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2011 Gifted Education Applications in the Classroom

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Gifted Education Applications in the Classroom: Critical Models for Delivering Successful Services

Thursday, November 3
8:00 am – 2:15 pm
Separate Registration Required | $129 (includes lunch)

Wednesday’s Essentials program provided the foundation. Thursday’s program is designed to offer a more in-depth examination of gifted education applications in your area of interest. Whether you are an administrator or experienced gifted coordinator, you’re sure to find something to advance your knowledge and expertise.

Who Should Attend?

Any educator with more than three years experience working in gifted and talented education—administrators, gifted coordinators, counselors, and classroom teachers.

8:00 am – 9:00 am
OPENING GENERAL SESSION
State of the Nation in Gifted Education
Paula Olszewski-Kubilius, Northwestern University, Evanston, IL; Nancy Green, NAGC, Washington, DC

Whatever your role in education, information about the national picture can make you more effective. What are the major national issues facing gifted education? What trends will affect the future of service delivery? Based on NAGC’s bi-annual State of the States Report and other key research, you’ll hear about some bright spots as well as hard truths. Come away with a better understanding of the U.S. landscape, and resources available that can help you build the case for gifted services.

9:15 am – 11:00 am
Breakout Sessions (Choose one when you register)

11:15 am - 12:15 pm
NETWORKING LUNCHEON

12:30 pm – 2:15 pm
Breakout Sessions (Choose one when you register)


The following topics have been identified by leaders in gifted education across the nation and across the education spectrum. In order to tailor your experience, please choose one breakout session that best meets your needs in each of the two time slots. 

9:15 am – 11:00 am
Morning Sessions (choose one when registering)

12:30 pm – 2:15 pm
Afternoon Sessions (choose one when registering)

T1. Thinking in the Future Tense: Creating Positive Futures for Gifted Students
Lauri Kirsch, Hillsborough County Public Schools, Tampa, FL

How can stakeholders in gifted education learn to think in the future tense and develop the traits of passion, vision, and action…all essential to successful outcomes for gifted programs? While the Pre-K-Grade 12 Gifted Education Programming Standards provide a roadmap for schools and districts that endeavor to design and develop options for gifted learners, the journey to successful gifted outcomes begins with creating the mindset for empowering a positive future. Attend this session to experience the power of scenario thinking and leave with tools and strategies for creating a positive future in your own school or district! 

Moved from afternoon to morning
T11. Harnessing the Power of Technology to Increase the Potential of Curriculum and Instruction
Cindy Sheets, Shawnee Mission School District, Shawnee Mission, KS; Brian Housand, East Carolina University, Greenville, NC

T2. Digital Storytelling: Narratives for the 21st Century
Kristen R. Stephens, Susan Wynn, Duke University, Durham, NC

Today’s students are accustomed to creating, consuming, and sharing information using an array of technologies. Digital storytelling is one method that can be used in the classroom that blends writing, technology, and emotion—addressing both the cognitive and affective domains. Joining personal narratives with images, video, voiceover, soundtrack, and effects, digital stories demonstrate what learning should look like in the 21st century. Participants are guided through the seven elements of a digital story. Sample digital stories are shared and participants begin writing their own stories. Without a doubt, digital storytelling will bring out the artist, the storyteller, the techie, and the writer in you and your students!

T12. Response to Intervention, Gifted Education, and Twice-Exceptional Students
Stuart N. Omdal, University of Northern Colorado, Greeley, CO; Daphne Pereles, Colorado Department of Education, Denver, CO; Lois Baldwin, Tarrytown, NY

Schools across the country are moving to the Response to Intervention (RtI) approach for identifying and providing services for exceptional children. This approach has great potential as a means of addressing the needs of advanced learners or twice-exceptional learners who may have both remedial and advanced needs. This workshop addresses why the RtI approach with a problem solving/consultation model is a promising fit for these students. Topics to be discussed include theoretical and practical implications for twice-exceptional students, critical elements in the problem solving approach, and case studies of gifted and twice-exceptional students.

