EMT603 AT2

Hello all and welcome.

Firstly, I want to extend my wholehearted thanks to you,

the leadership team and fellow colleagues here at fictitious primary

School for your commitment to improving the ways we understand,

include and support the diverse range of learners that

we're lucky enough to have in our community.

I was prompted to prepare this presentation after learning that Zoey,

one of my three students, has been formally recognised as being gifted.

Admittedly, at first I was a bit surprised.

As for the most part of this year,

I've been struggling to manage those attendance reluctance to engage

and her outspoken attitude in most of our classes.

Thus I felt obligated to better educate myself and

what it truly means to be gifted and talented.

And after having many of my own misconceptions transformed,

I thought this information would be really valuable to us all.

It is my suspicion that the prevalence of giftedness

within our school is higher than we might assume.

Thus we need to make

more.

You need to be more acutely aware of

the indicators that these students may possess our

obligations to accommodate for them and the tangible

strategies that we can use moving forward.

Firstly, let's brush up on what inclusivity really means.

Like Graham, I believe that it calls for the transformation of engrained,

pedagogical ideologies, structures,

techniques and environments in order to foster

a culture where every student feels welcomed,

valued and enjoy an equitable and engaging learning experience.

We, as educational providers, have a professional,

legal and ethical duty to ensure inclusivity is being action

on the ground so that each of our students,

including our highly abled,

given the opportunities they deserve in order to thrive.

As Boone acknowledges,

a lot of valuable progress has been made in this area in recent decades,

which is evident on global down to local scales.

Broadly, our students,

intrinsic moral entitlements are rooted in the

United Nations Universal Declaration of Human Rights.

Specifically, Article 26 generates that everyone has the right to be educated,

which should be directed to the full development of their personhood.

Furthermore,

the UN's rights of the child Article 28 emphasises that Children have the right to

an education that provides them with equal opportunities

to flourish in their own unique ways.

UNESCO Salamanca statement also saw 92 governments, including Australia,

agree to legally mandate the integration of students

with disabilities and additional needs into mainstream schools

in Australia.

Key legislation such as the Disability Discrimination

Act and the Disability Standards for Education.

Important milestones in enforcing inclusive education.

They aided in cementing educational providers responsibility

to provide equal opportunities for all students,

including their experiences with enrollment participation, support services,

resources and freedom against harassment and marginalisation.

More recently,

the other springs in Part Way declaration expressed

two distinct goals for all young Australians.

These are the educational system,

promotes excellence and equity and that

students become confident and creative individuals,

successful lifelong learners, and active and informed members of the community

moving to our professional obligations.

Our duty as teachers to include all students is

reflected in an array of our eight cell standards specifically

focused 1.5 stress is our responsibility to meet specific learning

needs of students across a full range of abilities.

At 1.6 emphasises our need to support

the full participation of students with disabilities.

Furthermore,

6.2 and 6.4 integrate our obligation to engaging in

ongoing professional learning opportunities to improve our practise,

which be applied in a way that enhances learning experiences for all,

really zooming in.

Now let me just stress, firstly,

that I'm such a proud member of our school community,

which really prides itself on the way that we embrace inclusivity and diversity

as illustrated of our 195 people's.

Many come from comparatively low socio educational

backgrounds relative to the national average.

We have 24% of students who identify as indigenous 3% with the

language background other than English and 9% living with a disability.

I know that considerable time focus and

care has been invested in offering thoughtful,

sensitive and supportive provisions for these students,

which includes but is not limited to constructive,

comprehensive personal learning plans.

Making physical adaptations to our grounds and classroom space is working closely

with key support staff such as our STS and to us,

our school psychologist and support worker,

as well as fostering strong partnerships with these students,

families and other external support providers.

Now, without discrediting our efforts,

I believe that more work needs to be done when

it comes to supporting our gifted and talented students.

Now, these terms are recognised as being quite ambiguous by nature,

so let us turn to some esteem pedagogical

theorists to provide some more clarity on them.

