Registration and Call for Abstracts open
The “Registration” and “Submission Guidelines” pages opened on January 15, 2024.
Registration
https://apcg-japan2024.org/registration/
Submission Guidelines
https://apcg-japan2024.org/submission-guidelines/
The “Registration” and “Submission Guidelines” pages opened on January 15, 2024.
Registration
https://apcg-japan2024.org/registration/
Submission Guidelines
https://apcg-japan2024.org/submission-guidelines/
SEM（全校拡充モデル）は、ギフテッド教育の権威ジョセフ・レンズーリ教授とサリー・リース教授によって研究開発された学校に導入する個別化・個性化教育のカリキュラムモデルです。知久は、このSEMの中心的要素である拡充三つ組モデルを学校外の場所でも実践できるよう調整し「おうちSEM」として実践しています。このワークショップでは、このおうちSEMのエッセンスを体験できます。SEM・おうちSEMでは、生徒の興味関心をとても重視していますが、この興味関心が、才能伸長だけにはとどまらず、社会的、心理的な効果も発揮することを紹介します。また、ギフテッド教育でも重要といわれている21世紀型スキルの高度な思考力や創造性の学校外での伸ばしかたについても、実習を通して学びます。
The Schoolwide Enrichment Model (SEM), developed by Dr. Joseph Renzulli and Dr. Sally Reis, leaders in gifted education, provides enriched learning experiences and higher learning standards for all students. Using an infusion-based methodology, the SEM offers personalized learning experiences that consider the skills and talents, interests, learning preferences, and modes of expression of each individual learner. For homeschooling, Chiku modified the Enrichment Triad Model, the central component of SEM, to make it applicable outside of the classroom. You will get a glimpse of this “Ouchi SEM” or “SEM at home” in this interactive workshop. We will also clarify that by focusing on their interests, children show growth in their social and emotional development in addition to their talent.
SEM specialist。コネチカット大学ニアグ教育大学院 教育心理学 「ギフテッドネス、クリエイティビティ、タレント・ディベロップメント（才能伸長）」修士号取得。SEM（全校拡充モデル）を研究開発したジョセフ・レンズーリ教授らのもとで、SEMについて専門的に学修。家庭で実践できる拡充三つ組モデル「おうちSEM」を考案し、すべての子どもたちの才能・情熱伸長教育を推進。おうちSEMを主軸とした学び場「おうちSEM SQUARES」を共同運営。
Mai Chiku is a SEM specialist. She earned her Master of Arts degree in Educational Psychology with an emphasis in Giftedness, Creativity, and Talent Development at the University of Connecticut. Chiku has modified Dr. Joseph Renzulli’s Enrichment Triad Model and given it the term “Ouchi SEM” to make it easier for homeschoolers to work on investigative Type III projects at home. She is currently an instructor at Ouchi SEM SQUARES.
In the 21st century, full of the interactive media, now we can create our own “something” based on our diversified likes and characters. “Create” and “Connect” are the 2C keys in today’s world, and it should be important for all the people to “play” and “tinker” with various new things and “dig deeper” the world with the philosophical points of view as well. Especially with rapidly growing AI, we should integrate digital & analog cross-cultural communications with various humans in the world and AIs. In this talk, I would introduce various STEAM projects, and the steAm Library Playground examples, as well as the talents needed or grown through STEAM, and my own views about how we could prepare the environment where people feel like inventing something. Also, I would present EXPO2025 “Jellyfish Pavilion”, which I produce as a thematic project producer, to see the tremendous possibilities for, especially Japanese people, to change our culture to be more open and welcoming for the new challenges to come.
Sachiko Nakajima is a musician, a mathematics researcher, and a STEAM Educator. She is also CEO of steAm, Inc.,the representative director of steAm BAND Association and a thematic project producer of Expo 2025, Osaka, Kansai, Japan. She also serves as a STEM Girls Ambassador, Cabinet Office, and project researcher of Graduate School of Mathematical Sciences The University of Tokyo. She won the gold medal as the first Japanese woman in the International Mathematical Olympiad. She passionately conducts research on art and technology as well as music, mathematics, and education.
The new project of supporting the gifted students has started by the Japan Ministry of Education (MEXT) in 2023. This is based on the 2022 Report published by the Council for Teaching and Supporting Gifted Students, of which I was among the members. The project aims to address difficulties of gifted students in and outside of school. In Japan, “gifted students” cannot be selected on a uniform standard. Students with giftedness and/or disabilities should be included in the classroom, where every student’s “individualized optimal learning” support and “collaborative learning” opportunities are guaranteed. The “2e” (twice-exceptional) students have both giftedness and disabilities, and the “GDF” (gifted with discordant feelings) students have difficulties caused by their giftedness. Both of those types of “gifted students experiencing difficulty” are supposed to exist in almost every regular classroom. This recognition is indispensable for providing appropriate support for them.
