Del Siegle is Director of the National Center for Research on Gifted Education (NCRGE) and Associate Dean for Research and Faculty Affairs in the Neag School of Education at the University of Connecticut. He is a past president of the National Association for Gifted Children (NAGC), past president of the Montana Association of Gifted and Talented Education (Montana AGATE), and past chair of the Research on Giftedness, Creativity, and Talent SIG of the American Educational Research Association (AERA). He was a founding co-editor of the Journal of Advanced Academics and recently finished a term as co-editor of Gifted Child Quarterly. Dr. Siegle is co-author of the 6th and 7th editions of Education of the Gifted and Talented. He is also author of The Underachieving Gifted Child: Recognizing, Understanding, & Reversing Underachievement. In 2016, he received the Palmarium Award from Denver University, which is given yearly to the individual most exemplifying the vision of a future in which giftedness will be understood, embraced, and systematically nurtured throughout the nation and the world. Prior to becoming a professor, Del worked with gifted and talented students in Montana.
Motivating Students Who are Not Achieving
Lack of motivation is among the most frustrating issues facing parents and educators. Low motivation limits student opportunities for long‐term success and fulfillment, and impacts society by reducing the pool of high ability individuals contributing their creative productivity to societal growth and development. In this workshop, we will discuss why some talented students are willing to tackle new challenges, while others seen insecure or uninterested. While there are many factors that contribute to achievement motivation, achievement-oriented students exhibit four key traits: 1) they believe that they have the skills to perform well, 2) they expect that they can succeed, 3) they believe what they are doing is meaningful, and 4) they set realistic expectations and implement strategies to successfully complete their goals. We will discuss strategies teachers and parents can implement that promote motivation and an achievement-orientated attitude.
Dr. Paula Olszewski-Kubilius is currently the director of the Center for Talent Development at Northwestern University and a professor in the School of Education and Social Policy. Over the past 34 years, she has created multiple programs for diverse groups of gifted learners from preschool through high school. The Center for Talent Development now serves 10,000 students annually with supplemental (weekend, summer and online) educational programming and assessment. Dr. Olszewski-Kubilius speaks and writes extensively on conceptual models of giftedness and talent development, issues in talent development across the lifespan, best practices regarding the identification and programming for under-represented gifted students and outside-of-school, and accelerative models of gifted education. She has published over 100 articles and book chapters. Her most recent theoretical work is a monograph written with Rena Subotnik and Frank Worrell, “Rethinking Giftedness and Gifted Education: A Proposed Direction Forward Based on Psychological Science”, published by the Association for Psychological Science, which received the Award for Excellence in Research in 2013 from the Mensa Education and Research Foundation of Mensa International, Limited, She has served as editor of Gifted Child Quarterly, co-editor of the Journal of Secondary Gifted Education and on the editorial review boards of Gifted and Talented International, The Roeper Review, and Gifted Child Today. She currently is on the board of trustees of the Illinois Mathematics and Science Academy and the Illinois Association for the Gifted (IAGC), and president elect of IAGC. She also serves on that advisory boards for the Center for Gifted Education at the College of William and Mary and the Robinson Center for Young Scholars at the University of Washington. She is the past- president of the National Association for Gifted Children from whom she received the Distinguished Scholar Award in 2009 and the GCQ Paper of the Year Award in 2011 and in 2018.
Critical Psychological Principles of Learning and Instruction Applied to Gifted Learners
The question of whether gifted students learn differently than other students has long plagued the psychology and education communities. On the one hand, the field of gifted education has promoted special programs that capitalize on gifted children’s individual abilities and needs. At the same time, evidence from rigorous studies supports the notion that gifted children, like their age peers, learn optimally in classrooms that apply proven psychological principles. Are gifted students unique or not? In this presentation, we draw on two versions of recent publications on teaching and learning to make the case that gifted students may be simultaneously unique from—and the same as— typical learners. Gifted students are the same as other students in that their learning hinges on general psychological learning principles. However, to be effective, the application of those principles may need to be different for gifted students than for their classmates. In this session, principles that are critical to creating optimal learning environments and how these specifically apply to gifted learners. The presenter will provide recommendations for applications within classroom and programs for gifted children and helpful resources for educators.
