Skip to main content
2019 WCGTC World Conference

Full Program »

2.5.5 Acknowledging, Nurturing, and Celebrating Giftedness for Heightened Engagement, Achievement, and Self-Aawareness in Gifted Students

Schools utilizing a limited set of gifted identification tools and strategies acknowledge and celebrate achievement in a narrow range of subjects, resulting in students’ low levels of creativity, narrowed self-awareness, limited achievement, and poor mental health. This presentation provides a framework of key factors that guide processes for the identification of and differentiation for gifted students in all domains through a holistic program of learning. This framework of integrated factors describes practices of acknowledging student giftedness, nurturing thinking skills and creativity, and celebrating achievement, practices which we have found lead to expansive self-awareness, heightened engagement, and higher levels of achievement.

Author(s):

John Charadia
john.charadia@dow.catholic.edu.au
Catholic Education Diocese of Wollongong, NSW Australia
Australia

   

John Charadia has had 40 years’ experience working as a classroom practitioner, a Curriculum Adviser and Education Officer in over 200 schools. He has facilitated holistic creativity workshops for children, parents, teachers and educators at schools and communities across NSW and abroad.

Author of five publications on disciplined practices in creativity in the arts John continues to build teacher capacity, and nurture and celebrate gifted students by publishing their work and sharing it widely.

John’s most recent work in design of differentiated workshops for gifted students is focused on the inclusion of all domains of giftedness.

 


Powered by OpenConf®
Copyright ©2002-2018 Zakon Group LLC