GERRIC’s Mini-COGE provides useful and practical professional development to educators in supporting gifted and high potential students. Gifted and high potential students are not necessarily high achievers; in this course, we focus on how to engage and support these students to reach their high potential.
The courses are delivered online and via face-to-face sessions. Our in-service sessions are delivered to individual or clusters of schools in metropolitan and regional areas in Australia.
The Mini-COGE will help you to:
identify gifted, high potential and talented students
differentiate the curriculum for high potential students
implement ability grouping or acceleration
understand gifted education research and best practices
develop an existing (or create a new) unit of work to best suit the needs of the differentiated classroom and gifted students.
The unit of work allows you to implement practical changes to curriculum, assessment and pedagogy, receive feedback from other educators and the GERRIC academic presenter, and provide ongoing impact to you and your students.
GERRIC also offers add-on courses, the Mini-COGE Advanced: More curriculum differentiation and the Mini-COGE Advanced: Gifted learners with disability for teachers who have completed the Mini-COGE.
Sold out for your desired session? We recommend registering for a later course, so you have a place guaranteed and then emailing us to be added to the waitlist for an earlier session. If space becomes available in an earlier session, we can transfer your ticket. Contact us at email@example.com.
Our staff will liaise with you to deliver a program specifically tailored to meet the needs of your school staff and student population.
Curriculum compacting is “a procedure used to streamline the regular curriculum for students who are capable of mastering it at a faster pace… [it] helps prevent our academically talented and high potential students from repeating academic content that they already learned…” (Reis, Renzulli & Burns, 2016)
This type of differentiation and support gives students a voice in what they learn and how they learn. It is the only way to serve students with a variety of needs, aptitude, readiness and learning preferences in a mixed ability classroom (which is all classrooms). Differentiation allows teachers to adapt teaching strategies to provide relevant and engaging learning experiences for the broad range of students in their classroom.
In this session, teachers will learn how to compact the curriculum for students who have mastered outcomes, supporting their development further. The session will also explore how to utilise the time saved by compacting the curriculum. Teachers will practice new curriculum models, write independent research projects and develop individual learning plans.
Attendees must have completed the Mini-COGE Day 1 & 2.
What is not often well-known or well-understood is that students who are gifted may also have a special need or disability— just as students with disabilities may also be gifted. The term “twice-exceptional,” also referred to as “Gifted Learners with Disability” (GLD), is used to describe gifted children who have the characteristics of gifted students with the potential for high achievement and give evidence of one or more disabilities as defined by federal or state eligibility criteria. These disabilities may include specific learning disabilities, speech and language disorders, physical disabilities, autism spectrum, or other impairments such as attention deficit hyperactivity disorder (ADHD).
How can we transform experiences for marginalised students so they can develop their potential? It is in everyone’s interest to support all students and not to neglect those who are intellectually gifted, sometimes with concurrent disability or disadvantage, which can result in lack of educational opportunity.
This course builds on the knowledge learned on Mini-COGE. In this session, teachers will learn in greater detail what we mean by Gifted Learners with Disability (GLD), their most common strengths and challenges, identification, and classroom practice. Strategies that support the strengths of GLD students, whilst supporting their disability to enhance educational and socioemotional outcomes will be explored. Moreover, strategies that can increase the engagement of GLD students will be applied through the development of Individual Education Plans.
Attendees must have completed the Mini-COGE Day 1 & 2
From 5 February – 31 July 2021, the GERRIC Mini-COGE can be counted towards your maintenance requirements as Elective PD.
Proficient Teachers due in 2021:
Haven’t completed 100 hours of PD? Your remaining PD hours completed and logged will need to meet the Elective PD criteria.
Proficient Teachers due from 2022:
To complete your 100 hours:
Please see more information from NESA on this transition arrangement here.