Board Institutes 2008

A. Creativity and Standards: Let’s Not Let the Rest of the World Leave Our               Students Behind

 Bonnie Cramond, University of Georgia, Athens, GA; Elizabeth Connell, Mary Baldwin College, Staunton, VA; Elizabeth Fairweather, Misook Heo, Victoria Lang, Katherine Brown, Rebecca Landis, University of Georgia, Athens, GA

 With the recent worldwide emphasis on creativity and innovation – especially by scientists and economists-the U.S. cannot afford to let the rest of the world leave our children behind. Yet, teachers, pressed by demands of standards-based teaching and testing, often feel that they do not have the time to teach creative skills. We demonstrate how to use creative skills to teach the standards of different disciplines and at different grade levels. We introduce a general creative skill, then divide into smaller groups – based on content, then level-to practice and modify the strategy for the particular context. Handouts include a list of strategies and some ideas for using them to teach standards.

B. The REAL Fear Factor: Addressing Stereotypes and Working Effectively with Black Males and Females

 Donna Y. Ford, Gilman Whiting Vanderbilt University, Nashville, TN

 While it is difficult to admit or acknowledge on a personal and professional level, some educators do hold negative perceptions and stereotypes about Black and Hispanic students, especially males. These perceptions, often unconscious, contribute to negative expectations and student teacher relationships. In this workshop, we examine perceptions and stereotypes about Black and Hispanic males and females, with attention to how these views hinder our ability to see such students as gifted/talented. We share theories and research, along with strategies and recommendations for decreasing fears and stereotypes about these two student populations.

C. Honoring the Social and Emotional Lives of Gifted Youth

 Thomas Hébert, University of Georgia, Athens, GA

 Educators want to understand and appreciate the social and emotional lives of students in their classrooms in order to guide them in their development. This interactive session offers an overview of the social and emotional issues facing gifted young people. Topics include heightened sensitivity, peer group acceptance, friendships, perfectionism, underachievement, and dealing with community, family, and teacher expectations. Through discussion, case studies, activities, and use of reading materials and media, teachers and counselors gain a better understanding of their students and learn to facilitate classroom strategies to support their social and emotional development.

D. The Intellectual Struggle: A Differentiated Unit of Study

 Sandra Kaplan, University of Southern California, Los Angeles, CA

 The need to confront the concept and dimensions of an intellectual struggle in order to understand motivation, achievement, and the relationship between potential and performance are the intended outcomes derived from the teaching and learning of this differentiated unit of study. The cognitive and affective skills and dispositions related to meeting and participating in the intellectual struggle and the introduction of the disciplines of philosophy and psychology would be integral features of this curriculum that is also aligned to language arts, social studies, and science standards across the grades. An exemplar from this curriculum can be described by the study of the relationship between scientists’ struggle for answers of phenomena and the theories and principles of philosophers and psychologists.

E. Making Sense of Underachievement: A Counseling Perspective

 Jean Peterson, Purdue University, West Lafayette, IN

 Educators and parents often view the complex phenomenon of underachievement narrowly and as something to “fix” as soon as possible and with some sort of magical intervention. In general, adults may be so preoccupied with academic nonperformance that they miss a low-performer’s strengths, learning differences, creativity, developmental struggles, school-systemic and family-systemic issues, and personal crises, for instance. This session looks at underachievement holistically, through a developmental lens, with attention also to various systems of which underachievers are a part. With a new perspective, based on the presenter’s research and clinical experience, adults may be able to interact with underachievers more effectively.

F. Technology: Gifted Students and 21^st Century Learning

 Cindy Sheets, Shawnee Mission Schools, Lee Summit, MO; Ginger Lewman, Emporia Middle School, Emporia, KS

 The world we live in is vastly different than even ten years ago. How do we make sure that students are ready to thrive in a knowledge-based, global society? How do we provide leadership to our students and enable them to use their experiences with technology, including software, Internet, and Web 2.0 productivity tools? From PowerPoint, to Wikis, blogs and podcastings, explore examples of individual and group learning activities that promote active student engagement, high-level thinking, and sharing with an authentic audience.