C. June Maker is Professor Emerita in the Department of Disability and Psychoeducational Studies at The University of Arizona in Tucson, Arizona. While a full-time faculty member she coordinated a doctoral degree program in education of the gifted and taught courses in professional writing and early childhood education for doctoral students. In 2015, she received the International Research Award from the World Council for Gifted and Talented Students (WCGTS). She also was awarded an honorary Doctor of Letters Degree by Western Kentucky University in May, 2016, in recognition of her accomplishments. She has been active in and served in leadership positions in national and international organizations for gifted children and serves on Editorial Boards for national and international journals in education of the gifted such as Gifted Education International and The Gifted Child Quarterly. She is Associate Editor for Gifted and Talented International and the International Journal of Research in Education. She has conducted research on performance-based assessments, implementation of multiple intelligences theory, and creativity development. A unique performance-based assessment, Discovering Intellectual Strengths and Capabilities while Observing Varied Ethnic Responses (DISCOVER), was developed and validated in research projects funded by the Javits Gifted and Talented Education Program, the Bureau of Indian Affairs, and the Office of Bilingual Education and Minority Languages Affairs. It has been translated into Spanish, French, Chinese, Thai, and Arabic; researchers and practitioners in Chile, France, Hong Kong, Canada, Bahrain, Lebanon, and the United Arabic Emirates are working with her to identify gifted students using this instrument, and to conduct research on its psychometric properties. Dr. Maker has worked with children, teachers, and researchers in the US and many different countries, and has published numerous books, articles, and videos. Since 2005, her most significant curriculum design project was the integration of the DISCOVER curriculum model, Thinking Actively in a Social Context (TASC), and Problem Based Learning (PBL) to form a new model for developing problem solving in general and special classes: Real Engagement in Active Problem Solving (REAPS). She works with researchers and practitioners to implement this model in a demonstration school in New South Wales, Australia, two high schools in New Zealand, schools in the Navajo Nation and South Tucson, and in Beijing, China. In 2014, she and her research team completed a major research review, developed recommendations for curricula for Special Schools for Gifted Students and developed a unique plan for Centers for Creativity and Innovation for King Abdulaziz University in Saudi Arabia. In another funded research project, in cooperation with the Colleges of Science and Pharmacy and the Bio5 Institute, funded by The National Science Foundation, she developed and evaluated new performance-based assessments to identify students with exceptional talent in Science, Technology, Engineering, and Mathematics (STEM). Her most recent research project, in collaboration with the International Namaa Association for Research and Development and the Ministry of Education in the United Arab Emirates, is to develop a new performance-based assessment for young children (ages 4, 5, and 6) based on the Prism of Learning Model she co-authored with Usanee Anuruthwong in Thailand.
New Performance-Based Assessments to Identify Giftedness and Talent in Young Children
The workshop has several purposes: (a) explain the theoretical model used as a framework for designing assessments of creative problem solving, (b) introduce the theory that serves as a framework for defining abilities and talents (The Prism of Learning), and (c) demonstrate key aspects of new performance-based assessments created to identify young children (ages 4, 5, and 6) who are gifted and talented as well as to identify the strengths and talents of all children assessed. Unlike other DISCOVER assessments, children rotate through stations like they might do in a classroom with learning stations, going from sit-down activities to more activity-based experiences. Each station is an assessment of a different ability.
The assessment has been field-tested in the USA and the United Arab Emirates with over 1,000 children. A detailed manual is available describing the field tests and results, the theory, how the assessment is to be managed, and other important aspects of the assessment such as observer instructions, superior problem-solving behaviors that are indicators of giftedness and can be observed during the assessments, and observer evaluation criteria. The manual also has detailed reports to be given to teachers and parents following an assessment. These reports include profiles showing the children’s strengths, specific suggestions for developing each of the abilities assessed, general suggestions for developing strengths and talents, and games that can be played by children alone, children and parents or other siblings, and children in classrooms with or without teacher assistance.
After an assessment, children ask to come back the next day and do the activities again!