Nobutaka Matsumura, Ph.D., is a Professor Emeritus of educational psychology at Kansai University in Osaka. His research interests focus on the education of gifted and twice-exceptional (2e) students. He is the author of the 2021 book Introduction to Gifted and 2e Education: Addressing the Developmental Diversity of the Gifted written in Japanese. Dr. Matsumura was a visiting researcher in 1992 and 2003 to work with Dr. Joseph Renzulli at the University of Connecticut. He was a former Delegate of Japan for the World Council of Gifted and Talented Children (WCGTC).
Students with twice-exceptionality easily experience frustration, low self-esteem, and negative perfectionism, leading to challenges in social relationships and feelings of alienation when lacking affirmation from teachers and peers. However, appropriate development of their talents in school settings can result in increased self-confidence, heightened learning motivation, and more stable personality development. In 2018, only four out of every 1,000 students with disabilities, constituting a mere 0.4%, were identified as twice exceptional (2e) students in Taiwan (Kuo & Chen, 2022). In this presentation, Prof. Kuo will elucidate her engagement with the Ministry of Education, outlining discussions, the collection of expert opinions on gifted education and disability, and the utilization of various advocacy methods to convey the concept of equity gaps to teachers and administrators. Most notably, a supportive program for talent development has been funded by the K-12 Education Administration each year since 2020, providing even students with hidden potentials the opportunity to cultivate their talents.
Dr. Ching-Chih Kuo is a dedicated professor in the Department of Special Education at National Taiwan Normal University, contributing 47 years of her life to the field of special education since 1977. Her research expertise spans education policy, identification, twice exceptionality, brain study, and the cognitive, social, and emotional development of individuals with special needs. Actively engaged in international exchange activities, Professor Kuo organized the ninth (2006) and seventeenth (2022) Asia-Pacific Conferences on Giftedness and hosted the Asia-Pacific Forum for Science Talented from 2015 to 2019. Currently, Professor Kuo holds the esteemed position of President of the Asia-Pacific Federation on Giftedness, thus reinforcing her substantial influence and leadership within the field.
Gifted students in most countries spend the majority of their schooling within regular classrooms with teachers of varying levels of competence in the issues of gifted education. Who the teacher is and what their attitudes and orientations towards gifted are arguably make big differences in the education experiences of the gifted. Therefore, in this workshop, we focus on the competencies needed for teachers of the gifted in regular classroom and how these can be trained within a general teacher education curriculum. Using active methods, we delve into both personal experiences and theoretical viewpoints and share ideas on how the topic of giftedness can be incorporated into teacher education programs. To foster a successful dialogue, both researchers and practitioners (teachers) are highly welcome to participate.
Erkki Lassila, PhD, is an assistant professor at the Graduate School of Human Development and Environment at Kobe University, where he chairs Teacher Education Research. Originally from Finland (University of Oulu), he has been a research student at Hokkaido University (2013–2016) and a visiting researcher at Ehime University (2020–2021). His research focuses on teacher’s work as relational and emotional practice in different sociocultural contexts, comparative perspectives in education and gifted education as a challenge to mainstream education and teacher thinking. His current project focuses on identifying culturally appropriate theoretical and practical models for educating Japanese teachers about gifted education. He is a country delegate of Japan for the Asia-Pacific Federation on Giftedness (APFG).
Emergency remote teaching (ERT) is a temporary shift in instructional delivery modes due to a crisis (Hodges et al., 2020), such as the proliferation of online learning experiences offered in response to the pandemic in 2020. In most cases, the courses designed did not address standards for online course design, nor did they specifically address the needs of gifted students. Although pandemic-era ERT has ended, many poorly designed courses are still offered. In this session, participants will learn about best practices for online course design based on the needs of gifted students, Universal Design for Learning (UDL), and industry standards for the development of online courses. Using examples from a program for advanced learners, the session will highlight online course components that address gifted students’ characteristics deliberately. Participants will review various online learning standards as a framework for providing a quality online learning experience. Attendees will also learn about the principles of UDL, “a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn” (CAST, 2018); these principles lend themselves to differentiation for gifted students. Through use of these frameworks, the presenter will share how to use quality course design to differentiate effectively for gifted students.
Kimberley L. Chandler, Ph.D., is the Director of Curriculum for the Center for Talented Youth at Johns Hopkins University in Baltimore, Maryland, where she supervises professional learning and curriculum development for online and face-to-face courses. Her professional background includes teaching gifted students in a variety of settings, serving as a central office administrator supervising school district gifted education/enrichment programs and managing federal grants, and providing professional development training for teachers and administrators nationally and internationally. Kimberley is the co-editor (with Jaime Castellano) of the 2022 book Identifying and Serving Diverse Gifted Learners: Meeting the Needs of Special Populations in Gifted Education. She has also served as the editor and contributing author of many curriculum materials from the Center for Gifted Education at William and Mary. She has served as Guest Editor of Journal for the Education of the Gifted (JEG) for special issues focusing on international issues in gifted education and learning resources.
