CGE NEWS CGE NEWS ISSN 1209-5583 Newsletter of the Centre for Gifted Education • Winter/Spring 2004 Issue From the Director... Curriculum Development Projects The Centre has been involved in three unique Michael C. Pyryt, Ph. D. curriculum projects this year. With the support of Computest Research LTD and co-investigators, Marilyn Samuels (Applied Psychology), Larry Katz GO FLAMES GO!!! This has (Kinesiology) and Tish Doyle-Baker (Kinesiology), been Calgary’s mantra for the we are working with the administration and staff at past two months. This is the Akiva Academy to implement Personalized Educa- most alive I’ve seen Calgary in tional Plans PEPs) on a schoolwide basis in the my 15 years here. The success academic, social, and physical domains. Selected of the Flames provides several Alberta educators are also participating in a project lessons for those interested in funded by the Calgary Community Lottery Board talent development. First and Grant Program entitled “Developing Canadian Cur- foremost is the recognition that it’s the combination of riculum for Gifted Students,” which involves the effort and talent that leads to success. Other teams with development of curriculum units based on the William more superstars and higher payrolls are playing golf & Mary Language Arts framework developed by Dr. while the magical playoff run continues for the Flames. Joyce VanTassel-Baska and her colleagues at the They also exemplify the importance of characteristics College of William & Mary. The Centre is a partner such as focus on outcomes, resilience, collaboration, and with the Alberta Online Consortium and five school self-confidence. It’s great to see Calgary and Canada jurisdictions (Calgary Board of Education, Foothills celebrate the athletic excellence achieved by the Flames. School Division, Medicine Hat Catholic, Red Deer Ideally, we would automatically celebrate academic Catholic, St. Albert Catholic) in Project START accomplishments as well. This column and newsletters (Supporting Teaching in Alberta through Resources in celebrates some of our work this year. Please visit the Technology). The purpose of this project is develop Centre or explore our website to learn more about the curriculm units for gifted students that can be accessed activities and initiatives of the Centre. online in traditional and virtual environments that are appropriate for gifted learners. Kahanoff Foundation Grant The work of the Centre has been greatly enhanced Talent Search through the vision and generosity of the Kahanoff In February, 2004, the Centre for Gifted Educa- Foundation. Their grant of $100,000 will enable the tion at the University of Calgary and the Belin-Blank Centre to support the expansion of the Talent Search International Center for Gifted Education and Talent identification and educational development model. This Development at The University of Iowa conducted the generous support will enable us to subsidize the costs of sixth annual Talent Search in Alberta called BESTS our programs for eligible gifted students from traditional (Belin-Blank Exceptional Student Talent Search), for and non-traditional settings such as Hull Home. It also high achieving fourth, fifth, and sixth graders. A total reaffirms are commitment to nurture talent wherever it of 88 students in Alberta took part in the BESTS may occur. We are grateful to the efforts of Nancy Laird testing. Once again, testing was conducted in Calgary, of our Fund Development Committee, who spearheaded Edmonton, Grande Prairie and Lethbridge. Eighty- this initiative and to Jim Hume of the Kahanoff Founda- One of the 88 participants scored better than the tion for his receptivity to our proposal. A more formal recognition of this significant contribution by the average eighth grader in the US on a least one of Kahanoff Foundation is being planned. the four subtests (English, Mathematics, Reading, CGE News • SPRING 2004 • Page 2 Science Reasoning) or composite. In conjunction with M.A. degrees. Two other students Victoria with the Talent Search, we will offer summer courses Plouffe and Eriko Fukuda completed theses related to as part of our ReasonSUCCESS 2004 summer gifted education as part of their M Sc. Degrees in the program (See page 8 of the newsletter for details of school psychology specialization in the Division of this year’s planned offerings). These courses were Applied Psychology. Two of the courses in our chosen from proposals solicited in a Calgary-wide program Conceptual Issues in Gifted Education and competition this past February. Social and Emotional Development in Gifted Students were offered for graduate credit via distance delivery. Research Profile Course offerings for the Fall and Winter 2004-2005 The research profile of the Centre for Gifted terms are shown on page 12 of this newsletter. Education continues to expand. Works of Centre staff have recently appeared in the Gifted and Community Liaison Talented International, Journal for the Education of Since its inception the Centre for Gifted the Gifted and The Journal for Secondary Gifted Education has been an integral contributing partner of Education. We have edited two issues of AGATE the Society for the Advancement of Gifted Education (Journal of the Gifted and Talented Education (SAGE). The goal of SAGE is to increase awareness Council of the Alberta Teachers’ Association) and of the educational and affective needs of the gifted. co-edited two special issues of the Journal for the SAGE is an umbrella organization of the primary Education of the Gifted on qualitative and quantita- stakeholders in gifted education in Alberta -The tive research methodology. Centre Staff have made Alberta Associations for Bright Children (AABC), presentations at national/international conferences in the Gifted and Talented Education Council (GTEC) Adelaide, Indianapolis, New Orleans, Iowa City, and of the Alberta Teachers’ Association, Alberta Learn- Winnipeg. Details of these presentations are high- ing and the Centre for Gifted Education. This year’s lighted on page 3 of this newsletter. We are also SAGE conference will take place at the University of happy to be a sponsor of the The Sixth Interna- Calgary on November 19-20, 2004 The keynote tional Congress of the Institute For Positive speaker will be Dr. Richard Olenchak, Professor and Disintegration in Human Development entitled Director of the Urban Talent Research Institute at The Developmental Potential: From Theory to Practice – University of Houston and current President of the Educational and Therapeutic Perspectives which National Association for Gifted Children. The Call will be held in Calgary from June 24-26, 2004. for Presentations appears in this issue. Twice each year, the Centre for Gifted Graduate Program in Gifted Education Education offers a series of lectures developed for Our graduate program in gifted education parents of gifted students. This year’s Fall 2003 offered through the Curriculum, Teaching, and Parent Program featured sessions on understanding Learning specialization in the Graduate Division of giftedness, intelligence testing, and social-emotional Education Research at the University of Calgary development. The Winter 2004 series focused on continues to develop. Shirley Pepper convocated in underachievement, creativity development, and November with an M.Ed. degree. Ann Dood and advocacy. The Fall 2004 series has been scheduled Richard Michelle-Pentelbury will convocate in June and information can be found on page 4. We are pleased to announce the following Graduate students: Eriko Fukuda, M. Sc, Division of Applied Psychology. Examining the Self-Concept of Groups of Students (Gifted, Gifted Learning Disabled, Learning Disabled, and Regular Classroom). (Supervisor: Michael C. Pyryt). Victoria Lynn Plouffe, M. Sc, Division of Applied Psychology. Use of the Canadian Cognitive Abilities Test (CCAT) Administered Off-Level to Predict Future Achievement of Gifted Students. (Supervisor: Michael C. Pyryt). Ann Dodd, M. A., Graduate Division of Educational Research. Heightened Sensitivity of Gifted Students: An Exploratory Multiple Case Study. (Supervisor: Sal Mendaglio). Richard F. Michelle-Pentelbury, M. A, Graduate Division of Educational Research. Gifted Students' Percep- tions of Multipotentiality Among Gifted Students: A Grounded Theory Analysis. (Supervisor: Sal Mendaglio). CGE News • SPRING 2004 • Page 3 Spreading the Word The Centre for Gifted Education has shared its expertise in a variety of ways including: parent and teacher consulta- tion, parent information sessions, and professional development workshops. Centre staff have been active participants in important local, provincial and international conferences. Highlights include the following: Dabrowski Symposium Mendaglio, S., & Pyryt, M.C. The role of intelligence in the Calgary, Alberta theory of positive disintegration June, 2004 Canadian Society for the Pyryt, M.C. & Richwien, M. The self concepts of gifted Studies of Education (CSSE) females and males: A meta- Winnipeg, Manitoba analytic review May, 2004 Wallace National Research Pyryt, M.C. Academic talent: General or Symposium on Talent domain specific Development University of Iowa, Iowa May, 2004 Council for Exceptional Pyryt, M.C. Adventures in curriculum Children (CEC) differentiation for gifted New Orleans, Louisiana students: Using the Pyryt April, 2004 enrichment matrix Scottish Network for Able Bosetti, B.L., & Pyryt. M.C. Accommodating Gifted Learners Pupils (SNAP) Glasgow, Scotland March, 2004 National Association for Pyryt, M.C. Pegnato revisited: A Gifted Children (NAGC) multivariate analysis Indianapolis, Indiana November, 2003 Mendaglio, S., & Pyryt, M.C. Heightened sensitivity and giftedness: Examining TDP and HMS Mendaglio, S. Empathic gifted children: Handling their emotionality Society for the Advancement Pyryt, M.C. Developing creativity: of Gifted Education (SAGE) Intimacy, passion and Edmonton, Alberta commitment November, 2003 "SUCCESS” AT SUMMER CAMP 2003 Which two planets spin in the opposite direction to the others? Can theatre be used to create reality from a thought or idea? Why would a Tour de France racer want NOT to be head of the pack? What techniques can be used to give life to an image on paper? These are among the many questions answered by students attending Success 2003, the fifth annual summer camp offered on campus by the Centre for Gifted Education during the last two weeks of July. 110 children from grades 3 through 9 chose to spend ten full days of summer vacation studying in depth an area of passion with other similar minded students. Disciplines offered at Success 2003 included theatre, history, primates, astronomy, First Nations culture, art and animation, and the science of sport. Nine days of classroom activities, supplemented by field trips on and off campus, culminated in a Friday showcase attended by parents and community members. Registration fees covered the costs of the camp and allowed ten young people to attend at a subsidized rate. Jane Saunders, Success 2003 Camp Coordinator CGE News • SPRING 2004 • Page 4 Parent Program Series – Fall 2004 1. THE MANY FACES OF GIFTEDNESS Giftedness is more than just doing well at school. How do you recognize the gifts in your child? What are the most effective educational practices to nurture these gifts? Wednesday • September 22, 2004 Time: 7:00 - 9:00 p.m. Location: Education Classroom Block, Room 179 Speaker: Dr. Michael Pyryt 2. ASSESSMENT OF GIFTED CHILDREN This interactive session will provide information about various aspects of assessment including: assessment activities to determine if children can be identified as gifted and talented; the relationship between the purpose of assessment and the relevance of information obtained. Also discussed will be the essential role