Friday 20th conference day

Keynote: Embracing the “Whole” Gifted Child: What Teachers Need to Know
The whole gifted child involves broadening our understanding of giftedness to factor in cultural, linguistic, and social differences that manifest giftedness differently. The differing characteristics and facets of these students’ mindsets and approaches toward learning, and how they pertain to school behaviors, must be viewed within the context of the students’ learning environment. The multitude of characteristics assumed within this broad group requires deeper understanding of giftedness, acceptance, and a goal toward recognizing advanced abilities so that all students can realize their potential.

Gifted programs that focus solely on academic competencies and address deficits miss the opportunity to support gifted children as they develop their capacity to understand and manage emotions, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.  By developing this capacity alongside skills within the domain of talent, gifted children increase their capacity for enjoying and sharing their talents in ways that benefit both the individual and society.

Round 1:  Engaging and Challenging All Learners
Making it possible using Depth of Knowledge (DOK) levels. Interdisciplinary learning experiences provide real world connections and engage students in relevant and meaningful learning opportunities. Engaging and effective lessons provide for active learning tailored to address students’ multiple learning levels.  DOK-leveled activities promote active learning tailored to students’ individual learning levels while respecting their differing ability levels, interests and learning styles.  Participants will utilize DOK structures to identify levels of rigor and learn an effective lesson design that engages and challenges all learners.

Round 2: Using Flexible Grouping Practices to Reach and Teach the Whole Gifted Child
This session represents a roadmap for learning how to recognize and respond to the whole gifted child’s diverse learning needs using flexible grouping methods and collaborative learning practices. Using a comprehensive approach, the presenter will demystify flexible grouping, sharing solutions for overcoming assumed obstacles and perceived challenges.  Participants will learn methods for using data to inform grouping, monitor student progress, and document achievement gains. The presenter will share processes for grouping students for specific content and suggest methods for structuring the classroom to accommodate and manage the learning needs of a range of students’ readiness levels.

Round 3: Gifted Cluster Grouping: Striving for Success for all Learners
In many countries gifted cluster-grouping has become the most prevalent model for serving gifted students. The Schoolwide Cluster Grouping Model (SCGM) represents an inclusive model that allows gifted-identified students to learn together all day, every day, with specially trained teachers. Cluster grouping enfranchises underrepresented populations and yields desirable achievement outcomes for all students with little impact to the school budget. The presenter will provide an overview of the model, discuss implementation, examine achievement data for both gifted and general education students, and demonstrate methods for supporting and training teachers in a cluster-grouping model.

Wednesday 18th
Topic:  2e in the classroom

Understanding and Teaching the Twice-exceptional Gifted Learner
Over the past decade schools have been increasingly identifying twice-exceptional gifted students leaving educators wondering:  How do the characteristics of 2e students influence their learning? How does this identification impact instruction? In this session Dr. Brulles will answer these questions from an educational perspective.  Attendees will learn instructional approaches and strategies that effectively engage and challenge these unique learners. Dr. Brulles will also demonstrate how building diversity in gifted programming can expand schools efforts in serving 2e students, and how forming flexible learning groups can  effectively address their learning needs.

Audience: teachers and gifted coordinators

Study Day Thursday 19th
Topic – The Whole Gifted Child

More Than Cognitive Ability: Serving the Needs of the Whole Gifted Child
Gifted children are different from the norm and therefore require specialized learning opportunities to serve their intellectual, social and emotional strengths, as well as their developmental needs. While debate about how best to conceptualize the gifts and talents of 2e children exists within the field, it is important to recognize that each gifted child is different. Many existing programs and services for gifted and talented children focus on only the cognitive (measurable) gifts of a child rather than addressing the uniqueness of these individuals.  We can best serve the Whole Gifted Child through strengths-based, personalized approaches and through intentionally planned practices that may take place both within and outside a school setting.

Audience: Psychologists, coaches, gifted counselors  etc.