Taisir Subhi Yamin is a professor of gifted education, with a B.S. in Physics, an M.A. in Special Education and a PhD in Gifted Education from Lancaster University in England. He has been involved in gifted education for nearly 30 years. He has written 25 books. In addition, he has authored numerous articles, chapters, research papers and training packages for productive thinking. A focus of his work has been on the identification and development of creativity and giftedness. He is a former President of the World Council for Gifted and Talented Children (WCGTC), former editor-in-chief of Gifted and Talented International, General Director of the International Centre for Innovation in Education (ICIE) in Germany, and research fellow at Université Paris Descartes. He founded, with Ken McCluskey, the International Journal for Talent Development and Creativity (IJTDC). ICIE publishes the IJTDC in partnership with American and European universities. Past honours include the British Council Scholarship; Fulbright; and the Harry Passow Award for Leadership in Education. In 2018, he joined the Faculty of Education-University of Winnipeg, Canada as a visiting professor. He is responsible for international projects.

How to Measure Creative Potential
Taisir Subhi Yamin
University of Paris Descartes, France; University of Winnipeg, Canada
This workshop will provide a brief overview of issues involved in creativity assessment.  Then several existing measures will be compared.  The Evaluation of Potential Creativity (EPoC) tool will be presented in detail.  New developments include measures in several domains (graphic, literary, scientific, mathematical, musical) and in several languages or cultural contexts. This instrument, the Evaluation of Potential Creativity (EPoC 2009), is a new instrument that allows creative giftedness to be measured. It includes verbal and graphic sub-tests that measure the two key modes of creative cognition—divergent-exploratory thinking and convergent-integrative thinking—in elementary and middle-school students. Psychometric results concerning the instrument were developed, as well as an original, internet-based scoring system that enhances inter-rater reliability is under construction. The instrument, developed initially with a sample of French school children, can be used as an efficient diagnostic tool to identify creative potential and to monitor progress, using pre-tests and post-tests, in educational programs designed to enhance creativity. This instrument is available in six languages, including: French; English; Arabic; Turkish; German; and Portuguese. In the second phase of this project, the instrument will be available in other languages. This workshop enables you to learn more about the theoretical background, current practices and new theories relating to this field of knowledge.

Differentiating Up! Removing the Ceiling for ALL Learners
Richard Cash 
nRich Educational Consulting, Inc, USA
Whether you are a beginner or an advanced practitioner, this workshop on Differentiating UP! will offer you numerous ideas and strategies to challenge all your students. To be successful in the 21st century, students must be proficient not only in the content standards, but also in the advanced levels of thinking and learning. Teaching to these complex levels of thinking and performing are essential components of effective learning. Learn how to take the general curriculum and “remove the ceiling” so all students can access deep and complex learning. Participants are sure to leave this workshop with resources for making differentiating UP! do-able, practical and applicable to all grade levels and content areas.
 
Outcomes include
Educators will:
  • Know specific techniques for differentiating UP in the 21st century classroom;
  • Know general learning styles, modes, and preferences and how to apply for purposes of differentiation;
  • Be able to assist students in developing relevance through student interests for purposes of differentiation;
  • Be able to build a thinking classroom of the 21st century infusing higher levels of reasoning;
  • Be able to design rigorous learning options that challenge all students;
  • Be able to infuse creative thinking and critical reasoning tools into curriculum and instructional practices;
  • Be able to construct leveled learning activities that challenge gifted/advanced learners and support students who need more supports;
  • Understand the teaching and learning process; and,
  • Understand the effect of quality curriculum and instructional practices on student achievement.

Leadership and Higher Thinking Skills Through the Arts
Maher Bahloul
President and Founder (www.newhorizoncenter.com)
In this workshop, participants get involved in a number of creative activities including conceptualizing, sketching, writing, storytelling, and filming. While the product results in a number of well-crafted short productions, participants will improve their higher thinking capabilities, their creative skills, and their critical thinking skills. In addition, they develop a unique appreciation of arts in learning. ICIE partners with New Horizon Center (NHC) and guarantees the outstanding outcomes of this training. This workshop equips young and older participants with innovative leadership tools based on arts and artistic expression. Research has clearly shown that business and institutional leaders and managers who adopt arts-based tools and methodologies as part of their management style increase effectiveness, efficiency, and success. Thus, workshop participants will be provided with managerial tasks to solve and introduced to arts-based solving and management tools. Unlike traditional problem solving tools and strategies, managers and leaders will focus on much more appealing arts-based methodologies.