of parents in the assessment process. Wednesday • October 6, 2004 Time: 7:00 - 9:00 p.m. Location: Education Classroom Block, Room 179 Speaker: Dr. Patricia Petrie 3. GUIDING THE EMOTIONAL DEVELOPMENT OF YOUR GIFTED CHILD Gifted children are known to be particularly sensitive and intense. How can parents help their children live with their differences? Wednesday • October 20, 2004 Time: 7:00 - 9:00 p.m. Location: Education Classroom Block, Room 179 Speaker: Dr. Sal Mendaglio The Centre for Gifted Education is offering these three programs for parents, which can be registered for individually, or as a package: * Cost per session is $25/person or $40/couple. * Package rate for all three sessions is $65/person or $100/couple. * Staff/student rate: $12/person per session or $35/person for all three. You can register by visiting our web-site to print a registration page at http://www.ucalgary.ca/~gifteduc (click on Parent Programs) or call the Centre at (403) 220-7799 for additional information. We are inviting schools to nominate gifted students in grades 6-9 whose ability and inter- est in the performing arts make them suitable candidates to attend a program, Theatre in Motion, which the Centre will run on Saturdays from October 16 through November 20th. The program will be from 1:00 p.m. - 5:00 p.m., and is intended to provide enrichment for gifted students. Our Instructor Grisell Amaro-Galvan, is a teacher, director, actor and coach. To nominate a student you can find a form on the web at www.ucalgary.ca/~gifteduc/ children.html, or call the Centre at 220-7799. We would be happy to fax a form to your school. Other Saturday programs are being planned for this fall so watch our web-site for more updates and information or call us at 220-7799, to see what else we will be offering. CGE News • SPRING 2004 • Page 5 Notas... by Kathryn Watson Library Assistant Centre for Gifted Education Parents, Teachers, Students and Administrators! Did you know that the Centre Library has the following resources related to gifted education that you can use on site or borrow*: • hundreds of books, including handbooks and activity books *Borrowing privileges are available: • over 50 journals**, magazines and newsletters A personal membership is only • videos, CD-ROM’s, computer programs and kits $20 a year. • article files on topics from parenting gifted children to mentorship, from teacher preparation to how to develop A school membership is only creative thinking skills $40 a year. • local and regional community resources and contact information for them For information on the benefits of a Membership - Drop by the Centre anytime between 8:30-12:00 and 1:00-4:30 Monday to Friday to use the collection OR for call Kathryn at 220-7797 more information contact Kathryn at 220-7797 (mornings) or at firstname.lastname@example.org Visit our web-site and library catalogue at www.ucalgary.ca/~gifteduc I recommend this web-site — ww.askanexpert.com ** PROFILE - Spring 2003 issue of Gifted Education Communicator: a Journal for Educators and Parents: This issue is dedicated to Visual-Special Learners (VSL). Ten feature articles cover the special characteristics of visual-spatial learners, their needs, teaching and counseling support, web resources and ADHD web- sites. There are also columns, book and software reviews, and arti- cles on other topics of interest to parents and teachers. The Library has other resources on this topic. For example: Upside-down brilliance: the visual spatial learner”, “Visual perceptual skill building”, and Underachievement among spatially gifted students”. CGE News • SPRING 2004 • Page 6 By the Book… Barbara Brydges Librarian, Centre for Gifted Education One of my challenges in building a collection of curriculum resources for use with gifted students has been to find appropriate materials for Social Studies. Therefore, I have been delighted to recently discover a series of books that not only includes a number of Social Studies titles but which is also Canadian. This is the “Critical Challenges Across the Curriculum” series produced The Critical Thinking Cooperative, a non-profit society consisting of 21 school districts, 3 universities and several provincial associations in British Columbia. Although the books align with the British Columbia Social Studies curriculum, so different topics may be taught in different grades here in Alberta, most of the units could be easily adapted for use in this province’s classrooms. Dr. Richard Paul, one of the preeminent American leaders in the field of critical thinking, wrote of the work of the cooperative: “In a world of pseudo-critical thinking, this approach stands out as remarkable, refreshing and exciting. It is a well-thought through, substantive approach. Anyone using it will be encouraging critical thinking in deep and important ways.” There are currently nineteen titles available in the series, ranging from books for primary school to high school, and seventeen of the volumes focus on Social Studies. This column will discuss three of these titles, to give a flavour of the series. There is a bibliography of all the titles available on the Consortium’s webpage at https:// public.sd38.bc.ca/RTRWeb/ProductsPage. Each book costs under $25.00. Celebrating Families. Karen Bates et al. Richmond, B.C: Critical Thinking Cooperative, 2002. (119 pp, ISBN 0-84691-246-3) Designed for Kindergarten and Grade 1, this unit focuses on recognizing and valuing the similarities and differences among families. The eight critical challenges include creating and presenting clues about family members to other students who try to guess the identity of the mystery family member; deciding which of their family memories are the most power- ful; exploring the benefits of different-sized families; and planning key aspects of a culmi- nating event to celebrate with their families what they have learned. Legacies of Ancient