Michael Pohl
GIFTED, LEARNING STRATEGIES
With more than twenty years classroom teaching experience behind him, Michael now runs training and development sessions for classroom teachers in thinking skills and in meeting the learning needs of gifted students. He has run more than 1,000 workshops on the teaching of thinking for teachers and Principals in China, Saudi Arabia, Spain, Vienna, Singapore, and across both New Zealand and Australia.

A member of the World Council for Gifted and Talented Children, Michael regularly presents at local, national and international conferences on issues concerning giftedness, creativity and thinking.

With a Masters Degree in Gifted Education and formal qualifications in Adult training, Michael is the Director of Thinking Education, currently working with many schools in diverse contexts on an on-going basis, returning many times to work with teachers as they create a culture of thinking in their classrooms. He has worked in complex secondary settings in inner Melbourne, to remote schools in outback Australia to International schools in Europe.

Amongst his recent publications are books on The Teaching of Complex Thinking, Models and Strategies for Teaching and Learning and A whole-school approach to the explicit teaching of thinking skills. Michael has also written books for teachers concerning the education of gifted students and numerous articles for national and international journals concerned with the education of gifted students. Look out for his books on Infusing Thinking into the Secondary Curriculum.

Michael's formal qualifications include:
Dip.T. (Prim) B. Ed. (Prim) Grad Cert. Gifted Ed, Masters Degree -Gifted Ed.
Advanced Certificate - Human Resource Management (Adult Training).

Workshops are highly interactive, spiced with humour and tailored to meet the needs of individuals and the whole group.

Michael Pohl is… Thinking Education !

Learning to Think / Thinking to Learn
The most popular of Michael’s one-day workshops for teachers at all levels of schooling. A highly practical day in which a model for infusing thinking in every classroom every day is presented along side practical strategies to enhance thinking,, questioning and student engagement in the classroom. (One-day workshop)

Developing a Classroom Culture of Thinking
This one – day workshop looks at what teachers do to develop a thinking culture and what students do within a classroom culture of thinking. A scope and sequence for the teaching of thinking will be presented. . ( One-day workshop)


A whole school approach to teaching thinking – a workshop for school / curriculum leaders
This one –day presentation looks at how school leaders may assist in developing systematic school-wide approaches to the teaching of thinking and the infusing of thinking into classroom practice. The sessions work through a five-step process that will see thinking embedded in the culture of the school – so that thinking is “part of the way we do things around here”. Practical tips, effective strategies and useful proformas feature throughout the presentation. . ( One-day workshop)

Lift-off to Learning ! (In Inquiry–based Classrooms)
As we teach for deeper understanding, how might we best apply the wide range of thinking strategies at our disposal? Within the various phases of lesson delivery when is it best to use Blooms Taxonomy, creative thinking tools or graphic organisers? This workshop will suit those who have a solid understanding of a range of thinking tools but want to know where best to place them to maximise their impact. ( One-day workshop)

The Teaching of Complex Thinking
Practical strategies and activities to promote the three "C's" of thinking (critical, creative and caring thinking). Methods of encouraging Metacognition will also be discussed in this one-day workshop.

Better Questioning
Amongst other tools, the newly revised Blooms Taxonomy and Question Mapping will be discussed as frameworks for developing (in both teacher and students alike), the ability to generate a balance range of questions requiring qualitatively different types of thinking. Run as two 1.5 hour workshops – Teachers as Questioners and Students as Questioners.


Teaching and Learning with Thinkers Keys.
Tony Ryan’s Thinkers Keys are highly motivational, simple and yet deceptively powerful tools that evoke a wide range of thinking in students with a strong emphasis on higher order ng.
This half-day workshop introduces both the original set of twenty keys and the recently revised version that see the introduction of different keys that are particularly useful in Inquiry – based learning topics.

