24 - 25 MAY 2024

Room: P1 – P2

Vince Wall

AI, Schools, and Education: the guided tour

Bio – Vince is the AI for Teaching and Learning Project Leader at All Hallows’ School, Brisbane. His role is to lead his school community in their journey to ethically and strategically engage with Generative AI. of He has expertise in exploring innovative and immersive learning experiences for classrooms. Vince regularly presents at educational conferences and teacher professional learning events. He has authored numerous journal articles on history teaching, and digital pedagogies including the creation and use of AR and 3D models in the classroom. Vince has post-graduate qualifications in historical studies and in educational leadership. He is currently working on his PhD. It focuses on best practice uses of emergent digital technologies, including Artificial Intelligence within subject specific pedagogies.

Room: P3

Prof Deborah Brown and Dr Luke Zaphir

Credibility and fact-checking.

Synopsis: In this workshop we practice some of the skills our students will need to use, such as evaluating the credibility of information sources, fact-checking across multiple sources, identifying trustworthy vs. unreliable sources, and separating facts from opinions.

Bio: Deborah Brown is Professor of Philosophy at the University of Queensland, Director of the University of Queensland Critical Thinking Project (UQCTP), and a fellow of the Australian Academy of Humanities. Deb is currently also President of the Australasian Association of Philosophy. She specialises in the application of critical thinking to a variety of contexts, including education and leadership and management training.

Bio: Dr Luke Zaphir holds a Bachelor of Arts (journalism), a Master of Arts (philosophy), a Graduate Diploma of Education (secondary), and a PhD in philosophy with a speciality in political and educational philosophy. His research focuses on improving citizenship education through critical thinking pedagogies and communities of inquiry. Dr Zaphir has been a lecturer and tutor at The University of Queensland since 2014 teaching philosophy, ethics, and critical thinking. He was also a public school teacher at Education Queensland’s online school the IMPACT Centre for five years where he designed and taught their critical thinking and media literacy programs. He currently works as a learning designer with Institute of Teaching and Learning Innovation at UQ and continues to lecture in philosophy.

Room: P1

Prof Deborah Brown and Dr Luke Zaphir

Bias, propaganda and manipulation.

Synopsis: In this workshop we’ll explore some of the dispositions we’ll need to our students to develop so that they can see the ways in which media manipulates, both in terms of argumentation, presentation, and algorithms.

Bio: Deborah Brown is Professor of Philosophy at the University of Queensland, Director of the University of Queensland Critical Thinking Project (UQCTP), and a fellow of the Australian Academy of Humanities. Deb is currently also President of the Australasian Association of Philosophy. She specialises in the application of critical thinking to a variety of contexts, including education and leadership and management training.

Bio: Dr Luke Zaphir holds a Bachelor of Arts (journalism), a Master of Arts (philosophy), a Graduate Diploma of Education (secondary), and a PhD in philosophy with a speciality in political and educational philosophy. His research focuses on improving citizenship education through critical thinking pedagogies and communities of inquiry. Dr Zaphir has been a lecturer and tutor at The University of Queensland since 2014 teaching philosophy, ethics, and critical thinking. He was also a public school teacher at Education Queensland’s online school the IMPACT Centre for five years where he designed and taught their critical thinking and media literacy programs. He currently works as a learning designer with Institute of Teaching and Learning Innovation at UQ and continues to lecture in philosophy.

Room: P2

Monique Werde

How gifted education is viewed by Aboriginal and Torres Strait Islander students

Synopsis: This presentation aims to highlight the ways in which innovative and creative research methods can be used to advance the voices of Indigenous learners in gifted education. The focus of this presentation sits within a broader innovative study that brought together Western participatory action research (PAR) traditions interwoven with Indigenous methodologies such as Yarning (interviews), Dadirri (deep listening), and Ganma (knowledge sharing), to explore the perspectives and needs of urban Indigenous middle school students regarding gifted education programs. Each student participant came to the study as a co-researcher – Indigenous knowledge holders who were co-creators and co-producers of the new knowledge from the PAR process. Drawing on these critical Indigenous voices, the student participants will share their experiences with the study and provide insights into the fragile relationship which exists when a non-Indigenous researcher collaborates with young Indigenous Peoples. These tensions, as well as the tensions experienced by the co-researchers, will be braided throughout this presentation in the form of story constellations in the hopes gifted education can be reframed for a more inclusive and sustainable future for Aboriginal and Torres Strait Islander Peoples.

