BEGIN:VCALENDAR VERSION:2.0 PRODID:-//World Council for Gifted and Talented Children - ECPv6.17.0//NONSGML v1.0//EN CALSCALE:GREGORIAN METHOD:PUBLISH X-ORIGINAL-URL:https://world-gifted.org X-WR-CALDESC:Events for World Council for Gifted and Talented Children REFRESH-INTERVAL;VALUE=DURATION:PT1H X-Robots-Tag:noindex X-PUBLISHED-TTL:PT1H BEGIN:VTIMEZONE TZID:Australia/Sydney BEGIN:STANDARD TZOFFSETFROM:+1100 TZOFFSETTO:+1000 TZNAME:AEST DTSTART:20220402T160000 END:STANDARD BEGIN:DAYLIGHT TZOFFSETFROM:+1000 TZOFFSETTO:+1100 TZNAME:AEDT DTSTART:20221001T160000 END:DAYLIGHT BEGIN:STANDARD TZOFFSETFROM:+1100 TZOFFSETTO:+1000 TZNAME:AEST DTSTART:20230401T160000 END:STANDARD BEGIN:DAYLIGHT TZOFFSETFROM:+1000 TZOFFSETTO:+1100 TZNAME:AEDT DTSTART:20230930T160000 END:DAYLIGHT BEGIN:STANDARD TZOFFSETFROM:+1100 TZOFFSETTO:+1000 TZNAME:AEST DTSTART:20240406T160000 END:STANDARD BEGIN:DAYLIGHT TZOFFSETFROM:+1000 TZOFFSETTO:+1100 TZNAME:AEDT DTSTART:20241005T160000 END:DAYLIGHT END:VTIMEZONE 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DTSTART:20250101T000000 END:STANDARD END:VTIMEZONE BEGIN:VTIMEZONE TZID:Australia/Melbourne BEGIN:STANDARD TZOFFSETFROM:+1100 TZOFFSETTO:+1000 TZNAME:AEST DTSTART:20250405T160000 END:STANDARD BEGIN:DAYLIGHT TZOFFSETFROM:+1000 TZOFFSETTO:+1100 TZNAME:AEDT DTSTART:20251004T160000 END:DAYLIGHT BEGIN:STANDARD TZOFFSETFROM:+1100 TZOFFSETTO:+1000 TZNAME:AEST DTSTART:20260404T160000 END:STANDARD BEGIN:DAYLIGHT TZOFFSETFROM:+1000 TZOFFSETTO:+1100 TZNAME:AEDT DTSTART:20261003T160000 END:DAYLIGHT BEGIN:STANDARD TZOFFSETFROM:+1100 TZOFFSETTO:+1000 TZNAME:AEST DTSTART:20270403T160000 END:STANDARD BEGIN:DAYLIGHT TZOFFSETFROM:+1000 TZOFFSETTO:+1100 TZNAME:AEDT DTSTART:20271002T160000 END:DAYLIGHT END:VTIMEZONE BEGIN:VTIMEZONE TZID:Asia/Hong_Kong BEGIN:STANDARD TZOFFSETFROM:+0800 TZOFFSETTO:+0800 TZNAME:HKT DTSTART:20250101T000000 END:STANDARD END:VTIMEZONE BEGIN:VTIMEZONE TZID:Europe/Ljubljana BEGIN:DAYLIGHT TZOFFSETFROM:+0100 TZOFFSETTO:+0200 TZNAME:CEST DTSTART:20260329T010000 END:DAYLIGHT BEGIN:STANDARD TZOFFSETFROM:+0200 TZOFFSETTO:+0100 TZNAME:CET DTSTART:20261025T010000 END:STANDARD BEGIN:DAYLIGHT TZOFFSETFROM:+0100 TZOFFSETTO:+0200 TZNAME:CEST DTSTART:20270328T010000 END:DAYLIGHT BEGIN:STANDARD TZOFFSETFROM:+0200 TZOFFSETTO:+0100 TZNAME:CET DTSTART:20271031T010000 END:STANDARD BEGIN:DAYLIGHT TZOFFSETFROM:+0100 TZOFFSETTO:+0200 TZNAME:CEST DTSTART:20280326T010000 END:DAYLIGHT BEGIN:STANDARD TZOFFSETFROM:+0200 TZOFFSETTO:+0100 TZNAME:CET DTSTART:20281029T010000 END:STANDARD END:VTIMEZONE BEGIN:VEVENT DTSTART;TZID=Australia/Sydney:20231026T083000 DTEND;TZID=Australia/Sydney:20231026T150000 DTSTAMP:20231005T144731Z CREATED:20231005T143932Z LAST-MODIFIED:20231005T144731Z UID:8123-1698309000-1698332400@world-gifted.org SUMMARY:Gifted Education Online Symposium 2023 - Hosted by Griffith University DESCRIPTION:(Times are in Central European Time) Culturally responsive education values and reflects the assets of all gifted students; helps them feel more valued and empowered. It focuses on multiculturalism as an asset for gifted learners\, particularly for gifted students from underserved\, underrepresented\, and marginalized populations (e.g.\, gifted females\, gifted-LGBTQ+\, gifted refugees\, and other linguistically\, racially\, and/or economically disadvantaged groups) whose skills are often underestimated. Culturally responsive education moves away from a deficit mindset that focuses on what a student cannot do\, to a mindset that focuses on students’ strengths and untapped potential. It identifies students’ assets and uses them to create rigorous\, student-centered instruction. It also helps in building an inclusive curriculum to assist teachers and students in understanding different perspectives\, appreciating others’ strengths\, and building empathy. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Non-members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n PJ Sedillo \n \n \n \n Being Cultural Responsiveness is the ability to competently facilitate and guide those who are Gifted-LGBTQ+. This must include the negotiating process of the differences and similarities that occur between cultures and the many subcultures encountered within this population. This presentation will ensure the ability to competently facilitate and guide those who are Gifted-LGBTTIQQ2SA+ in order to demonstrate respect\, facilitate\, and support unconditional love so that they can continue to grow\, thrive\, survive\, and live.  Furthermore\, this presentation is geared for counselors/therapists\, educators\, family members and others who support and assist individuals who are Gifted LGBTQ+.   \n \n \n \n \n \n \n \n \n \n \n \n Bronwyn MacFarlane \n \n \n \n To provide culturally responsive education for gifted learners\, access to culturally appropriate learning experiences must be available through local schools and programs. Two relevant components of delivering culturally responsive education include (1) providing access to advanced programmatic learning opportunities and (2) developing foreign language skills within an advanced curriculum. This talk will focus on how to provide culturally responsive education through access to advanced educational opportunities that are culturally responsive and culturally informed.  \n \n \n \n \n \n \n \n \n \n \n \n Sally Reis \n \n \n \n What practices make a difference as educators strive to develop the innovative and creative talents of young girls and women  in specific disciplines or domains? Do young women have adequate numbers of role models to develop their creativity and sense of creative self-efficacy? How do talented girls and women maintain their drive to create when they encounter obstacles that threaten their love of and passion for their work? In what ways can educators\, and particularly\, educators of talented and gifted girls and young women\, serve as agents of positive change to help these young women develop their creativity to make a positive impact and difference in the world? And most important\, despite the obstacles and barriers they face\, how do we convince this population to pursue leadership opportunities in their professional fields or work? These questions will be addressed in this session. URL:https://world-gifted.org/event/gifted-education-online-symposium-2023-hosted-by-griffith-university/ LOCATION:Virtual ORGANIZER;CN="Griffith University":MAILTO:giftededucation@griffith.edu.au END:VEVENT BEGIN:VEVENT DTSTART;TZID=Europe/Amsterdam:20240208T193000 DTEND;TZID=Europe/Amsterdam:20240208T210000 DTSTAMP:20240114T171333Z CREATED:20240114T161221Z LAST-MODIFIED:20240114T171333Z UID:8214-1707420600-1707426000@world-gifted.org SUMMARY:WCGTC Webinar - 2e Learners DESCRIPTION:(Times are in Central European Time) Culturally responsive education values and reflects the assets of all gifted students; helps them feel more valued and empowered. It focuses on multiculturalism as an asset for gifted learners\, particularly for gifted students from underserved\, underrepresented\, and marginalized populations (e.g.\, gifted females\, gifted-LGBTQ+\, gifted refugees\, and other linguistically\, racially\, and/or economically disadvantaged groups) whose skills are often underestimated. Culturally responsive education moves away from a deficit mindset that focuses on what a student cannot do\, to a mindset that focuses on students’ strengths and untapped potential. It identifies students’ assets and uses them to create rigorous\, student-centered instruction. It also helps in building an inclusive curriculum to assist teachers and students in understanding different perspectives\, appreciating others’ strengths\, and building empathy. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Non-members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n PJ Sedillo \n \n \n \n Being Cultural Responsiveness is the ability to competently facilitate and guide those who are Gifted-LGBTQ+. This must include the negotiating process of the differences and similarities that occur between cultures and the many subcultures encountered within this population. This presentation will ensure the ability to competently facilitate and guide those who are Gifted-LGBTTIQQ2SA+ in order to demonstrate respect\, facilitate\, and support unconditional love so that they can continue to grow\, thrive\, survive\, and live.  Furthermore\, this presentation is geared for counselors/therapists\, educators\, family members and others who support and assist individuals who are Gifted LGBTQ+.   \n \n \n \n \n \n \n \n \n \n \n \n Bronwyn MacFarlane \n \n \n \n To provide culturally responsive education for gifted learners\, access to culturally appropriate learning experiences must be available through local schools and programs. Two relevant components of delivering culturally responsive education include (1) providing access to advanced programmatic learning opportunities and (2) developing foreign language skills within an advanced curriculum. This talk will focus on how to provide culturally responsive education through access to advanced educational opportunities that are culturally responsive and culturally informed.  \n \n \n \n \n \n \n \n \n \n \n \n Sally Reis \n \n \n \n What practices make a difference as educators strive to develop the innovative and creative talents of young girls and women  in specific disciplines or domains? Do young women have adequate numbers of role models to develop their creativity and sense of creative self-efficacy? How do talented girls and women maintain their drive to create when they encounter obstacles that threaten their love of and passion for their work? In what ways can educators\, and particularly\, educators of talented and gifted girls and young women\, serve as agents of positive change to help these young women develop their creativity to make a positive impact and difference in the world? And most important\, despite the obstacles and barriers they face\, how do we convince this population to pursue leadership opportunities in their professional fields or work? These questions will be addressed in this session. URL:https://world-gifted.org/event/wcgtc-webinar-2e-learners/ LOCATION:Virtual ORGANIZER;CN="World Council for Gifted and Talented Children":MAILTO:headquarters@world-gifted.org END:VEVENT BEGIN:VEVENT DTSTART;TZID=Europe/Amsterdam:20240321T193000 DTEND;TZID=Europe/Amsterdam:20240321T210000 DTSTAMP:20240303T232504Z CREATED:20240228T170510Z LAST-MODIFIED:20240303T232504Z UID:8255-1711049400-1711054800@world-gifted.org SUMMARY:WCGTC Webinar - Teacher Education - March 2024 DESCRIPTION:(Times are in Central European Time) Culturally responsive education values and reflects the assets of all gifted students; helps them feel more valued and empowered. It focuses on multiculturalism as an asset for gifted learners\, particularly for gifted students from underserved\, underrepresented\, and marginalized populations (e.g.