Creating opportunities for the GIFTED & TALENTED to reach their potential
Workshop 1 | Michele Juratowitch | Friday 2 August, 1:15pm | Liechardt Room
Abstract
It is important for gifted students to develop to their potential. Lev Vygotsky’s Zone of Proximal Development (ZPD) and Mihaly Csíkszentmihályi’s Flow model each demonstrate the optimal learning that takes place when those who are responsible for a student’s learning can identify the appropriate ‘match’ between the acquisition of skills and the challenge required to keep a student engaged. Matt Zakreski refers to a ‘performance cliff’ underachievement and Miraca Gross maintains that gifted students should struggle. Off-level testing determines the start of gifted students’ learning.
Michele Juratowitch
Director Clearing Skies
Bio
Michele has worked closely with children, adolescents and parents in her role as a School Counsellor. She worked in P-12 and upper secondary school settings for more than twenty years and established Clearing Skies to provide a range of services for the gifted, including counselling; undertaking projects for educational institutions and organisations and developing resources. Michele has served on several educational advisory committees - most recently, as a member of a Special Needs Advisory Committee.
Michele has tutored in Child and Adolescent Development at UQ; lectured in post-graduate Gifted Education courses at UNSW; conducted seminars for teachers; run workshops for parents and students; presented at state, national and international conferences. She initiated and managed a STEAM Residential for gifted girls; regularly writes articles, was author of Study: The Simple Facts and Raising Bright Sparks, co-authored the research report: Releasing the Brakes for High-Ability Learners, examining acceleration policies, attitudes and practices throughout Australia and Make a Twist: Curriculum differentiation for gifted students; she was featured on the Genius Decoded podcast.
She was awarded a Churchill Fellowship to travel to the UK and the US to study the counselling and intervention needs of gifted children, adolescents, and their families.
