This course is FREE with an Online Subscription

Course Description

Throughout this course participants will develop knowledge in relation to giftedness. On completion participants will have a well developed understanding of giftedness, enabling them to better support gifted students in their settings.


The course will cover the following:

  • What is giftedness?
  • Who is gifted?
  • What traits or behaviours might you see in young gifted children?
  • Overexcitabilities
  • Twice exceptionality (2E)
  • Assessment and identification
  • Parent voice
  • Child's voice
  • Strategies
  • What does it really mean to be gifted?
  • Where to from here?

Audience

Early Childhood Educators and Primary Teachers

Teaching Standards

1.1.2 Proficient Level - Know students and how they learn - Physical, social and intellectual development and characteristics of students: Use teaching strategies based on knowledge of students’ physical, social and intellectual development and characteristics to improve student learning


FREE with  Online Subscription


"This course is an eye opener! A help in the identification of a gifted child and a great insight into the struggles gifted children and their families face. Makes you think twice about catering for such children in the classroom"

- Randa Iskander, Maronite College of the Holy Family


"Great insight and tools for the classroom."

- Sandra Tangata-Toa, St Dominic's College

Course curriculum

  • 1

    Module 1: Defining Giftedness

    • Objectives

    • Introduction

    • Defining Giftedness

    • Read This Article for a Further Explanation of Models of Giftedness

    • Definitions of Giftedness

    • Definitions of Giftedness

    • Reflection Question

    • One Last Thing...

    • Question

    • Suggested Activity - Collaboration

  • 2

    Module 2: Who is Gifted?

    • Objectives

    • Thinking about Your Own Setting.

    • Myths and Stereotypes

    • Have a Read of the Myths and Facts Document

    • Reflection Questions

    • Myths and Stereotypes (Continued)

    • So Who is Gifted and What Does it Matter Anyway?

    • Thoughts

    • Suggested Activity - Collaboration

  • 3

    Module 3: Traits and Behaviours

    • Objectives of This Module

    • Traits and Behaviours in Gifted Children

    • Behaviour, Emotions, Social Development: Gifted and Talented Children

    • Twice Exceptional (2E)

    • Overexcitabilities

    • Overexcitability and the Gifted

    • Dabrowski's Overexcitabilities: A Layman's Explanation

    • Reflection Questions

    • To Recap

    • Questions
  • 4

    Module 4: Identification and Assessment

    • Objectives

    • Assessment and Identification

    • IQ Testing

    • Reflection Questions

    • Multiple Choice Questions

    • Assessment and Identification (Continued)

    • Common Behavioural Characteristics of Gifted and Talented Students

    • Checklists

    • Gifted and Talented Checklist for Parents

    • General Checklist for Identifying Gifted and Talented Students

    • Characteristics of Giftedness Scale

    • IQ's and the Bell Curve

    • Questions
  • 5

    Module 5: Educational Needs and Strategies

    • Objectives

    • Educational Strategies

    • What is Acceleration and Why Would We Accelerate a Child through School?

    • Questions
  • 6

    Module 6: Parent and Child Voice

    • Objectives

    • Parent and Child Voice

    • Question
  • 7

    Module 7: In Conclusion: So What Does it Really Mean to be Gifted?

    • Objectives

    • So What Does it Really Mean to be Gifted?

    • To Whom it May Concern: Being Gifted Sucks Sometimes

    • Question

    • In Conclusion

    • About Gifted and Talented Children and Teenagers

    • In Conclusion (Continued)
  • 8

    Course Feedback

    • Course Feedback

Presenter

Natasha Siryj

Natasha Siryj

Natasha is a qualified teacher (Early Childhood, Primary and Secondary). She has undertaken education research and has worked in a variety of settings, including community services, local government and education. Sharing her own lived experience of being an autistic individual, Natasha has presented at conferences and symposiums, and has been a speaker on consultancy and co-design. She has developed and delivered professional development training to teachers across Australia.

Natasha has two children, both of whom are neurodivergent. This, combined with her own lived experience as a ‘twice exceptional’ individual, provides her with unique insight. She appreciates and understands the challenges and needs of neurodivergent children in our current education system, from both the teacher and parent perspective. Passionate about creating a better understanding and support of neurodivergent individuals, Natasha aims to assist others to form a better understanding of neurodiversities such as autism and giftedness.

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