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Jan. 13
7pm Eastern
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Bulletproofing Gifted Kids: Seven Strategies that Every Teacher, Counselor, and Parent Needs to Know
P. Susan Jackson, Daimon Institute for the Highly Gifted, White Rock, British Columbia, Canada
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What are critical non-intellective factors that profoundly impact optimal development and success? Seven essential themes guide parents, counselors, and teachers in delivering powerful differentiated school and home support. The difference makers are: in-depth understanding of personality; learning style and over-excitability profiles; the critical role of diet, exercise and habits of mind; addressing asynchronous development; deep self-awareness and conditions that advance radical courage/resilience, authentic personality and talent development. Penetrating insights and hands-on strategies derived from two decades of research and practice using Dabrowskis' Theory, the spirit of Positive Psychology, and Integral Practice for the gifted inform this interactive dynamic session.
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Jan. 20
7pm Eastern
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Challenging Talented Readers
Sally Reis, University of Connecticut, Storrs, CT
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Little research has been conducted on talented readers, who are seldom challenged in their classrooms. The special needs of this group are discussed as well as the specific differentiated strategies necessary to enable them to continue to progress in reading. The Schoolwide Enrichment Model in Reading, a research-based approach that challenges talented readers, while also ensuring challenge and differentiated instruction, is introduced in this session.
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Jan. 27
7pm Eastern |
Overview of RtI for Gifted Education
Mary Ruth Coleman, University of North Carolina, Chapel Hill, North Carolina; Susan Johnsen, Baylor University, Waco, Texas |
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Part 1 of a 3-part Series
Sponsored in part by CEC-TAG
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The origins of RtI will be briefly reviewed and the applications for gifted education will be explored. The discussion will focus on: early intervention to support strengths; screening, assessment, and progress monitoring; use of Standard protocols; and collaborative problem-solving approaches with parental involvement. A joint NAGC/TAG position paper on RtI will be presented. This session sets the foundation for the remaining sessions in the three-part series. |
Feb. 10
7 pm Eastern |
The Creative Underachiever: Out of the Box . . . What Box?
Sylvia Rimm, Family Achievement Clinic, Cleveland, OH |
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Creative children are at high risk for underachievement. This presentation discusses the stresses these students voice, the frustrations they feel, the loneliness they describe, and the psychological defenses that prevent them from completing projects for fear that the completed project will not be out of the box enough. Creative underachievers sometimes define creativity as synonymous with opposition toward adults. They are determined to work out of the box, and hardly recognize there is a box. This presentation focuses on ways that teachers and parents can help these students in the prevention and cure of their underachievement.
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Feb. 17
7pm Eastern
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Resource Roundup
Jeff Danielian, NAGC Teacher Resource Specialist |
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| MEMBERS ONLY - FREE |
For over 50 years, NAGC has supported the needs of gifted and talented learners through an extensive and diverse offering of resources designed to inform, guide, and inspire. In recent years, the Association has made every effort to organize and showcase this collection of resources on-line, increasing not only exposure, but the ease with which information can be accessed and applied.
Join NAGC’s Gifted Resource Specialist on a journey designed to showcase all that NAGC has to offer its to teachers, parents, administrators, policymakers, and higher education professionals. Explore the website as never before. The answers to some of the most difficult educational choices, and the research supporting them, are only a click or two away.
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Feb. 24
7pm Eastern |
Gifted Models that Fit Within an RtI Framework
Mary Ruth Coleman, University of North Carolina, Chapel Hill, North Carolina; Sneha Shah-Coltrane, NC Department of Public Instruction, Raleigh, NC; Joe Renzulli, University of Connecticut, Storrs, CT; George Betts, University of Northern Colorado, Greeley, CO |
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Part 2 of a 3-part Series
Sponsored in part by CEC-TAG
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We will examine how three models for gifted education fit within an RtI approach:
- U-STARS~PLUS a nurturing program for children in grades K-3;
- the Schoolwide Enrichment Program; and
- the Autonomous Learner Model.
Focus of the discussion will be how these approaches could be used within the RtI framework.
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March 10
7pm Eastern |
Talent Development within the DMGT Framework
Françoys Gagne, Université du Quebec à Montréal, Brossard, QB, Canada |
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The Differentiated Model of Giftedness and Talent (DMGT) offers a unique way to look at talent development. As its name implies, it is anchored on distinct definitions for the concepts of giftedness (a.k.a. outstanding potential) and talent (a.k.a. outstanding performance). This webinar assumes that participants will have read the DMGT Overview posted online (registrants will be provided link). The author will expand on the subject from that shared baseline, discussing special details associated with each component, then showing how they interact to facilitate or hinder the talent development process. The presenter intends to leave as much time as possible to interact with the participants.
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March 17
7pm Eastern |
New Concepts of Creativity and Giftedness: Implications for Educators
Barbara Kerr, University of Kansas, Lawrence, KS
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Advances in neuroscience and psychometrics are changing our ideas about the nature of intelligence and creativity. Many of these advances have direct application to classroom teaching and guidance. The Counseling Laboratory for the Exploration of Optimal States (CLEOS) at the University of Kansas has developed a method of identification of creatively gifted students by comparing their achievement, personality, and interest profiles to those of eminent individuals. Profiles are developed in each domain of talent – not only the conventional verbal and mathematical areas, but also in such high-demand areas as technical inventiveness and interpersonal intuitiveness. The findings on creativity and giftedness, and what they mean for the classroom teacher, will be presented.
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March 24
7pm Eastern |
Getting Started at the State & District Levels
Mary Ruth Coleman, University of North Carolina, Chapel Hill, NC; Jacquelin Medina, CO department of Education, Denver, CO; Lauri Kirsch, Hillsborough County Public Schools, Tampa, FL; Elisabeth Shaunessy, University of South Florida, Tampa, FL |
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Part 3 of a 3-part Series
Sponsored in part by CEC-TAG
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We will look at implementing RtI for gifted education at the state and district levels. Jacquelin Medina, Colorado State Director for Gifted Education will share ideas for working at the state level. Lauri Kirsch and Elizabeth Shaunessy will share their experiences with district level start-ups. Both will provide a more hands-on view of RtI. |