\, gifted females\, gifted-LGBTQ+\, gifted refugees\, and other linguistically\, racially\, and/or economically disadvantaged groups) whose skills are often underestimated. Culturally responsive education moves away from a deficit mindset that focuses on what a student cannot do\, to a mindset that focuses on students’ strengths and untapped potential. It identifies students’ assets and uses them to create rigorous\, student-centered instruction. It also helps in building an inclusive curriculum to assist teachers and students in understanding different perspectives\, appreciating others’ strengths\, and building empathy. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Non-members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n PJ Sedillo \n \n \n \n Being Cultural Responsiveness is the ability to competently facilitate and guide those who are Gifted-LGBTQ+. This must include the negotiating process of the differences and similarities that occur between cultures and the many subcultures encountered within this population. This presentation will ensure the ability to competently facilitate and guide those who are Gifted-LGBTTIQQ2SA+ in order to demonstrate respect\, facilitate\, and support unconditional love so that they can continue to grow\, thrive\, survive\, and live.  Furthermore\, this presentation is geared for counselors/therapists\, educators\, family members and others who support and assist individuals who are Gifted LGBTQ+.   \n \n \n \n \n \n \n \n \n \n \n \n Bronwyn MacFarlane \n \n \n \n To provide culturally responsive education for gifted learners\, access to culturally appropriate learning experiences must be available through local schools and programs. Two relevant components of delivering culturally responsive education include (1) providing access to advanced programmatic learning opportunities and (2) developing foreign language skills within an advanced curriculum. This talk will focus on how to provide culturally responsive education through access to advanced educational opportunities that are culturally responsive and culturally informed.  \n \n \n \n \n \n \n \n \n \n \n \n Sally Reis \n \n \n \n What practices make a difference as educators strive to develop the innovative and creative talents of young girls and women  in specific disciplines or domains? Do young women have adequate numbers of role models to develop their creativity and sense of creative self-efficacy? How do talented girls and women maintain their drive to create when they encounter obstacles that threaten their love of and passion for their work? In what ways can educators\, and particularly\, educators of talented and gifted girls and young women\, serve as agents of positive change to help these young women develop their creativity to make a positive impact and difference in the world? And most important\, despite the obstacles and barriers they face\, how do we convince this population to pursue leadership opportunities in their professional fields or work? These questions will be addressed in this session. URL:https://world-gifted.org/event/wcgtc-webinar-teacher-education-march-2024/ LOCATION:Virtual ORGANIZER;CN="World Council for Gifted and Talented Children":MAILTO:headquarters@world-gifted.org END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/Chicago:20240409T070000 DTEND;TZID=America/Chicago:20240409T083000 DTSTAMP:20240328T182936Z CREATED:20240306T170719Z LAST-MODIFIED:20240328T182936Z UID:8330-1712646000-1712651400@world-gifted.org SUMMARY:WCGTC Webinar - If You Build It\, They Will Come - April 2024 DESCRIPTION:(Times are in Central European Time) Culturally responsive education values and reflects the assets of all gifted students; helps them feel more valued and empowered. It focuses on multiculturalism as an asset for gifted learners\, particularly for gifted students from underserved\, underrepresented\, and marginalized populations (e.g.\, gifted females\, gifted-LGBTQ+\, gifted refugees\, and other linguistically\, racially\, and/or economically disadvantaged groups) whose skills are often underestimated. Culturally responsive education moves away from a deficit mindset that focuses on what a student cannot do\, to a mindset that focuses on students’ strengths and untapped potential. It identifies students’ assets and uses them to create rigorous\, student-centered instruction. It also helps in building an inclusive curriculum to assist teachers and students in understanding different perspectives\, appreciating others’ strengths\, and building empathy. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Non-members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n PJ Sedillo \n \n \n \n Being Cultural Responsiveness is the ability to competently facilitate and guide those who are Gifted-LGBTQ+. This must include the negotiating process of the differences and similarities that occur between cultures and the many subcultures encountered within this population. This presentation will ensure the ability to competently facilitate and guide those who are Gifted-LGBTTIQQ2SA+ in order to demonstrate respect\, facilitate\, and support unconditional love so that they can continue to grow\, thrive\, survive\, and live.  Furthermore\, this presentation is geared for counselors/therapists\, educators\, family members and others who support and assist individuals who are Gifted LGBTQ+.   \n \n \n \n \n \n \n \n \n \n \n \n Bronwyn MacFarlane \n \n \n \n To provide culturally responsive education for gifted learners\, access to culturally appropriate learning experiences must be available through local schools and programs. Two relevant components of delivering culturally responsive education include (1) providing access to advanced programmatic learning opportunities and (2) developing foreign language skills within an advanced curriculum. This talk will focus on how to provide culturally responsive education through access to advanced educational opportunities that are culturally responsive and culturally informed.  \n \n \n \n \n \n \n \n \n \n \n \n Sally Reis \n \n \n \n What practices make a difference as educators strive to develop the innovative and creative talents of young girls and women  in specific disciplines or domains? Do young women have adequate numbers of role models to develop their creativity and sense of creative self-efficacy? How do talented girls and women maintain their drive to create when they encounter obstacles that threaten their love of and passion for their work? In what ways can educators\, and particularly\, educators of talented and gifted girls and young women\, serve as agents of positive change to help these young women develop their creativity to make a positive impact and difference in the world? And most important\, despite the obstacles and barriers they face\, how do we convince this population to pursue leadership opportunities in their professional fields or work? These questions will be addressed in this session. URL:https://world-gifted.org/event/wcgtc-webinar-if-you-build-it-they-will-come-april-2024/ LOCATION:Virtual ORGANIZER;CN="World Council for Gifted and Talented Children":MAILTO:headquarters@world-gifted.org END:VEVENT BEGIN:VEVENT DTSTART;VALUE=DATE:20240426 DTEND;VALUE=DATE:20240427 DTSTAMP:20240108T213141Z CREATED:20240108T213141Z LAST-MODIFIED:20240108T213141Z UID:8210-1714089600-1714175999@world-gifted.org SUMMARY:2024 Marguerite-Bourgeoys School Board Conference on Giftedness DESCRIPTION:(Times are in Central European Time) Culturally responsive education values and reflects the assets of all gifted students; helps them feel more valued and empowered. It focuses on multiculturalism as an asset for gifted learners\, particularly for gifted students from underserved\, underrepresented\, and marginalized populations (e.g.\, gifted females\, gifted-LGBTQ+\, gifted refugees\, and other linguistically\, racially\, and/or economically disadvantaged groups) whose skills are often underestimated. Culturally responsive education moves away from a deficit mindset that focuses on what a student cannot do\, to a mindset that focuses on students’ strengths and untapped potential. It identifies students’ assets and uses them to create rigorous\, student-centered instruction. It also helps in building an inclusive curriculum to assist teachers and students in understanding different perspectives\, appreciating others’ strengths\, and building empathy. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Non-members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n PJ Sedillo \n \n \n \n Being Cultural Responsiveness is the ability to competently facilitate and guide those who are Gifted-LGBTQ+. This must include the negotiating process of the differences and similarities that occur between cultures and the many subcultures encountered within this population. This presentation will ensure the ability to competently facilitate and guide those who are Gifted-LGBTTIQQ2SA+ in order to demonstrate respect\, facilitate\, and support unconditional love so that they can continue to grow\, thrive\, survive\, and live.  