Thought Space 19

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Ins ide

th is

I ssue

Seminar

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Gifted Awareness Week 2017

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What is the data telling us about our gifted students and

are we listening?

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GFSG Inc. Memberships

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Developing Strengths-based

Leadership in Students

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My Story p19

South Coast Sub-Branch

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GEM Review p23

Little GEM’s p26

Kidz Korner p27

Reminders p28

Thought Space

August

4th GEM Sydney

13th GEM Nowra

16th Coffee N Chat

20th Mums Dinner

27th GEM Batemans Bay

A Word From Our President In the lead up to

our 5th birthday

celebration, it is

exciting to

reflect upon the

journey that GFSG Inc. has

travelled since we first

incorporated in 2012. In many

diverse ways, the journey has

been steered by the dedication

and support of our all

volunteers, and the community

at large, who have organised and

attended events, offered words

of support, contributed

financially, and volunteered their

time and expertise. As co-

founder and President during

the last 5 years, I would like to

express my sincere gratification

to all have supported GFSG Inc.

throughout this period. The

GFSG Inc. committee is

passionate about continuing to

strive for diverse support and

excellence in what we offer our

state community, and we look

forward to continuing to expand

over the coming years. We

would love for you to join us on

Sunday 16th of July as we

celebrate 5 years!

It gives me great

pleasure to introduce to you 3

individuals who have joined to

the GFSG Inc. leadership team

over the past quarter. We have

welcome Katie Viviers onto the

GFSG Inc. Committee in a

General Committee position,

with the specific role of Web

Administrator. Katie brings both

a wealth of expertise and

dedication to our committee and

we look forward to the fruits of her

vision for our web platform over

the coming months.

In addition, we welcome Grace Kennedy and Annette Borilovic, who have joined us as the new Illawarra Sub-branch Coordinators. Grace and Annette have a wonderful team behind them, ready to bring local face-to-face events to the Illawarra community. Games for Enquiring Minds (GEM) kicks off as their first event on Friday 16th of June in Wollongong. If you live in the Illawarra region, or will be travelling to Illawarra events, don’t forget to touch base with the Illawarra Sub-branch directly at Illawarra@gfsg.org.au. Once again, our Thought

Space Editor Elizabeth Barns has

ensured that our eNewsletter is full

of events and information for you

to read! Sophie Poisel and Paula

O’Hara challenge us with their

article: What is the data telling us

about our gifted students and are

we listening? and Kathryn Taylor

examines Developing Strengths-

based Leadership in Students.

As Sydney plays host the

upcoming 22nd Biennial WCGTC

World Gifted Conference in July, we

encourage you to get involved and

continue supporting the paradigm

shift that is happening within gifted

education in our state.

Melinda Gindy

President

president@gfsg.org.au

Calendar of Events

June

4th GEM Nowra

9th GEM Sydney

19th Parent/Teacher Seminar

25th Mum’s Dinner Darlinghurst

July

13th Holiday Excursion

16th GFSG Inc 5th Birthday

Celebration

22nd Biennal World Conference

30th GEM Batemans Bay

Come celebrate

GFSG Inc.'s 5th

birthday on the

16th of July

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October 1st Post

NSW Professional Appreciation Awards 2017

During Gifted Awareness Week each year, GFSG Inc. presents a number of awards to professionals throughout the state who have made a difference in the life of a gifted child. It is a wonderful opportunity to celebrate and say

thank you to the numerous individuals who go above and beyond to support gifted children.

GFSG Inc., with the support of Hilary Dixon from ACARA, presented the 2017 Professional Appreciation Awards to the very worthy recipients at Bankstown

Sports Club on Thursday 16th of March 2017.

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Rod Megahey

Michele Juratowitch

Stephanie Salazar

Celia Moncrieff

Karen Wallace

Louella Grech

Lynda Lovett

Donna Schatzman

Carmela May

Roslynne Todd

Michael Dickinson

James Giovanelli

Susan Stolk

Deryn Smyth

Lisa Gossling

Nicole Power

Belinda Deller

Michelle Mascorella

Gabrielle Oslington

Denise Wood

Deborah Smok

Stevie MacFarlane

Alan Thompson

Penny Rogers

Adam Willis

Congratulations and

heartfelt thanks go to:

This is what you told us…..

'I felt he had a true understanding of the needs of gifted children and he was very supportive. For the first

time in 4 years my son is calm, settled and happy at school'.

'She gave her professional support to our family at a crucial time when we needed her experienced advo-

cacy and counselling. As a result we were able to make powerful changes within our school, to not only

benefit our children, but also other gifted students coming through the school. For this, our family will be

forever grateful'.

'He provided a challenging and stimulating program to our family that has had a profound effect on how

we now see giftedness'.

'She is such an enthusiastic, passionate and energetic teacher who inspired not only my child, but a lot of

students at the school. My child said, “She makes learning fun and interesting and most of all she lets me

be my creative self”. We really appreciate her gentle guidance'.

