Pre Conference Workshop

ECHA 2018 and Centre for Talented Youth Ireland invite you to join us for a day of pre-conference workshops on topics related to the conference theme, Working with Gifted Students in the 21st Century.
The sessions will cover socio and emotional wellbeing of gifted students, classroom strategies and working with gifted students from disadvantaged communities.

The pre-conference workshops will take place in Croke Park and will finish before the opening ceremony.
Delegates can choose either a half day or full day option.

Tea/Coffee is included in the AM, PM and full day option.
Lunch is included with the full day option only.
There are limited places for these workshops so book soon to avoid disappointment.

Cost:
Half Day: €60 (Choose from either AM or PM)
Full Day: €120 (Includes Lunch)

ECHA Pre Conference Workshop Programme

Wednesday 8th August 2018

 

09:30-12:00

Workshop A

Putting Theory into Practice: Identifying and Encouraging High Ability Students from Disadvantaged Backgrounds (read more...)

Workshop Facilitator: Eamonn Carroll (view Bio)

Workshop B

Updating the Analog: Technology Enhanced Learning in the 21st Century Classroom (read more...)

Workshop Facilitator:  Domhnall O’Hanlon (View Bios)

12:00-12:45

Lunch (For Full Day Workshop Delegates only)

 

12:45-15:15

Workshop C

The Psychosocial Basis of a Happy, Healthy, Productive Gifted Student (read more...)

Workshop Facilitator: Prof. Tracy L. Cross and Dr. Jennifer Riedl Cross (View Bios)

Workshop D

Inquiry Based Science Education for Gifted Students (read more...)

Workshop Facilitator: Dr. Leeanne Hinch (View Bio)

Please click here to Register for the Pre-Conference Workshops

REGISTRATION NOW OPEN

CONFERENCE COUNTDOWN

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Dr. Leeanne Hinch

Dr. Leeanne Hinch currently acts as CTYI Research Officer. She has a B.Sc. in Science Education and a PhD in Science Education from Dublin City University, specifically focusing on the preparation of pre-service science teachers, and influencing their approaches to inquiry based science education and assessment.

 

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Inquiry Based Science Education for Gifted Students

This workshop will focus on how to meet the cognitive needs of gifted students in the science classroom, specifically how an inquiry based approach can benefit students. This is an approach to teaching and learning science whereby the students are constructing their own knowledge based on first-hand experiences, and are not simply recipients of information that is being dictated to them. This approach affords students a greater opportunity to think about and understand new material, provides room for discovery, the scope to research topics to further depths than they may typically be able to do with traditional classroom approaches and, importantly, can provide opportunities for students to experience challenge and failure. This workshop will cover how to carry out inquiry approaches in a way that can benefit high ability students. The challenges to inquiry will also be discussed and ways to tackle these will be explored. Inquiry activities will be demonstrated and discussed with the goal that participants will be more comfortable trying out these approaches in their classrooms.

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Prof. Tracy Cross - Dr. Jennifer Cross

Prof. Tracy Cross holds an endowed chair (Jody and Layton Smith Professor of Psychology and Gift-ed Education) and is the Executive Director of the Center for Gifted Education and the Institute for Research on the Suicide of Gifted Students at the College of William & Mary. He studies the psychology and lived experience of gifted students, specializing in promoting their socio-emotional wellbeing.

Dr. Jennifer Cross, Ph.D., is the Director of Research at the William & Mary Center for Gifted Education. Her research in the field emphasizes the social aspects of gifted education, from individual coping with the stigma of giftedness, to attitudes toward giftedness and gifted education.

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The Psychosocial Basis of a Happy, Healthy, Productive Gifted Student

In this session, we will discuss challenges to gifted students’ psychosocial functioning. The day-to-day lived experience of gifted students can include a variety of stressors unique to them. Peers, teachers, and family members may support or undermine their psychological functioning. Using developmental and motivation theory, we will discuss what the research on gifted students tells us about challenges to their happiness, mental health, and productivity. From there, we will explore options for the adults in their lives to provide the support they need. 

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Emily Church - Domhnall O'Hanlon

Emily is a PhD candidate in DCU Institute of Education and, in collaboration with CTYI, is conducting research on the use of computer games to identify high ability students.

Domhnall O'Hanlon has taught over eighty courses at CTYI, across a broad range of technology and engineering based subjects. Domhnall has worked with schools, businesses and Dublin City University in developing technology enhanced learning programmes.

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Updating the Analog:

Technology Enhanced Learning in the 21st Century Classroom

MOOCs, augmented reality, flipped classrooms - educational technology has become more and more popular over the past number of years, especially with the growing prevalence of online courses. As information is now at our fingertips, can we afford to let technology based subjects be taught in a completely non-digital way? How do we make the analog classroom digital?