Psychological science places enormous importance to the area of socio-emotional development of young school going children. In the global educational scenario, and especially after a prolonged pandemic, schools are facing challenges towards balancing the academic and psychological development of their students. Additionally, students with gifts and talents (SWGT) in such classrooms are perhaps at greater risk of socio-emotional neglect or trauma resulting from a myriad of environmental factors, not meeting growth facilitation needs and detachment or exclusion from their peers. On the other hand, research also suggests that SWGT are somewhat more resilient and are significantly better in psychosocial adjustment when compared to the normative group. The role of peers in the socio-emotional development of every child needs to be more researched and acknowledged. In this workshop we will together explore the importance of the issue to better understand it and address it both in the home and the classroom.
Dr Roy is a gifted education expert from India who has researched and published on the subject in international publications on Gifted and Science Education. She has been involved in two cross nation studies conducted by University of Erlangen- Nuremberg, Germany and Centre for Gifted Youth (CTY) Ireland and School of William and Mary, Virginia, USA. She has presented her work on conceptions of giftedness at various national and international forums. She was a joint convener of India’s “First International Conference of Gifted Minds” India, 2014. She is a member of the European Council of High Ability (ECHA), American Psychological Association (APA), and the APFG. She has been an international referee for the Asia Pacific Forum for the Science Talented (APFST) from 2016-2019 and has presented her work in several international meetings and conferences in Austria, China, Germany, Hungary, Ireland, Taiwan, Thailand and Croatia.
In my presentation, I will give an overview of talent development in STEMM (science, technology, engineering, mathematics, and the medical sciences). This process spans interest development, skill acquisition, and excellence and may eventually culminate in style formation and innovation, when individual contributions reshape or transform a field. During talent development, (online) mentoring and (global) networking play an important role. After outlining which individuals are particularly suitable as mentors at different stages of talent development and which distinct mentoring roles they take on, I will describe what needs to be considered when planning mentoring programs and what role networking plays during different stages of talent development. Finally, I will present online mentoring programs that promote STEMM talent development in different stages of talent development and whose effectiveness has been tested in extensive accompanying research.
Heidrun Stoeger, PhD, is a full professor at the University of Regensburg and holds the Chair of School Research, School Development, and Evaluation. She also has an honorary professorship at the Pontificia Universidad Católica del Perú (Lima). Prof. Dr. Stoeger directs several major grant-funded research projects about developing diagnostic tools to optimally support learners in different talent domains, talent development in STEMM, teacher training to improve students’ learning strategies, and the role of fine motor skills in cognitive and academic development. She has over 250 publications and advises various governmental organizations and foundations in different countries about implementing effective research-based educational services.
The effectiveness of talent development is modified by chance, such as being in the right place at the right time or having family members in the desired field. Beyond chance, both personal and environmental factors can inhibit or enhance the likelihood of achieving personal goals. This session will synthesize what is known from the talent development literature about domain trajectories in science and performing arts, including the role of abilities, opportunities, psychosocial skills, and insider knowledge. Learning to take advantage of personal, environmental, and even chance factors empowers young people – and those of us who support them – to plan for optimal outcomes.
Rena F. Subotnik PhD serves as Research Associate at the Academic Talent Development Program, University of California, Berkeley, Graduate School of Education. She is co-author of the Megamodel, appearing in publications such as Scientific American, Scientific American Mind, Annals of the New York Academy of Sciences, Frontiers in Psychology, Psychological Science in the Public Interest, and the Annual Review of Psychology. Rena has been awarded grants from the U.S. Center for Disease Control and Prevention, the National Science Foundation, the Institute of Education Sciences, the Dreyfus Foundation, the American Psychological Foundation, and the U.S. Department of Education to support her projects. She is delighted to be a returning speaker at APCG.
Developing the Global Principles for Professional Learning in Gifted Education was an initiative of the World Council for Gifted and Talented Children during my time as president of the organization. These principles can guide individuals as they make decisions regarding best practices, policies, and directions for the future of gifted education and talent development. The document can provide support for advocates and practitioners as well as direct next steps when initiating and implementing principles. The document can be useful for decision-makers at all levels.
Julia Link Roberts is the Mahurin Professor of Gifted Studies at Western Kentucky University. She is the Executive Director of The Center for Gifted Studies and The Gatton Academy of Mathematics and Science. Dr. Roberts is past president of the World Council for Gifted and Talented Children. She is currently the chair of the Kentucky Advisory Council for Gifted and Talented Education, the legislative chair of the Kentucky Association for Gifted Education, and a board member of The Association for the Gifted (a division of The Council for Exceptional Children). She is author/editor of seven books as well as numerous chapters and journal articles. Dr. Roberts directs programming for children and young people in the summer.
