Michele Juratowitch

 Highly respected Australian researcher, presenter and author

 will present on the topic of

Learning Trajectories

A professional learning opportunity for Educators

(parents also welcome to attend)

 7.30 pm

Wednesday 1st May, 2024

 Online Delivery (Zoom)

Those registered will be emailed a link and instructions a few days before the event.

 Current TAG financial members – Free

Non-members – $10

Book your place at https://www.trybooking.com/CNZCQ

All students have learning trajectories.  It is important to identify the starting point for gifted students so that they can develop according to their personal learning trajectory.  Lev Vygotsky’s Zone of Proximal Development (ZPD) and Mihaly Csíkszentmihályi’s Flow model each demonstrate the optimal, incremental 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 child engaged within their learning trajectory. Matt Zakreski refers to a ‘performance cliff’ that gifted students are likely to encounter when they have neither been challenged nor learnt study skills.  Gifted youth should struggle and be required to expend effort when learning and off-level testing can be useful in determining the starting point for their learning trajectory.

About Michele: Michele Juratowitch worked in P-12 and upper secondary school settings for more than twenty years before establishing Clearing Skies, for which she is the director, providing a range of services for gifted young people, parents, professionals, educational institutions, and organisations that work with the gifted.

Michele was involved with GERRIC at UNSW for a number as years as guest lecturer for their postgraduate courses and professional development for teachers and courses for parents; managing and presenting programs for the Student Residential Programs, intensive academic courses and affective programs for highly gifted students. She managed GERRIC’s Australia wide Regional and Remote Parent Workshop Project. Her solo and collaborative publications include: Study: The Simple Facts and Raising Bright Sparks, Releasing the Brakes for High- Ability Learners, and Make a Twist: Curriculum differentiation for gifted students.

Michele’s work with the gifted and twice-exceptional students and their families is, for her, a matter of providing equity and social
justice for gifted youth.

 

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*The name of the session may change but the topic will remain consistent