Egypt. David Scott, Cliff Falk and Jenny Kierstead. Richmond, B.C.: Critical Thinking Cooperative, 2002 (158 pp, ISBN 0-84691-238-2) In the nine critical challenges in this unit, students explore the wonders of Ancient Egypt by creating a museum exhibition. The activities include deciphering drawings of various aspects of Egyptian civilization; deciding upon the most significant similarities and differences between Ancient Egypt and present-day Canada; researching and designing exhibits about the wonders of Ancient Egypt; developing ads in media of the students’ choice to promote the exhibition; and deciding on the most impressive legacy of Ancient Egypt. Designed for Grade 7 Social Studies in British Columbia. Early Contact and Settlement in New France. Ruth Sandwell et al. Richmond, B.C.: Critical Thinking Coopera- tive, 2002 (162 pp, ISBN 0-84691-242-0) Designed for Grade 9 Social Studies this collection deals with New France from early contact to the late 17th cen- tury. Students examine drawings depicting early contact between Aboriginal peoples and Europeans, assess the stereotyping and cultural relativism in various primary accounts of New France, examine the roles of fur traders and Church missionaries in colonizing New France, assess the factors affecting four fictional French families’ decision to immigrate to New France, interpret colonial conditions using data available from Statistics Canada on the first census taken in 1665, and assume the persona of a historical figure nominated for the “Greatest Citizen of New France.” CGE News • SPRING 2004 • Page 7 H omework: A Potential Minefield Sal Mendaglio, PhD, University of Calgary Now that the new school year is well dependency. Among the goals of parenting is develop- underway, some parents may have experienced the ment of children’s sense of personal responsibility. We minefield that homework can represent. Helping some want our children to take responsibilities for things that gifted students with their homework, a simple sound- are part of their world; school and its related activities ing task, can develop into an emotion-laden (and not in are a major part of this. We expect that children, once a good way!) interaction for both parents and children. they are capable so doing, take the initiative to do the Common questions asked by parents in such circum- routine things of life such as getting dressed, brushing stances are: “Why doesn’t he [it’s usually a “he”] just their teeth, combing their hair, making their beds, and realize that if he spends the time doing his homework so forth. Going to school and doing homework are not he’ll have the rest of the evening to himself?” and “I different in principle from these daily tasks. When we don’t get it!! Why does he argue for an hour when his cue them to do homework, sit with them throughout, or homework could be completed in 15 minutes?” do it for them we are teaching them that they do not Questions such as these are said in tones that reflect a need to exert effort to do it themselves. When we mixture of puzzlement, frustration, and helplessness. accommodate them when they complain and resist our guidance, we are reinforcing their avoidance tactics. Implementation of the phrase “helping children Gifted children have excellent memories; they will with their homework” ends up meaning remember what has worked in their attempts to avoid micromanagement: they must signal the start time, sit work and what hasn’t. Whatever behaviours we see in with their children while they are doing their home- gifted children when resisting doing their homework work, coach them by using some variant of the So- are often historical artifacts: they are behaviors that cratic method (they won’t just give them the answers have been successful, if only on a few occasions, in until the indirect methods fail), and correct any errors, avoiding the work. and drop everything when a child needs a book to meet a deadline (often on Sunday afternoon with the By micromanaging their homework, we encour- deadline being Monday). This may also include age their dependency on us to complete tasks that teaching the child how the parent learned to perform require effort. Parents often put a “psychological spin” the task at hand. on this: “My child works best one on one.” In my experience, all children work best one on one!! This is Meanwhile, the gifted student who resists especially evident when they find the task distasteful doing anything that she or he does not want to do (and (usually one that requires effort). gifted children bring a great deal of resources to mount and sustain such resistances) whines and challenge the A first step in assisting your child and in avoid- parent every step of the way (That’s wrong! Ms Smith ing stepping into the minefield is to examine what we doesn’t want us to do it that way!). Some parents, in are doing and why. My concern is the emotional well- desperation, end up by doing the homework for their being of gifted children. So it should surprise you to children (this has led some schools to make a school learn that if it is a choice between surrounding a child policy that parents are not to help children with their with recurring negative emotionality from parents, and homework). Parents who begin with a relatively calm children’s lack of productivity with no homework approach to “helping” with homework often end up minefield, I give the latter a resounding vote. feeling worn out and demoralized by the end of the nightly ritual. Homework may get done but at what cost to the parent-child relationship? In such an approach to helping children with Teachers open the door, but you their homework, there are some powerful undesirable must enter by yourself - Chinese Proverb by-products for children: avoidance tactics, and CGE News • SPRING 2004 • Page 8 SUCCESS SUMMER PROGRAM 2004 July 12 - July 23, 2004 MONDAY - FRIDAY 9:00 a.m. - 3:00 p.m. WHAT