'She seems to understand the challenges and impact associated with being highly gifted, particularly with

additional challenges present. My child has moved from a girl who did not see the point of school, kept to

herself, and often disengaged in class activities, to a girl who is loving school, participating in class and

group work, and making friends. This teacher continues to set goals for my child and supports her to con-

tinually extend herself. She goes above and beyond in her classroom and lesson set-up. Each term has a

theme, and the children are engaged in learning through that theme. Learning includes a range of engag-

ing activities, including games, challenges, problem solving and exploring. What a teacher!

She has been so supportive of our educational journey with our son, from being a classroom teacher in the

early years, to then overseeing his development throughout junior school. In addition she ensured a thor-

ough handover to senior school staff so as to make the transition to senior school as smooth as possi-

ble. All students benefit from her care and dedication, and our family is especially appreciative of her sup-

port over the years'.

Thank you to our community for your support of GAW2017 GFSG Inc.

Professional Appreciations Awards. We look forward to opening submissions for

the GAW2018 awards towards the end of 2017.

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Academic Acceleration 101

- What you need to know

Professor Susan Assouline

As part of Gifted Awareness Week, GFSG Inc. was privileged to welcome Professor Susan

Assouline to present on academic acceleration. Academic acceleration is the

academic intervention with the strongest research support, yet it is still under-utilised in many

schools. Professor Assouline addressed the "Top 10" reasons to advocate for acceleration. She

shared vignettes to highlight the role of parents and the many ways that acceleration can occur

such as whole-grade and single-subject acceleration. She offered valuable insight into the

current body of research and what that means for evidence based practice. Professor Assouline

is the co-developer of the Iowa Acceleration Scale, a tool designed to guide educators and

parents through the decisions about grade skipping students. She also co-edited ‘A Nation

Empowered: Evidence trumps the excuses holding back Americas brightest students’ with

Nicholas Colangelo, Joyce VanTassel-Baska and Ann Lupkowski-Shoplik.

To purchase a recording of

Professor Susan Assouline’s

presentation, go to:

https://www.gfsg.org.au/

index.php/resources/

merchandise

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Gifted Awareness Forum for Educators Co-hosted by

Teachers’ Guild of NSW

and

Gifted Families Support Group Inc.

The Teachers’ Guild of NSW and Gifted Families

Support Group Inc., under the leadership of respective

presidents Dr Fred Osman and Melinda Gindy, joined in

partnership with the vision to: provide a unique platform for

all educators to network as they engage in best practice

application for gifted learners within their chosen field. A

Conference Organising Committee was convened and

comprised of Fred Osman, Melinda Gindy, Paula O’Hara, Vic

Branson, Katrina Calverley and Sophie Poisel.

The Gifted Awareness Forum for Educators (GAFE)

was then established and incorporated the national Gifted

Awareness Week 2017 theme Diversity: Recognise, Realise,

Respond. The program was designed to emphasise both net-

working (within both focus areas and stages) and practical

application, delivered on a professional platform. The Forum

was held in the beautiful grounds of Newington College in

Stanmore, Sydney, New South Wales and catering was

supplied by The Grounds of Alexandria.

The Organising Committee was thrilled to receive

extensive support for GAFE throughout multiple school

sectors and regions across New South Wales. The GAFE

program was thoroughly embraced by the 100+ attendees

and received some very positive feedback. International Key-

note, Professor Susan Assouline opened our forum with her

presentation: ‘Respecting Diversity and Ensuring Excellence:

Essential Components to Developing Talents of Gifted

Students’. Professor Assouline emphasised that Educational

Policy designed to promote diversity does not need to evade

academic excellence. On the contrary, a focus on academic

excellence, especially through application of one or more of

the various forms of acceleration, can be a powerful tool to

address excellence gaps in highly-industrialised countries.

Following Professor Assouline, we welcomed John Goh who

provided radical considerations for delegates during his

plenary presentation.

After morning tea, sponsored by ANSTO, delegates

moved into breakout workshops which were designed to

incorporate focus groups with the emphasis being on

practical application for engaging gifted students across

focus areas. Delegates had the option of selecting from a

maths/science strand presented by Shane Scott and John

Kennedy, humanities strand presented by Alex Fisher, twice-

exceptional strand presented by Helen Dudeney, leadership

strand presented by Kathryn and Taylor and a ‘Recognise and

Realise’ strand presented by Paula O’Hara and Sophie Poisel.

Following lunch, sponsored by Teachers Mutual

Bank, delegates moved again into breakout workshops, this

time designed to incorporate focus groups with the emphasis

being on practical application for engaging gifted students

across curriculum levels. Delegates has the option of

selecting from the Early Childhood strand presented by Dr

Rosalind Walsh, Primary strand presented by Dr Susan

Assouline, Secondary strand presented by Dr Catherine

Wormald and the Spotlight- Respond session presented by

delegates and talented students.

