Malaya. Affifah Radzi Affifah Radzi is a teacher at the PERMATApintar National Gifted Center, University Kebangsaan Malaysia. She hold an administration post as a Student Affairs Coordinator. She is experienced in gifted education, teaching English as a subject for almost ten years.

[close]

p. 10

2:05-3:05pm Session 4 Gifted Teen Panel A gifted teen panel will discuss key topics in gifted education Moderated by Dr Jim Delisle 3:05-3:30pm Afternoon tea Top 3:30-4:30pm Session 5 Option 1 (Interactive Workshop) Developing a system-wide approach to gifted education This presentation traces the development of one school system's work in developing a system-wide approach to gifted education. Grounded in local data and evidence, research, and local contextual needs, we developed a series of recommendations to address a lack of attention to gifted education in any strategic way across our schools. This presentation describes the process of developing our system response to gifted education and the first twelve months of implementation. Sally Brock and Christine Chapple Sally Brock is the Education Officer Gifted Education K-12 for the MaitlandNewcastle diocese and a member of the diocese’s Gifted Education Committee. She has a particular interest in the development of a system-wide approach to gifted education. Sally is an experienced primary school educator, who has been responsible for the development and delivery of curriculum support to schools across the diocese. She has been instrumental in the delivery of professional development for staff to facilitate improvement in student academic performance. Christine’s career in Education spans over 35 years. Christine was a secondary HSIE teacher and Studies Coordinator HSIE. In 2015 Christine took up the position of Education Officer (Secondary Curriculum) with the Maitland–Newcastle diocese. In this position she played an active role on the Diocesan Gifted and Talented Education Working Party with its prime task being the development and implementation of a strategic, system-wide approach to supporting gifted education in the diocese. She is continuing this work as a member of the Diocesan Gifted Education committee. Top Option 2 (Presentation of Best Practice) Depth and Complexity: Engaging the Gifted Mind Many educators receive minimal training and limited professional development associated with educating gifted children, especially in Early Childhood and Primary School settings. As a result, numerous teachers are unaware of the various differentiation strategies that exist which are specifically designed to extend, engage and challenge these students. This presentation aims to introduce educators and parents to two world-renowned gifted education differentiation models: Kaplan’s Depth and Complexity model and the Maker’s Model. Furthermore, as a way of ensuring our brightest students are engaged in academically rigorous and rewarding activities, Kellie will provide practical examples of how teachers can simply and successfully implement these models into Early Childhood and Primary classrooms. This presentation is designed for teachers, educational leaders and parents who are passionate about ensuring the very best outcomes for their brightest students.

[close]