IS SUCCESS? SUCCESS is an academic summer program for gifted students conducted by the Centre for Gifted Education at the University of Calgary. This program is designed for students who have scored in the top 5% in language arts (90/100) or mathematics (42/43) on the Grade three Provincial examinations, or other performance indicators. Any gifted student entering grades four - nine is eligible to participate. Priority is given to those students who have participated in the Belin-Blank Exceptional Student Talent Search (BESTS) testing. SUCCESS is a pro- gram designed to challenge gifted students in their area of strength. Ten classes have been organized to provide elementary and junior high students exposure to advanced academic experiences typically not available in their schools. ABOUT THE CENTRE FOR GIFTED EDUCATION Based at the University of Calgary, the Centre for Gifted Education began operation in the fall of 1988. The Centre has a provincial mandate to advance the teaching of gifted and talented students; to carry out research and development; and to serve as a resource to stakeholders in gifted education throughout Alberta. APPLICATION FORM Student who have completed Grades 3, 4, 5, or 6 may choose one of the 5 elementary courses. Those students who have completed Grades 6, 7, 8, or 9 may choose one of the 5 junior high courses. Courses run concurrently. Students register for one course only at either the elementary or junior high level. The cost for each course is $300. We reserve the right to cancel a course if less than 10 students are registered. The following two pages provide a description of the courses being offered and biographical information about the instructors. We will offer after care (until 5:00 pm daily) as part of the program at an additional cost of $3.00 per day. Please indicate on the Registration Form if you are planning to utilize this service. Limited subsidies will be available for students based on demonstrated financial need. Note: Refunds will be made, less a $25 administration fee, if cancellation notice is received by July 1st. A full refund will be issued if a course is cancelled. Please register early. Spaces are reserved for BESTS participants until April 9th, 2004. Starting April 12th registrations will be accepted from other qualified students. Visit us at www.ucalgary.ca/~gifteduc CGE News • SPRING 2004 • Page 9 The Hero Within Instructor: Connie Carolan The Heroic Journey is a particularly engaging recurrent theme in literature. In this course, students will be intro- duced to such diverse fictional Heroes as Odysseus, Beowulf and Luke Skywalker and will learn to recognize the unique characteristics of the Heroic Journey. Students will also study ‘real-life’ heroes such as Martin Luther King Jr., Rosa Parks, Laura Secord and Terry Fox to determine qualities of heroism they can recognize in themselves. This course will focus on reading and writing about a variety of texts and will culminate in students authoring their own Heroic Journey. Connie Carolan is an Assistant Principal with the Calgary Separate School District, and is currently finishing her Master’s Degree in Education at the University of Calgary. She is an active member of the English Language Arts Council Executive. Connie has presented workshops on teaching the heroic journey a tthe regional and provincial level. The Race for MARS is On! --FULL-- Instructor: Graeme Finlay The race for MARS is on! Within the next generation we will be walking on another planet. Become engaged in the looking at the challenges, issues and technology of space travel and planetary exploration. Have you ever wondered at the Elementary Level ... how to create an environment suitable for humans to live in? Can you imagine how to deal with the extraordinary distances to be covered? Explore these questions and more and apply your knowledge in designing your own station for Mars and other devices needed to ensure the safety of yourself and your crew. Here’s your chance to learn how science fiction can be turned into science! Graeme Finlay has both a Geography and an Education degree from the University o f Calgary. A teacher for three years, he currently works in the Gifted and Talented Education (GATE) program at Ranchlands Community School. He is also a member of the executive of the Gifted and Talented Education Council of the Alberta Teachers Associa- tion. Graeme also has nine years of experience with summer camps both in Alberta and Ontario. Exploring Classic Fables, Myths & Legends Instructor: Michele Jacobsen Through Digital Filmmaking -- FULL -- You are a member of a film team. Your team’s current assignment is to create a modern version of a fairly well known story (i.e., legend, myth, fable, folktale, rhyme) using digital filmmaking techniques. Your film team will design and develop a storyboard of your movie, write scripts, develop costumes and sets, and film and edit a five minute film to present at our Summer Film Festival. Possible storytelling topics: Hans Christian Andersen Fables, Greek myths, Chinese folktales and Mother Goose Rhymes. Michele Jacobsen is an assistant professor specializing in educational technology in the Faculty of Education at the University of Calgary. Michele has designed meaningful learning opportunities with technology for student teachers and graduate students for more than a decade. Part of Michele’s research focuses on the ways that children develop multiple literacies using digital and networked technologies. She has two cats, a baby and a husband. Words To Live By - A Creative Writing Workshop Instructor: Jennifer Aldred During this creative writing and literary analysis course, we will explore the enchanting works of poets, artists, and creators that “make-up” our imaginative world. Through writing circles, publishing projects, creative journals, poetry workshops, and self-reflection, students will develop and