{"id":1178,"date":"2021-04-19T13:34:41","date_gmt":"2021-04-19T18:34:41","guid":{"rendered":"https:\/\/worldgifted2021.com\/?page_id=1178"},"modified":"2023-07-23T12:51:08","modified_gmt":"2023-07-23T12:51:08","slug":"concurrent-sessions-and-panel-discussions","status":"publish","type":"page","link":"https:\/\/world-gifted.org\/Conferences\/wcgtc23\/concurrent-sessions-and-panel-discussions\/","title":{"rendered":"Concurrent Sessions and Panel Discussions"},"content":{"rendered":"\t\t
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Concurrent sessions and panel discussions will be live\/simulive presentations. Each will be recorded for later viewing in case you are unable to attend the live presentation.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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204 A Toolkit for Academic Acceleration<\/strong><\/p>

Ann\u00a0Lupkowski-Shoplik
University of Iowa Belin-Blank Center
United States<\/p>

Take a tour through the many tools and resources designed to help educators and families make informed decisions about acceleration. These include the research described in A Nation Empowered, the time-tested Iowa Acceleration Scale, the guide Developing Academic Acceleration Policies, the Acceleration Institute website, and the Integrated Acceleration System online tool for making decisions about whole-grade acceleration, early entrance to kindergarten or college, and subject acceleration. Empower yourself to make informed decisions about your students and have your questions about acceleration answered.<\/div>
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194 Addressing Potential Barriers Experienced by Gifted\/High Potential Aboriginal Students in NSW, Australia<\/strong><\/p>

Belinda\u00a0Judd
NSW Department of Education
Australia<\/p>

The \u2018Early identification and support of gifted\/high potential Aboriginal and\/or Torres Strait Islander students Program\u2019 is being implemented to address the underrepresentation of Aboriginal and\/or Torres Strait Islander students in gifted education programs in NSW, Australia<\/p>

The initiative uses the Coolabah Dynamic Assessment (CDA) to: \u2022 identify gifted\/high potential Aboriginal and\/or Torres Strait Islander students in Year 3 \u2022 address some of the barriers that can result in excellence gaps experienced by these students from under-represented communities.<\/p>

Recent case studies will be shared including the positive impact the CDA assessment protocol and follow-on support has had on students, their teachers and families.<\/p><\/div>

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74 AI & Gifted Education<\/strong><\/p>

Um Albaneen\u00a0Jamali
Deena Institute for Technology
Bahrain<\/p>

The session reports on a longitudinal study, which investigated the impacts of AI and LEGO robotics programs on developing creativity among gifted elementary school students. In the first year of the study, a LEGO robotics program was administered to the treatment group while 30 participants in the control group did not receive any robotics program. In the second year, an Arduino robotics program using AI was administered to the students in the treatment group while the students in the control group did not receive any robotics intervention. The results from pre-post tests indicated that the LEGO robotics intervention was significantly effective in developing creative thinking skills of fluency, flexibility, and elaboration while having no significant impact on developing originality. However, robotics programs using AI had a significant impact on developing all creative thinking skills of fluency, flexibility, originality, and elaboration. It suggests using AI in gifted students’ programs.<\/div>
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230 Assessing Student Learning of Advanced Social and Emotional Curriculum and Instruction with Essential Questions<\/strong><\/p>

Bronwyn\u00a0MacFarlane
Arkansas State University
United States<\/p>

Just as advanced students need differentiated academic curriculum, they also need differentiated social and emotional learning experiences to support their unique affective needs. An affective curriculum is essential for talented students to learn about making choices to optimize their potential, relate well to others, express themselves, fully, and reflectively understand their advanced abilities. As a result, an affective curriculum should be more than scattered collections of social and emotional activities. We will examine details and examples for planning differentiated learning experiences across the psychosocial spectrum to strive toward and assess specific affective learning goals through the purposeful use of essential questions.<\/div>
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88 Auditory Processing Skill \u2018Deficits\u2019 for a Young Twice-Exceptional Student: A Case Study<\/strong><\/p>