T3. Using Technology to Differentiate Learning
Del Siegle, University of Connecticut, Storrs, CT

Understand how to use technology to differentiate for gifted and talented learners. Gifted students were born into the digital age while most of their instructors are digital immigrants, trying to keep up with and use technology tools that emerge daily and working to ensure that students are competent in digital literacies. Web 2.0 and Google tools have the power to help teachers respond to gifted students’ needs for faster pacing, academic challenge, creative expression, and contact with other gifted students. Take away a list of specific websites and other classroom technology tools to bring 21st century learning into your classroom.

T13. Tools and Strategies for Promoting 21st Century Literacy for Young Gifted Students
Kimberley L. Chandler, College of William & Mary, Williamsburg, VA

The goal of literacy instruction for pre-K-3rd grade high-potential students is to provide a rigorous yet age appropriate view of learning to read and reading to learn. The implementation of 21st century skills in instruction requires new types of literacy instruction in addition to traditional practices. Using children’s literature as a foundation for best practice instruction, the presenter will share myriad children’s books and Internet resources that promote 21st century skill development. Participants receive a bibliography of print resources and online sites to explore for use in early childhood reading programs for high-ability students.

T4. Extreme Classroom Makeover: The 21st Century Primary Classroom for Gifted Students
Barbara Dullaghan, Bloomington Public Schools, Bloomington, MN

Ready to change what you’ve been doing for years? Come to this session to learn how to make over your classroom with an eye to the 21st century skills movement! The presenter will challenge participants to think carefully about the physical, emotional, and instructional environment that is most appropriate for highly able primary students. Learn how to blend the tenets of early childhood education with the elements of 21st century learning to provide a dynamic and challenging classroom setting for young gifted students while still meeting the expectations of your district’s standards.

T14. I Always Knew I Was Smart. What Took Y’all So Long? Our Response to that Question Two Decades Later
Sally Krisel, Hall County Schools, Gainesville, GA

 “I Always Knew I Was Smart. What Took Y’all So Long?” These words were spoken 20 years ago by 10-year-old Troy, a subject in the NRC/GT’s groundbreaking research on multiple-criteria identification of gifted children from underrepresented groups. What did we learn from Troy and the other students in that study? How have findings from that early study and the ongoing work of educators across the country shaped best practices in identification of children from diverse backgrounds? Come learn the answers to these questions and explore ways you can use the NAGC Standards on assessment and programming to recognize and develop students’ gifts and talents.

T5. Invest in America’s Future: Maximize the Challenge for Elementary STEM Students
Cheryll Adams, Ball State University, Muncie IN; Scott Chamberlin, University of Wyoming, Laramie, WY; M. Katherine Gavin, University of Connecticut, Storrs, CT; Kimberley Chandler, College of William & Mary, Williamsburg, VA; Daphne Duncan, Purdue University,  Lafayette, IN; Janet Tassell, Marge Maxwell, Western Kentucky University, Bowling Green, KY

Science, Technology, Engineering, and Mathematics (STEM) are critical to our economy, national security, and global leadership in innovation and research. In this session, participants will have an opportunity to explore global research-based strategies, creativity techniques, curriculum, and resources for identifying and nourishing promising, inventive, and productive STEM students in grades K-5. Participants may choose from roundtable groups as they actively investigate these techniques and resources for supporting and developing elementary STEM students from all backgrounds, and discuss current issues, research, and implications of recent national initiatives with STEM experts.

T15. Educators and Parents as “Counselors”: Skills for Meeting Gifted Kids Where They Are
Jean Sunde Peterson, Purdue University, West Lafayette, IN

This session will focus on skills to facilitate “intentional” communication with gifted youth, regardless of achievement level, heritage and socioeconomic background, type of concern, and developmental stage. Teachers, especially, have a special vantage point for informally observing well-being and making referrals to the school counselor, if warranted. However, most important here are skills that can help simply to build appropriate, supportive relationships with gifted kids, who might believe that invested adults are concerned only about performance, not “humanness.” Hands-on activities will help educators and parents gain skills for working with high-stress achievement, underachievement, debilitating perfectionism, anxiety, and bullying.

