Queensland Association for Gifted and Talented Children QAGTC Inc. - PowerPoint PPT Presentation

Queensland Association for Gifted and Talented Children �

QAGTC Inc. • An association of volunteers (parents, teachers and wider community) dedicated to supporting gifted children in Queensland. Any adult can join. Your help is welcome. • Download membership form at qagtc.org.au

Plan for this half of the presentation... � What is Giftedness? - What ’ s Blocking You? - Myths about Giftedness - Myths about Teachers - Talking to the Teachers -

Gifted children have high ability • We all need to know some: • Definitions • Models • Identification methods • For example: • 2004 Framework for Gifted Education: – Guidelines for Acceleration • QAGTC Strategies and Indicators • Sayler Gifted and Talented Checklists for Parents and Teachers

• Mildly (basically) gifted 115-129 (1:6-1:40) • Moderately gifted 130-144 (1:40-1:1000) • Highly gifted 145-159 (1:1000-1:10,000) • Exceptionally gifted 160-179 (1:10,000-1:1mill.) • Profoundly gifted 180+ (<1:1million) Gross (2000), Silverman (1989), et al

Reading distribu.ons (NAPLAN) 900 800 700 5% 5% 600 95% 500 80% 400 50% 20% 300 5% 200 100 2 3 4 5 6 7 8 9 10 Year

• Gifted students need: • Acceleration • Ability grouping • Individual education programs

What ’ s blocking you? � Brainstorm time “ What is stopping your child from receiving the education they need? ”

General Attitudes? � First, a person’s self-perception as gifted significantly predicted attitudes toward gifted education in one of the reviewed studies (Michener, 1980), suggesting that those who perceive themselves as academically gifted or who have gifted friends and family tend to harbor more positive attitudes toward the gifted. In addition, contact with gifted children, past participation in a gifted program, the presence of a gifted program in the participant’s school, and perceived knowledge of giftedness were statistically significant predictors of attitudes toward the gifted in the majority of studies that included these variables (Bégin & Gagné, 1994a, 1994b).

What ’ s blocking you? � What do parents see? What do teachers see? What do administrators see? What do kids see?

What ’ s blocking you? � Harry Potter Early Reader Genius What do parents see? What do teachers see? What do administrators see? What do kids see?

What ’ s blocking you? � Do you think dinosaurs used Grammar? What do parents see? What do teachers see? What do administrators see? What do kids see?

What ’ s blocking you? � But why?? but why? but why? but why? What do parents see? What do teachers see? What do administrators see? What do kids see?

What ’ s blocking you? � Blowfly in a Bottle What do parents see? What do teachers see? What do administrators see? What do kids see?

What ’ s blocking you? � Talks too much Inaccuracy , Tunnel vision - resistance above the heads of to interruption sloppiness age peers Inability to accept Critical attitude Escape into fantasy help towards others Resistance to simple solutions Saunders, J (1986)

What ’ s blocking you? � Talks too much Tunnel vision - resistance Inaccuracy , to interruption above the heads of sloppiness Long attention age peers span Inability to accept Critical attitude Escape into fantasy help towards others Resistance to simple solutions Saunders, J (1986)

What ’ s blocking you? � Talks too much Tunnel vision - resistance Inaccuracy , to interruption above the heads of sloppiness Long attention age peers span Inability to accept Critical attitude Escape into fantasy help towards others Critical Thinker Resistance to simple solutions Saunders, J (1986)

What ’ s blocking you? � Talks too much Tunnel vision - resistance Inaccuracy , to interruption above the heads of sloppiness Long attention age peers span Inability to accept Critical attitude Escape into fantasy help towards others Creativity Critical Thinker Resistance to simple solutions Saunders, J (1986)

What ’ s blocking you? � Talks too much Tunnel vision - resistance Inaccuracy , to interruption above the heads of sloppiness Long attention age peers span Inability to accept Critical attitude Escape into fantasy help towards others Creativity Critical Thinker Resistance to simple solutions Preference for complexity Saunders, J (1986)