G. Practical Strategies for the Differentiation of Curriculum and Instruction for ALL Exceptional Learners in Mixed-Ability Classrooms

 Mary Slade, James Madison University, Harrisonburg, VA; Bonnie Hobson, Gail Collins, Tawnya Doss, Harrisonburg City Schools, Harrisonburg, VA

 Develop an initial understanding of the concept of differentiated curriculum in any mixed ability classroom (gifted, ESL, and students with disabilities). A practical definition is presented along with an easy method of differentiating educational experiences by modifying minimum standards for all levels of learning. The remainder of the presentation includes practical strategies for pre-assessment, tiered lessons, management strategies, and using differentiated assessment.  The presentation includes strategies for K-12 teachers in any subject area, including honors, AP, and dual-enrollment courses.

H. Great Grammar for Gifted Children

 Michael Clay Thompson, Raleigh, NC

 Do not believe negative myths about grammar. Good grammar is essential to success in the academic and professional world, but the unfortunate educational trends of recent decades have neglected and even abolished grammar, leaving gifted children with a language arts curriculum that fails to prepare them for academic excellence. This session presents four-level analysis, an exciting path to success in teaching grammar that is illuminating and powerfully practical and gives teachers a powerful way to restore grammar to its honored place in the language arts curriculum.

R. Using Products to Challenge and Differentiate

Julia Link Roberts, Tracy Ford Inman, Western Kentucky University, Bowling Green, KY

Products, products, products!  What can products do for your students?  They can be used to motivate, and they can be vehicles for differentiation. The development and assessment of products may be enhanced through the use of consistent indicators.  This session will examine indicators that guide the student in the development of products and guide teachers as they assess student products.  The session will focus on the DAP Tool, which has three levels for product assessment, ensuring that all students have criteria that will cause them to think and work to enhance their expertise while at the same time increasing their knowledge of the content being studied, their creativity, and their ability to reflect upon the experiences.   Participants will examine criteria (content, presentation, creativity, and reflection) as consistent criteria for developing and assessing products.  A range of products will be examined, and participants will have opportunities to apply the criteria as they evaluate products.

Be sure to select your Afternoon Board Institute.

I. The Autonomous Learner Model – A Complete Approach for Secondary Programming for the Gifted

 George Betts, University of Northern Colorado, Greeley, CO

 The Autonomous Learner Model for the Gifted and Talented was designed specifically as the basic programming approach for the gifted and talented at the secondary school level, including middle, high school, and Charter School learners.  The five dimensions of the model: Orientation, Individual Development, Enrichment, Seminars, and In-depth Studies are integral for higher-level learning for the gifted. Emphasis will be placed on Advanced Learning Plans and the RTI approach for the gifted and talented. Specific forms to be used with the learners will be included in the handout.

J. Leading Successful Guided Discussion Groups for Parents of Gifted

 Arlene DeVries, Des Moines, IA

 Parents of gifted children desperately need to interact with other parents and to receive support, guidance, and advice. Guided discussion groups based on the SENG Model (Supporting Emotional Needs of Gifted) effectively assist parents in dealing with such issues as motivation, discipline, stress management, depression, communication of feelings, and peer and sibling relationships. This session presents and demonstrates the structure, approach, and techniques facilitators use to lead these groups. Participants will have opportunities to engage in role-play groups, and learn how to establish and facilitate parent support groups in their local communities.

K. The Having of Wonderful Ideas: Engaging Students in Long-Term Investigations

 Jann H. Leppien, University of Great Falls, Great Falls, MT

 The power of having an interesting idea or question is the driving force behind great learning.  Questions are what drive thinking forward. Answers, on the other hand, often signal a full stop in thought. Interesting questions lead to interesting research, which keeps disciplines and fields of study alive. Student investigations, often facilitated by spirited teachers and community mentors, provide an avenue for students to express their voice and pursue interesting questions on a topic of personal interest. Attendees can expect to share their success stories and ideas with each other; to acquire some additional resources and ideas for facilitating high quality investigations; and to recommit to the idea that one of the purposes of education is to keep learning intellectually alive. Resource materials that support student investigations will be shared.