Dr Angela Chessman closed the Gifted Awareness

Forum for Educators with her challenge to delegates in the

final plenary session. A number of delegates continued lively

discussion at the forum dinner held after the closing

remarks.

‘…I was most impressed with the professional discussion that took place at this event. It was truly

beneficial and rewarding to me to be amongst a group of colleagues that were willing to listen and share ideas.

I valued the keynote speakers, well done!...’

Several feedback responses for GAFE included:

‘…You did an amazing job. It was a great balance of theory and reality with practical

classroom ideas…’

‘…I really enjoyed my day. It was a long day, though the program was well thought out. It was obvious there was a

lot of careful consideration and planning. It was also very reasonable for the price, I have paid more in the past and received a lot less, so thank you again…’

‘…A very well designed day, good variety of topic options, comfortable venue and

amazing food. Good opportunities to network…’

‘…The program was extremely timely for me, in that I mean it answered a lot of questions that are being discussed at

leadership level at my school - should we do off-level testing? Should we engage in acceleration? What to do with those

Mathematically gifted students? I was able to return to school and provide answers to our queries. An incredibly beneficial

In-service. Brilliant. Thank you…’

‘…Very engaging programme and hope to have this forum repeated every two years…’

In addition to Newington College, ANSTO and Teachers Mutual Bank,

the Organising Committee would also like to thank our sponsors Hawker

Brownlow Education, the Science Teacher’s Association of NSW and Top

Education Institute. Their generous support contributed greatly to the success

of the forum.

Due to the overwhelming support and positive feedback on GAFE, Teachers’

Guild of NSW and GFSG Inc. have mutually decided that GAFE will now be

scheduled as a biennial event, to coincide with Gifted Awareness Week

Australia.

On behalf of Dr Osman, I would like to extend my sincere thanks to

the Organising Committee and respective association committees for their

hard work, dedication and commitment to the success of the Gifted

Awareness Forum for Educators.

Melinda Gindy, President GFSG Inc. on behalf of Dr Fred Osman,

Teachers’ Guild of NSW

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Sand in the City GFSG Inc. launched Gifted awareness week 2017, with an event for the

whole family. The ‘Sand in the city’ exhibition at the Sydney Living Museum, gave kids and big

kids the opportunity to interact with displays that celebrate our beautiful coastline. With new

and old friends we scooped and sculpted sand, built with LEGO, and used our creative skills.

The beautiful displays were enjoyed by adults and kids alike!

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GFSG Inc.’sGFSG Inc.’s

5th Birthday 5th Birthday

CelebrationCelebration

Save the date: Save the date: Sunday 16th July 2017Sunday 16th July 2017

The World Council for Gifted and Talented Children (WCGTC) will hold its 22nd WCGTC Biennial World Con-ference in Sydney, Australia on the beautiful campus of

UNSW Sydney (The University of New South Wales). The 2017 event will be hosted by UNSW School of Education,

a world-leader in pioneering and innovative work in gifted education.

The Biennial World Conference is the official conference of the WCGTC. The event is an opportunity

for researchers, practitioners, parents, and other stakeholders to gather from around the globe to discuss the vital matters, issues, and concerns that impact the

field of gifted education and gifted and talented children.

It will be a wonderful time to discuss and learn about

Global Perspectives in Gifted Education.

To Register for the full conference or for one day, go to

http://worldgifted2017.com/registration/

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GFSG Inc., with the support of member Ben North, have recently

launched two new ‘secret’ Facebook groups for teachers of gifted

children.

Teachers of Gifted Students NSW (TOGS) Facebook Group

https://www.facebook.com/groups/233685520403038/ This group is for teachers and educational professionals working in education contexts in NSW who

have a passion for engaging gifted and talented students. Members may have an interest or some expe-

rience in working with high ability students, but are not specialists or trained in the area.

Gifted Education Teachers & Specialists NSW (GETS) Facebook

Group

https://www.facebook.com/groups/1827074584234971/

This group is for teachers and educational professionals working in school gifted education contexts in

NSW. It is designed to help specialist teachers connect, share ideas, collaborate, and support each other

in gifted education.

Both groups operate as ‘closed’ groups. The privacy settings of a closed group, please can be reviewed

here: https://www.facebook.com/help/220336891328465

Members must demonstrate that they are working in the gifted education teaching field

If you are interested in joining, send a request through Facebook to join.

Admin will validate your profile, and grant approval will be granted. Please

take the time to read the detailed description of the group.

We trust that these groups will provide much opportunity

for collaboration and shared experiences.

