Invercargill+symposium+programme+outline

=Programme: Gifted & Talented Symposium Invercargill=

Monday 19 September 2011, Ascot Park Hotel

 * ** Time ** |||| ** Details ** || ** Speaker/Facilitator if applicable ** ||
 * 9.00am-9.20am |||||| **Registration and refreshments** ||
 * 9.20am-9.30am |||| **Welcome, outline of the day** || **Maria Lute**, Gifted & Talented Project Manager ||
 * 9.30am-10.00am |||| **Student panel**
 * 4 students || **Sam York** ||
 * 10.00am-10.15am |||||| Record reflective questions on capture sheet – ongoing throughout the day ||
 * 10.15am-10.45am |||||| ** Session One Table Topics **  ||
 * ^  || Table 1 || Identifying students in a secondary school || **Sam York** ||
 * ^  || Table 2 || Provision for gifted and talented learners in initial teacher education || **Brenda Shanks**, Southland Campus, University of Otago ||
 * ^  || Table 3 || Collaborating with your library staff || **Senga White**, Librarian, James Hargest ||
 * ^  || Table 4 || Ethos Change || **Richard Crean,** Principal Dipton School ||
 * ^  || Table 5 || Differentiation || **Shona Hewlett**, Principal, Longford School ||
 * ^  || Table 6 || Rural primary schools || **Cathi Knowles,** Principal ||
 * ^  || Table 7 || Pasifika perspective: GAT, away after the paper and theory || **Stan Tiatia** ||
 * 10.45am-11.15am |||||| **Morning tea** ||
 * 11.15am-11.45am |||||| ** Session Two Table Topics **  ||
 * ^  |||||| Same as above ||
 * 11.45am-12.15pm |||| **Speaker 2**
 * Tour of Gifted and Talented Online || **Maria Lute** ||
 * 12.145pm-12.30pm |||||| Record reflective questions on capture sheet – ongoing throughout the day ||
 * 12.30pm-1.15pm |||||| **Lunch** ||
 * 1.15pm-1.45pm |||| **Speaker 3**
 * Differentiating within a sporting code – strengths and weaknesses in a team setting || **Robyn Broughton** ||
 * 1.45pm-3.00pm |||| **Reflection & next steps**
 * Capture of the reflective questions to feed into a sharing session on the goals that have been worked on during the day
 * Next steps || **Group facilitation** ||

Speaker and table presenter information

 * ** Name ** || ** Bio ** ||  ||
 * **Brenda Shanks** || * Brenda is a Senior Lecturer at the Southland Campus of the University of Otago College of Education. Her role as a teacher educator follows 29 years’ experience as a classroom teacher in the school sector. Brenda’s interest in responding to the needs of diverse learners and, specifically gifted and talented learners has developed from her personal experience of working with students with special abilities in the classroom context, and more recently as a result of her work with students enrolled in an initial teacher education (primary) programme. ||  ||
 * **Cathi Knowles** || * Currently working as a Sole Charge teaching principal in a rural school. Over many years we have had students who have been formally and informally identified as Gifted or Talented and we have catered for their needs in various ways. We are constantly changing how we do this just as our students are constantly changing. ||  ||
 * **Maria Lute**
 * PMP** || * Maria is an Education consultant with Cognition and a credentialed project manager. She currently manages Gifted Online and English, ESOL and Literacy Online. Her work on the Gifted and Talented contract for the Ministry of Education includes the facilitation of regional goals for seven regions and the co-ordination of the regional symposia. ||  ||
 * **Richie Crean** || * I am the principal of Dipton School. We are a year 0-8 school with a current role of 77 children spread among 4 multi-level classrooms. I previously taught at Gorge Road and Waverley Park. At Dipton we have made considerable changes to our gifted and talented programme. Our teachers and I have developed a rigorous identification programme and initiated learning opportunities and programmes to cater for all our identified children. ||  ||
 * **Robyn Broughton** || * I am a secondary school Physical Education teacher and have had a lifelong interest in netball particularly in the science of coaching.
 * I have coached netballers at all levels but have a particular strength and interest in the challenge of coaching the elite players.
 * I have had the opportunity to coach semi professional teams in the National Bank Cup and the ANZ Championships and achieved well at these levels winning several titles. I have been the Assistant coach to the Silver Ferns and coached the successful World Netball team in 2009 and the winning World Championship NZ Fastnet Team in 2010. ||  ||
 * **Sam York** || * Sam has been GATE Coordinator at James Hargest College since 2004 and has worked as a secondary adviser for GATE in Otago and Southland. ||  ||
 * **Senga White** || * Senga White is Library Manager at James Hargest College in Invercargill. She has been a member of the School Library Association of New Zealand Aotearoa since 2006 and is immediate Past President. She also represents the schools’ sector on the Strategic Advisory Forum and The EPIC Governance Group. ||  ||
 * **Stan Tiatia** || * Principal at Invercargill Middle School. I have worked in a range of different settings in New Zealand, Samoa, Porirua and have even worked on the dark side; the Ministry of Education (and enjoyed most of it).
 * I am passionate about Gifted and Talented education provision and was a part of the Central Southland Cluster of schools, working on how we provide for a range of different Gifted and Talented children.
 * As a Samoan and a New Zealander I am always keen on discussing how our practices affect different cultures, backgrounds and needs. ||  ||