p. 11

Kellie Clarke Kellie is an experienced and highly respected Gifted and Talented teacher, who works in the acclaimed Extension and Enrichment Program at the prestigious Somerville House, Australia. Kellie has vast experience identifying and extending gifted and highly able children in the early childhood and primary sectors in both Australia and New Zealand. She is also a highly sought after Gifted Education speaker and teacher educator, presenting at conferences and schools throughout Europe, Australia and New Zealand. Top Option 3 (Interactive Workshop) Catering for your gifted child both inside and outside of your home This session is for parents of young, gifted children. The first few years of a child’s life are extremely important. We need to:  challenge and 'feed' the minds of gifted children, at a level that is appropriate to their needs  provide an opportunity for them to develop social contact with their peers, including people with similar interests and similar abilities; not just children their own age – but people of all ages who they can relate to intellectually and emotionally.  go with our natural instincts  create an environment that is rich in play, in teaching, in people; holistic, authentic and that builds on the child’s strengths and interests. Recognition that you possibly have a gifted child is the very first step on a long journey. The workshop aims to help parents with the ‘where to from here’ in this journey. A session full of ideas, handy tips and anecdotes as well as many practical, hands-on activities to try at home. Sue Breen Sue is the Lead Teacher of Small Poppies for the New Zealand Centre for Gifted Education. She is a life member of both NZAGC and Auckland Explorers. Sue has been teaching for 45 years, initially in Christchurch and then in Auckland in primary schools. She then established Small Poppies in Auckland. She has been a driving force for gifted education in the early years, nationally and both in Auckland and now in Christchurch, where she returned in 2017. She has been involved in gifted education for most of her professional life. Top Option 4 (Interactive Workshop) The ethos of leadership: Lighting up a values-based programme in Gisborne In this age of uneasy, divisive geo-politics, we constantly look to our leaders for stability and hope. So now, more than ever, we need trustworthy leaders of integrity, who are critical thinkers with a strong moral code and social conscience. The Aurora Education Foundation is the catalyst for growing community-minded, caring, and compassionate leaders in Gisborne. Its mission is to lift student performance to higher echelons of leadership acumen through an accelerated programme for multitalented primary school children. Leaders work together in a cluster workshop, engaging in culturally rich, community-oriented activities. During 2016, leaders were prepped to represent their schools and community as Ambassadors of Aurora. This year the “Empathy and Action” project is founded on the Māori ethos of ‘tuakana’, or giving back. Respect and care of the elderly is both the focus and solution to a problematic local issue. Indeed, leadership is our flagship programme; the touchstone to all that Aurora is known for within Tairāwhiti. This workshop will present the key ingredients to Aurora’s ethical leadership programme. The forum will encourage discussion for sharing practical ideas on how educators can set up a project to enable their leaders to give back and serve their own local communities.

[close]

p. 12

Sunny Bush Sunny (Karen Bush) is the co-founder and Executive Director of The Aurora Education Foundation, a specialist gifted and talented education provider recently established in Gisborne. Leadership is the hallmark of the Aurora Higher Learning Programme. The foundations of the new Aurora brand are built upon the past achievements of the Turanga-Gisborne TDI (Talent Development Initiative) project, historically administered by Tairāwhiti REAP. The Aurora model is now an independent and autonomous charitable trust dedicated to advancing the cause of gifted and highly talented children in the wider Tairāwhiti region. Sunny has a Master of Education from Massey University. Her thesis (2011) focused on how a collaborative gifted and talented education school cluster successfully operated in a remote part of rural New Zealand. She a current member of the giftEDnz Board. Top 4:45-6:00pm National AGM All NZAGC Members are welcome at the 2018 National AGM. The 2018 AGM Agenda can be found in the November 2017 edition of Tall Poppies magazine. 6:30-9:00pm Conference Dinner (separate paid event) Orbit Restaurant Level 52, Sky Tower Corner of Federal and Victoria St Auckland

[close]