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For decades Australian school systems have been basing their Gifted Education policies and processes upon Gagné’s Differentiated Model of Giftedness and Talent (DMGT). This has led to the development of a common language and shared understanding of the process in which natural abilities are transformed into talents, and the acknowledgement of the teacher’s role as one of the catalysts. NSW Education Standards Authority (NESA) echoes this by acknowledging typical specific learning needs of gifted students. These include the capacity to learn at a rate faster than their age peers, the ability to solve problems, make connections and manipulate abstract ideas. Similarly, the Australian Professional Standards for Teachers (2014) requires teachers to employ strategies to facilitate the learning of every student.

Despite this, national and international measures of student achievement continue to identify trends of falling standards by high potential Australian students. Analysis of the Program for International Student Assessment (PISA) reveals high potential Australian students are not achieving learning gains that are commensurate with their aged peers. The Organisation for Economic Co-operation and Development (OECD) triennially administers PISA to randomly selected 15-year olds across the globe. An analysis of the most recent PISA assessment in 2015 reveals the following about the performance of Australian students:

Between 2009 and 2015 Reading Literacy results showed a decline in the proportions of high performers of between 1 - 4% in all states excluding Tasmania that remained constant and South Australia that showed a 1% increase.

Mathematical Literacy trends showed significant increases in results by low performing students. This increase was not matched by high performing students. Between 2003 and 2012 the proportions of high performing students declined in all states and territories across Australia by as much as 13%. The trend of decreasing results continued between 2012 and 2015 with the exception of the Northern Territory that showed an increase.

Science Literacy trends showed an overall

decline of 11% across Australia.

What is the data telling us about our gifted

students and are we listening?

Sophie Poisel and Paula O’Hara

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Sophie Poisel is a Gifted and Talented Teacher and Innovation Leader at Emanuel School. She has worked with primary and secondary students as a Gifted and Talented Coordinator, and with pre-service teachers as a co-lecturer and supervising teacher. In 2013, she completed her Certificate in Gifted Education (COGE) through UNSW, and is currently developing her research project to complete her Master of Education (Gifted Education). Sophie is the Vice President of the NSW Teachers’ Guild. She is passionate about individualising learning experiences, and developing connections between highly able students and mentors in their areas of interest and talent.

Paula O’Hara works for Sydney Catholic Schools (SCS) as an Education Officer: Gifted Education K -12. In this role Paula supports schools with the implementation of the SCS Gifted Education Policy (2015) through the facilitation of the following programs - The Newman Selective Gifted Education Program, the Gifted Education Naturally Embedded Program (GENE) and the Gifted Education Online 1 (GEO1) course. Paula also supports leaders of Gifted Education in SCS Southern Region schools. Paula has completed a Certificate of Gifted Education (COGE) through UNSW, has recently completed a Master of Education specialising in Gifted Education and has post-graduate qualifications in Special Education. Paula is passionate about identifying and responding to the unique learning needs of gifted students.

Griffin (as cited in The University of Melbourne, 2013) describes similar declines in the National Assessment Program - Literacy and Numeracy (NAPLAN) and believes “the evidence of Australia’s national failure to realise the learning potential of high capacity students is starting to become overwhelming.” In light of this information, support and opportunities for gifted students must be enhanced.

An analysis of improved results by low performing students can inform processes that facilitate measurable learning gains by our gifted students. Lessons learned from supporting low performing students need to be mirrored for our high performing students. Such practices include:

Teacher training. This is essential and needs to occur for pre-service teachers and must also continue throughout a teacher’s career. Without an understanding of the unique learning needs and characteristics of gifted students, the students’ needs may unknowingly not be met.

The development of metacognitive processes. Gifted students need to learn how to learn. Through the development of metacognitive processes practices such as persevering with challenges, questioning and accessing previously learned skills are more likely to be applied to new and unfamiliar situations.

Advocacy. Teachers, parents, educators, students, government agencies and all those with an understanding of the needs of gifted students must work together in breaking down the myths and misunderstandings that commonly surround the field of Gifted Education.

Inclusion in government policies. Government policies need to include a plan for reversing current trends in declining performance of our gifted students. Griffin (as cited in The University of Melbourne, 2013) reinforces this requirement through his comment, “No country can afford this situation to remain unchallenged, and we certainly cannot achieve the Prime Minister’s goal of becoming a top five education nation by 2025 under current circumstances.”

Australian schools provide a range of stimulating learning opportunities for their students and have demonstrated some commendable improvements, particularly in enhancing the outcomes of lower performing students. Through the lens of diverse learning and through following the insightful yet common sense words of Dr Julian C. Stanley, “All children deserve to learn something new every day”, further and continued opportunities must be provided for gifted students so they too have the opportunity to demonstrate gains in their learning.

References

Australian Institute for Teaching and School Leadership (2014). Retrieved 3 June from Australian Professional Standards for Teachers: https://www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/list

Gagné, F. (2008). Building gifts into talents: Brief overview of the DMGT 2.0. F. Gagné.