Furthermore\, this presentation is geared for counselors/therapists\, educators\, family members and others who support and assist individuals who are Gifted LGBTQ+.   \n \n \n \n \n \n \n \n \n \n \n \n Bronwyn MacFarlane \n \n \n \n To provide culturally responsive education for gifted learners\, access to culturally appropriate learning experiences must be available through local schools and programs. Two relevant components of delivering culturally responsive education include (1) providing access to advanced programmatic learning opportunities and (2) developing foreign language skills within an advanced curriculum. This talk will focus on how to provide culturally responsive education through access to advanced educational opportunities that are culturally responsive and culturally informed.  \n \n \n \n \n \n \n \n \n \n \n \n Sally Reis \n \n \n \n What practices make a difference as educators strive to develop the innovative and creative talents of young girls and women  in specific disciplines or domains? Do young women have adequate numbers of role models to develop their creativity and sense of creative self-efficacy? How do talented girls and women maintain their drive to create when they encounter obstacles that threaten their love of and passion for their work? In what ways can educators\, and particularly\, educators of talented and gifted girls and young women\, serve as agents of positive change to help these young women develop their creativity to make a positive impact and difference in the world? And most important\, despite the obstacles and barriers they face\, how do we convince this population to pursue leadership opportunities in their professional fields or work? These questions will be addressed in this session. URL:https://world-gifted.org/event/2024-marguerite-bourgeoys-school-board-conference-on-giftedness/ END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/New_York:20240508T140000 DTEND;TZID=America/New_York:20240508T153000 DTSTAMP:20240409T121104Z CREATED:20240320T223832Z LAST-MODIFIED:20240409T121104Z UID:8383-1715176800-1715182200@world-gifted.org SUMMARY:WCGTC Webinar - Exploring Overexcitabilities and Creativity in Educational Settings - May 8\, 2024 DESCRIPTION:(Times are in Central European Time) Culturally responsive education values and reflects the assets of all gifted students; helps them feel more valued and empowered. It focuses on multiculturalism as an asset for gifted learners\, particularly for gifted students from underserved\, underrepresented\, and marginalized populations (e.g.\, gifted females\, gifted-LGBTQ+\, gifted refugees\, and other linguistically\, racially\, and/or economically disadvantaged groups) whose skills are often underestimated. Culturally responsive education moves away from a deficit mindset that focuses on what a student cannot do\, to a mindset that focuses on students’ strengths and untapped potential. It identifies students’ assets and uses them to create rigorous\, student-centered instruction. It also helps in building an inclusive curriculum to assist teachers and students in understanding different perspectives\, appreciating others’ strengths\, and building empathy. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Non-members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n PJ Sedillo \n \n \n \n Being Cultural Responsiveness is the ability to competently facilitate and guide those who are Gifted-LGBTQ+. This must include the negotiating process of the differences and similarities that occur between cultures and the many subcultures encountered within this population. This presentation will ensure the ability to competently facilitate and guide those who are Gifted-LGBTTIQQ2SA+ in order to demonstrate respect\, facilitate\, and support unconditional love so that they can continue to grow\, thrive\, survive\, and live.  Furthermore\, this presentation is geared for counselors/therapists\, educators\, family members and others who support and assist individuals who are Gifted LGBTQ+.   \n \n \n \n \n \n \n \n \n \n \n \n Bronwyn MacFarlane \n \n \n \n To provide culturally responsive education for gifted learners\, access to culturally appropriate learning experiences must be available through local schools and programs. Two relevant components of delivering culturally responsive education include (1) providing access to advanced programmatic learning opportunities and (2) developing foreign language skills within an advanced curriculum. This talk will focus on how to provide culturally responsive education through access to advanced educational opportunities that are culturally responsive and culturally informed.  \n \n \n \n \n \n \n \n \n \n \n \n Sally Reis \n \n \n \n What practices make a difference as educators strive to develop the innovative and creative talents of young girls and women  in specific disciplines or domains? Do young women have adequate numbers of role models to develop their creativity and sense of creative self-efficacy? How do talented girls and women maintain their drive to create when they encounter obstacles that threaten their love of and passion for their work? In what ways can educators\, and particularly\, educators of talented and gifted girls and young women\, serve as agents of positive change to help these young women develop their creativity to make a positive impact and difference in the world? And most important\, despite the obstacles and barriers they face\, how do we convince this population to pursue leadership opportunities in their professional fields or work? These questions will be addressed in this session. URL:https://world-gifted.org/event/wcgtc-webinar-exploring-overexcitabilities-and-creativity-in-educational-settings-may-2024/ END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/New_York:20240519T130000 DTEND;TZID=America/New_York:20240521T143000 DTSTAMP:20231005T145346Z CREATED:20231005T145221Z LAST-MODIFIED:20231005T145346Z UID:8130-1716123600-1716301800@world-gifted.org SUMMARY:2024 Wallace Research Symposium on Talent Development DESCRIPTION:(Times are in Central European Time) Culturally responsive education values and reflects the assets of all gifted students; helps them feel more valued and empowered. It focuses on multiculturalism as an asset for gifted learners\, particularly for gifted students from underserved\, underrepresented\, and marginalized populations (e.g.\, gifted females\, gifted-LGBTQ+\, gifted refugees\, and other linguistically\, racially\, and/or economically disadvantaged groups) whose skills are often underestimated. Culturally responsive education moves away from a deficit mindset that focuses on what a student cannot do\, to a mindset that focuses on students’ strengths and untapped potential. It identifies students’ assets and uses them to create rigorous\, student-centered instruction. It also helps in building an inclusive curriculum to assist teachers and students in understanding different perspectives\, appreciating others’ strengths\, and building empathy. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Non-members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n PJ Sedillo \n \n \n \n Being Cultural Responsiveness is the ability to competently facilitate and guide those who are Gifted-LGBTQ+. This must include the negotiating process of the differences and similarities that occur between cultures and the many subcultures encountered within this population. This presentation will ensure the ability to competently facilitate and guide those who are Gifted-LGBTTIQQ2SA+ in order to demonstrate respect\, facilitate\, and support unconditional love so that they can continue to grow\, thrive\, survive\, and live.  Furthermore\, this presentation is geared for counselors/therapists\, educators\, family members and others who support and assist individuals who are Gifted LGBTQ+.   \n \n \n \n \n \n \n \n \n \n \n \n Bronwyn MacFarlane \n \n \n \n To provide culturally responsive education for gifted learners\, access to culturally appropriate learning experiences must be available through local schools and programs. Two relevant components of delivering culturally responsive education include (1) providing access to advanced programmatic learning opportunities and (2) developing foreign language skills within an advanced curriculum. This talk will focus on how to provide culturally responsive education through access to advanced educational opportunities that are culturally responsive and culturally informed.  \n \n \n \n \n \n \n \n \n \n \n \n Sally Reis \n \n \n \n What practices make a difference as educators strive to develop the innovative and creative talents of young girls and women  in specific disciplines or domains? Do young women have adequate numbers of role models to develop their creativity and sense of creative self-efficacy? How do talented girls and women maintain their drive to create when they encounter obstacles that threaten their love of and passion for their work? In what ways can educators\, and particularly\, educators of talented and gifted girls and young women\, serve as agents of positive change to help these young women develop their creativity to make a positive impact and difference in the world? And most important\, despite the obstacles and barriers they face\, how do we convince this population to pursue leadership opportunities in their professional fields or work? These questions will be addressed in this session. URL:https://world-gifted.org/event/2024-wallace-research-symposium-on-talent-development/ LOCATION:University of Connecticut\, Storrs\, CT\, 06269\, United States END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/Chicago:20240620T120000 DTEND;TZID=America/Chicago:20240620T140000 DTSTAMP:20240618T165820Z CREATED:20240604T160758Z LAST-MODIFIED:20240618T165820Z UID:8613-1718884800-1718892000@world-gifted.org SUMMARY:WCGTC Webinar – Equity– June 20\, 2024 DESCRIPTION:(Times are in Central European Time) Culturally responsive education values and reflects the assets of all gifted students; helps them feel more valued and empowered. It focuses on multiculturalism as an asset for gifted learners\, particularly for gifted students from underserved\, underrepresented\, and marginalized populations (e.g.