CANCELLED
T6. Sneaking 21st Century Skills into the Classroom: What Current Research Really Says
Jonathan Plucker, Indiana University, Bloomington, IN

T16. Instructional Programming for Special Populations of Gifted Students: Preparing Them for the 21st Century
Jaime Castellano, Ganado Unified School District, Ganado, AZ; Dina Brulles, Arizona State University, Phoenix, AZ; Shawn Cherry, University of Connecticut, Storrs, CT 

21st century student outcomes describe the skills, knowledge, and expertise students must master to succeed in work and life. Those who can think critically and communicate effectively must build on a base of core academic subject knowledge. Creativity and innovation, critical thinking and problem solving, and communication and collaboration are the skills needed to prepare for an increasingly complex life and work environment. But what about those special populations of gifted students who have gaps in these areas, what do we do for them? This session is devoted to answering that question by offering lessons and strategies needed to fill those gaps and that are culturally responsive to the students served.

T7. Maximizing Outcomes for Twice-Exceptional Children: What Educators Need to Understand and Be Able To Do
Beverly Trail, Regis University, Henderson, CO; Claire Hughes, College of Coastal Georgia, Brunswick, GA

Educators learn how to use the problem-solving process to develop a comprehensive plan that integrates strategies from both gifted and special education. Twice-exceptional children have diverse needs with incredible strengths and debilitating weaknesses. Participants will develop an individual education plan with a focus on developing 21st century skills and nurturing strengths like creativity and problem solving. Utilize technology to assist children with weaknesses in written expression and executive functioning. Learn strategies to assist children in developing the interpersonal skills essential for collaborating with others and intrapersonal skills that are a prerequisite to self-actualization. 

T17. Beyond the Core: Infusing Critical and Creative Thinking into the Curriculum
Susan Dulong Langley, Framingham Public Schools, Framingham, MA

The Common Core State Standards developers acknowledge that “The Standards set grade-specific standards but do not define the intervention methods or materials necessary to support students who are well below or well above grade-level expectations,” and that, “These Standards are not intended to be new names for old ways of doing business…. They are a call to take the next step.” What, then, is the next step? We will explore strategies in curriculum and lesson design to support: Establishing essential elements; developing pre-formative, and summative assessments to inform instruction; tiering by cognitive complexity; and infusing creative-thinking skills.

T8. Developing Leaders for Today’s World: Service-Learning for Gifted Students
Katrina Weimholt, Kelly C. Weiley, Lindsay Wall, Paula Olszewski-Kubilius, Northwestern University, Evanston, IL

Our world faces countless social problems — poverty, disease, global warming — that our brightest young people need to be prepared to address. Service-learning as an instructional strategy integrates rigorous academics with meaningful service to train and inspire students to become active, engaged citizens. This session explores service-learning pedagogy and discusses ways service-learning provides an optimal match for gifted learners and aids in the development of 21st century skills. Presenters share best practices for structuring high quality service-learning projects and facilitate small-group planning exercises. Attendees leave with concrete tools and strategies to implement in their own schools.

T18. Get a Life! Differentiation with Biography
Ann Robinson, University of Arkansas at Little Rock, Little Rock, AR

Nothing is as interesting as someone else’s business! Life stories—biographies—have been used to teach lessons for centuries. Whether you teach art, literacy, science, social studies, music or math, there are creative biographies that can be used to differentiate any curriculum unit. In the new NAGC Pre-K-Grade 12 Gifted Education Programming Standards, biography study is specifically noted in Standard 3, Curriculum Planning and Instruction, as a means of meeting the needs of gifted students for culturally relevant experiences and career exploration. Learn strategies for incorporating biography effectively to differentiate the curriculum. Engage in cross-curricular learning activities to implement in your classroom. Review example trade biographies. Master the steps to creating a teacher guide, a Blueprint for Biography, for your favorite life story. Leave this session with biography-based activities that focus on talent development. And…take home a bibliography of exemplary biographies for the elementary grades.

T9. At the Corner of Creativity and Affective Needs
Carol L. Tieso, College of William & Mary, Williamsburg, VA; Patti Wood, Samford University, Birmingham, AL

We don’t need to choose between engaging in creative activities and addressing gifted students’ affective needs. In this interactive session, you’ll learn new ways to infuse creative-thinking skills and habits of mind into your curricula while still focusing on the social and emotional needs of diverse learners, especially those at risk for underachievement or perfectionism. Several creative-thinking skills approaches that may be infused into your differentiated affective curricula are highlighted. Further, we will engage in creative practicing, explore sample affective lesson plans, and share successes and challenges along the way. Please join us at the corner of creative thinking and social and emotional strengths by taking a risk that you’ll challenge yourself and have some fun at the same time!