Michelle\u00a0Ronksley-Pavia
Griffith University
Australia<\/p>

In the field of gifted education, auditory skill \u2018deficits\u2019 are an under researched area, however, these are essential skills necessary for learning in school. This session presents findings from a qualitative case study that explored the impacts of auditory skill \u2018deficits\u2019 for a 14-year-old, multi-exceptional, male student. Overlapping impacts were evident across co-morbid disabilities, which included autism, ADHD, dyslexia, and generalised anxiety disorder. Co-occurring deficits in auditory processing skills further contributed to and compounded issues with his learning in the classroom and in his social connections with peers and teachers. Findings suggest that the presentation and impact of auditory processing deficits is very individual for multi-exceptional learners.<\/div>
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120 Creating Rich Maths Tasks and Dynamic Lesson Sequences for Gifted Learners<\/strong><\/p>

Casey\u00a0Warmbrand
Herberger Young Scholars Academy at Arizona State University
United States<\/p>

Strategies for designing and developing rich, open mathematical explorations that accelerate learning, compact curriculum, and differentiate for gifted learners’ needs will be shared. Lesson sequencing aimed at threading mathematical ideas into a coherent narrative supporting the development of mathematical content knowledge with procedural skill building deeply rooted in conceptual understanding will be discussed.<\/div>
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113 Development of Talent according to Sinti and Calon Romani<\/strong><\/p>

Jane\u00a0Ferreira
University of Brasilia
Brazil<\/p>

Denise de Souza\u00a0Fleith
University of Brasilia
Brazil<\/p>

Renata\u00a0Muniz Prado
University of Brasilia
Brazil<\/p>

The results of an exploratory qualitative study that aimed to identify the factors that promote or inhibit the development of Romani talent in the perception of Sintis and Calons will be shared. Two Sinti and five Calon Romani participated in the research. A sociodemographic questionnaire and a semi-structured interview protocol were used to collect data. The results indicated that talent is recognized by the participants as a set of skills associated with musicality, commerce, and traditional gypsy crafts. Internal and external inhibitory factors were related to the prejudice that occurs in school, family, and community.<\/div>
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56 Giftedness as a Cluster Concept \u2013 a Dynamic Model for Policy, Research and Practice<\/strong><\/p>

Caroline\u00a0Sims
G\u00e4vle University, Uppsala University
Sweden<\/p>

In research, it is common to define giftedness in terms of necessary and sufficient conditions \u2013 a \u2018classical definition\u2019 (Andersen 2002). In practice, such definitions are problematic because they are either too narrow, too wide, and involve an arbitrary cut-off. In two research reviews covering 135 articles, the majority based their samples on IQ or high performance. In the full review, no fewer than 70 criteria for giftedness were identified. An alternative strategy is to treat giftedness as a cluster concept consisting of eleven loosely connected categories. Empirical applications of this conceptualisation are presented covering both policy documents and teaching practices (Ball 1993). Establishing a new tradition through the use of a dynamic model of this kind has the potential to impact policy, research, and practice offering a way to include students who are gifted but not necessarily high achieving on standardised testing or IQ measures.<\/div>
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175 How do Educational Leaders at MOE in Oman Deal with Decision-Making Frameworks in Gifted Programmes?<\/strong><\/p>

Amina\u00a0Almabsali
University of Glasgow
United Kingdom<\/p>

Focused programmes for gifted education have evolved recently in Oman in response to various ministerial decrees. However, there was a lack of systematic implementation of the programmes. This paper examines the decision-making framework including the processes used by the Ministry of Education (MOE), through a qualitative approach. The data showed the Ministry of Education (MOE) used a vertical decision-making approach to deliver the decision-making process. However, some challenges affecting decision-making and the implementation of the framework were also identified. This paper reports and discusses these findings from the research and considers implications for further policy development in this area.<\/div>
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83 It Takes a Village: Collaboration Among Staff to Support Twice-Exceptional Learners<\/strong><\/p>

Emily\u00a0Kircher-Morris
The Neurodiversity Podcast
United States<\/p>

Twice-exceptional learners receive support from a wide range of school personnel. They rely on teachers in the gifted, general, and special education classrooms, school counselors, administrators, and others. How can advocates for 2e learners bring the school community to support these learners? This session shares activities and strategies to provide holistic PD to your school staff to support 2e students.<\/div>
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63 Kaveri Gifted Nurturing Model Elicited from Panchkosh<\/strong><\/p>