\, gifted females\, gifted-LGBTQ+\, gifted refugees\, and other linguistically\, racially\, and/or economically disadvantaged groups) whose skills are often underestimated. Culturally responsive education moves away from a deficit mindset that focuses on what a student cannot do\, to a mindset that focuses on students’ strengths and untapped potential. It identifies students’ assets and uses them to create rigorous\, student-centered instruction. It also helps in building an inclusive curriculum to assist teachers and students in understanding different perspectives\, appreciating others’ strengths\, and building empathy. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Non-members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n PJ Sedillo \n \n \n \n Being Cultural Responsiveness is the ability to competently facilitate and guide those who are Gifted-LGBTQ+. This must include the negotiating process of the differences and similarities that occur between cultures and the many subcultures encountered within this population. This presentation will ensure the ability to competently facilitate and guide those who are Gifted-LGBTTIQQ2SA+ in order to demonstrate respect\, facilitate\, and support unconditional love so that they can continue to grow\, thrive\, survive\, and live.  Furthermore\, this presentation is geared for counselors/therapists\, educators\, family members and others who support and assist individuals who are Gifted LGBTQ+.   \n \n \n \n \n \n \n \n \n \n \n \n Bronwyn MacFarlane \n \n \n \n To provide culturally responsive education for gifted learners\, access to culturally appropriate learning experiences must be available through local schools and programs. Two relevant components of delivering culturally responsive education include (1) providing access to advanced programmatic learning opportunities and (2) developing foreign language skills within an advanced curriculum. This talk will focus on how to provide culturally responsive education through access to advanced educational opportunities that are culturally responsive and culturally informed.  \n \n \n \n \n \n \n \n \n \n \n \n Sally Reis \n \n \n \n What practices make a difference as educators strive to develop the innovative and creative talents of young girls and women  in specific disciplines or domains? Do young women have adequate numbers of role models to develop their creativity and sense of creative self-efficacy? How do talented girls and women maintain their drive to create when they encounter obstacles that threaten their love of and passion for their work? In what ways can educators\, and particularly\, educators of talented and gifted girls and young women\, serve as agents of positive change to help these young women develop their creativity to make a positive impact and difference in the world? And most important\, despite the obstacles and barriers they face\, how do we convince this population to pursue leadership opportunities in their professional fields or work? These questions will be addressed in this session. URL:https://world-gifted.org/event/wcgtc-webinar-equity-june-20-2024/ ORGANIZER;CN="World Council for Gifted and Talented Children":MAILTO:headquarters@world-gifted.org END:VEVENT BEGIN:VEVENT DTSTART;VALUE=DATE:20240817 DTEND;VALUE=DATE:20240821 DTSTAMP:20231229T192028Z CREATED:20231229T192028Z LAST-MODIFIED:20231229T192028Z UID:8195-1723852800-1724198399@world-gifted.org SUMMARY:18th Asia-Pacific Conference on Giftedness DESCRIPTION:(Times are in Central European Time) Culturally responsive education values and reflects the assets of all gifted students; helps them feel more valued and empowered. It focuses on multiculturalism as an asset for gifted learners\, particularly for gifted students from underserved\, underrepresented\, and marginalized populations (e.g.\, gifted females\, gifted-LGBTQ+\, gifted refugees\, and other linguistically\, racially\, and/or economically disadvantaged groups) whose skills are often underestimated. Culturally responsive education moves away from a deficit mindset that focuses on what a student cannot do\, to a mindset that focuses on students’ strengths and untapped potential. It identifies students’ assets and uses them to create rigorous\, student-centered instruction. It also helps in building an inclusive curriculum to assist teachers and students in understanding different perspectives\, appreciating others’ strengths\, and building empathy. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Non-members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n PJ Sedillo \n \n \n \n Being Cultural Responsiveness is the ability to competently facilitate and guide those who are Gifted-LGBTQ+. This must include the negotiating process of the differences and similarities that occur between cultures and the many subcultures encountered within this population. This presentation will ensure the ability to competently facilitate and guide those who are Gifted-LGBTTIQQ2SA+ in order to demonstrate respect\, facilitate\, and support unconditional love so that they can continue to grow\, thrive\, survive\, and live.  Furthermore\, this presentation is geared for counselors/therapists\, educators\, family members and others who support and assist individuals who are Gifted LGBTQ+.   \n \n \n \n \n \n \n \n \n \n \n \n Bronwyn MacFarlane \n \n \n \n To provide culturally responsive education for gifted learners\, access to culturally appropriate learning experiences must be available through local schools and programs. Two relevant components of delivering culturally responsive education include (1) providing access to advanced programmatic learning opportunities and (2) developing foreign language skills within an advanced curriculum. This talk will focus on how to provide culturally responsive education through access to advanced educational opportunities that are culturally responsive and culturally informed.  \n \n \n \n \n \n \n \n \n \n \n \n Sally Reis \n \n \n \n What practices make a difference as educators strive to develop the innovative and creative talents of young girls and women  in specific disciplines or domains? Do young women have adequate numbers of role models to develop their creativity and sense of creative self-efficacy? How do talented girls and women maintain their drive to create when they encounter obstacles that threaten their love of and passion for their work? In what ways can educators\, and particularly\, educators of talented and gifted girls and young women\, serve as agents of positive change to help these young women develop their creativity to make a positive impact and difference in the world? And most important\, despite the obstacles and barriers they face\, how do we convince this population to pursue leadership opportunities in their professional fields or work? These questions will be addressed in this session. URL:https://world-gifted.org/event/18th-asia-pacific-conference-on-giftedness/ LOCATION:Takamatsu City\, Kagawa Prefecture\, Takamatsu\, Japan END:VEVENT BEGIN:VEVENT DTSTART;VALUE=DATE:20240828 DTEND;VALUE=DATE:20240901 DTSTAMP:20240109T145256Z CREATED:20220906T190133Z LAST-MODIFIED:20240109T145256Z UID:7464-1724803200-1725148799@world-gifted.org SUMMARY:2024 ECHA Conference DESCRIPTION:(Times are in Central European Time) Culturally responsive education values and reflects the assets of all gifted students; helps them feel more valued and empowered. It focuses on multiculturalism as an asset for gifted learners\, particularly for gifted students from underserved\, underrepresented\, and marginalized populations (e.g.\, gifted females\, gifted-LGBTQ+\, gifted refugees\, and other linguistically\, racially\, and/or economically disadvantaged groups) whose skills are often underestimated. Culturally responsive education moves away from a deficit mindset that focuses on what a student cannot do\, to a mindset that focuses on students’ strengths and untapped potential. It identifies students’ assets and uses them to create rigorous\, student-centered instruction. It also helps in building an inclusive curriculum to assist teachers and students in understanding different perspectives\, appreciating others’ strengths\, and building empathy. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Non-members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n PJ Sedillo \n \n \n \n Being Cultural Responsiveness is the ability to competently facilitate and guide those who are Gifted-LGBTQ+. This must include the negotiating process of the differences and similarities that occur between cultures and the many subcultures encountered within this population. This presentation will ensure the ability to competently facilitate and guide those who are Gifted-LGBTTIQQ2SA+ in order to demonstrate respect\, facilitate\, and support unconditional love so that they can continue to grow\, thrive\, survive\, and live.  Furthermore\, this presentation is geared for counselors/therapists\, educators\, family members and others who support and assist individuals who are Gifted LGBTQ+.   \n \n \n \n \n \n \n \n \n \n \n \n Bronwyn MacFarlane \n \n \n \n To provide culturally responsive education for gifted learners\, access to culturally appropriate learning experiences must be available through local schools and programs. Two relevant components of delivering culturally responsive education include (1) providing access to advanced programmatic learning opportunities and (2) developing foreign language skills within an advanced curriculum. This talk will focus on how to provide culturally responsive education through access to advanced educational opportunities that are culturally responsive and culturally informed.  \n \n \n \n \n \n \n \n \n \n \n \n Sally Reis \n \n \n \n What practices make a difference as educators strive to develop the innovative and creative talents of young girls and women  in specific disciplines or domains? Do young women have adequate numbers of role models to develop their creativity and sense of creative self-efficacy? How do talented girls and women maintain their drive to create when they encounter obstacles that threaten their love of and passion for their work? In what ways can educators\, and particularly\, educators of talented and gifted girls and young women\, serve as agents of positive change to help these young women develop their creativity to make a positive impact and difference in the world? And most important\, despite the obstacles and barriers they face\, how do we convince this population to pursue leadership opportunities in their professional fields or work? These questions will be addressed in this session. URL:https://world-gifted.org/event/2024-echa-conference/ LOCATION:Anatolia College & Thessaloniki Concert Hall\, Thessaloniki\, Greece END:VEVENT BEGIN:VEVENT DTSTART;VALUE=DATE:20241018 DTEND;VALUE=DATE:20241020 DTSTAMP:20240722T212025Z CREATED:20240701T165048Z LAST-MODIFIED:20240722T212025Z UID:8772-1729209600-1729382399@world-gifted.org SUMMARY:International Conference on Gifted Education (ICGE) 2024 DESCRIPTION:(Times are in Central European Time) Culturally responsive education values and reflects the assets of all gifted students; helps them feel more valued and empowered. It focuses on multiculturalism as an asset for gifted learners\, particularly for gifted students from underserved\, underrepresented\, and marginalized populations (e.g.\, gifted females\, gifted-LGBTQ+\, gifted refugees\, and other linguistically\, racially\, and/or economically disadvantaged groups) whose skills are often underestimated. Culturally responsive education moves away from a deficit mindset that focuses on what a student cannot do\, to a mindset that focuses on students’ strengths and untapped potential. It identifies students’ assets and uses them to create rigorous\, student-centered instruction. It also helps in building an inclusive curriculum to assist teachers and students in understanding different perspectives\, appreciating others’ strengths\, and building empathy. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Non-members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n PJ Sedillo \n \n \n \n Being Cultural Responsiveness is the ability to competently facilitate and guide those who are Gifted-LGBTQ+. This must include the negotiating process of the differences and similarities that occur between cultures and the many subcultures encountered within this population. This presentation will ensure the ability to competently facilitate and guide those who are Gifted-LGBTTIQQ2SA+ in order to demonstrate respect\, facilitate\, and support unconditional love so that they can continue to grow\, thrive\, survive\, and live.  Furthermore\, this presentation is geared for counselors/therapists\, educators\, family members and others who support and assist individuals who are Gifted LGBTQ+.   \n \n \n \n \n \n \n \n \n \n \n \n Bronwyn MacFarlane \n \n \n \n To provide culturally responsive education for gifted learners\, access to culturally appropriate learning experiences must be available through local schools and programs. Two relevant components of delivering culturally responsive education include (1) providing access to advanced programmatic learning opportunities and (2) developing foreign language skills within an advanced curriculum. This talk will focus on how to provide culturally responsive education through access to advanced educational opportunities that are culturally responsive and culturally informed.  \n \n \n \n \n \n \n \n \n \n \n \n Sally Reis \n \n \n \n What practices make a difference as educators strive to develop the innovative and creative talents of young girls and women  in specific disciplines or domains? Do young women have adequate numbers of role models to develop their creativity and sense of creative self-efficacy? How do talented girls and women maintain their drive to create when they encounter obstacles that threaten their love of and passion for their work? In what ways can educators\, and particularly\, educators of talented and gifted girls and young women\, serve as agents of positive change to help these young women develop their creativity to make a positive impact and difference in the world? And most important\, despite the obstacles and barriers they face\, how do we convince this population to pursue leadership opportunities in their professional fields or work? These questions will be addressed in this session. URL:https://world-gifted.org/event/international-conference-on-gifted-education-icge-2024/ LOCATION:Kaveri College of Arts\, Science and Commerce\, Ganeshnagar\, Pune\, S. NO.36\, SHRI G.M. SHETTY EDUCATIONAL COMPLEX\, Ganeshnagar\, Pune\, 411038\, India END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/New_York:20250130T120000 DTEND;TZID=America/New_York:20250130T130000 DTSTAMP:20250107T180819Z CREATED:20241223T212415Z LAST-MODIFIED:20250107T180819Z UID:8993-1738238400-1738242000@world-gifted.org SUMMARY:WCGTC Webinar - From Manuscript to Publication: Navigating the GTI Submission Process with Editors - January 30\, 2025 DESCRIPTION:(Times are in Central European Time) Culturally responsive education values and reflects the assets of all gifted students; helps them feel more valued and empowered. It focuses on multiculturalism as an asset for gifted learners\, particularly for gifted students from underserved\, underrepresented\, and marginalized populations (e.g.\, gifted females\, gifted-LGBTQ+\, gifted refugees\, and other linguistically\, racially\, and/or economically disadvantaged groups) whose skills are often underestimated. Culturally responsive education moves away from a deficit mindset that focuses on what a student cannot do\, to a mindset that focuses on students’ strengths and untapped potential. It identifies students’ assets and uses them to create rigorous\, student-centered instruction. It also helps in building an inclusive curriculum to assist teachers and students in understanding different perspectives\, appreciating others’ strengths\, and building empathy. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Non-members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n PJ Sedillo \n \n \n \n Being Cultural Responsiveness is the ability to competently facilitate and guide those who are Gifted-LGBTQ+. This must include the negotiating process of the differences and similarities that occur between cultures and the many subcultures encountered within this population. This presentation will ensure the ability to competently facilitate and guide those who are Gifted-LGBTTIQQ2SA+ in order to demonstrate respect\, facilitate\, and support unconditional love so that they can continue to grow\, thrive\, survive\, and live.  Furthermore\, this presentation is geared for counselors/therapists\, educators\, family members and others who support and assist individuals who are Gifted LGBTQ+.   \n \n \n \n \n \n \n \n \n \n \n \n Bronwyn MacFarlane \n \n \n \n To provide culturally responsive education for gifted learners\, access to culturally appropriate learning experiences must be available through local schools and programs. Two relevant components of delivering culturally responsive education include (1) providing access to advanced programmatic learning opportunities and (2) developing foreign language skills within an advanced curriculum. This talk will focus on how to provide culturally responsive education through access to advanced educational opportunities that are culturally responsive and culturally informed.  \n \n \n \n \n \n \n \n \n \n \n \n Sally Reis \n \n \n \n What practices make a difference as educators strive to develop the innovative and creative talents of young girls and women  in specific disciplines or domains? Do young women have adequate numbers of role models to develop their creativity and sense of creative self-efficacy? How do talented girls and women maintain their drive to create when they encounter obstacles that threaten their love of and passion for their work? In what ways can educators\, and particularly\, educators of talented and gifted girls and young women\, serve as agents of positive change to help these young women develop their creativity to make a positive impact and difference in the world? And most important\, despite the obstacles and barriers they face\, how do we convince this population to pursue leadership opportunities in their professional fields or work? These questions will be addressed in this session. URL:https://world-gifted.org/event/wcgtc-webinar-from-manuscript-to-publication-navigating-the-gti-submission-process-with-editors-january-30-2025/ ORGANIZER;CN="World Council for Gifted and Talented Children":MAILTO:headquarters@world-gifted.org END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/Chicago:20250317T110000 DTEND;TZID=America/Chicago:20250317T123000 DTSTAMP:20250314T143235Z CREATED:20250305T230122Z LAST-MODIFIED:20250314T143235Z UID:9130-1742209200-1742214600@world-gifted.org SUMMARY:Gifted Potential in Displacement: Educational and Social Pathways for Success DESCRIPTION:(Times are in Central European Time) Culturally responsive education values and reflects the assets of all gifted students; helps them feel more valued and empowered. It focuses on multiculturalism as an asset for gifted learners\, particularly for gifted students from underserved\, underrepresented\, and marginalized populations (e.g.\, gifted females\, gifted-LGBTQ+\, gifted refugees\, and other linguistically\, racially\, and/or economically disadvantaged groups) whose skills are often underestimated. Culturally responsive education moves away from a deficit mindset that focuses on what a student cannot do\, to a mindset that focuses on students’ strengths and untapped potential. It identifies students’ assets and uses them to create rigorous\, student-centered instruction. It also helps in building an inclusive curriculum to assist teachers and students in understanding different perspectives\, appreciating others’ strengths\, and building empathy. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Non-members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n PJ Sedillo \n \n \n \n Being Cultural Responsiveness is the ability to competently facilitate and guide those who are Gifted-LGBTQ+. This must include the negotiating process of the differences and similarities that occur between cultures and the many subcultures encountered within this population. This presentation will ensure the ability to competently facilitate and guide those who are Gifted-LGBTTIQQ2SA+ in order to demonstrate respect\, facilitate\, and support unconditional love so that they can continue to grow\, thrive\, survive\, and live.  Furthermore\, this presentation is geared for counselors/therapists\, educators\, family members and others who support and assist individuals who are Gifted LGBTQ+.   \n \n \n \n \n \n \n \n \n \n \n \n Bronwyn MacFarlane \n \n \n \n To provide culturally responsive education for gifted learners\, access to culturally appropriate learning experiences must be available through local schools and programs. Two relevant components of delivering culturally responsive education include (1) providing access to advanced programmatic learning opportunities and (2) developing foreign language skills within an advanced curriculum. This talk will focus on how to provide culturally responsive education through access to advanced educational opportunities that are culturally responsive and culturally informed.  \n \n \n \n \n \n \n \n \n \n \n \n Sally Reis \n \n \n \n What practices make a difference as educators strive to develop the innovative and creative talents of young girls and women  in specific disciplines or domains? Do young women have adequate numbers of role models to develop their creativity and sense of creative self-efficacy? How do talented girls and women maintain their drive to create when they encounter obstacles that threaten their love of and passion for their work? In what ways can educators\, and particularly\, educators of talented and gifted girls and young women\, serve as agents of positive change to help these young women develop their creativity to make a positive impact and difference in the world? And most important\, despite the obstacles and barriers they face\, how do we convince this population to pursue leadership opportunities in their professional fields or work? These questions will be addressed in this session. URL:https://world-gifted.org/event/gifted-potential-in-displacement-educational-and-social-pathways-for-success/ LOCATION:Virtual ORGANIZER;CN="World Council for Gifted and Talented Children":MAILTO:headquarters@world-gifted.org END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/Chicago:20250423T160000 DTEND;TZID=America/Chicago:20250423T160000 DTSTAMP:20250414T162655Z CREATED:20250414T162248Z LAST-MODIFIED:20250414T162655Z UID:9186-1745424000-1745424000@world-gifted.org SUMMARY:WCGTC Webinar: Gifted Education in the Age of AI DESCRIPTION:(Times are in Central European Time) Culturally responsive education values and reflects the assets of all gifted students; helps them feel more valued and empowered. It focuses on multiculturalism as an asset for gifted learners\, particularly for gifted students from underserved\, underrepresented\, and marginalized populations (e.g.\, gifted females\, gifted-LGBTQ+\, gifted refugees\, and other linguistically\, racially\, and/or economically disadvantaged groups) whose skills are often underestimated. Culturally responsive education moves away from a deficit mindset that focuses on what a student cannot do\, to a mindset that focuses on students’ strengths and untapped potential. It identifies students’ assets and uses them to create rigorous\, student-centered instruction. It also helps in building an inclusive curriculum to assist teachers and students in understanding different perspectives\, appreciating others’ strengths\, and building empathy. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Non-members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n PJ Sedillo \n \n \n \n Being Cultural Responsiveness is the ability to competently facilitate and guide those who are Gifted-LGBTQ+. This must include the negotiating process of the differences and similarities that occur between cultures and the many subcultures encountered within this population. This presentation will ensure the ability to competently facilitate and guide those who are Gifted-LGBTTIQQ2SA+ in order to demonstrate respect\, facilitate\, and support unconditional love so that they can continue to grow\, thrive\, survive\, and live.  Furthermore\, this presentation is geared for counselors/therapists\, educators\, family members and others who support and assist individuals who are Gifted LGBTQ+.   \n \n \n \n \n \n \n \n \n \n \n \n Bronwyn MacFarlane \n \n \n \n To provide culturally responsive education for gifted learners\, access to culturally appropriate learning experiences must be available through local schools and programs. Two relevant components of delivering culturally responsive education include (1) providing access to advanced programmatic learning opportunities and (2) developing foreign language skills within an advanced curriculum. This talk will focus on how to provide culturally responsive education through access to advanced educational opportunities that are culturally responsive and culturally informed.  \n \n \n \n \n \n \n \n \n \n \n \n Sally Reis \n \n \n \n What practices make a difference as educators strive to develop the innovative and creative talents of young girls and women  in specific disciplines or domains? Do young women have adequate numbers of role models to develop their creativity and sense of creative self-efficacy? How do talented girls and women maintain their drive to create when they encounter obstacles that threaten their love of and passion for their work? In what ways can educators\, and particularly\, educators of talented and gifted girls and young women\, serve as agents of positive change to help these young women develop their creativity to make a positive impact and difference in the world? And most important\, despite the obstacles and barriers they face\, how do we convince this population to pursue leadership opportunities in their professional fields or work? These questions will be addressed in this session. URL:https://world-gifted.org/event/gifted-education-in-the-age-of-ai-tools-trends-and-transformation/ END:VEVENT BEGIN:VEVENT DTSTART;TZID=Europe/Amsterdam:20251028T190000 DTEND;TZID=Europe/Amsterdam:20251028T203000 DTSTAMP:20251018T194416Z CREATED:20251018T193840Z LAST-MODIFIED:20251018T194416Z UID:9407-1761678000-1761683400@world-gifted.org SUMMARY:A National Curriculum on Giftedness in Initial and Post-Initial Teacher Education DESCRIPTION:(Times are in Central European Time) Culturally responsive education values and reflects the assets of all gifted students; helps them feel more valued and empowered. It focuses on multiculturalism as an asset for gifted learners\, particularly for gifted students from underserved\, underrepresented\, and marginalized populations (e.g.\, gifted females\, gifted-LGBTQ+\, gifted refugees\, and other linguistically\, racially\, and/or economically disadvantaged groups) whose skills are often underestimated. Culturally responsive education moves away from a deficit mindset that focuses on what a student cannot do\, to a mindset that focuses on students’ strengths and untapped potential. It identifies students’ assets and uses them to create rigorous\, student-centered instruction. It also helps in building an inclusive curriculum to assist teachers and students in understanding different perspectives\, appreciating others’ strengths\, and building empathy. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Non-members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n PJ Sedillo \n \n \n \n Being Cultural Responsiveness is the ability to competently facilitate and guide those who are Gifted-LGBTQ+. This must include the negotiating process of the differences and similarities that occur between cultures and the many subcultures encountered within this population. This presentation will ensure the ability to competently facilitate and guide those who are Gifted-LGBTTIQQ2SA+ in order to demonstrate respect\, facilitate\, and support unconditional love so that they can continue to grow\, thrive\, survive\, and live.  Furthermore\, this presentation is geared for counselors/therapists\, educators\, family members and others who support and assist individuals who are Gifted LGBTQ+.   \n \n \n \n \n \n \n \n \n \n \n \n Bronwyn MacFarlane \n \n \n \n To provide culturally responsive education for gifted learners\, access to culturally appropriate learning experiences must be available through local schools and programs. Two relevant components of delivering culturally responsive education include (1) providing access to advanced programmatic learning opportunities and (2) developing foreign language skills within an advanced curriculum. This talk will focus on how to provide culturally responsive education through access to advanced educational opportunities that are culturally responsive and culturally informed.  \n \n \n \n \n \n \n \n \n \n \n \n Sally Reis \n \n \n \n What practices make a difference as educators strive to develop the innovative and creative talents of young girls and women  in specific disciplines or domains? Do young women have adequate numbers of role models to develop their creativity and sense of creative self-efficacy? How do talented girls and women maintain their drive to create when they encounter obstacles that threaten their love of and passion for their work? In what ways can educators\, and particularly\, educators of talented and gifted girls and young women\, serve as agents of positive change to help these young women develop their creativity to make a positive impact and difference in the world? And most important\, despite the obstacles and barriers they face\, how do we convince this population to pursue leadership opportunities in their professional fields or work? These questions will be addressed in this session. URL:https://world-gifted.org/event/a-national-curriculum-on-giftedness-in-initial-and-post-initial-teacher-education/ LOCATION:Virtual ORGANIZER;CN="World Council for Gifted and Talented Children":MAILTO:headquarters@world-gifted.org END:VEVENT BEGIN:VEVENT DTSTART;TZID=Asia/Riyadh:20260207T000000 DTEND;TZID=Asia/Riyadh:20260211T000000 DTSTAMP:20250811T141602Z CREATED:20250811T141511Z LAST-MODIFIED:20250811T141602Z UID:9332-1770422400-1770768000@world-gifted.org SUMMARY:19th Asia-Pacific Conference on Giftedness 2026 DESCRIPTION:(Times are in Central European Time) Culturally responsive education values and reflects the assets of all gifted students; helps them feel more valued and empowered. It focuses on multiculturalism as an asset for gifted learners\, particularly for gifted students from underserved\, underrepresented\, and marginalized populations (e.g.\, gifted females\, gifted-LGBTQ+\, gifted refugees\, and other linguistically\, racially\, and/or economically disadvantaged groups) whose skills are often underestimated. Culturally responsive education moves away from a deficit mindset that focuses on what a student cannot do\, to a mindset that focuses on students’ strengths and untapped potential. It identifies students’ assets and uses them to create rigorous\, student-centered instruction. It also helps in building an inclusive curriculum to assist teachers and students in understanding different perspectives\, appreciating others’ strengths\, and building empathy. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Non-members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n PJ Sedillo \n \n \n \n Being Cultural Responsiveness is the ability to competently facilitate and guide those who are Gifted-LGBTQ+. This must include the negotiating process of the differences and similarities that occur between cultures and the many subcultures encountered within this population. This presentation will ensure the ability to competently facilitate and guide those who are Gifted-LGBTTIQQ2SA+ in order to demonstrate respect\, facilitate\, and support unconditional love so that they can continue to grow\, thrive\, survive\, and live.  Furthermore\, this presentation is geared for counselors/therapists\, educators\, family members and others who support and assist individuals who are Gifted LGBTQ+.   \n \n \n \n \n \n \n \n \n \n \n \n Bronwyn MacFarlane \n \n \n \n To provide culturally responsive education for gifted learners\, access to culturally appropriate learning experiences must be available through local schools and programs. Two relevant components of delivering culturally responsive education include (1) providing access to advanced programmatic learning opportunities and (2) developing foreign language skills within an advanced curriculum. This talk will focus on how to provide culturally responsive education through access to advanced educational opportunities that are culturally responsive and culturally informed.  \n \n \n \n \n \n \n \n \n \n \n \n Sally Reis \n \n \n \n What practices make a difference as educators strive to develop the innovative and creative talents of young girls and women  in specific disciplines or domains? Do young women have adequate numbers of role models to develop their creativity and sense of creative self-efficacy? How do talented girls and women maintain their drive to create when they encounter obstacles that threaten their love of and passion for their work? In what ways can educators\, and particularly\, educators of talented and gifted girls and young women\, serve as agents of positive change to help these young women develop their creativity to make a positive impact and difference in the world? And most important\, despite the obstacles and barriers they face\, how do we convince this population to pursue leadership opportunities in their professional fields or work? These questions will be addressed in this session. URL:https://world-gifted.org/event/19th-asia-pacific-conference-on-giftedness-2026/ LOCATION:The University of Business and Technology\, Jeddah\, Saudi Arabia END:VEVENT BEGIN:VEVENT DTSTART;TZID=Australia/Melbourne:20260318T193000 DTEND;TZID=Australia/Melbourne:20260318T210000 DTSTAMP:20260213T135540Z CREATED:20260212T143618Z LAST-MODIFIED:20260213T135540Z UID:9896-1773862200-1773867600@world-gifted.org SUMMARY:WCGTC Webinar: Professional Learning for Teaching Gifted/High Potential Students: What Do Teachers Know DESCRIPTION:(Times are in Central European Time) Culturally responsive education values and reflects the assets of all gifted students; helps them feel more valued and empowered. It focuses on multiculturalism as an asset for gifted learners\, particularly for gifted students from underserved\, underrepresented\, and marginalized populations (e.g.\, gifted females\, gifted-LGBTQ+\, gifted refugees\, and other linguistically\, racially\, and/or economically disadvantaged groups) whose skills are often underestimated. Culturally responsive education moves away from a deficit mindset that focuses on what a student cannot do\, to a mindset that focuses on students’ strengths and untapped potential. It identifies students’ assets and uses them to create rigorous\, student-centered instruction. It also helps in building an inclusive curriculum to assist teachers and students in understanding different perspectives\, appreciating others’ strengths\, and building empathy. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Non-members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n PJ Sedillo \n \n \n \n Being Cultural Responsiveness is the ability to competently facilitate and guide those who are Gifted-LGBTQ+. This must include the negotiating process of the differences and similarities that occur between cultures and the many subcultures encountered within this population. This presentation will ensure the ability to competently facilitate and guide those who are Gifted-LGBTTIQQ2SA+ in order to demonstrate respect\, facilitate\, and support unconditional love so that they can continue to grow\, thrive\, survive\, and live.  Furthermore\, this presentation is geared for counselors/therapists\, educators\, family members and others who support and assist individuals who are Gifted LGBTQ+.   \n \n \n \n \n \n \n \n \n \n \n \n Bronwyn MacFarlane \n \n \n \n To provide culturally responsive education for gifted learners\, access to culturally appropriate learning experiences must be available through local schools and programs. Two relevant components of delivering culturally responsive education include (1) providing access to advanced programmatic learning opportunities and (2) developing foreign language skills within an advanced curriculum. This talk will focus on how to provide culturally responsive education through access to advanced educational opportunities that are culturally responsive and culturally informed.  \n \n \n \n \n \n \n \n \n \n \n \n Sally Reis \n \n \n \n What practices make a difference as educators strive to develop the innovative and creative talents of young girls and women  in specific disciplines or domains? Do young women have adequate numbers of role models to develop their creativity and sense of creative self-efficacy? How do talented girls and women maintain their drive to create when they encounter obstacles that threaten their love of and passion for their work? In what ways can educators\, and particularly\, educators of talented and gifted girls and young women\, serve as agents of positive change to help these young women develop their creativity to make a positive impact and difference in the world? And most important\, despite the obstacles and barriers they face\, how do we convince this population to pursue leadership opportunities in their professional fields or work? These questions will be addressed in this session. URL:https://world-gifted.org/event/wcgtc-webinar-professional-learning-for-teaching-gifted-high-potential-students-what-do-teachers-know/ END:VEVENT BEGIN:VEVENT DTSTART;VALUE=DATE:20260808 DTEND;VALUE=DATE:20260809 DTSTAMP:20260520T152609Z CREATED:20260520T152609Z LAST-MODIFIED:20260520T152609Z UID:9956-1786147200-1786233599@world-gifted.org SUMMARY:The International Conference on Giftedness and Talent Development 2026 DESCRIPTION:(Times are in Central European Time) Culturally responsive education values and reflects the assets of all gifted students; helps them feel more valued and empowered. It focuses on multiculturalism as an asset for gifted learners\, particularly for gifted students from underserved\, underrepresented\, and marginalized populations (e.g.\, gifted females\, gifted-LGBTQ+\, gifted refugees\, and other linguistically\, racially\, and/or economically disadvantaged groups) whose skills are often underestimated. Culturally responsive education moves away from a deficit mindset that focuses on what a student cannot do\, to a mindset that focuses on students’ strengths and untapped potential. It identifies students’ assets and uses them to create rigorous\, student-centered instruction. It also helps in building an inclusive curriculum to assist teachers and students in understanding different perspectives\, appreciating others’ strengths\, and building empathy. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Non-members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n PJ Sedillo \n \n \n \n Being Cultural Responsiveness is the ability to competently facilitate and guide those who are Gifted-LGBTQ+. This must include the negotiating process of the differences and similarities that occur between cultures and the many subcultures encountered within this population. This presentation will ensure the ability to competently facilitate and guide those who are Gifted-LGBTTIQQ2SA+ in order to demonstrate respect\, facilitate\, and support unconditional love so that they can continue to grow\, thrive\, survive\, and live.  