T19. Implementing the Schoolwide Enrichment Model in Your School or District
Joseph Renzulli, Sally Reis, University of Connecticut, Storrs, CT

This session provides an overview of the Schoolwide Enrichment Model (SEM) and specific strategies for implementing the model in a variety of schools with students of different ages and demographic backgrounds. The model, based on more than 30 years of research and development, is a comprehensive talent development approach for infusing levels of enrichment and differentiation for all students while simultaneously implementing strategies to challenge all gifted and high-achieving students. Specific strategies including the development of Total Talent Portfolios, Curriculum Modification Techniques, and Enrichment Teaching and Learning will be introduced as will new directions in the SEM.

T10. Response to Intervention: A Leadership Framework for Identifying Potential
George Betts, University of Northern Colorado, Greeley, CO; Robin Carey, Douglas County Public Schools, Castle Rock, CO

Educators in the field of gifted education must have a voice in fully utilizing the Response to Intervention framework as a strength-based approach. Presenters will focus on the knowledge, skills, and steps necessary for educators in gifted education to utilize this Staff Development Leadership Approach (SDLA) to facilitate RtI teams to gain an understanding of how implementing the RtI framework will allow us to focus on the learner. This session provides an opportunity for participants to self-assess readiness and to implement this powerful framework to identify and serve high-potential, highly able learners.

T20. Tech THAT: Gifted Children Online
Brian Housand, East Carolina University, Greenville, NC; Angela Housand, University of North Carolina-Wilmington, Wilmington, NC; Jennifer Troester, O'Neill Public Schools, O'Neill, NE

In this highly interactive session participants will explore the social and psychological implications of living in a world with boundless technology opportunities. Using case studies and current research we will explore how to help students create balance, navigate digital environments safely, and advocate for their own well-being. This session addresses the tough questions facing teachers, parents, and administrators as they help students navigate a new world online: How do gifted students deal socially, emotionally, and intellectually with “constant connectivity”? How do teachers and parents bridge the digital divide to support gifted students while keeping them safe online?

Moved from afternoon to morning
T11. Harnessing the Power of Technology to Increase the Potential of Curriculum and Instruction
Cindy Sheets, Shawnee Mission School District, Shawnee Mission, KS; Brian Housand, East Carolina University, Greenville, NC

How do we go about providing experiences for gifted students that transcend the compartmentalized grade-level curriculum and prepare them to participate in a global society? How can we engage them in experiencing the wider world beyond their school buildings? Students are no longer tied to the knowledge and skills found within their school walls, and are able not only to research areas of interest, but also to connect with others that share their same deep interests. Let’s take a tour through a multitude of technology resources and project ideas that empower students to develop their critical, creative, and problem-solving and inquiry skills, while learning to be a good digital citizen.

T21. Invest in America’s Future: Maximize the Challenge for Middle and Secondary STEM Students
Linda Sheffield, Northern Kentucky University, Highland Heights, KY; Chris Schultz, Iowa State University, Ames, IA; Deborah Beckmann Kotzubei, Mirman School for Highly Gifted, Los Angeles, CA; Joyce Van Tassel-Baska, College of William & Mary, Williamsburg, VA; Nielsen Pereira, Western Kentucky University, Bowling Green, KY; Shawn Jordan, Odesma Dalrymple, Arizona State University, Tempe, AZ

Science, Technology, Engineering, and Mathematics (STEM) are critical to our economy, national security, and global leadership in innovation and research. In this session, participants will have an opportunity to explore global research-based strategies, creativity techniques, curriculum, and resources for identifying and nourishing promising, inventive, and productive STEM students in grades 6-12. Participants may choose from roundtable groups as they actively investigate these techniques and resources for supporting and developing middle and secondary STEM students from all backgrounds, and discuss currents issues, research, and implications of recent national initiatives with STEM experts.

 

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