Teaching & Learning with Multiple Intelligences
Howard Gardner's Eight Intelligences are explained, a personal MI inventory will be developed and MI as a planning, instructional and assessment tool for teachers will be discussed. The ninth Intelligence is also introduced and discussed. ( Half- day workshop)


Infusing Thinking into the Secondary Curriculum
A range of models and strategies to deliver content with a focus on high order thinking will be introduced and discussed. A highly practical one-day workshop with time allowed for teachers to begin planning around some of the frameworks presented. ( one or half- day workshop)


Beyond Bloom's and Gardner
There are at least 80 different model and strategies available as planning structures for teachers. Rarely do we venture beyond Bloom'n'Gardner to do so. A range of models and strategies for teaching and learning will be introduced - some models with a focus on cognitive aspects of learning, some with a focus on affective components of learning, some with a focus on developing critical thinking and others with a focus on creative thinking. ( Half day or full day workshop)

THE GIFTED STUDENT IN THE SCHOOL CONTEXT
A One Day Introductory Seminar

This day is suitable for teachers seeking to gain an introduction to the nature of giftedness and some inclusive classroom strategies that will assist in meeting the learning needs of gifted students in the mixed ability classroom.
This seminar will examine the issues surrounding identification and provision for gifted students in classroom settings at all levels of schooling.
Topics to be covered include:
  • the nature of giftedness
  • characteristics of gifted students and associated learning needs
  • issues in identifying gifted students and the tools of identification
  • inclusive planning and programming
  • models and strategies for teaching and learning
    The day will have a practical classroom focus, presenting models and strategies suitable for all students, while being inclusive of the needs of gifted students.
    This day is particularly relevant for teachers with little formal training in meeting the needs of gifted students in the regular classroom. Who are seeking to gain an introduction to the nature of giftedness and some inclusive classroom strategies that will assist in meeting the learning needs of gifted students in the mixed ability classroom.


    GIFTEDNESS IN THE SCHOOL CONTEXT
    An introductory series of four half-day workshops

    OUTLINE OF WORKSHOPS
    Session 1 - Nature of Giftedness and Identification
    Session 2 - Meeting learning needs of gifted students
    Session 3 - Models and strategies for Teaching & Learning in the Inclusive Classroom - Developing a classroom culture of thinking.
    Session 4 - The Teaching of Complex Thinking.
    OUTLINE OF WORKSHOP ACTIVITIES

    Workshop 1
    Introduction to Giftedness
    What we know about gifted students – current understandings
    The Nature of Giftedness
    - Concepts and Definitions
    - Historical and philosophical perspectives
    - Characteristics, traits and gifted behaviour
    - Developing school-based policies for gifted students
    - Learning needs of gifted students
    Issues in the Identification of Gifted Students
    Why identify?
    Who should be involved?
    The role of standardised instruments – e.g. Intelligence tests
    Identification by provision
    Developing multi-criteria / multidimensional tools for identification
    Matching learning needs with appropriate curriculum.

    Workshop 2
    Meeting learning needs of gifted students
    Principles of Differentiation
    Options for Differentiation
    - Planning in-class, school wide and wider options for gifted students
    - Working with content, process and student products
    A whole-school model of provision – The Pyramid Planning Approach
    Planning and programming to be inclusive of the needs of gifted students

    Workshop 3
    Models and Strategies for Teaching & Learning in the
    Inclusive Classroom - Developing a classroom culture of thinking

    - The revised Bloom’s Taxonomy of Cognitive Objectives
    -Gardner’s Multiple Intelligences as a planning framework
    -Other planning structures to infuse High Order Thinking into content.
    Developing a classroom culture of thinking
    -what teachers do to develop a culture of thinking
    -what students do within a culture of thinking
    -whole-school approaches to the explicit teaching of thinking skills.

    Workshop 4
    Teaching Complex Thinking
    On the nature of thinking
    Introducing the components of Complex Thinking
    -Teaching Analytical Thinking
    -Teaching Critical Thinking
    -Teaching Creative Thinking
    -Teaching Caring Thinking
    The role of Metacognition


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