Bio: Monique Werda is a PhD candidate at Griffith University. Her research is focused on ‘How gifted education is viewed by Aboriginal and Torres Strait Islander students’. Monique is also a full time Head of Department of Academic Engagement at Keebra Park State High School, where she leads curriculum teams to support and challenge high performing academic students. Her work in the field of gifted education includes presentations at the Australian Curriculum Studies Association Conference (2023), University of Sydney’s FutureD conference (2019) and presentations at the Queensland Association of Gifted and Talented Children (QAGTC) in 2019 and 2023. 

Room: P3

Barbara Mossman

Reaching a Critical Mass: Changing Tomorrow Through Problem-Solving

Synopsis: Harnessing the potential of our brightest minds will be crucial in solving future problems in our rapidly-changing world, so schools have a responsibility to train our next generation of gifted problem-solvers. Cannon Hill Anglican College’s answer to this challenge has been to build a real-world focused, soft-skills development program for all students focused on the skills of collaboration, communication and critical and creative thinking. To extend these skills further for gifted students, the school provides opportunities through a wide-ranging smorgasbord of extra-curricular activities, curricular extension and acceleration options in core subjects, and a range of innovative skills-focused electives. These electives include Changing Tomorrow, a collaborative problem-solving elective, and The Project, where students undertake ambitious passion projects, resulting in extraordinary achievements in areas ranging from marine biology research to designing functioning AI to writing fantasy novellas. In the course of pursuing such team or individual projects, students practise higher-order critical and creative thinking, as well as growing their understanding of themselves. In this workshop, Barbara Mossman will attempt to de-mystify the challenge of developing critical thinking and problem-solving skills in gifted students by presenting a holistic, whole-school approach that engages, excites and broadens the horizons of its students.

Bio: With a reputation as an innovative, soft skills-focused educator of gifted young people who has fostered an aspirational student culture in her school, Barbara Mossman is passionate about the need to challenge students by catering to a broad range of giftedness through both curricular and extra-curricular opportunities. Most notably, in her role as Head of Gifted and Enterprise Education at Cannon Hill Anglican College she has designed innovative electives that facilitate ambitious passion projects and a successful whole-school 21st century skills development program. Barbara has extensive educational leadership experience in leading Queensland schools and a background in the communications industry

Room: P1

Tammie Gilbert

Shaping a learning environment for gifted learners

Synopsis: The purpose of this session is to provide the audience with insight into how the Queensland Academies have crafted a model that outlines the unique features of an optimal educational setting for gifted and highly capable learners.
Recognizing the need for enhanced clarity among parents, students, and prospective educators regarding our approach to nurturing gifted students, we embarked on an exploration to redefine the unique learning environment of the Academies. We worked to examine what the three schools, with three very different cultures, shared and developed our unique model for our learning environments. As a result, we reshaped the pillars that underpin Queensland Academies as a unique learning environment and developed the empowering guiding statement for teachers and learners: ‘Queensland Academies recognizes that all of our students are highly capable.’
Moreover, this session offers an invaluable opportunity to share practices in how can foster a collegial learning environment that focuses on lifting the profile of gifted learners

Bio: Tammie is the Head of Department for Contemporary Teaching and Learning at Queensland Academy for Health Science. She trained as an English and History teacher, with experience in QCAA, IGCSE, and the IB program. She gained a Mini-COGE from UNSW and is now enrolled in a Graduate Certificate in Education – Autism with QUT. Tammie is an advocate for pedagogical practices that remove barriers to learning, allowing students to thrive. She is passionate about educating and working with teachers to develop their practices to provide students with opportunities that impact their personal growth – not just their academic growth. 