NSW Education Standards Authority (2017). Retrieved 31 May 2017 from NSW Education Standards Authority:

https://educationstandards.nsw.edu.au/wps/portal/nesa/home

Thomson, S., De Bortoli, L., & Underwood, C. (2016). PISA 2015: a first look at Australia’s results.

The University of Melbourne (2013). Retrieved June 4 from The Melbourne Newsroom: http://newsroom.melbourne.edu/news/brightest-students-not-fulfilling-their-potential

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Thinking of joining GFSG Inc. ?

Which membership is right for you?

To join GFSG Inc. go to: https://

www.gfsg.org.au/index.php/

membership

Full Membership

$60 per family per year or $110 per family for 2 years (up to 2 adults and their children entitles you to:

Discounts on seminars, games night, excursions, ladies retreats and any other GFSG events

Quarterly e-newsletter

Email updates about seminars & upcoming events

Children can join the “GFSG Kids Edmodo group” for GFSG members only

Parents/Caregivers (Mums & Dads) can join the new private Facebook support group

Library – borrowing of books and other resources (Postage at member’s cost)

Affiliated membership with AAEGT plus the opportunity to receive the twice-yearly AAEGT journal at the discounted additional cost of $20 per year

Professional Membership

$30 per professional or teacher entitles you to:

Discounts at seminars

Quarterly e-newsletter

Library – borrowing of books and other resources (Postage at member’s cost)

Email updates about seminars & upcoming events

Affiliated membership with AAEGT plus the opportunity to receive the twice-yearly AAEGT journal at the discounted additional cost of $20 per

School Membership

$80 per School per year entitles you to:

Discounts at seminars (limited to 5 staff members per event)

Quarterly e-newsletter

Library – borrowing of books and other resources (Postage at school’s cost)

Email updates about seminars & upcoming events

Affiliated membership with AAEGT plus the opportunity to receive the twice-yearly AAEGT journal at the discounted additional cost of $20 per year

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Developing Strengths-based Leadership in

Students

Kathryn Taylor

Kathryn Taylor holds a Bachelor of Education (Secondary) she is a Wellbeing Australia board member, expert in

education and wellbeing and the director of Turning Point Consulting. She supports staff and students to enrich their

lives through practical and individual coaching and application.

Throughout our lives we become aware of times when we feel confident, in control and out of our depths. Students experience the same range of emotions around their subjects, personal achievements and commitments. Children with recognised talents and gifts will see emphasis on these areas and will often feel they are thriving whilst using these highly advanced skills. As individuals growing into themselves, their skills and a life beyond school, as parents and educators we are responsible for their development as a whole. Their growth within their gifts and other areas that will enable them to utilise these talents in areas beyond school and into the workforce. In building awareness of personal strengths students are well positioned to lead their lives both privately to support them in their relationships and personal endeavours and publicly within the school and community. This awareness will empower them to share their gifts with others and to interact in a broader range of settings to both stimulate and challenge them in building diverse competencies. Extensive research in the area of strengths by the likes of Don Clifton and Martin Seligman, informs us of the variety of skills and the benefit of developing a varied skillset to respond to life’s demands. For our gifted students, this will mean recognising the value of alternate or on occasions opposing skills to share, inspire, challenge and communicate with others throughout our days. Relevant to the school sector, this assists students in relating to peers with understanding, motivating others to reach for their personal best, to create the unknown and to achieve on a range of levels. Working within schools from Kindergarten to year 12 and beyond, across all school sectors, the worth of such focus is evident to achieve positive self-esteem, high confidence and capacity to improve as an individual in all spheres of life. Researchers have long profiled, assessed and analysed individual traits, abilities and personalities. In assessing strengths, we are looking deeply into how we achieve what we have attained and so how we have utilised our talents to reach giftedness, alongside the thought that we need to develop additional competencies to be viewed as a leader, utilising skills and contributing through our talents. Clifton StrengthsFinder© recognises four domains of leadership, they say these are the four core competencies of great leaders. In working with school and business executives, we see evidence of the requirements of these preferred approaches. To follow is an overview of each of the four areas identifies in relation to students and their natural ability to lead.

Executing

Motivated by the satisfaction of outcomes, our ‘executing’ strengths lead us to achieve tangible outcomes often with high work ethic and energy. Leaders with the drive to “do” often achieve more than others in less time, thriving on the activity and busyness of their role, business or team. Students with strong executing talents will often independently make things happen, plan or design to create change and enjoy the hands-on nature of a project or task. These students frequently achieve high academic outcomes through traditional application to their work and studies with ease.

Influencing

Energised by the ability to ‘impact’ others, reaching out to new or known contacts to create effect, they are confident and able to see the value they offer. Leaders with established influencing strengths are often seen as competent, trustworthy and able to appear ‘in control’ in times of change and uncertainty. Visibility is frequently important to these students and so they thrive in public speaking, debating or performing to large groups. Generating visible impact, these students often enjoy the areas of creative, visual and performing arts, as well as sports and physical challenges.