become deeply aware of their own creative powers and process. Students will be creating their own personal “anthologies of imagination”, integrating the visual images that speak to their creative minds an d their own words of wonder, reflection and discovery. Students will also be taking some of their most compelling writing through the intensive crafting, editing, and polishing process, and creating a class anthology of publishable work. Jennifer is a former GATE Humanities teacher, who is passionate about literature and has great rapport with students. She is currently working in her Master’s Degree in Gifted Education. Jennifer is currently teaching a Super Saturday program for the Centre and her previous Summer programs have been very popular. Greek Theatre: A Fine Arts Experience Instructors: Lisa Porter& Kat Walker Interested in Greek Mythology? Through this Fine Arts Experience, students will learn about traditional mythology, and translate this learning as they write their own Greek plays. Acting workshops will help participants develop their characters, and art classes will assist in building their own character masks and traditional Greek stage sets. A final performance will bring together several elements of the Fine Arts for family to enjoy, and participants will be able to invite their families to attend “The Venus Awards” with them to celebrate their successes in red carpet style! Lisa Porter has been teaching junior high drama and dance for 7 years with the Calgary Board of Education. She isco-founder of Detention Divas, a Calgary based theatre group. Kat Walker is also with the Calgary Board of Education teaching Art, Drama and Dance. She has performed with the Detention Divas, designed costumes for several local companies, and has an upcoming art exhibit at Viscious Circle. CGE News • SPRING 2004 • Page 10 WHAT IS SUCCESS? SUCCESS is an academic summer program for gifted students conducted by the Centre for Gifted Education at the University of Calgary. This program is designed for students who have scored in the top 5% in language arts (90/100) or mathematics (42/43) on the Grade three Provincial examinations, or other performance indicators. Any gifted student entering grades four - nine is eligible to participate. Priority is given to those students who have participated in the Belin-Blank Exceptional Student Talent Search (BESTS) testing. SUCCESS is a pro- gram designed to challenge gifted students in their area of strength. Ten classes have been organized to provide elementary and junior high students exposure to advanced academic experiences typically not available in their schools. ABOUT THE CENTRE FOR GIFTED EDUCATION Based at the University of Calgary, the Centre for Gifted Education began operation in the fall of 1988. The Centre has a provincial mandate to advance the teaching of gifted and talented students; to carry out research and development; and to serve as a resource to stakeholders in gifted education throughout Alberta. APPLICATION FORM Student who have completed Grades 3, 4, 5, or 6 may choose one of the 5 elementary courses. Those students who have completed Grades 6, 7, 8, or 9 may choose one of the 5 junior high courses. Courses run concurrently. Students register for one course only at either the elementary or junior high level. at the Junior High Level ... The cost for each course is $300. We reserve the right to cancel a course if less than 10 students are registered. The following two pages provide a description of the courses being offered and biographical information about the instructors. We will offer after care (until 5:00 pm daily) as part of the program at an additional cost of $3.00 per day. Please indicate on the Registration Form if you are planning to utilize this service. Limited subsidies will be available for students based on demonstrated financial need. Note: Refunds will be made, less a $25 administration fee, if cancellation notice is received by July 1st. A full refund will be issued if a course is cancelled. Please register early. Spaces are reserved for BESTS participants until April 9th, 2004. Starting April 12th registrations will be accepted from other qualified students. July 12 - July 23, 2004 MONDAY - FRIDAY 9:00 a.m. - 3:00 p.m. SUCCESS SUMMER PROGRAM 2004 Complete the Registration Form and mail it with your payment to confirm your spot in the 2004 SUMMER PROGRAM. Registration deadline for BESTS participants is April 9th. Starting April 12th, other qualified students will be accepted on a first come first serve basis until the courses are filled. Class size is limited to 20 students. Classes will all have an opportunity for recreational activity. REGISTRATION FORM July 12 - July 23, 2004 9:00 am - 3:00 pm CGE News • SPRING 2004 • Page 11 Complete the Registration Form and mail it with your payment to confirm your spot in the 2004 SUMMER PROGRAM. Registration deadline for BESTS participants is April 9th. Starting April 12th, other qualified students will be accepted on a first come first serve basis until the courses are filled. Class size is limited to 20 students. Classes will all have an opportu- nity for recreational activity. REGISTRATION FORM July 12 - July 23, 2004 9:00 am - 3:00 pm If you are not currently on our mailing list, do you wish to be added to our mailing list? Yes ____ No____. By e-mail only: _____________________________________ . e-mail address Name: ________________________________________ Age: ______ Current Grade: _____ (at end of June/04) Address: ________________________________________________ ________________________________________________ City Province Postal Code School: __________________________________________ Mother: ______________________ Phone: (H) _______________ (WK) _________________ Father: ______________________ Phone: (H) _______________ (WK) _________________ Do you require After Care? (3:00 - 5:00 pm) Some of the time Daily (After care fee payable at start of program) Course selection (Please indicate 1st and 2nd choice below): 1st choice: _____ 2nd choice: _____ A The Hero Within B The Race For Mars Is On! C Exploring Classic Fables, Myths & Legends Through Digital Filmmaking D Words to Live By: A Creative Writing Workshop E Greek Theatre: A Fine Arts Experience F Making Movies: Animation 2 and Video Editing G Rite. Wright? Write! H The Science of Sport I History Revisited: Games, Roles, Trials and Life in the Past J Human Evolution: Standing Up To See Our Future Mail the Registration Form - with a cheque (for $300.00) payable to the University of Calgary: 170 Education Classroom Block - University of Calgary 2500 University Dr. NW - Calgary, AB - T2N 1N4 CGE News • SPRING 2004 • Page 12 Plan a PD Day with the Centre for Gifted Education Looking for a focus for your school's professional development days…? How do I know if a student is gifted? Think about devoting some time to discover- ing how to meet the needs of your gifted How can I write a quality IPP for gifted students. The Centre for Gifted Education can students? tailor workshops (half- or full-day) to meet your particular needs. We’ll come to your How can I accommodate gifted students' school or host a workshop at the Centre. accelerated pace of learning? Cost: $350.00 for half a day (if you come to How can I help gifted students think more the Centre, the fee includes a Corporate creatively? Library Card, which is normally $40.00). Call (403) 220-7799 for more information. Upcoming Conferences 8th Asia-Pacific Conference Centre for Gifted Education Dabrowski Symposium The College of William and Mary on Giftedness "Developmental Potential: From Theory to Practice - Educational and Therapeutic "Rebirth of Giftedness inthe Trans-Modern "Summer Institute on Curriculum and Perspectives Society: Vision, Values and Leadership" Programs for High Ability Learners" June 24-26, 2004 July 26-30, 2004 June 21 - 23, 2004 Best Western Village Park Inn Daejeon, Korea Williamsburg, Virginia Calgary, Alberta For information visit: For information visit: For information visit: http://www.koreagifted.org http://cfge.wm.edu http://www.ucalgary.ca/~gifteduc Phone: (+82) 2-3462-2525 European Council for High SAGE 2004 National Association for Gifted Ability (ECHA) Society for the Advancment of "Educational Technology for Gifted Children (NAGC) Gifted Education Education - From Information Age to 51st Annual Convention Knowledge Age" "Developing Hearts and Minds" "Inspiring Vistas, Inspiring Minds" Sept. 10-13, 2004 November 19 - 20, 2004 Pamplona, Spain November 3-7, 2004 Calgary, Alberta Salt Lake City, Utah For information visit: For information visit: http://www.ortra.com/echa For information visit: http://www.ucalgary.ca/gifteduc http://www.nagc.org CGE News • SPRING 2004 • Page 13 Words To Live By A Course in Creativity “Basically, I learned how to just let everything out of me and put it on to paper. I learned how to show myself. What was great about this course was that I was surrounded by kids who were being themselves and kids that I felt like I could be myself to. My advice is to always try to express yourself in whatever creative way you want to and to try to be yourself all the time. KEEP A JOURNAL!!! It is like a friend that doesn’t ever be mean and never tells any secrets you tell it. Journals are great for letting out your feelings without telling them to a person”. – Naomi Groot, Grade 6 The sun slips away and the stars come out What words do we live by? What omens guide our to play, while the moon way? What treasures and talismans do we hold close holds back, to our hearts as we travel through the darkness, and worrying about other what songs do we sing when we journey into the things. light? It was these questions, amidst other In a dark place imaginative wonderings and intellectual inquiries, that needs some light a that we set out to answer in our eight-week Creative shadow creeps, yet Writing course “Words To Live By”. butterflies dance. Birds Two classes of students, grades 4-7 met each Satur- sing their lovely song day at the University of Calgary for an exploration of and insects alight on the texts that speak to us and guide our way. Student distant posts participants had been nominated for the creative By Naomi Groot writing course by their teachers, and were each committed to meeting weekly for writing workshops and imaginative adventures. The course unfolded in candlelit circles and sweetgrass. Students journeyed into their own inner- kingdoms, tapping into both a personal and a collective space of imagination and creativity. Each class formed a fiercely committed web of support, encouraging one another in their writing, challenging one another to go deeper in the creative process, and celebrating the peaks and valleys of their shared travels. Magical things emerged as we gathered each week - students explored and expressed the “symbols” of their creative selves, they shared and wrote about their most precious treasures, they collaged and journalled, wrote poetry from their hearts, studied the words of the poets and artists that inspire, and helped one another battle the monsters of self-doubt, perfectionism and self-criticism. At the end of our eight weeks together, each class decided to celebrate and showcase their learning by creating a gallery of art works, original poetry, class websites where poems and stories were shared, an anthology of collected writing to be published as a magazine, and a compelling enactment of our shared CGE News • SPRING 2004 • Page 14 “journey” and tale of transformation, graced with sparkle dust, lantern-light, and “packing instructions for the future”. I should no longer be shocked or moved to tears by these groups of phenomenal kids – but I am. Their wisdom and their compassion and their amazing, amazing synthesis of all the various strands of the course never