Sameena\u00a0Manasawala
Kaveri Gifted Education and Research Center
India<\/p>

Devasena\u00a0Desai
Kaveri Group of Institutes
India<\/p>

Gifted education policy in India is at its nascent stage. Kurup and Roy (2015) stated that there is a need to build theoretical frameworks for gifted education in India. We propose the Kaveri Gifted Nurturing Model which is elicited from the Panchakosh. This is a human development model proposed in the Taittiriya Upanishad. Panch means five, Koshas means sheaths. The five sheaths comprise of Annamaya Kosh (food or gross-matter), Pranamaya Kosh (life or vital energy), Manomaya Kosh (perception and emotions), Vigyanmaya Kosh (intelligence or thought), and Anandmaya Kosh (bliss). The Kaveri Gifted Nurturing Model seems a good fit to our socio-cultural context. This model meets the nurturing needs of the gifted children and equally addresses the spiritual aspect as much as the intellectual aspect of development.<\/div>
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203 Meaning in Life and Well-being of Gifted Adolescents<\/strong><\/p>

Mandy Wai-chan\u00a0Chan
The University of Hong Kong
China<\/p>

This presentation will report the findings from a survey of 240 gifted learners in Hong Kong. The survey found that meaning in life was positively associated with purpose in life, gratitude, growth mindset, basic psychological needs satisfaction and cognitive reappraisal strategies. A negative association was found with expressive suppression. Meaning in life was a predictor of well-being measures of life satisfaction, resilience, existential well-being, and health-related quality of life. There were gender differences on the self-reported levels of meaning in life, expressive suppression, existential well-being, and health-related quality of life. Implications for support services in gifted education will be discussed.<\/div>
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90 Our Journey of Change: Improving Access for Learners and Training for Teachers<\/strong><\/p>

Madelaine\u00a0Armstrong Willcocks
New Zealand Centre for Gifted Education
New Zealand<\/p>

New Zealand has at best a chequered history in understanding and responding to the needs of gifted learners. There are pockets of excellence, but at a systems-level there is room for improvement. Only a small number of gifted learners are able to access specialist gifted education and only a similarly small number of teachers have encountered initial or ongoing training relating to gifted learners. Understanding these issues in the context of our changing educational landscape has enabled an innovation that provides BOTH specialist gifted education for students AND ongoing training for teachers. This session will describe our journey of innovation.<\/div>
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213 Parental Concerns of Highly Gifted Children in Indian Context: Indicator for Parent Awareness and Training<\/strong><\/p>

Sameena\u00a0Manasawala
Kaveri Gifted Education and Research Center, Kaveri Group of Institutes, Pune, India
India<\/p>

Kasturi\u00a0Hapse
Kaveri Gifted Education and Research Center, Kaveri Group of Institutes, Pune, India
India<\/p>

Prateeksha\u00a0Khatri
Kaveri Gifted Education and Research Center, Kaveri Group of Institutes, Pune, India
India<\/p>

Gifted children show atypical development which might cause challenges to fit in with peers and raise parental expectations of them. The researchers reviewed 68 profiles of 10-year-old highly gifted children. Findings indicate that 70 percent of parents reported concerns about their child. Thematic content analysis of the profiles revealed four areas of concern namely, socio-emotional, motivation, physical and other concerns. These themes have been interpreted with reference to challenges that are typically associated with gifted characteristics and parental expectations after identification. The findings offer pointers for themes to be included in parent training and awareness programs for families of gifted children in India.<\/div>
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47 Parenting Behavior of Gifted Students\u2019 Parents and Its Impacts During Outbreak of COVID-19<\/strong><\/p>

Tze-ho\u00a0Fung
Hong Kong Academy for Gifted Education (HKAGE)
Hong Kong<\/p>

The outbreak of COVID-19 brought upheaval to the learning environment of gifted students. Parent-child interactions were presented with challenges due to various risk-adjusted measures from mandatory WFH (Work From Home) of parents to compulsory online learning mode, leading to various changes of parenting behavior during this period. This study investigated the impacts of parenting behavioral changes under an epidemic environment. The results supported that \u201cone-on-one time,\u201d \u201cfamily harmony,\u201d and \u201cget structured\u201d have significant positive impact to the outcomes of student online learning performance. Such findings could inform effective planning of support for gifted students and their parents in future.<\/div>
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94 Professional Learning Based on Collaborative Expert Perspectives<\/strong><\/p>

