Introduction to Meeting the Educational Needs of Gifted and Talented Students

Introduction to Meeting the Educational Needs of Gifted and Talented Students

The School of Education is currently accepting Expressions of Interest from those would like to participate in this two-day professional development course.

This course will introduce teachers and school executives to practical ways of supporting and catering for gifted and talented students in their schools. The course will cover important issues such as Gagné's DMGT, federal and state policy obligations, identification, underachievement, social and emotional issues, preventions and programs, enrichment and extension, grouping options, curriculum design, and effective assessment strategies.

This course consists of two individual whole-day sessions. Participants are required to attend both sessions.

If you are interested in participating in this course, please submit an Expression of Interest.

About the presenters

Dr Michelle Bannister-Tyrrell has been an educator for over three decades, as a classroom teacher working with Kindergarten through to Year 12, holding a number school executive positions including principal. For over 20 years she was involved in coordinating, designing and teaching whole school and individualised differentiated programs for gifted and talented students. At the University of New England Michelle currently coordinates gifted pedagogy units for Masters and undergraduate degrees and supervises higher degree research students focused on gifted education. Her research interests include gifted pedagogy, rural gifted issues, twice exceptionality, eLearning, metacognition and self-regulation. She currently has research projects in gifted pedagogy with the University of Wollongong and Charles Sturt University. Michelle regularly presents at international, national and state level G&T conferences, while working closely with local schools and parent groups focused on the unique needs of these misunderstood students.

Dr Marguerite Jonesis a lecturer in school pedagogy / gifted and talented education in the School of Education, University of New England in Australia. She has over 20 years teaching experience in the primary sector and began work as a teacher educator at UNE in 2005. Her research interests are in the areas of understanding and supporting pre-service teachers' approaches to learning, and gifted education practices in rural contexts. She has published in the former area. Marguerite teaches in pre-service education courses including evidence-based learning and teaching practices, and rural/ remote, multi-stage, casual, and gifted and talented, education.

The program

Day 1

  • Myths and misunderstandings about giftedness
  • Gagné's Differentiated Model of Giftedness and Talent
  • State and federal policies
  • Identification of high potential
  • Underachievement: identification, recognition and rescue
  • Social and emotional issues
  • Provisions, programs and enrichment
  • Curriculum models for effective differentiation
  • Using learning paradigms to strengthen curriculum planning for high ability

Day 2

  • Academic acceleration
  • Grouping options
  • Designing learning programs for the highly able
  • Effective assessment – evidence-based strategies and practice