This workshop will examine the uses of educational technology in the STEM classroom, focusing on differentiation, delivery, and identification for gifted learners. This session aims to equip educators, students, and researchers, with knowledge of the educational technology tools that can be used to bridge the gap between the ‘online’ and ‘offline’ classroom, and is suitable for everyone from technophobes to the tech savvy!

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Eamonn Carroll

Eamonn is a PhD student with CTYI researching effective interventions for high ability students from disadvantaged backgrounds and the experience of the primary to secondary school transition for gifted students. He is also the founder and coordinator of CTYI's LEAP (Lifelong Education Achievement Partnership) programme, which gives targeted support to disadvantaged students moving from the primary to secondary school CTYI programmes.

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Putting Theory into Practice:

Identifying and Encouraging High Ability Students from Disadvantaged Backgrounds

It's all well and good to know in the abstract that children growing up in poverty can be gifted, but it can be tricky to translate this into effective practice in the classroom and beyond. This workshop will open with a discussion of what it means to be simultaneously "gifted" and "disadvantaged" and how our conceptions of intelligence, ability, potential and background inform our teaching. From here, we will move on to consider the characteristics of gifted disadvantaged students, whether and how they differ from affluent gifted students, and the benefits and drawbacks of various methods of identifying gifted disadvantaged students. The second half of the workshop will look at interventions and classroom strategies which are particularly beneficial for gifted disadvantaged students, targeting specific academic areas as well the general metacognitive skills and self-management techniques crucial to academic success. Participants are encouraged to bring questions and issues arising from their day-to-day classroom experience to get the most out of this workshop.

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Professor Karine Vershueren

Karine Verschueren is full professor and head of the research unit School Psychology and Development in Context at KU Leuven, Belgium. In 1996 she obtained her PhD in the domain of developmental psychology. In 2000 she was appointed as professor in school psychology. She investigates the psychosocial and academic development of children and adolescents in schools (e.g., self-esteem, academic engagement), and the risk and protective factors for this development. Specifically, she focuses on the role of teacher-student and peer interactions as contexts for child and adolescent development. She investigates these processes not only in general student populations, but more recently also among highly able students. Her teaching involves developmental and school psychology, including school psychological assessment.

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Professor Francoys Gagne

Professor Françoys Gagné is from Montreal, Quebec, born October 6, 1940. After skipping three grades, he obtained his M.A. in Philosophy (Psychology) in 1962 and his Ph.D. in Educational Psychology in 1966, both from the University of Montreal. Dr. Gagné has spent most of his professional career (1978-2001) in the Department of Psychology, at l’Université du Québec à Montréal. After a decade of research on student evaluations of teaching (1967-1977), he became interested in talent development in the late 1970s. Although his research brought him to study a variety of subjects within the field of gifted education, he is best known internationally for his theory of talent development, the Differentiating Model of Giftedness and Talent (DMGT), which has been endorsed by various educational authorities as their framework to define their target population and plan intervention provisions. Professor Gagné has won major awards in the field of gifted education, among them NAGC’s prestigious Distinguished Scholar Award (1996), and two awards from the Mensa Society. Although retired from his UQAM professorship since 2001, Dr. Gagné maintains international publishing and keynoting activities.

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David Cuartielles

TBC

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Professor Heidrun Stoeger

Professor Heidrun Stoeger, PhD, is full professor for educational sciences at the University of Regensburg, Germany. She holds the Chair for School Research, School Development, and Evaluation. She is vice president of the International Research Association for Talent Development and Excellence (IRATDE). She is also a member of the editorial board of the German journal Talent Development and served from 2007 to 2014 as editor in chief of the journal High Ability Studies. She has published more than 250 articles, chapters, and books on giftedness, self-regulated learning, motivation, fine motor skills, and teacher education. She is a member of several national and international scientific boards and expert commissions in the field of giftedness research and gifted education.

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Professor Anne Looney

Anne has recently taken up the post of Executive Dean of Dublin City University’s new Institute of Education. From 2001 until 2016 she was the CEO of the National Council for Curriculum and Assessment, the agency responsible for curriculum and assessment for early years, primary and post-primary education in Ireland. She held the position of Interim CEO at the Higher Education Authority until March of this year. A former teacher, she completed her doctoral studies at the Institute of Education in University College London. In 2014/2015 she was Professorial Research Fellow at the Learning Science Institute Australia, based at Australian Catholic University in Brisbane. Her current research interests include assessment policy and practice, curriculum, teacher identity and professional standards for teachers and teaching. She has also published on religious, moral and civic education, and education policy. She has conducted reviews for the OECD on school quality and assessment systems. She is a member of the boards of Early Childhood Ireland, and the Ark Cultural Centre for Children.