L. Appropriate Use of Alternative Assessment Measures for Identification and Documentation of Gifted Student Growth

 Paula Olszewski-Kubilius, Northwestern University, Evanston, IL; Joyce VanTassel-Baska, College of William & Mary, Williamsburg, VA

 This session addresses current issues in the assessment of giftedness and gifted children. An example of the development and use of performance-based assessment for the identification of gifted students on a statewide basis is presented along with research about its efficacy and implications for programming. Off-level testing, its use in identifying gifted students and assessing learning is also discussed. The latest research and thinking on the use of nonverbal ability tests for identification of under-represented gifted students is presented along with recommendations regarding when, how, and with whom to use them.

M. Hierarchical Linear Modeling: A Gentle Introduction

 D. Betsy McCoach, University of Connecticut, Storrs, CT

 This workshop introduces participants to The Hierarchical Linear Model and demonstrates simple applications of multilevel modeling using the student version of HLM software. Participants learn how to analyze a simple two-level model and how to interpret the results from their analysis. To fully participate in the workshop, participants should bring a laptop to the session. The student version of HLMv6 will be provided to all registrants.

N. Meeting the Social-Emotional Needs of Gifted Students, K-12

 Christine Nobbe, Center for Creative Learning, Ellisville, MO; Nicholas Kirschman, Webster Groves School District, Webster Groves, MO

 This hands-on minds-on seminar is devoted to meeting the social-emotional needs of gifted students from kindergarten through high school. It includes strategies for assessing the socialemotional needs of gifted students, exploring why those needs are unique, related research, and activities for the classroom. Appropriate for educators of all grade levels who work in a variety of settings and is led by two teachers with a wide range of teaching experiences.

O. Teaching Strategies for Mixed-Ability Classrooms

 Diana Reeves, Gordon School, East Providence, RI

 Working from student strengths and styles, participants learn ways to develop appropriate matches in learning activities. The techniques of modifying content, process and product will be explored as ways of differentiating learning options for diverse-ability classes. Specific practice in the use of graphic organizers appropriate for elementary and middle school students is also provided. The strategies and management suggestions have been chosen not only for the valid learning challenges they provide, but also for the ease with which they can be prepared and used by teachers.

P. Creative Learning with Creative Lives: Biography in the Classroom

 Ann Robinson, Gwendolyn Millen, University of Arkansas at Little Rock, Little Rock, AR

 Engage your gifted learners with fascinating books, creative activities, and rich primary sources. Artists, explorers, musicians, scientists, writers, and a host of other remarkable people are the subjects of compelling life stories that help gifted children understand their own talents. The presenters engage in a hands-on investigation of the Center for Gifted Education’s collection of biographies for gifted learners and participate in creative learning activities from its Blueprints for Biography guides. Participants leave the session with a template to create a Blueprint for a biography of their own choice: a school, and parent-child reading list, and a chart of biography match-ups for popular unit topics in language arts, social studies, science, and the arts.

Q. Making a Lame Duck Fly: Remodeling your Curriculum for Differentiation

 Carol Tieso, College of William & Mary, Williamsburg, VA

 Are your instructional objectives based on low level state standards? Does your curriculum need a shot of adrenaline? Are your gifted and talented students dying on the vine? Please join this interactive session to learn remodeling techniques that will prepare your curriculum units for differentiation. The presenter shares unit overviews guaranteed to facilitate differentiation and address the diverse and unique interests, strengths, and talents of high-ability students. You will leave this session with unit overviews and lesson plans that will motivate and develop the talent of your students and allow your curriculum to soar.

REGISTER NOW!