Enhance your ability to cater to the needs of gifted learners

GERRIC's Mini Certificate of Gifted Education (Mini-COGE) provides research-informed and practical professional development to teachers and school leaders. The Mini-COGE can  be delivered to individual schools or to clusters of schools in metropolitan or regional areas in all Australian states and territories. Participants receive 16 hours of NESA-accredited professional learning at a proficient level in New South Wales. 

We run the Mini-COGE either on campus at UNSW Sydney in Kensington, or at your school by arrangement. Between May - September 2020, we can also offer our Mini-COGE online during the physical distancing restrictions. 

Please note the Mini-COGE is designed for teachers and administrators currently working in schools. If you have another role, please email us to enquire before attempting to register. 

In 2019, GERRIC developed the Mini-COGE Advanced: More Curriculum Differentiation for teachers who have completed the Mini-COGE.  In October 2020, we will be running our first Mini-COGE Advanced: Gifted Learners with Disability workshop to further support teachers in their work with gifted students. 

Course Details

 

    Day One

    Session One

    • Common beliefs and myths of giftedness
    • Introduction and/or further development of the Gagné Model of Giftedness and Talent
    • Introduction to the qualitative and quantitative differences between gifted students at different levels of giftedness and between same-age peers

    Session Two

    • Introduction and overview of possible tools for identification
    • Classroom identification strategies including the use of off-level testing


    Session Three

    • Underachievement: causational factors and identification
    • A model of underachievement
    • Case studies of underachievement
    • Addressing underachievement in the classroom


    Session Four

    • Instructional and curriculum models – the similarities and differences
    • Overview of curriculum models based on conceptual frameworks – the use of universal concepts
    • Levels of questioning in a classroom
       

    Day 2

    Session Five

    • Using conceptual frameworks to plan units of work
    • Pre/Post (Summative) Assessment design – mapping learning gain


    Session Six

    • Applying instructional strategies to teaching programs (Bloom's Taxonomy and the Williams Model)
    • Developing tiered formative assessment
    • Developing tiered instruction


    Session Seven

    • Managing choice in learning activities in the classroom
    • Classroom management strategies for differentiated classrooms
    • Developing differentiated assessment using Bloom's and/or Williams


    Session Eight

    • Research-based programming options for gifted students – mentoring, ability grouping, and acceleration

    We are glad to share with you that the Mini-COGE Course is now online and more flexible than ever.

    We’ve updated our timetabling to make it easier to manage work, family, and learning. The new online course has three format options to best suit navigating these challenging times: 16 hours of NESA-accredited professional learning online across two days (back to back or separated) or eight days.

    Mini-COGE Online

    WHAT: 16 hours over eight days in a combination of live and recorded lectures, and self-paced and moderated activities.

    WHY:

    • No need for casual cover.
    • You may also be able to fit the course in between teaching and home-schooling obligations. 

    We have offered this format as we understand school budgets may be tight; that although normal routines are slowly re-emerging, those of you who are parents may still have children at home; and that your school responsibilities may still be significant with students both online and in your classrooms. 

     

    Mini-COGE Express

    WHAT: 2 x 8-hour days, consecutive (*inservices can be non-consecutive if preferred)

    The two-day format includes a combination of live and recorded lectures, and self-paced and moderated activities.

    WHY:

    • Two 8 hour days allows you to complete the course in the same amount of time that the face-to-face course would take.
    • Some teachers may find it easier to set aside larger blocks of time and book casual cover for classes.

    Curriculum compacting is “a procedure used to streamline the regular curriculum for students who are capable of mastering it at a faster pace… [it] helps prevent our academically talented and high potential students from repeating academic content that they already learned…” (Reis, Renzulli & Burns, 2016)

    This type of differentiation and support gives students a voice in what they learn and how they learn. It is the only way to serve students with a variety of needs, aptitude, readiness and learning preferences in a mixed ability classroom (which is all classrooms).  Differentiation allows teachers to adapt teaching strategies to provide relevant and engaging learning experiences for the broad range of students in their classroom.

    In this session, teachers will learn how to compact the curriculum for students who have mastered outcomes, supporting their development further.  The session will also explore how to utilise the time saved by compacting the curriculum. Teachers will practice new curriculum models, write independent research projects and develop individual learning plans.

    Skills/competencies/knowledge gained:

    Teachers will:

    • Expand their repertoire of teaching strategies to suit the intellectual development and characteristics of students

    • Plan learning and teaching programs using contemporary knowledge and understanding of curriculum

    • Support colleagues in selecting and applying effective teaching strategies

    • Develop and apply a comprehensive range of assessment strategies to diagnose learning needs

    Prerequisites:

    Attendees must have completed the Mini-COGE Day 1 & 2.

    Materials to bring:

    Attendees should prepare the following for the Day 3 program:

    1. A unit of work for differentiation - this can either be regular support or tiered learning.

    2. To come prepared with a case study student in mind that matches the unit of work in 1 (e.g a gifted year 7 science student and a year 7 science unit). This case study will be used in planning a learning task during the program.

    What is not often well-known or well-understood is that students who are gifted may also have a special need or disability— just as students with disabilities may also be gifted. The term “twice-exceptional,” also referred to as “Gifted Learners with Disability” (GLD), is used to describe gifted children who have the characteristics of gifted students with the potential for high achievement, and give evidence of one or more disabilities as defined by federal or state eligibility criteria. These disabilities may include specific learning disabilities, speech and language disorders, physical disabilities, autism spectrum, or other impairments such as attention deficit hyperactivity disorder (ADHD).

    How can we transform experiences for marginalised students so they can develop their potential? It is in everyone’s interest to support all students and not to neglect those who are intellectually gifted, sometimes with concurrent disability or disadvantage, which can result in lack of educational opportunity.

    This course builds on the knowledge learned on Mini-COGE. In this session, teachers will learn in greater detail what we mean by Gifted Learners with Disability (GLD), their most common strengths and challenges, identification, and classroom practice. Strategies that support the strengths of GLD students, whilst supporting their disability, to enhance educational and socioemotional outcomes will be explored. Moreover, strategies that can increase the engagement of GLD students will be applied through the development of Individual Education Plans.

    Skills/competencies/knowledge gained:

    Teachers will:

    • Expand their repertoire of teaching strategies that support the academic development and characteristics of GLD students

    • Critically analyse what information is needed to create Individual Education Plans that support both the intellectual ability, the disabilities, and social-emotional development of a student

    • Develop strategies that help with identification of GLD students.

    Prerequisites:

    Attendees must have completed the Mini-COGE Day 1 & 2

    Organisational units