Furthermore\, this presentation is geared for counselors/therapists\, educators\, family members and others who support and assist individuals who are Gifted LGBTQ+.   \n \n \n \n \n \n \n \n \n \n \n \n Bronwyn MacFarlane \n \n \n \n To provide culturally responsive education for gifted learners\, access to culturally appropriate learning experiences must be available through local schools and programs. Two relevant components of delivering culturally responsive education include (1) providing access to advanced programmatic learning opportunities and (2) developing foreign language skills within an advanced curriculum. This talk will focus on how to provide culturally responsive education through access to advanced educational opportunities that are culturally responsive and culturally informed.  \n \n \n \n \n \n \n \n \n \n \n \n Sally Reis \n \n \n \n What practices make a difference as educators strive to develop the innovative and creative talents of young girls and women  in specific disciplines or domains? Do young women have adequate numbers of role models to develop their creativity and sense of creative self-efficacy? How do talented girls and women maintain their drive to create when they encounter obstacles that threaten their love of and passion for their work? In what ways can educators\, and particularly\, educators of talented and gifted girls and young women\, serve as agents of positive change to help these young women develop their creativity to make a positive impact and difference in the world? And most important\, despite the obstacles and barriers they face\, how do we convince this population to pursue leadership opportunities in their professional fields or work? These questions will be addressed in this session. URL:https://world-gifted.org/event/the-international-conference-on-giftedness-and-talent-development-2026/ LOCATION:The Education University of Hong Kong (Tai Po Campus)\, 10 Lo Ping Road\, Tai Po\, New Territories\, Hong Kong ORGANIZER;CN="The Department of Special Education and Counselling The Education University of Hong Kong":MAILTO:icgtd@eduhk.hk END:VEVENT BEGIN:VEVENT DTSTART;VALUE=DATE:20261104 DTEND;VALUE=DATE:20261107 DTSTAMP:20260626T164607Z CREATED:20260626T164607Z LAST-MODIFIED:20260626T164607Z UID:9966-1793750400-1794009599@world-gifted.org SUMMARY:Evaluation and Research in Education Conference 2026 DESCRIPTION:(Times are in Central European Time) Culturally responsive education values and reflects the assets of all gifted students; helps them feel more valued and empowered. It focuses on multiculturalism as an asset for gifted learners\, particularly for gifted students from underserved\, underrepresented\, and marginalized populations (e.g.\, gifted females\, gifted-LGBTQ+\, gifted refugees\, and other linguistically\, racially\, and/or economically disadvantaged groups) whose skills are often underestimated. Culturally responsive education moves away from a deficit mindset that focuses on what a student cannot do\, to a mindset that focuses on students’ strengths and untapped potential. It identifies students’ assets and uses them to create rigorous\, student-centered instruction. It also helps in building an inclusive curriculum to assist teachers and students in understanding different perspectives\, appreciating others’ strengths\, and building empathy. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Non-members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n PJ Sedillo \n \n \n \n Being Cultural Responsiveness is the ability to competently facilitate and guide those who are Gifted-LGBTQ+. This must include the negotiating process of the differences and similarities that occur between cultures and the many subcultures encountered within this population. This presentation will ensure the ability to competently facilitate and guide those who are Gifted-LGBTTIQQ2SA+ in order to demonstrate respect\, facilitate\, and support unconditional love so that they can continue to grow\, thrive\, survive\, and live.  Furthermore\, this presentation is geared for counselors/therapists\, educators\, family members and others who support and assist individuals who are Gifted LGBTQ+.   \n \n \n \n \n \n \n \n \n \n \n \n Bronwyn MacFarlane \n \n \n \n To provide culturally responsive education for gifted learners\, access to culturally appropriate learning experiences must be available through local schools and programs. Two relevant components of delivering culturally responsive education include (1) providing access to advanced programmatic learning opportunities and (2) developing foreign language skills within an advanced curriculum. This talk will focus on how to provide culturally responsive education through access to advanced educational opportunities that are culturally responsive and culturally informed.  \n \n \n \n \n \n \n \n \n \n \n \n Sally Reis \n \n \n \n What practices make a difference as educators strive to develop the innovative and creative talents of young girls and women  in specific disciplines or domains? Do young women have adequate numbers of role models to develop their creativity and sense of creative self-efficacy? How do talented girls and women maintain their drive to create when they encounter obstacles that threaten their love of and passion for their work? In what ways can educators\, and particularly\, educators of talented and gifted girls and young women\, serve as agents of positive change to help these young women develop their creativity to make a positive impact and difference in the world? And most important\, despite the obstacles and barriers they face\, how do we convince this population to pursue leadership opportunities in their professional fields or work? These questions will be addressed in this session. URL:https://world-gifted.org/event/evaluation-and-research-in-education-conference-2026/ LOCATION:Italy\, Italy END:VEVENT BEGIN:VEVENT DTSTART;VALUE=DATE:20270823 DTEND;VALUE=DATE:20270828 DTSTAMP:20260520T152930Z CREATED:20260520T152835Z LAST-MODIFIED:20260520T152930Z UID:9960-1818979200-1819411199@world-gifted.org SUMMARY:2027 WCGTC World Conference DESCRIPTION:(Times are in Central European Time) Culturally responsive education values and reflects the assets of all gifted students; helps them feel more valued and empowered. It focuses on multiculturalism as an asset for gifted learners\, particularly for gifted students from underserved\, underrepresented\, and marginalized populations (e.g.\, gifted females\, gifted-LGBTQ+\, gifted refugees\, and other linguistically\, racially\, and/or economically disadvantaged groups) whose skills are often underestimated. Culturally responsive education moves away from a deficit mindset that focuses on what a student cannot do\, to a mindset that focuses on students’ strengths and untapped potential. It identifies students’ assets and uses them to create rigorous\, student-centered instruction. It also helps in building an inclusive curriculum to assist teachers and students in understanding different perspectives\, appreciating others’ strengths\, and building empathy. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Non-members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n PJ Sedillo \n \n \n \n Being Cultural Responsiveness is the ability to competently facilitate and guide those who are Gifted-LGBTQ+. This must include the negotiating process of the differences and similarities that occur between cultures and the many subcultures encountered within this population. This presentation will ensure the ability to competently facilitate and guide those who are Gifted-LGBTTIQQ2SA+ in order to demonstrate respect\, facilitate\, and support unconditional love so that they can continue to grow\, thrive\, survive\, and live.  Furthermore\, this presentation is geared for counselors/therapists\, educators\, family members and others who support and assist individuals who are Gifted LGBTQ+.   \n \n \n \n \n \n \n \n \n \n \n \n Bronwyn MacFarlane \n \n \n \n To provide culturally responsive education for gifted learners\, access to culturally appropriate learning experiences must be available through local schools and programs. Two relevant components of delivering culturally responsive education include (1) providing access to advanced programmatic learning opportunities and (2) developing foreign language skills within an advanced curriculum. This talk will focus on how to provide culturally responsive education through access to advanced educational opportunities that are culturally responsive and culturally informed.  \n \n \n \n \n \n \n \n \n \n \n \n Sally Reis \n \n \n \n What practices make a difference as educators strive to develop the innovative and creative talents of young girls and women  in specific disciplines or domains? Do young women have adequate numbers of role models to develop their creativity and sense of creative self-efficacy? How do talented girls and women maintain their drive to create when they encounter obstacles that threaten their love of and passion for their work? In what ways can educators\, and particularly\, educators of talented and gifted girls and young women\, serve as agents of positive change to help these young women develop their creativity to make a positive impact and difference in the world? And most important\, despite the obstacles and barriers they face\, how do we convince this population to pursue leadership opportunities in their professional fields or work? These questions will be addressed in this session. URL:https://world-gifted.org/event/2027-wcgtc-world-conference/ LOCATION:Bežigrajski Campus of the University of Ljubljana\, University of Ljubljana Faculty of Education\, Kardeljeva ploščad 16\, Ljubljana\, 1000\, Slovenia ATTACH;FMTTYPE=image/png:https://world-gifted.org/wp-content/uploads/2025/09/World-Conference-2027-Email-Signature-small.png ORGANIZER;CN="World Council for Gifted and Talented Children":MAILTO:headquarters@world-gifted.org END:VEVENT END:VCALENDAR