Thinking Preferences and Arts-Based Strategies to Enhance 21st Century Skills
Christine Boyko-Head
Mohawk College, Canada
Creative Problem Solving has helped organizations and businesses find innovative solutions to their biggest challenges. What if? this model could be adapted to help learners overcome writing blocks, essay anxiety, thesis anguish and proposal paralysis? This workshop shares research findings on the application of arts-based strategies and cognitive preferences in problem solving to enhance 21st Century skills in learners. Using creativity tools from the Mind the Gap Literacy project (Boyko-Head , 2018-19), this fun, fast-paced workshop highlights the connection between

Twice-Exceptional
Fred Bonner
Prairie View A&M University, Prairie View, Texas, USA
The mainstream definition of twice-exceptional students offered by the National Education Association (NEA) states, students who are gifted and disabled are at risk for not achieving their potential because of the relationship that exists between their enhance cognitive abilities and their disabilities serves as one of the formal definition, In this workshop I advance an alternative view of this term when applied to the P-12 schooling experiences of academically gifted Black males. I re-theorize and unpack the term tw(y)ce exceptional, which I offer as  an approach that more aptly represents the engagements of gifted Black males.
Whereas twice-exceptionality recognizes the simultaneity of possessing giftedness and a disability, so too does tw(y)ce-exceptionality recognize this duality.
However, where the definition of these two terms differ is the codification of the actual disability.
For the twice-exceptional student, the list of disabilities potentially includes:
  • Specific Learning Disabilities (SpLD)
  • Speech and Language Disorders
  • Emotional/Behavioral Disorders
  • Physical Disabilities
  • Autism Spectrum
  • Attention Deficit Hyperactivity Disorder (ADHD) (NAGC, 2018)
For the tw(y)ce-exceptional student, the list of disabilities potentially includes:
  • Gender
  • Race
  • Class
  • Culture
  • Ethnicity
  • Socioeconomic Status
Workshop participants will be actively engaged in a brainstorming and problem-posting activity that will require them to think deeply about how giftedness is nuanced across diverse contexts and populations.

الأستاذ الدكتور هشام غصيب

مواليد عام 1950 في عمّان

خريج مدرسة المطران عام 1967

حصل على درجة البكالوريوس (مرتبة الشرف) في الفيزياء من جامعة ليدز(بريطانيا) عام 1972

حصل على درجة الدكتوراة في الفيزياء النظرية من جامعة ليـــــدز ( بريطانيا) عام 1976

عمل رئيساً لقسم الثقافة العلمية في الجمعية العلمية الملكية حتى عـام   1991

عمل رئيساً لقسم العلوم والآداب وأستاذاً مشاركاً في الفيزياء في كلية الأميرة سمية الجامعية للتكنولوجيا حتى حزيران 1999

عين عميداً للكلية وأستاذاً في الفيزياء عام 1999

عين رئيساً لجامعة الأميرة سمية للتكنولوجيا في شباط 2003، وظل كذلك حتى 19.9.2010

له العديد من المؤلفات والبحوث في الفيزياء والفلسفة

حصل على جائزة منيف الرزاز للدراسات وعلى جائزة الدولة التقديرية لعام 2002

أسس ( وعمل في) عدد كبير من المجلات العلمية والثقافية


Prof. Dr. Hisham Ghassib

  • Born in Amman in 1950.
  • Graduated from the Bishop’s School in Amman in 1967.
  • Obtained his B.Sc. (Hon.) in Physics from Leeds Univ. (UK) in 1972.
  • Obtained his Ph.D. in Theoretical Physics from Leeds Univ. in 1976.
  • Worked at the Royal Scientific Society as Head of the Science Popularization Dept. (1976 – 1991).
  • Worked at Princess Sumaya Univ. College for Technology as Head of the Sciences and Humanities Dept. and Associate Professor in Physics (1991 – 1999).
  • Appointed Full Professor in Physics and Dean of the College in 1999.
  • Appointed President of Princess Sumaya University for Technology (PSUT) in February 2003, and remained PSUT president till 19.9.2010.
  • He has written a large number of books and papers in Physics and Philosophy.
  • He has established and edited a large number of scientific and cultural magazines.
  • He has won two national cultural prizes.
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