cease to take my breath away. I continue to be the student, and they, the sage-like teachers. And – I think – we all recognize a piece of ourselves in one another…and in giving those pieces wings, we dance together as the free-spirit butterflies that we are. It is the students’ voices - claiming freedom with startling clarity - that shape the course. And so, it is a student’s voice that I must once again turn to when I attempt to capture our shared experience. The “Words to Live By” course was mind-opening and fun! I got to let out all my creative impulses in a produc- tive way. It was enlightening and very interesting as it had a variety of activities that enriched my mind. My favorite part was “wild mind writing”, where you just write what you think nonstop, and let everything out. Overall, it is a great program and I would recommend it to creative souls yearning to breathe free! – Nikki Macaulay – Grade 5 Tomorrow is Today Today is Tomorrow, Tomorrow Today. So blue and gay as a light wind appears. my ears sprout orange leaves. My mouth grows velvet roses and my hands Misty mountains humming turn to silk, I’m changing quite fast, Eye of the moon round as the to a flower to a raindrop to a fuzzy cattail, sun Moan haunting melodies to a leaf to a green piece of grass. Skeleton fingers reach for Today is Tomorrow the sun to comfort cold and Tomorrow Today. haunting bones The night she whispers By: Alyssa Wheeler tossing her black veil Grade 5 noiselessly over the rainbow coloured land By Alex Rees – Grade 5 It was truly a community of creators - and together we “remembered” our personal and collective truths. It was a journey of grace, imagination, and friendship – one that left each one of us transformed. The student-written magazines are being published by the Centre for Gifted Education, and will be available this month. It is in these collaborative, imaginative, inspired documents that the synergy and the sparkle of each class - and each wise writer - shines through. CGE News • SPRING 2004 • Page 15 Course Offerings in Gifted Education Fall 2004 Conceptual Issues in Gifted Education - EDER 689.23 Instructor: Michael C. Pyryt, Ph.D. Time: Tuesdays 16:30 – 19:30 Place: Centre for Gifted Education, Room 170 EDC Description: This course is designed to provide advanced study of issues related to the conception of giftedness, identification of gifted students, approaches to educating the gifted student, developing creativity and thinking skills, and empowering special populations such as gifted/learning disabled students, gifted underachievers, and gifted women. Students enrolled in this course will explore a variety of topics and pursue an individualized area of interest. Winter 2005 Curriculum and Programming Approaches in Gifted Education - EDER 689.24 Instructor: Michael C. Pyryt, Ph.D. Time: Tuesdays 16:30 – 19:30 Place: Centre for Gifted Education, Room 170 EDC Description: This course is designed to provide advanced study regarding systems and models and curriculum resources for providing appropriate educational experiences for gifted and talented young- sters. Students enrolled in this course will develop model programs for educating the gifted and develop curriculum resources that they could use in their classrooms. Winter 2005 Social and Emotional Development of Gifted Students - EDER 689.25 Instructor: Sal Mendaglio, Ph.D. Time: Wednesdays 16:30 – 19:30 Place Centre for Gifted Education, Room 170 EDC Description: This course is designed to enable educators to gain an understanding of gifted students’ social and emotional development so that educators can address both gifted students’ affective and cognitive needs. This course examines scholarly literature associated with these dimensions of giftedness and its implications for classroom practices. Both theorizing that is influencing the field, and recent empirical works will be reviewed. Students will be expected to critically appraise this literature and to participate in seminar presentations and class discussions. Registration: To enroll use the telephone (403) 220 - 7292, or web (Infonet) registration system or send an e-mail inquiry to Lisa Russell, email@example.com http://www.educ.ucalgary.ca/gder/distance Life isn't about finding yourself, life is about creating yourself. - George Bernard Shaw CGE News • SPRING 2004 • Page 16 CALL FOR PRESENTATIONS 15th Annual SAGE Conference "Developing Hearts and Minds" Society for the Advancement of Gifted Education November 19-20, 2004 Name Position Business Address Summer Address Business Phone Home Phone Fax Sessions will be approximately one hour in length. Presentations should be structured to allow for audience participation, questions, and discussion (as appropriate). Session Title Session Description Intended Audience ❑ Parents ❑ Administrators ❑ Consultants ❑ Researchers ❑ Elementary Teachers ❑ Secondary Teachers ❑ Other _____________________ This presentation is designed for ❑ people with limited knowledge of gifted education ❑ some knowledge of gifted education ❑ extensive knowledge of gifted education ❑ everyone, regardless of knowledge background Presentation Format (i.e., lecture, workshop, discussion, simulation, demonstration, round-table Equipment Required ❑ Overhead Projector/Screen ❑ VCR-VHS ❑ Cassette Recorder ❑ Slide Projector ❑ VCR-Beta ❑ Podium ❑ 16 mm Projector ❑ VCR 3/4" ❑ Other _______________ Conference Proceedings I will submit a 3 - 5 page summary ❑ yes ❑ no Please send three completed copies of this form by June 30, 2004 to SAGE 2004, Centre for Gifted Education, 170 Education Block, University of Calgary, 2500 University Drive N. W., Calgary, Alberta. T2N 1N4. Fax (403) 210-2068 Please attach a recent Curriculum Vitae or a brief description of relevant background to be used by introducers. Thank you for your interest in the 15th Annual SAGE Conference.
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