Leonie\u00a0Kronborg
Monash University
Australia<\/p>

Jennifer\u00a0Krafchek
Consultant
Australia<\/p>

Susan\u00a0Knopfelmacher<\/p>

Australia<\/p>

Kathryn\u00a0Mitchell<\/p>

Australia<\/p>

\u201cTo realise the potential of gifted students in Victoria and enable their talent development,\u201d an association of educators for the gifted was established with the aim of providing expert Professional Learning (PL) to teachers, education administrators, and psychologists, underpinned by the WCGTC\u2019s Global Principles for Professional Learning in Gifted Education (2021). This presentation will discuss key seminar topics where these educators combined their expert teaching experience of gifted students – underpinned by their master’s and doctoral teacher education studies in gifted education and contemporary research – to develop thought-provoking professional learning opportunities, in response to teachers\u2019 expressed PL needs.<\/div>
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29 Supporting the Invisible: Twice-exceptional Asian-American Learners<\/strong><\/p>

Zhihui\u00a0Feng
Johns Hopkins University
United States<\/p>

Mary A.\u00a0Pei
Johns Hopkins University
United States<\/p>

Asian Americans, comprising 10% of gifted and talented programs but only 5% of schools\u2019 populations (Civil Rights Data Collection, n.d.), are considered over-represented in gifted and talented education (Yoon & Gentry, 2009). However, this perception disregards their experiences as culturally and linguistically diverse twice-exceptional gifted and talented learners. As a minoritized and marginalized group, Asian-Americans\u2019 needs are insufficiently studied and served (Park & Foley-Nicpon, 2022). Strategies to enable stakeholders to better serve Asian-American Twice-exceptional students strategies framed by Bronfenbrenner\u2019s Ecological Systems Model (Bronfenbrenner & Morris, 2007) will be presented.<\/div>
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212 Teachers\u2019 Awareness of Gifted Characteristics of Culturally Diverse Students: A Culturally Responsive Perspective<\/strong><\/p>

Ching-Yuan\u00a0Cheng
National Taiwan University of Education
Taiwan<\/p>

This study was to investigate teachers\u2019 awareness of gifted characteristics of culturally diverse students. An interactive qualitative approach was implemented. Four primary teachers were invited to participate. Data were collected through semi-structured interviews and analyzed qualitatively. There are four findings: First, teachers showed two different perspectives of cultural diversity, uniqueness, and difference. Second, teachers showed a high understanding regarding the learning challenges and performance gaps of culturally diverse students. Thirdly, teachers\u2019 perceptions of gifted characteristics were based on exceptional performance, gifted behaviors, and creative products. Finally, teachers implemented various strategies to support the learning of culturally diverse, high-potential students.<\/div>
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108 The Excellence Project: Javits Grant Funded After-School Program for Diverse Gifted Youth<\/strong><\/p>

Courtne\u00a0Thomas
New York Edge
United States<\/p>

Jennifer\u00a0Richardson
Purdue University
United States<\/p>

Pavan\u00a0Antony
Adelphi University
United States<\/p>

Tapping into the power of accelerated learning to reach Black and Latino gifted students in grades 3-8, innovative practice with curriculum differentiation is used as a vehicle to support high-ability\/high-potential learners in New York City. We are taking an out-of-nature approach to learning backed by research, and pioneering program design to identify and support diverse youth – academically, socially, physically, emotionally – and revolutionize their experiences for special populations.<\/div>
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215 The Impact of Educational and Learning Capitals on Gifted Education in Lebanon<\/strong><\/p>