Room: P2

Susan Stevens

Critical and Creative Thinkers: Gifted 101

Room: P3

Michele Juratowitch

Enhancing Critical Thinking Skills by Developing Study Skills

Synopsis: It is important that gifted students develop the capacity to think and that they learn to present their thoughts well. By developing appropriate study skills, gifted students will be learning to do both. Parents and Teachers can build study and life skills among the gifted. The development of specific study skills will enhance critical thinking while giving the gifted the opportunity to achieve academically and access the career that they want to have as an adult. Building study skills from an early age develops automaticity, confidence in one’s academic capability and the gifted student’s critical thinking.

Bio: Michele Juratowitch is Director of Clearing Skies and has worked with high ability students, educators and families of the gifted for many years. She is an author, a presenter at schools, universities and conferences. Michele was awarded a Churchill Fellowship to investigate provisions for the gifted. She has provided counselling, advocacy, developed resources, conducted programs in schools, for universities (including GERRIC at UNSW) and through her private practice, Clearing Skies. – michele@clearingskies.com.au

Room: P1

Cara Robinson-Taylor

Designing aThinking Classroom

Synopsis:  Building the capacity for a teacher and their class to think critically and creatively requires specific strategies that allow students the time to think and strategies that strengthen and extend thinking rigour. The thinking classroom provides opportunities to engage in thinking, leverages teacher and student questioning and provides opportunities for students to think collaboratively.  This workshop is designed to provide strategies that create opportunities for classes to improve their capability to think effectively. These strategies are based on the work of the University of Queensland’s Critical Thinking Project and the Teaching for Thinking Project in schools. Strategies will include: Cognitively specific task design that allows for deep and transferable thinking, strategies to enhance class discussion and collaborative tasks that allow students to communicate thinking.

Bio: Cara-Lee Robinson Taylor is an accomplished educator with a wealth of experience in teaching for thinking. Her recent position at San Sisto College has allowed her to hone her expertise in teaching pedagogy, particularly in the areas of English, History, Philosophy, and Psychology. Over the past 8 years, she has been an integral part of the renowned Critical Thinking Project at San Sisto College.Currently, Cara-Lee is engaged in a special collaboration with Brisbane Catholic Education Office, a number of BCE schools and the University of Queensland. Her focus lies on the innovative UQ “Teaching for Thinking” program, which aims to enhance critical and creative thinking skills in schools. Her dedication to advancing education and fostering intellectual growth makes her a valuable asset to any conference audience – parents or educators.

Room: P2

Susan Prior

The Right to develop critical and creative thinking skills

Synopsis: The United Nations Convention on the Rights of the Child includes Article 29 which refers to education’s role in the full development of each child’s personality, talents, and physical abilities. For diverse gifted children full potential can be developed through teaching critical and creative thinking skills which are essential for all children including those who are diversely gifted. Critical and creative thinking skills directly contribute to the emotional and cognitive needs of diverse gifted children and this presentation will provide some strategies within a children’s rights focus including initiatives from Childrens Rights Qld that educate, support and build awareness of children’s rights such as Childrens Week, grant opportunities, and the Young Leaders Challenge.

Bio: Sue is an international inclusive education consultant and Children’s Rights Qld Ambassador currently living in Brisbane. She has taught in schools across three countries, including three states of Australia and as a system gifted education consultant in Brisbane. Sue is an international presenter with a MEd in gifted education and leadership and a BEd in Special Needs as well as a trained SENG model parent group facilitator. Her professional interests lie in evidence-based research in creative, collaborative, and inclusive education projects in order to design and deliver personalised and strategic support for diverse learners and schools.