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Relationship Building

Needing interaction with others, those with ‘relationship building’ strengths are incredibly savvy at working with others, bringing out the best in those around them and understanding the subtleties of human emotions. Leaders with high relational strengths have very loyal teams who are positioned for success and feel connected and Important. Students with people oriented strengths are often highly emotive, able to engage and motivate a broad group of students in a gentle manner, respecting their unique differences. These students do not seek the recognition or attention of influencers and often come to their own in team or traditional leadership situations within schools.

Strategic Thinking

Needing time and focus for thought, ‘strategic thinkers’ have an ability to imagine, design, innovate and create what has not been before. They are adept at identifying the ‘big picture’ and potential obstacles and issues that may be faced. Often fairly private people, strategic leaders will enjoy time by themselves where they can allow their thoughts to flow and reimagine the future. Students with these strengths will often enjoy the stimulation of science or maths due to the mental stretch they face within these subjects. Whilst these four domains appear to work in isolation, to truly lead others and ourselves we need to recognise the need for all aspects and thought processes. For example, where is the value in having the strategic capacity to redesign a mobile app without the capacity to persuade others to buy it. Alternatively, how can Individuals obtain a job with exceptional skills in collaborating with people but never maintaining the focused to attain outcomes. In an agile world responding to immediate challenges and commercial demands, the need to balance results and interactions is what takes us from school to the workplace. From a student to a leader. It has been well documented and is evident within global leadership communities that emotional intelligence is a key attributer to leadership success. Emotional intelligence competencies embrace the need to:

‘Understand’ how others feel and their emotional response ‘Regulate’ our behaviours to create a positive and/or common

ground for interaction

Understanding how to ‘engage socially’ with others of diverse styles

Adapt to ‘motivate others’ and ourselves through time of challenge and success

Be ‘empathetic’ to others, understanding how they feel and how to respond to this

Looking at the correlation of our strengths to characteristics of emotionally intelligent leaders we can see features that will be more naturally developed versus those that may need focus to achieve positive outcomes. The best leaders are those who continue to focus on how to improve their responses, behaviours and understanding of themselves and others. Consider the following situations:

Design of the new iPhone Creation of an original theatrical production Leading multinational organisation

Reflecting on each of these situations, a diverse range of talents are required to achieve a measurable outcome. It is unlikely that many people will naturally possess and exhibit all the talents required to complete the thinking, people skills, physical configuration and persuasion or sale of the end product. As such the ability to understand individual talents and the need for other complimentary talents is essential in all. These are the leadership skills we can build into our school experience to supplement and support students in their transition to life in independent studies and the workplace. Evolving this self-awareness and capacity to work with others to build strength is essential to future success. Imagine your students utilising their gifts within your school to benefit others in the school or greater community. Providing opportunities for self-fulfilment as well as those to reach others to create positive change will enable greater personal development of emotional intelligence and strengths capacity. The opportunity for students to not only be innovative with their gifts but also to understand how this quality can add value or benefit to others in the wider community. In understanding this value, students are then required to cooperate within the school and/or network outside of the school area providing chance to assess how individuals speak, learn, work, understand and engage with each other. Recognising how to be an active part of a discussion or working group outside of the curriculum and how to enjoy being with a diverse group of persons working towards a common goal. Finally, to influence others to be part of the project or to contribute to it, facing the blocks and hindrances that arise, offers students capacity to develop public leadership, presenting to others, responding to questions, promoting something tangible and how it makes a constructive contribution to the local, national or global community. These projects or circumstances are where students reach beyond their natural capacity and develop the skills required by leaders both at and beyond school. The experience also offers professional expertise to share at subsequent interviews or on applications demonstrating detailed personal development, team contribution, influence and achievement driven by the individual. The chance to work with little to achieve a lot through collegial practice and clear planning with a focused outcome. Students able to share these stories are seen in the workplace as more in-tune with the business mindset and more able to adapt to the flexible demands of the customer centric workplace that they will be faced with. Bibliography Rath, T., & Conchie, B.(2008). Strengths based leadership: great leaders, teams, and why people follow. Goleman, D. Emotional Intelligence: Why it can matter more than IQ.

My Story ‘My Story’ provides the opportunity for members and friends to anonymously write about their gifted journey .

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It is hard to believe that my journey into gifted

parenting officially "began" almost 3 years ago, of course

this is not when I became a parent, but when I began

thinking my child might be gifted. When it's your first child,

you have no idea of developmental milestones; whatever

your experience, this is your normal.