In 1978 American educational psychologist Joseph Renzulli

developed his three ring definition of giftedness.

He affirms that gifted learners demonstrate

a combination of above average ability,

high level of task, commitment and high levels of creativity.

However, other theorists, such as esteemed Australian scholar America Gross,

have critiqued Gonzalez model for being too simplistic and rigid.

She, along with other legislative bodies,

turned to Gardner's differential aided model of gifted and talented.

Developed in 2000 and four and is

considered a more comprehensive and reputable framework.

Gardner makes an important distinction between gifts the natural,

untrained abilities and talents which come into fruition.

When gives a systematically developed into specific skills

to be classified as gifted,

an individual must demonstrate a natural aptitude

in at least one domain of ability and

at a level deemed to be in the top 10% compared to peers their age.

To be talented, however,

requires one to explicitly train and master of particular skill in at least

one category of human activity and again be considered within the top 10%

importantly in order for gifts to be transformed into talents,

one must undertake a developmental process constituting

of formal and informal learning experiences.

Gardner proposes that learners capacity and the degree to which they develop

their gifts into talents is shaped by a range of impeding catalysts,

including interpersonal factors such as their physical traits,

motivation and personality type, and also environmental factors such as culture,

family, significant events and other external provision.

Finally, the element of chance also plays an important role here.

It is also worth noting that Gardner acknowledges

that even within the top 10% of achievers,

the distribution of degrees of giftedness varies considerably.

He proposes five levels, beginning with mildly gifted,

which relates to everyone in 10 to moderately gifted, which concerns one in 100

all the way to extremely gifted who are considered very rare prodigies.

What really stands out here to me is that

the prevalence of mildly and moderately gifted individuals is

higher than I would have assumed in my class of 29 students and in our school of 195.

So he is the first to receive a psychological assessment.

Therefore,

it is likely that we have many more students whose gifts are being underestimated.

Another fact that we should be aware of is that there is a

lot of misguided conceptions regarding how giftedness

can present itself amongst our students.

I myself have lumped our best and brightest

students into narrow stereotype of being effortlessly brilliant,

well rounded and unconditionally driven.

However,

as gross stresses, gifted students do not exist in one homogenous group.

The hardened bats revise model of gifted

and talented learners is one framework that

shirts light on the complexity in the ways that giftedness can present itself.

Each profile is attributed to specific traits behaviours, emotion,

strengths and weaknesses.

This model enabled me to better understand Zoey's needs,

as someone who is highly creative and expressive thinks outside,

the box thrives in art, creative writing, drama and music,

yet often appears disengaged,

outspoken and sometimes even defiant and confrontational in her other subjects.

Now it is worth reiterating that when gifted students are misunderstood,

it can prove highly problematic.

As Marassi stresses,

asynchronous development that is mismatch in abilities and

development is a very common presentation and giftedness.

When this is not supportive,

students can feel the pressure of unrealistic expectations, fear of failure,

social mala adjustment and other negative impacts.

Also, whilst a student might be advanced in a particular area,

often not all aspects of their person and equally has evolved.

In fact,

research indicates that up to 36% of students recognised

as gifted also recognised as having a disability,

compared to only 4% of students of the general population.

Furthermore,

despite their potential without timely identification and adequate support,

gifted students are at risk of underachievement both in terms of falling short of

reaching their full potential as well as

in comparison to normal normative academic standards.

High ability underachievement can be summarised into the following categories of

involuntary Underachievers

selected under a Jehovah's

Classical Underachievers

and under the radar Underachievers.

Beyond this gross list a range of gifted traits which

makes mismanaged not always conducive to a positive learning environment.

These include higher energy levels, heightened curiosity,

independence, stronger emotions and opinions, and a preference to obscure ideas.

Morality also stresses that if giftedness can

also present in traits hegemonic Lee considered problematic in the classroom,

such as disinterest, defiance, emotional frustration,

cynicism and distrust in authority.