Prof. Maker will be assisted by Ching-Chen Kuang, Ph.D. Associate Professor, Department of Child Care and Education, Yu Da University, Taiwan.
Albert Ziegler, PhD, is Chair Professor of Educational Psychology and Research on Excellence at the University of Erlangen-Nuremberg, Germany. He is the Founding Director of the State-wide Counseling and Research Centre for the Gifted. He has published approx. 400 books, chapters and articles in the fields of talent development and educational psychology. Presently he serves as the Secretary-General of the International Research Association for Talent Development and Excellence (IRATDE), as Vice-President of the European Council for High Ability (ECHA), and as Chairman of the European Talent Support Network (ETSN). He is Editor-in-Chief of High Ability Studies, the scholarly journal of the ECHA. Since 2017 he is also a Director at the World Giftedness Center in Dubai.
Putting the Learning Resources Approach into Practice
This workshop deepens and applies practically the content of the keynote “Exogenous and Endogenous Learning Resources and Their Significance for Talent” delivered by the same presenter. Thus, in the center is not the gifted individual, but rather the entirety consisting of the individual and her/his material, social, and informational environments. Such an entirety has been termed in the Actiotope Model of Giftedness an actiotope. The Actiotope Model of Giftedness emphasizes the role of learning resources for talent development. After a brief recapitulation of the categorization of learning resources, practical implications of a learning resource orientation for talent development are discussed. The author will share experiences he could collect in his work as a director of the South German Talent Center. The focus is on three areas: Talent identification, education principles, and learning resources management.
Is Mentoring for all Gifted Students?
The pivotal role of mentors in developing gifts into talents has been recognized in the literature on the development of gifted and high ability learners. Very often, a mentor is regarded as an admired advisor and a role model or even as a hero in the lives of talented students. Research has also shown that mentors are critical for talented individuals to attain eminence. But questions remain – will every student benefit from a mentoring program? How do we decide if and when the student is ready for mentoring? Would we be able to know if the mentor-mentee relationship will be a positive and productive one? In this workshop, we will try to address these questions, and more. Using illustrative programs, we will share how to conceptualize a mentorship program with specific goals, how to select students to be mentored, how to identify mentors for the program, guidelines to monitor the mentoring process as well as criteria to evaluate the success of a mentorship program. Come prepared to be involved in hands-on learning!
Associate Professor Dr. Usanee Anuruthwong is one of the pioneers in the field of gifted education in Thailand. She has worked in the field since 1980 as a senior instructor, researcher, counselor, author, and volunteer for various works on child development. Dr. Usanee Anuruthwong has published more than 350 articles for teachers and parents, 12 books, and 30 research studies. She also promotes knowledge on giftedness to the public through radio and television programs, magazines and newspapers including seminars, workshops, and trainings across the country. She is one of the key persons to develop National Act, National Plan and National Policy for gifted education in Thailand. She is the President of the Asia-Pacific Federation on Giftedness and the Secretary-General of the Association for Developing Human Potentials and Giftedness.
Subconscious Learning: A Major Key to Success in Human Learning
Children are born with tremendous potentials, especially the one with high ability. Unfortunately, not many of them can reach their highest potential. Results from the knowledge discovered by researches, field works and new technology allow us to understand human learning better. Not only have we gained much more understanding on how people learn, but we have also realized that we have made many mistakes in developing human potentials. One of the best information is children learn more subconsciously than consciously, but all we focus on is conscious learning. How can we implement this type of learning in our educational system?
Each child reacts differently to the same environment because his or her development is determined largely by many factors such as family background, genetics, life experiences, sensory motors, brain functioning, culture, and each child's potentials. These factors contribute to child's learning behavior. Moreover, essential components which are important to child's behaviors and child's giftedness should be underpinned for nurturing and assessing children. They also help us to integrate all of these key elements into an appropriate learning environment.
There are two kinds of environment that enhance subconscious learning: physical, and dynamic environment. Many evidences have shown in different aspect of how the learning environment affects children learning. Case studies and examples of new ways of setting up the physical and dynamic environment which focus on the subconscious learning will be highlighted in the workshop. In addition, how the subconscious learning relates to both physical and dynamic environments will also be presented.