Room: P3

Anastasia Constable

RVSSC Ignite Excellence Academy – Learning in Action – Reimagine Swanbank

Synopsis: Ripley Valley State Secondary College’s Ignite Excellence Academy is a high potential and gifted and talented program which provides students with authentic experiences in a range of STEM and community engagement areas. Ignite partnered with CleanCo Queensland on their journey to develop a community-driven masterplan to rejuvenate the Swanbank Clean Energy Hub in the Ipswich region. This experience has provided students with the opportunity to apply their STEM, communication, problem solving and critical thinking skills in real-world settings to make meaningful change in their immediate community. In this session, we explore the process, challenges, outcomes and ongoing benefits of the Reimagine Swanbank project with a focus on the unique experience afforded to high potential and gifted and talented students

Bio: Anastasia Constable is the Ignite Excellence Academy Coordinator at Ripley Valley State Secondary College. Within her first year of teaching in 2022, she had stepped into the role of Ignite classroom teacher and moved into the Coordinator role in 2024. Having been exposed to a range of gifted education programs with varying degrees of impact during her own schooling, Anastasia is now deeply passionate about providing genuine and meaningful learning opportunities for her high potential, gifted and talented students

Room: P1

Gail Young

Teachers Step Back: I Think -Therefore I Learn more, I learn therefore I am.

Synopsis: Young Gifted learners are curious thinkers who like to inquire about their own learning These students need to generate their own thinking about their learning. The asking of questions by students can be just as important as a teacher asking questions. It is important to create a culture of thinking in positive classroom environment where the teacher steps back and encourages students to take the lead with their own learning The key idea is to get students thinking for themselves unfettered by worries about whether the teacher likes or dislikes their questions.
In this interactive workshop participants will learn about the shift in teaching when students formulate their own questions. The importance of establishing this powerful tool will allow our young gifted learners to be self directed learnersas they emerge on their own demonstrating their gifts and talents.

Bio: Gail is an experienced early years professional teacher who has completed her Masters degree in Gifted and Talented Education. Gail advocates for connecting with gifted learners by providing a platform in classroom practice whereby gifted students build their question formulation skills. Gail has recently completed a course at Havard University on the Question Formulation Technique. Gail Is a member of state management team at QAGTC Inc and has presented at World, International , National, Asia -Pacific and QAGTC state conferences.

Room: P2

Michele Juratowitch

Factors Associated with the Creatively Gifted

Synopsis: What do we understand about the creatively gifted? What are the factors associated with developing talent among the creatively gifted? What does the research inform us about the strengths and vulnerabilities of those who are creatively gifted? Do these factors impact the creatively gifted at different times of their lives? What can parents and teachers do to increase the strengths of the creatively gifted while simultaneously safeguarding against their vulnerabilities? What opportunities can we provide to secure the future for the creatively gifted? This presentation will try to answer these questions about the development of creativity among the gifted

Bio: Michele Juratowitch is Director of Clearing Skies and has worked with high ability students, educators and families of the gifted for many years. She is an author, a presenter at schools, universities and conferences. Michele was awarded a Churchill Fellowship to investigate provisions for the gifted. She has provided counselling, advocacy, developed resources, conducted programs in schools, for GERRIC at UNSW and through her private practice, Clearing Skies. – michele@clearingskies.com.au

Room: P3

Alastair Tomkins

Improvising and Cognition – comedy powered creativity

Synopsis: This practical workshop will show participants how to teach the fundamentals of improvising to any student age group and also find the links to cognitive verbs in the National Curriculum. Using impro’ techniques participants will have an opportunity to experience firsthand how this style of performance aligns with and helps build 21st century skills (aka soft skills) of collaboration, creativity, communication, empathy and critical thinking. Participants will play some of the games and reflect on other elements during the workshop. Content can be adapted by participants to various age levels and units of work.

Bio: An Arts Educator with a passion for improvising, Alastair is the founder of ImproCOG, an organisation which promotes the benefits of improvising and cognitive processes in students. He has previously presented at DA and DQ conferences. He is currently finishing his Master of Education degree at UTS.

QAGTC Conference Closing – Lucky Prize draws – must be present to be a winner.