Enhance your differentiation skills and ability to cater to gifted learners

GERRIC’s Mini-Certificate of Gifted Education (Mini-COGE) provides useful and practical professional development to educators in supporting gifted and high potential students. Gifted and high potential students are not necessarily high achievers; in this course we focus on how to engage and support these students to reach their high potential.

The Mini-COGE will help you to:

  • Identify gifted, high potential and talented students
  • Differentiate the curriculum for high potential students
  • Implement ability grouping or acceleration
  • Understand gifted education research and best practices
  • Develop an existing (or create a new) unit of work to best suit the needs of the differentiated classroom and gifted students

The unit of work allows you to implement practical changes to curriculum, assessment and pedagogy, receive feedback from other educators and the GERRIC academic presenter, and provide ongoing impact to you and your students.

GERRIC also offers add-on courses, the Mini-COGE Advanced: More curriculum differentiation and the Mini-COGE Advanced: Gifted learners with disability for teachers who have completed the Mini-COGE.

See session and course details below on this page.

 

NESA accreditation after 5 February 2021

From 5 February – 31 July 2021, the GERRIC Mini-COGE can be counted towards your maintenance requirements as Elective PD.

Proficient Teachers due in 2021:

Haven’t completed 100 hours of PD? Your remaining PD hours completed and logged will need to meet the Elective PD criteria.

Proficient Teachers due from 2022:

To complete your 100 hours:

  • complete a minimum of one NESA Accredited PD course in a priority area
  • any remaining PD hours completed and logged will need to meet the Elective PD criteria

Please see more information from NESA on this transition arrangement here.

Session details (click on the + to see dates available)

February 10-11

SOLD OUT

June 9-10
August 25-26
November 3-4


All sessions are 8:30am to 5:30pm for 2 days and held at UNSW Sydney in Kensington.

Click the dates above to view the event information.

 

April 14-15
May 5-6
July 21-22

 

September 15-16
October 13-14
December 1-2


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All sessions are 8:30am to 5:30pm for 2 days and held online.

February 26

Face to face

8:30am-5:30pm

June 4

Face to face

8:30am-5:30pm

July 19-22

Online

Afterschool sessions

 

Click the dates above to view the event information.

February 19

Online

May 4

Face to face

July 28

Face to face

 

All sessions are 8:30am to 5:30pm.

Click the dates above to view the event information.

 

Our staff will liaise with you to deliver a program specifically tailored to meet the needs of your school staff and student population.

Click here to view further information.

Course details

 

    Content areas:

     

    Myths and Stereotypes

    Gagné’s Differentiated Model of Giftedness and Talent

    Characteristics of Intellectually Gifted Students

    Identification of Gifted Students

    Behavioural characteristics of Gifted and Talented Students

    Underachievement 

    Ability Grouping 

    Acceleration 

    Distinguishing Myths from Realities: Research

    Curriculum Models: Differentiation

    Assessment

    Instructional Strategies 

    Lesson Plan : application

     

    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.

    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