Presentation Abstracts
I will be aiming to use these key points as the basis for our discussion. ||
 * ** Presentation Name ** || ** Abstract ** ||
 * **Collaborating with your Library Staff**
 * (Senga White)** || * This presentation will discuss ways of effectively using your school library and working with the library team to support the work done in GATE. At James Hargest we intentionally teach a variety of literacy skills including information literacy, critical literacy and digital literacy through Information Literacy Units taught at Year 9 through English and Year 10 through Social Studies. One-off classes are also taught through Science at a junior level and targeted classes across all curriculum areas in Year 11-13. All of these skills will strongly benefit any GATE students within those classes. ||
 * **Ethos Change**
 * (Richie Crean)** || During this presentation we will:
 * Talk about “Diptons” definition of “gifted and talented”
 * Look at how we have changed the way we identify and cater for the needs of our gifted and talented children.
 * Look at obstacles and problems we have due to our location and school size.
 * Discuss our method of reviewing the effectiveness of these programmes and ensuring we get the best deal for Dipton’s children.
 * **Identifying students in a secondary school**
 * (Sam York)** || * Secondary school is by its very nature can be a series of silos. How do you therefore identify Gifted students in this setting? They may stand out in one area and be mediocre in another area. What are some strategies for identifying gifted students in your subject area and how to deal with other staff who quite rightly say the student is not gifted in their subject area. This will be an interactive discussion to give ideas for classroom teachers and Gifted and Talented programme coordinators about identification. ||
 * **Pasifika Perspective: G&T, away after the paper and theory**
 * (Stan Tiatia)** || * This discussion will be about how we identify our gifted and talented students, including the needs, cultures and backgrounds of the children we come across in our schools.
 * We will discuss our different experiences and understandings of gifted and talented to see what it looks like, in amongst the rest of what we do in schools.
 * My current school is in its infancy of developing its Gifted and Talented provision so there is no ‘come and listen to the expert’ here, just one beggar showing another beggar where there is some bread. ||
 * **Provision for gifted and talented learners in initial teacher education**
 * (Brenda Shanks)** || * This presentation outlines the philosophy, content and approach taken in delivering a module on gifted and talented education (GATE) within the Bachelor of Teaching (Primary) qualification at the University of Otago College of Education. The compulsory, 300 level paper EDUC335 Construction of Learning in Educational Settings is comprised of five modules that have, as a central and unifying theme, a focus on responding to diverse learners in the classroom. While the modules vary, in relation to the number and delivery-mode of sessions/lectures/tutorials across campuses, the gifted and talented education module, that provides the context for this presentation, generally comprises four sessions each of approximately 2 hours duration. A critical analysis of relevant literature in the area of gifted and talented education; exploration of key policies, principles, and practice; and the implications for teacher approaches and pedagogy within the classroom context provides the structure and content for each session. ||
 * **Rural Primary Schools**
 * (Cathi Knowles)** || This presentation aims to show what practices are currently being used at our school. We do not claim to have thought of everything, but we are happy to share what we know and do. Content will cover –
 * Connection to the NZC 2007 as well as our school curriculum
 * Identification and referral processes
 * Definitions at our school for Gifted and Talented
 * How we meet needs of these students
 * How we solve the problems related to being a small, rural school for our Gifted and Talented students
 * Differentiation
 * Resources
 * Whanau involvement ||
 * **Tour of Gifted Online**
 * (Maria Lute)** || * This presentation showcases the tools and resources available on Gifted Online for teachers, parents and students. It also highlights some of the developments planned for this website. ||