June 30 2019
New VISION Magazine out in the next week !
May 8 2019
VAGTC members can register at TAG membership rates.
8th Biennial State Conference
Tasmanian Association for the Gifted Inc.
A three day conference for parents, educators and psychologists.
Come and hear from world-class presenters, discover the latest information and research, network and learn how to better educate and parent gifted children.
Featuring keynote speaker
Professor Don Ambrose
Professor of graduate education at Rider University and editor of the prestigious Roeper Review.
“He has no peer in his field....one of the great thinkers of our time.” Tracey L. Cross, Jody and Layton Smith Professor of Psychology and Gifted Education, College of William and Mary, Past President of NAGC
September 6th - 8th
Elzabeth College, North Hobar
Early Bird Registration: https://www.trybooking.com/BANNA
TAG financial members, Associate Members - $160
Non-members - $210
Full Time UTAS Education Students - $80
Other Tertiary Students - $160
Registrations for Friday evening, Saturday only or Sunday only also available
April 23 2019
Victorian Association of Gifted and Talented Children
To our valued Members
The VAGTC is currently designing a new website. Our aim is to not only improve the technology and graphic appearance of our online presence but to make knowledge and expertise from the field of Gifted Education more accessible to:
Educators and Pre-Service Teachers
The Department of Education and Training
We are continuing to advocate for gifted and talented students in Victoria by supporting:
Rural and City Seminars and Workshops
Academically Challenging and Enriching Events for Students
Parent Support Groups in Regional Areas
Gifted Resource Book
We are working to present video previews of innovative programs on our new website and plan to expand our media to webinars, podcasts and informative video
October 08 2018
ANNOUNCEMENT OF THE VAGTC ANNUAL GENERAL MEETING (AGM)
We are pleased to announce that the VAGTC's AGM will be held on Tuesday 30 October 2018.
Prior to the AGM, we will be presenting aspects of our Parent Seminar from the VAGTC-DET(Vic) Regional and Rural Seminar Series. Program and AGM documentation are available via this link, or visit www.VAGTC.org.au/AGM2018
August 201USING WISC-V to identify gifted & twice exceptional students: NAGC
In short, there are recommended cautions when using WISC-V. According to the NAGC, "... the Full-Scale score may impede efforts to ensure that gifted classrooms, programs, and schools are accessible to children with disabilities.
Because gifted children – including those who are highly gifted, culturally diverse, bilingual, or twice exceptional – often show significant score discrepancies on multi-scale cognitive tests, the Full-Scale score may not be an interpretable unitary construct. Reliance on this singular score, even when statistically uninterpretable, can exclude otherwise eligible gifted children from needed services. Only when the Full-Scale score is not required, and assessment is broadened to include WISC-V expanded index scores, can a more accurate picture of the child's potential and needs emerge. Especially with twice exceptional children, the ability to document strengths and weaknesses separately is crucial for both gifted identification and acquisition of services for disabilities."
July 24 2018
VAGTC seminar facilitator, educator, and co-developer of the latest materials for the VAGTC Seminar series, Dr. Anna Pollard, does chatter with Keith Ritchie and Vic Blackwood today. Dr. Anna discussed the VAGTC's work across Victoria's regional cities.
July 17 2018
VAGTC RESOURCE BOOK
The VAGTC Resource Book (7th ed) is out! Make sure your membership is up to date to receive your copy.
The latest issue can be purchased online or ordered using the linked downloadable purchase order via the VAGTC SHOP.
June 20 2018
We are on the Road to Go! VAGTC's Regional Seminar Series is proudly supported by the Department of Education & Training, Victoria - and we are excited!
Registration is free, and all registered participants receive a VAGTC Resource Book and go in the draw to win one of five 12-month memberships to the VAGTC.
The ed-seminars are VIT-accredited and are run in two sessions: GT101 and GT201. Learn how to identify, support and nurture student talent - from the underachievers to the twice exceptional (e.g. dyslexia, ADHD). Learn how to understand assessments and gain practical insights and strategies for the classroom.
Facilitated by teachers, for teachers.
Parent Seminars provide an insight into identification, support as well as strategies to develop productive and positive relationships at school and in the community. Facilitated by parents, for parents.
Acknowledging and recognizing the work of others does more to boost self-esteem and morale, than even marks, a raise or incentives. The VAGTC strives for excellence in all we do - and being acknowledged by the Department of Education serves to deepen our conviction that the services we provide to our communities are meaningful and essential.
The following extract is from a letter from the Hon James Merlino MP, received at the beginning of this month.
The VAGTC makes an important contribution to establishing Victoria as the Education State through the support you provide to parents and educators of gifted and talented children and young people across Victoria. The Andrews Labor Government has a strong commitment to achieving excellence and improving outcomes for every student, including high-ability students, in every classroom. Partnerships with organizations such as the VAGTC play a critical role in making this achievement possible.
I particularly commend the information seminars that the VAGTC has provided since 2015 to support teachers and parents of high-ability students living in regional communities across Victoria. The expert advice and support offered through the VAGTC is of tremendous benefit to parents and teachers of high-ability young people in regional Victoria.
Information on our seminars is available here
26 February, 2017
There has been quite a lot of chatter in the public space about the government's plans to build a boarding school for gifted and talented students from regional Victoria. In her capacity as VAGTC president, Geraldine Nicholas was asked by ABC Online's Erin Stewart to share her insights into the pros and cons of select entry schools for gifted and talented students. On re-posting the ABC Online's article to our Facebook page, we were sure to note that there was much more that Geraldine revealed, and we felt it important enough to share this with our VAGTC community. So here is the alternative (albeit real!) insight:
1. What kinds of problems do gifted children have in mainstream classrooms that selective schools may be able to address?
Generally, gifted students, like all students, require curriculum and learning opportunities that is appropriately meaningful and appropriately challenging (this is what Vygotsky termed in 1978 as the ‘zone of proximal development”). In the mainstream school, this is traditionally managed through a variety of methods such as subject or grade acceleration and/or content enrichment. Problems arise when the curriculum being delivered stops being appropriately challenging or appropriately meaningful. Underachievement is a huge issue for gifted students who have ‘switched off’ and have stagnated in their ‘yearn to learn’. They also risk suffering from poor mental health and/or dropping out of school.
It is however, difficult to expect a school to be able to cater for the diverse learning needs of their gifted students when they do not have an active policy that meets the needs of gifted students, or have limited resources and/or limited staff trained in gifted education.
2. Are there any instances where selective schools might have a negative impact on gifted students?
There is extensive literature on the Big Fish Little Pond effect, where a reduction of academic self-concept may occur when gifted students are placed in settings with other similarly gifted or like-minded students. However, more empirical research is needed to fully quantify the social-emotional consequences and the extent of the effect of attending selective schools. In the meantime, it is important for students to have access to services such as student support and student counseling, and for teachers to be aware of the various implications that arise for students who are transitioning into new environments.
Research has also shown that there are gifted students who may not fit the ‘ideal gifted student’ image. These are students who may be highly/profoundly gifted, or those students who may be considered twice exceptional – that is, those students who are gifted with a disability that may hinder their ability to learn (e.g. dyslexia, anxiety, ADHD).
Follow us on Facebook and Twitter