p. 13

Sunday 18th March 2018 8:30-9:30am Session 6 Option 1 (Interactive Workshop) Free Resources for your children Do you buy books for your children? Do you home-school? How do you use your public library? How do you find books your children want to read? How do you find appropriate material when you've got a gifted child in three stages of development? Have you ever looked at the databases public libraries of New Zealand offer? What about eBooks, eAudiobooks, eMagazines or eNewspaper? Have you heard of makerspaces? Do you ever help create collaborative events with your public library; which have the direct result of helping your child? These questions will be examined in this interactive session enabling you to get much more use out of your public library. Robyn Wilson Robyn Wilson MLIS; Robyn was an active member of Auckland Explorers for many years, is a parent of a gifted son and was the NZAGC National librarian. Robyn is a NZAGC Life Member. She is currently employed as a librarian at the Palmerston North City Library. Top Option 2 (Interactive Workshop) Using the Community of Inquiry to develop higher order thinking in the classroom The presentation provides an overview of the Philosophical Community of Inquiry and demonstrates how this philosophical model can be used to enhance higher order thinking across a range of subject areas. The Community of Inquiry process will be demonstrated as one that caters for the diverse needs of gifted and talented students through enhancing development of critical, creative and logical thinking skills as students explore and articulate thoughts and connections to the content matter and to their world. The presentation is supplemented by examples from a range of subject areas such as English, History, Science (high school students) and themes for primary classes. Examples of how to use this approach with gifted & talented withdrawal groups in different settings would also be demonstrated. Both presenters also have different models of teaching philosophy in their schools and can provide a variety of examples. This strategy will allow teachers to see the giftedness on the outside but definitely also uncover what is often unseen on the inside. Janine Timillero & Jennifer Edwards Janine Timillero has a Level 1 Certificate in Teaching Philosophy in Schools as well as completing study of philosophy through the Centre for Continuing Education. She recently completed the Level 2 teacher education course in philosophy in schools. Her qualifications include a Bachelor of Education, Certificate of Gifted Education and a Masters of Education. She is a teacher of HSIE and the Diverse Learning Coordinator at a school in Sydney. Janine has been teaching in the area of Gifted Education for thirteen years. Jennifer Edwards has been an educator for 30 years, she is currently the Acting Diverse Learning Coordinator at Christian Brothers’ High School Lewisham. She has been teaching Gifted Education for fourteen years. Her KLA is Science and prior to teaching was a research scientist in the petrochemical and protein-isolate area. Jennifer has recently completed Level 2 teacher training courses for teacher educators in philosophy in schools. These courses are designed for those who have completed Level 1 training and have either gained considerable experience as classroom practitioners or else have completed an Honours or higher degree in philosophy. She has also completed further philosophy study

[close]

p. 14

through the Sydney Evening College. Her qualifications include Bachelor of Science (Biochemistry & Microbiology); Graduate Diploma of Education; Masters of Education (Gifted & Special Education). Top Option 3 (Interactive Workshop) Collecting qualitative data (student voice) through creative processes Rather than an interview or survey, using creative activities to collect student voice, can give real insight into the thoughts and emotions of gifted young people. This workshop looks at using found poetry to explore and understand relationships in the school setting. Participants will create a found poem. Ingrid Frengley-Vaipuna Ingrid is an MOE accredited facilitator working for the Institute of Professional Development (Te Whai Toi Tangata) at the University of Waikato. An English teacher she has been involved in Gifted and Talented education for many years and is the mother of gifted children and, now, Oma to gifted grandchildren. She lives in Patea on 7 acres where she puts in to practice her interest in organic food production. Top Option 4 (Interactive Workshop) Social and Emotional Needs of Gifted Children and the Sixth Language of Love Sometime before 1992 Gary Chapman came to the conclusion that “there are five emotional love languages – five ways that people speak and understand emotional love” (p15 The Five Languages of Love). What is needed is to identify and learn to speak each other’s individual’s love language; “If we want him/her to feel the love we are trying to communicate we must express it in his or her primary love language” (p18 The Five Love Languages). The concept of the sixth language of love arose out of working with groups of gifted children and the importance of the sixth language of love the giving and receiving of knowledge for gifted children has been confirmed in the many one to one sessions I have had with gifted children. Gifted children want to share what they know and we need to learn to listen intelligently. Gifted children want to know why and how and what and when we give knowledge intelligently we are helping our gifted children learn how to learn and how to enjoy learning, and they feel loved. The gift of giving and receiving knowledge is so important in establishing and maintaining a meaningful relationship with our gifted children. It is truly the sixth language of love. It is the primary love language for gifted children. Lyn Berresford M.Ed. (Hons), Dip Teaching (Distinction), Registered Psychologist with over 40 years of experience of working with children, teenagers and adults with exceptional needs. Lynn has developed extensive and practical knowledge of these individuals who learn differently. Lynn has acted as the Gifted Education Centre consultant psychologist ever since the establishment of the centre in 1995. She was one of the ‘ask an expert’ on the Ministry of Education TKI website (Gifted and Talented Community Parent and Whanau). She is a life member of the N.Z. Psychological Society, N.Z. Counsellors Association, and N.Z. Association for Gifted Children and she is a life member of SPELD (N.Z. Federation of Specific Learning Difficulties). Lynn is a dedicated, experienced and skilled advocate for individuals who have behaviours reflecting Giftedness, Dyslexia, Attention Deficits, Dyspraxia, Asperger’s etc. Lynn has worked in both clinical and educational settings. Top