Anies\u00a0Al-Hroub
American University of Beirut
Lebanon<\/p>

This article explores the vital role of education and learning capitals in the education of gifted learners in Lebanon. It begins by critically examining the educational system in Lebanon and discussing the challenges that gifted education faces due to the ongoing refugee crisis. The paper provides a detailed analysis of the concept of giftedness, the funding of schools and higher education institutions, and the categorization of ten educational and learning capitals essential to gifted education in Lebanon. Furthermore, the article offers evidence-based literature on each of the educational and learning capitals, presenting a comprehensive understanding of the resources required to support gifted learners in Lebanon. Based on this analysis, the paper draws several important conclusions and implications regarding gifted education expenditures, the identification and conceptualization of giftedness, the preparation of gifted teachers, and the management of gifted learning resources.<\/div>
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172 The Intersection of Giftedness, Disability, and Cultural Identity: A Case Study of an Asian-American Boy<\/strong><\/p>

Ophelie\u00a0Desmet
Valdosta State University
United States<\/p>

F. Richard\u00a0Olenchak
Purdue University
United States<\/p>

Although multi-exceptionality is widely recognized as a complex phenomenon, little research presents an in-depth exploration of the intersection of giftedness, disability, and cultural identity in the early stages of talent development. Therefore, we conducted a single case study of a multi-exceptional, 7-year-old Asian-American boy and his family. The boy represents the complex intersection we sought to study in that he is gifted with both Autism Spectrum Disorder (ASD) and Attention Deficit Hyperactivity Disorder (ADHD). Through this case, we will illustrate the strengths and challenges multi-exceptional children and their families face while navigating the complexities of giftedness, disability, and cultural identity.<\/div>
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71 Treasure Hunting for Golden Moments. A Systemic, Solution-Focused Approach for Addressing the Needs of 2E-Learners<\/strong><\/p>

Eleonoor\u00a0van Gerven
Slim! Educatief BV
Netherlands<\/p>

During in-service professional learning programs focusing on 2E learners, participating Dutch teachers indicate that they would like to tailor interventions, but struggle with how to do this. To meet their learning needs, a strategy was developed: the Systemic Support Program (SSP). Between 2013 and 2023, 78 primary school teachers used the SSP. In this session, the results of an evaluative study will be presented. Teachers considered themselves able to design tailored interventions and enhanced their chances for success by using the strategy. The rigorous instruction and coaching sessions during their learning process were seen as significant contributors to their success.<\/div>
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237 Understanding and Treating Caribbean Gifted Children: Heart, Mind, Soul, and Spirit<\/strong><\/p>

Viviene V.\u00a0DeOkoro
Deokoro Magnet Educational Foundation
Jamaica<\/p>

Gifted children come in diverse varieties, responding to the culture and circumstances into which they are born. Today\u2019s gifted Caribbean children are largely the descendants of enslaved Africans; a smaller percentage being Europeans, Indians, Chinese, Lebanese, Indigenous Tainos, Americans, Germans, and others. This factor has profoundly shaped the uniqueness and diversity of their culture, forming values extending beyond intellect into the inner realms of spirit, mind, soul and heart. Only when we understand this reality can we give them the support they need to grow, develop, bloom and \u201cplay their part in advancing the welfare of the whole human race.\u201d<\/div>
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100 Unleashing a Growth Mindset: Redesigning the Academic Curriculum for Gifted Female High School Students<\/strong><\/p>

Han Pin\u00a0Goh
Nanyang Girls’ High School
Singapore<\/p>

Growth mindset can develop resilience and maximise potential in the VUCA world. Yet, many high-performing female students retain limiting beliefs and demonstrate failure-avoidance behaviours when encountering challenging work. This project investigates how the academic curriculum can be redesigned to nurture a culture of growth mindset in an all-girls gifted high school. With this redesign, classrooms encourage student talk, teachers and students press for justification, tasks allow multiple entry points, and mistakes are leveraged as learning opportunities. Through research and practice, we hear our students\u2019 stories on how schools can help them liberate themselves from the chains of fixed mindset!<\/div>
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182 Using a Construct Map to Assess Gifted Students’ Mathematical Literacy Across Multiple Levels of the Curriculum<\/strong><\/p>

Ayesha\u00a0Umar
Ayesha Umar- Careers and Education Consultancy
Australia<\/p>

Construct maps are used to assess cognitive development across multiple achievement levels. As they can map abilities across a broad spectrum, they can be used as an effective tool to measure gifted students\u2019 growth in mathematics without restricting you to a certain curriculum strand. This presentation discusses a construct map as a diagnostic tool to assess mathematical literacy across F-12 curriculum.<\/div><\/div>
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