Our journey began, as with many other parents of gifted

kids, with a need. My child was happy going to school, she

had this spark of excitement in learning new things, then

part way through Year One she seemed depressed and was

refusing to speak. Around the same time, the teachers told

us she was no longer getting extension work as she was

struggling with core material (she was hiding her

abilities). It was like the spark had fizzled away and my

child was not happy, she needed something! We took her

to see a psychologist, and this was when we learnt she was

gifted. She had started school at barely 4.5, tiny but

precocious, people could accept that decision easily, but at

the mention of a skip almost everyone was up in

arms. Around this time we also joined GFSG, our daughter

enjoyed the fun of GEM nights and I found other parents

going through similar journeys, people who sympathised

rather than judged. We were blessed in that we had an

option to change school to one which could support her

through a grade skip (and in fact had supported many other

gifted children). It was a tumultuous decision, but in doing

research it was clear that case studies showed it was the

most appropriate one (check out "A Nation

Deceived"). She flourished when given space to grow with

intellectual peers, and we knew very quickly the decision

had been correct.

A year later our second child was in preschool. He had

always skipped off happily, but suddenly he was screaming

and holding onto my leg at drop off. I watched him try and

drum up conversations and play with others, but his cohort

ignored him. He complained it was boring and was deeply

unhappy, he needed something! Our experiences with his

sister made us suspect it was due to being under-

stimulated. He was born in September so we had to pursue

early entry. Preschool thought we were crazy and told us

his behaviour showed he was socially immature. He jumped

through all the testing hoops and joined his sister at

school. He was a different child at school, the tantrums

disappeared and his spark ignited. His trajectory was

different, he hadn't hit the developmental milestones as

early as his sister had, but once he started school he picked

things up at a lightning pace. By mid year his school

supported him with subject acceleration and pull

outs. Through Iowa Assessment we know that it is likely

that he will probably require a full grade skip soon.

Our journey may sound like we found some kind of

panacea. We have been lucky to have supportive

educators, willing to partner with us and try different

approaches for each child (albeit with red herrings and dead

ends along the path). In hindsight, the decisions we made

were right for us, at times though they felt like blind leaps

into the unknown. Our children are individuals and though

their journeys sound similar, they have had their own

different needs. Addressing and catering for these different

needs has been tough (and we will undoubtedly continue to

uncover more needs throughout their educations). They are

not "prize ponies" or straight A kids; they are quirky

eccentrics; they ask too many questions; they have a thirst

for solving puzzles, and the world is one great puzzle; they

are able to work years ahead at school, but they are still

going to act their age; at times they are over sensitive and

anxious; sometimes there are no words to express what

they are; -- they are simply themselves. If there is one

mantra we have had in our journey, it has been to look at

what our children need to enable them to be and develop

themselves.

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GFSG Inc. South Coast Sub Branch:

What's been happening?

The South Coast Branch of GFSG Inc. continues to hold their GEM events once a month at the University of Wollongong in Nowra and Batemans Bay.

This year has been nothing short of amazing. We have had the privilege of hosting some very interesting and engaging GEM sessions including:, forensics, bee keeping and mini-golf.

Working in Nowra to explore the fascinating world of bees sent a buzz amongst the children and adults alike. Children had the opportunity to look at an active hive, locate a queen bee (much easier than finding Where’s Wally), handle Apiarist equipment and wear protective attire. The pinnacle of the day was the opportunity to talk to an expert (Andrew) whilst munch-ing on delectable, sticky, freshly cut honeycomb.

Whilst in Batemans Bay the first event twisted the notion of put-put golf into thinking about probability, skill and strate-gy. As we ventured around the iconic holes, Gavin shared his passion for everything put-put golf, with the most exciting part be-ing given the opportunity to submit a suggestion for a new hole at the centre. All who attended were amazed by the final pneu-matic hole, which Gavin took great pride in explaining how he had built this hole at home in his garage. We are wondering if any-one’s garage has now become a makeshift workshop for a prototype.

A special event in Moruya with David Day put our techno buffs into overdrive. As we looked at the IoT (Internet of Things), we had opportunity to experiment with M-bots, Raspberry Pi, Bread Boards, circuitry and Scratch programming. David introduced us to the; who, what, when, where, how and why of this amazing Internet innovation and then provided us with hands on experiences. Parents at the session were very busy writing down ideas for Christmas and Birthday gifts… so a well re-ceived event. Stay tuned for workshop two.

With our detective hats on and magnifying glasses in hand, we gathered in Batemans Bay to investigate a very mysteri-ous crime. Mrs Jan Day (yes, related to David), became the Chief Inspector and scaffolded the children through a “who done it” style quest. Finger printing, shoe print examination, suspect information sheet analysis, codes to crack DNA exploration and chemical analysis had the team of detectives looking at every suspect very carefully and cross checking their data. As the pieces of the puzzle formed, the diligent team’s final investigation of chemicals including nightshade, arsenic and oleander revealed the deadly catalyst for the crime. We are pleased to advise that Caitlyn was apprehended as a consequence of the collaborative work of all who attended.