[close]

p. 15

9:30 - 10:30am Session 7 Curriculum driven by children's needs and experiences Curriculum Driven by Children’s Needs and Experiences: MindPlus Panel We have, in New Zealand, a world class curriculum which provides guidelines for a sound well-rounded education for the vast majority of New Zealand children. However listening to the lived experiences of our gifted children would suggest that some curriculum differentiation is required to ensure improved learning and engagement. But how does one design a differentiated curriculum and how does this differ from differentiated provision? One starts with understanding both giftedness and the needs of the gifted child in context. Understanding gifted children from the inside out and designing differentiated Curriculum to suit is essential to making a significant change to the learning and engagement experiences of our gifted children in New Zealand. The New Zealand Centre has been in the business of designing differentiated curriculum for gifted learners for the last two decades and will aim to share essential components of the process and product both in theory and in practice. Mindplus Panel: New Zealand Centre of Gifted Education (NZCGE) Deb Walker (CEO): Deb began working in gifted education in 2002, firstly with Gifted Kids. She has held various roles over the years, including Lead Teacher, Associate Principal and now CEO. She is passionate about leading positive change and, as a result of this, has played an integral part in the development of the NZCGE Curriculum and the Identification Process for students, and the growth of the programme overall. She is avidly and actively committed to strength and sustainability for NZCGE and its programmes. Deb has a Masters of Education (hons) with a focus on gifted, through Massey University and a Graduate Diploma in Not-For-Profit Management Business Management (hons) from Unitec. Although her CEO role is one of leadership, management and advocacy, working primarily with adults, she still jumps at the chance to work with our students, both present and alumni. Anna Meuli (Consultancy Manager): Anna joined Gifted Kids in 2007, having worked as a Gifted Education Adviser, Lecturer, Gifted and Talented Lead Teacher, and primary school educator. Her role as NZCGE’s Consultancy Manager has her managing and implementing services for the adults in gifted children’s lives. Outside of her work with NZCGE, Anna has contributed to Gifted Education in New Zealand through her role as a giftEDnz (The New Zealand Professional Association for Gifted Education) Board Member and the Te Toi Tupu Gifted and Talented Education Regional Coordinator and Facilitator for Central South. Anna holds a Bachelor of Education and a Master of Education Degree endorsed in special education (hons). Anna has played a key role as co-editor and co-writer of the NZCGE Curriculum and programme implementation handbooks, and in the development of our entry selection process. She is particularly interested in creativity, depth, complexity and emotional development. She is acutely aware of the needs of gifted students and relishes making a difference to their lives and education experiences. Madelaine Armstrong-Willcocks (Regional Lead Teacher): Madelaine taught the full age-range from years 3-8 at Gifted Kids and continues to do so in NZCGE’s MindPlus and Gifted Online programmes. She is also a member of our Consultancy and Curriculum Development teams. Previously, she taught in mainstream schools in Auckland and London for eight years, where she developed a special interest in students who sit “outside the norm”. She has also implemented Future Problem Solving, taught at Bubble Dome, worked for both Massey and Auckland Universities and has had her own consultancy firm providing tailored professional development in literacy teaching. She is passionate about gifted education, particularly the social and emotional aspect, and delights in “fueling intellectual excitement” in our students. A role model for continuous learning, Madelaine has just completed her second Master’s degree, this time in Specialist Teaching (Gifted and Talented Education). Madelaine describes her work with NZCGE as “exciting, rigorous and enabling … the best job I’ve ever had!”

[close]

Comments

no comments yet