Full Day Workshop with Dr John Munro
Friday 18th March 2016
Dr Munro is Head of Studies in Gifted Education and Exceptional Learning in the Melbourne Graduate School of Education, The University of Melbourne. He is a trained teacher and a psychologist. His teaching and research interests are in the areas of gifted learning and teaching, literacy learning and learning difficulties, maths learning, instructional leadership and school improvement and learning internationally. His research in gifted education is on developing a ‘classroom-friendly’ model of gifted learning. It focuses on alternative ways of identifying gifted learning in the classroom, the optimal conditions for converting a gifted learning capacity to talent, the cognitive architecture of gifted learning disability, the learning profiles of gifted disengaged adolescents and the assessment of creativity. He was commissioned by the Aga Khan Foundation to develop an identification protocol for identifying students who are gifted and talented in African and Asian cultures and by the Victorian Education Department to develop a model for gifted education provision in the classroom. He developed the VELS English Curriculum and the creative and critical thinking general competencies in the Australian Curriculum.
This workshop will examine how teachers can interpret assessment data for gifted learners. It begins by looking at strategies for interpreting and using summative data from standardized assessments such as NAPLAN and PAT-R reading.
- How well do students who have been identified as gifted (verbally/ nonverbally) perform on these tests?
- Which gifted students are more able to show their talent on standardized tests?
Participants will apply the interpretation procedures to data they bring. It then examines formative assessment of gifted learning in the classroom. This will include useful procedures for this and will detail formative assessment tasks for various phases in the course of regular teaching.
- What aspects of gifted knowledge are not assessed well using standardized tests.
- How to use tasks that allow students to ‘show all that they know’ about a topic?
Many gifted students have difficulty displaying their knowledge in standardized assessments contexts. The workshop will examine strategies for teaching gifted students to use the standardized tests to show optimally what they know. This will include teaching them to synthesize the assessment with what they know, in part by using self-talk to assist these students to interpret multiple-choice items and by implementing a classroom culture and climate that fosters this. Participants will plan a formative assessment protocol for their gifted students.
The workshop will conclude with participants examining the question: Where to in the future for gifted assessment; summative and formative aspects?
I invite participants to email me student data/profiles before the workshop. I request that the data be in a Word of Excel format. My email is email@example.com