For more details about the dates and times for future GEM events on the South Coast, join our mailing list by touching base with us at southcoast@gfsg.org.au, or find us on Facebook (GFSG South Coast).

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‘Crazy Cups’ Participants had to coordinate themselves to move cups using string and elastic bands (no touching of the cups allowed!). The most successful groups communicated the best and many of our participants learned the value of listening to others. ….and the children thought it was just another cup-stacking competition!

GEM Review

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’Go Slow’

Children worked in small groups to use recycled materials, as well as

their problem solving skills, to help their marble travel slowly from a

height of at least 70cm. The groups came up

with some ingenious

creations– and it was

brilliant to receive

photos and videos of

creations made at home

after the event!

Would you like to host a GEM event at your school ?

Contact president@gfsg.org.au

To celebrate Star Wars Day (May the 4th), we

enjoyed a wonderful excursion to Obi-Wan Saber

Academy on the Central Coast. We learnt to use a

Light Saber like a Jedi master. It was fun for young

warriors, and their parents !

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GEM– Sydney

who? Gifted children

(yrs. K-8)

and their parents

or carers.

what? A night of fun

including board

games and

creative

challenges

why? A Chance to get

together and

interact with

“like minds "in a

supportive

environment.

where? See Website

when? Friday Nights

6:30pm - 8:30pm

2017 Dates:

June 9th

August 4th

September 1st

October 27th

November 24th

wallet?

GFSG members: 1 child $5,

2 children $8 or $10 a family.

Non members: 1 child $10,

2 children $15 or $18 a family.

Spirit of Anzac Centenary Experience

Our April school holiday excursion was an amazing opportunity to

learn, remember and be thankful. Kaytlin and Tamara represented

GFSG Inc., laying our wreath at The Last Post ceremony.

Lest We Forget

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2017

Dates to Remember 16th August - Coffee N Chat

8th November- Little GEM’s Seminar

We hope to see you soon!

Parent/ Teacher Seminar

One of the ways we meet the needs of our members is to provide day-

time seminars for parents and educators. We provide child care so that par-

ents with young children can attend. They provide a great opportunity for

networking with those on a similar journey.

In May we held a seminar that focused on young gifted children. We

talked about what giftedness looks like in very young children and how to

extend their learning. We explored using Blooms Taxonomy to deepen

children’s thinking, extending them at home as well as in early childhood

environments. Parents and educators chatted about the joys and challenges

of their gifted journey.

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Five boys participated in a race. Ben finished before Joshua, but behind Dane. Matt

finished before Rhys but behind Joshua. In what order did the boys finish the race?

Brain Teasers

MAN

BOARD

STAND I

CYCLE

CYCLE

CYCLE

WEAR

LONG

COVER AGENT

Library Books are available to borrow, please contact a committee member if you’d like more information or you have a book to donate. Please promptly return any books that you have borrowed so that others can have the opportunity to borrow them. You can bring them to any GFSG event or post to; PO Box 604, Moorebank, NSW,1875

Come along to an event and support/learn from one another. We have a vast range of events for all ages: there’s something for everyone! The calendar on our website has events for the full year, with new, special events added regularly.

‘Like us’ on Facebook and stay up to date.

Gifted Families Support Group Incorporated is a not for profit association designed to support families and educators of gifted children. Run solely by volunteers, GFSG Inc. focusses on bringing together ‘like-minds’, providing a vast array of supportive events and highlighting the needs of gifted children within our community.

GFSG Inc. is affiliated with the Australian Association for the Education of Gifted and Talented Children (AAEGT) and represents NSW on the AAEGT Board. Through this affiliation, GFSG Inc. is able to expand the support we give to our members by taking their concerns to a national level and open up new opportunities. All our members automatically become members of the AAEGT, with options to subscribe to their biannual journal at members rates, and to receive discounts to events hosted by other gifted associations.

GFSG Inc. is also affiliated with GLD Australia; a national online learning community responding to the needs of gifted children and gifted adults with specific learning disability and other learning challenges.

To attend a GFSG Inc. event, children are not required to sit an IQ test.

GFSG Inc. is a place where we hope you can feel ‘at home’ in a world where our children often seem the ‘odd ones out’.

Call for submissions

If you have an interesting topic you wish to discuss or a great

article you’d like to submit for our next issue of Thought

Space then we want to hear from you.

Anything you wish to submit can be emailed to our Editors via

info@gfsg.org.au. Remember, this is YOUR group and your

newsletter.

Contact us

Website: www.gfsg.org.au

Email: info@gfsg.org.au

Post: PO Box 604, Moorebank, NSW 1875

INC 9897512

ABN 44 819 871 298

www.gfsg.org.au

The information contained in this eNewsletter is of a general nature

and is not a substitute for qualified professional advice which is

specific to the particular circumstances of your children and family.

The opinions expressed are those of the article authors and are not

necessarily the opinions of Gifted Families Support Group Inc.

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