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 is 16 hours in length and may be delivered to individual schools or to clusters of schools in metropolitan or regional areas in all Australian states and territories. We’re also able to offer the program to schools overseas. 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 throughout the year (see the 2019/2020 table dates below to register) or at your school throughout the year.

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. 

 

What Our Students Say About the Mini-COGE Workshop

"I enjoyed the discussion of practical examples through short videos and real-life examples our presenter gave; applying our understanding on the second day to consider how this knowledge would translate into our classrooms; consideration of how giftedness manifested itself for different age groups, gender, cultures, and learning backgrounds. The Mini-COGE was excellent!" 
- On Campus Mini-COGE Participant, November 2016 

"Well explained theory and opportunities to apply to practical situations. Also, chances to share thinking and experiences with other teachers." 
- Greg Longney, Head of Academic Enrichment and Extension, Barker College, June 2017 

"I gained a greater understanding of identification/testing options, and an understanding of the different probabilities of G&T classroom practice. [The presenter] was down to earth and approachable throughout the workshop. She offered meaningful feedback to ideas." 
- Paul De Carli, Classroom Teacher and High-Performance Class Coordinator, St Johns Park High School, October 2016.

"My favourite aspect of the course was simply listening to the presenter and her very clear understanding of the practical applications in schools. She fully understood what is happening in schools. I gained a much greater understanding as to what needs to change in our classrooms." 
- On Campus Mini-COGE Participant, May/June 2016 

"I gained a huge amount of new knowledge and understanding of how to cater for students who are G&T. Plus, a wealth of new enthusiasm and passion for teaching." 
- On Campus Mini-COGE Participant, March 2016

Course Details

Outline of course content (applicable to both on-campus and in-school sessions)

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 (Blooms 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 Blooms and/or Williams


Session Eight

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

We're offering numerous Mini-COGE sessions on campus in 2019. This comprehensive 16-hour course over two-days is ideal for teachers interested in identifying and developing gifted and talented students.

Register for the Mini-COGE

TERM 3

18 & 19 September

9 & 10 October (holiday period)

TERM 4

20 & 21 November 

2 & 3 December

 

Completing the Mini-COGE will contribute 16 hours of NSW Education Standards Authority (NESA) Registered PD addressing 1.4.2, 1.6.2, 3.2.2, 6.4.2 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation in NSW.

**Please note that attendance for all hours is mandatory in order to receive accreditation. No partial attendance will be able to receive accreditation, so please plan your travel and commitments accordingly.

 

Organisational units