Full course description
Semester 2 Date and Time
Monday 12 October 2020, 9.30 am to 3.30 pm
This learning event is right for you if you are an Individual Needs Coordinator, Gifted and Talented Program Coordinator, Teaching and Learning Leader, or a Classroom or Subject Teacher
Gifted students come from all walks of life and are part of the diverse range of student ability in every school. While all students have a right to an education that meets their needs, highly able students are recognised as having particular and at times unique learning and support needs. Gifted students vary in the range of talents they exhibit and in their emotional, social and physical development. They will often display asynchronous rates of physical, cognitive and emotional development. Gifted students are not necessarily the students who gain high marks, nor are they always the most attentive and cooperative in terms of task completion and teacher compliance.
This diversity of gifted learners means that teachers need to be skilled in identifying the potential ability and talent of their students and in personalising learning opportunities that engage and promote active and successful gifted learners.
The definition of giftedness commonly adopted in Australia is that of Professor Françoys Gagné. Gagné’s Differentiated Model of Giftedness and Talent explores the interrelationship between natural abilities, environmental stimuli, interpersonal characteristics and opportunity for the development of talent. A student’s educational environment plays a key role in influencing the conversion of gifts into talents.
• the ability to identify gifted and talented students
• an understanding of issues of social and emotional development for these students
• an appreciation of underachievement and dual exceptionality
• an ability to differentiate the curriculum
• a knowledge of programs and provisions for gifted students
• a knowledge of resources available in the wider community.
Liz Riley has a career spanning over 40 years in education, working in the areas of mainstream teaching, special education, inclusion and diversity, as well as school improvement and teacher capacity building. She has taught at primary, secondary and tertiary levels, within Victorian Independent, government and Catholic schools. Liz currently works as a private educational consultant offering professional service and support to schools, including reviews of individual needs departments and personalised professional learning programs, as well as providing assessment and program development for individual and cohorts of students.