Frederick and Becker affirm that academic failure, social isolation, mental,

ill health, suspension, expulsion,

dropout and an overall failure to thrive and some of

the realities for gifted students whose potential is not recognised.

Thus, I want to stress how important it is for us to be cognizant,

competent and motivated to identify, support and extend a gifted students.

The Department of Education has a range of protocols

in place to help teachers accommodate the gifted individuals.

This includes acceleration,

which allows suitable students to progress through learning programmes.

At a faster pace.

Students can be accelerated in one or more specific areas,

have their whole curriculum condensed grade skip to a

cohort of older peers or into kindergarten early.

Another common practise is the provision of

enrichment and extension programmes where additional materials,

resources,

events or other learning opportunities offered to

gifted students to enhance their learning.

Furthermore,

the D O requires all students identified as gifted to have a personalised learning

plan which aids better understanding of the

specific needs and talents of the students,

identifying their learning priorities, developing smart calls,

making targeted modifications to their learning,

communicating with relevant stakeholders and

establishing clear ways of reporting,

evaluating and improving our students, landing trajectories,

zooming into more specific pedagogical techniques.

There are two main ways that we can tailor our learning experiences,

which not only benefit are gifted students but also honours

and supports where every people is out in their learning.

I know that differentiation is already a common practise for us in the classroom,

which we mainly use to make reactive,

flexible adaptations to support students in need of additional assistance.

However,

I want to challenge us to consciously differentiate for the other end

of the spectrum so we can excite and extend our gifted pupils.

Frameworks such as the maker model prescribes

comprehensive ways for differentiating the learning content.

What we're teaching our processes,

how we teach environment where we teach and the

products what students generate to demonstrate their knowledge.

As Monroy states.

Effective differentiation requires us to form strong relationships with each

of our students so we can make reflects inaction adjustments.

While these case by case adaptations are a powerful way

of tailoring general learning experiences

to accommodate the gifted individuals,

there is another pedagogical model that they can be considered more proactive,

adaptable and choice rich.

This is the universal design model created by cast in 2000 and eight,

which is a philosophy as much as a practise and

is used to inform pedagogical policies such as the D.

O S.

Rather than planning for the fictitious average student,

UBL enables teachers to design to the edges of their

students knowledge and abilities by offering a choice rich,

highly flexible model of teaching and learning as cap states.

This grants every student,

regardless of their ability to be successful at any level,

without overwhelming Sam, whilst also limiting others.

Beautiful model details Three major ways we can

reinvent learning experiences to be more inclusive.

This includes how we engage learners, putting them in the right frame of mind,

recruiting and sustaining their interest in

making lessons purposeful and inspiring.

It next directs teachers to reconsider the representation that is,

how to adapt resources so that they can be perceived,

comprehended and processed by all.

Finally,

it asked teachers to reinvent how students act

on and express their learning through innovative,

strategically tailored and goal orientated tasks and assessments.

As Rose generates understanding and proactively

designing to the edges of students abilities

rather than creating a one size fits all lesson plan that really serves,

no one is paramount to empowering learners and expanding our talent pool.

Now finally,

as theorists such as maker of them in order for us all as

teachers to revolutionise our classroom to support

the full spectrum of our students,

especially are gifted and talented.

We need to be committed to professional learning and development,

participate in up Skilling and training, and be open to transforming our mindsets,

patterns and practises.

We also need to dedicate ourselves to an ongoing process of reflection, feedback,

evaluation and improvement.

Thank you so much for listening hope.

This presentation is a real call to action for us all to really know

each of our students and implement proactive strategies to cater for their needs.

Not only will this benefit gifted and talented pupils,

but it will also aid us in truly seeing

and appreciating what every individual has to offer.

Celebrating their strengths,

supporting the weaknesses and nurturing them as they learn, grow,

exceed expectations and aspire to the fullest versions of themselves.

EMT603 AT2

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