What ’ s blocking you? � Talks too much Tunnel vision - resistance Inaccuracy , to interruption above the heads of sloppiness Long attention age peers Rapid learning span Inability to accept Critical attitude Escape into fantasy help towards others Creativity Critical Thinker Resistance to simple solutions Preference for complexity Saunders, J (1986)

What ’ s blocking you? � Talks too much Tunnel vision - resistance Inaccuracy , to interruption above the heads of sloppiness Long attention age peers Rapid learning span Verbal proficiency Inability to accept Critical attitude Escape into fantasy help towards others Creativity Critical Thinker Resistance to simple solutions Preference for complexity Saunders, J (1986)

What ’ s blocking you? � Talks too much Tunnel vision - resistance Inaccuracy , to interruption above the heads of sloppiness Long attention age peers Rapid learning span Verbal proficiency Inability to accept Critical attitude Escape into fantasy help towards others Creativity INDEPENDENT Critical Thinker LEARNER Resistance to simple solutions Preference for complexity Saunders, J (1986)

Myths about Giftedness �

Myths about Giftedness � All children are gifted All parents think their children are gifted We don ’ t have gifted children in this school

Myths about Giftedness � We don ’ t I.D. and pull out kids in this school - that ’ s elitist We ’ ve arranged extension for her before school and at lunchtimes When they complete their normal work properly, they can do the extension work

Myths about Giftedness � When these so-called gifted kids level out, you ’ ll realise it was a mistake to accelerate them “ Please remove all advanced material for this child ’ s reach at home. ” “ Your child is gifted ” ... ” I can ’ t help ” ... ” gifted is not a priority ” ...

Myths about Giftedness � There is no time available for gifted education.

� Myths about Teachers � Stuff that “ some people ” (not you) believe �

Talking to the Teachers �

Myths about Teachers � Primary teachers love kids Secondary teachers love their subject Uni lecturers love themselves

Talking to the Teachers � Make an appointment Consider going to the teacher together Think through what you want to say

Talking to the Teachers � Choose your words carefully Don ’ t expect the teacher to do all the work Be diplomatic, tactful and respectful

Talking to the Teachers � Focus on what you need Don ’ t forget to listen

Talking to the Teachers � Bring your sense of humour If your meeting isn ’ t the success you hoped for - get help.

Summing up � Why do we need to meet? Preparation - Ask them as well! Objectives - Always make it about the student Setting the scene - hold back the big guns Taking notes - deciding actions Prep for next meeting - call a week ahead

Mantra Magic �

Mantra Magic � I am the primary educator of my child Aim for the stars but enjoy the moon Teachers love kids Kids see (and hear) everything Peace is a choice not a right

Questions?.......... � General questions For detailed advice: secretary@qagtc.org.au

Plan for this presentation... � What is a good school? How do we measure and evaluate a good school? What do gifted children need? What can schools offer? What do schools promise / sell? Talking to the Teachers Mantra Magic

How do we measure / evaluate? � Your school Article 21-22 June, 2014 The weekend Australian ICSEA scores (index of community socio-educational advantage) The Nation’s Top 100 Primary / Secondary etc.. NAPLAN scores OP Scores OP1s , OP1-5 , OP 1-15 , %of QCE etc IB Scores

How do we measure OP? � OP Scores Individual subject grade (VHA – VLA) QCS testing results (A – E) Not individual but group – Best 20 semester grades (moderated scores)

What do gifted children need? � Your school Article 21-22 June, 2014 The weekend Australian ICSEA scores (index of community socio-educational advantage) NAPLAN scores OP Scores IB Scores

What do some parents use to compare? � Subjective Choices Article August, 2008 Brisbane’s Child Gender imbalance Focus on infractions and conformity Primary School - starts Secondary School - finishes Post school - the prize

What do schools promise? � Good teachers and good results Great NAPLAN results OPs that are better than the competition QCEs that offer variety Smiley, happy young kids with hats and unlimited potential Pressure to get in quick before the opportunity goes Part scholarships to attract good NAPLAN and OPs

What do gifted children need? � Someone with the bigger picture

What do gifted children need? � Someone to polish the edges whilst maximising the carats