W1. Tools and Strategies for Promoting Literacy and New Literacies for Young Gifted Students
Sponsored by the Computers and Technology and Early Childhood Networks
The goal of literacy instruction for pre-K-3 high-potential students is to provide a rigorous yet age-appropriate view of learning to read and reading to learn. Using children’s literature as a foundation for best practice instruction, this interactive workshop shares myriad children’s books and online resources that promote strategic literacy development in traditional text and online environments. Resources targeting the cognitive and affective needs of children are presented with ideas for reading reflection, computer-based projects, and learning center/workstations. This workshop will transition teachers and students from being consumers of materials to being producers of literacy-related products. Participants receive a bibliography of resources.
W2. There’s Nothing So Practical as a Good Theory: Global Perspectives on Giftedness From Past to Present
Sponsored by the Conceptual Foundations and Global Awareness Networks
The purpose of this Academy is to provide global perspectives on ethical, moral, spiritual & social/emotional aspects of giftedness from major theorists whose work has been highly influential from the past to the present. This academy creates avenues for global understanding and deeper appreciation of the connection between significant theorists/theoretical foundations that have shaped current affective curriculum development and affective strategies. By considering the impact of the ideas of William James, Leta Hollingworth, Kazimierz Dabrowski, Carl Rogers, Abraham Maslow, and Annemarie Roeper from global perspectives, relevant applications to practice can reveal how practical these ideas are today. Educators and psychologists in the field discuss down-to-earth implications of these theories for values clarification, conflict resolution, active/empathic listening, self-understanding of giftedness, the nobler impulse, and teacher perceptions of affective curriculum. Finally, a curriculum unit that takes the conceptual foundations of the work of these theorists into the classroom will be shared along with the latest in brain research and global implications for future directions.
W3. Gateways to Flourishing Classroom Practices: Understanding the Critical Role of Social-Emotional Issues in the Optimal Development and Success of Gifted Learners
Sponsored by the Counseling and Guidance Network
Graced with extraordinary ability and motivated by a deep need to know, gifted children have a capacity for complex experiencing in intellectual, social, emotional, and moral realms. This Academy examines multiple social-emotional factors at work in the lives of gifted children. Learn models and strategies for validating, affirming, and nurturing social and emotional development; the use of Dabrowksi’s Theory in teaching and counseling environments; and the use of key resources in the school setting, including the school counselor or psychologists. The presenters also discuss the impact of the gifted “label” on self-identity, performance, persistence, and interpersonal relationships. Participants learn how to design and use curricular activities to encourage curiosity and risk taking, and promote imaginative, inviting, and creative productive outcomes.
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W4. Taking Middle School Gifted Students to Higher Ground
Sponsored by the Curriculum Studies and Middle Grades Networks
Why do gifted students seem to lose their motivation to learn in middle school? How can we differentiate curriculum to both appropriately advance learning and support students’ growing independence and sense of self-responsibility? This session provides strategies for removing both academic and affective obstacles to high performance. Participants will write essential questions to identify concepts and generalizations found in academic standards and to identify critical entry points for differentiated learning experiences. Practices for engaging gifted students in rigorous learning, creative activities, and critical thinking will be offered. Participants are encouraged to bring curriculum materials for this hands-on session.
W5. Not IF, but HOW: Using Acceleration Appropriately
Sponsored by the Professional Development Network
Schools need research-based information to implement appropriate accommodations to meet the needs of gifted learners. Substantial research demonstrates that the various types of acceleration have long-term academic and social benefits for gifted children. Some programs, however, need more specifics in order to implement policies for best practice. This session provides a systematic overview of research and will introduce available mechanisms, such as the Iowa Acceleration Scale, (3rd ed.), that ensure acceleration is a low-risk/high-success intervention. Participants develop virtually cost-free plans for implementing grade-based and subject-based acceleration for qualified students.
W6. Effective Program Evaluation in Gifted Education
Sponsored by the Research and Evaluation Network
Comprehensive evaluation is often the missing component in efforts to improve gifted education programming. Join noted expert Joyce VanTassel-Baska in this session designed to familiarize attendees with a framework for conducting an effective gifted education program evaluation. The session shares key evaluation questions to ask, data sources to probe, and implementation techniques for emphasizing focus groups and collecting student assessment data.
W7. Enfranchising Diverse Gifted Learners through the Schoolwide Cluster Grouping Model
Sponsored by the Special Populations Network
Educators are more effectively identifying gifted students from diverse populations. Schools now wonder how to best provide services to all gifted students, while ensuring that all are appropriately challenged. The Schoolwide Cluster Grouping Model is an inclusive model that offers one solution. Discover how cluster grouping enfranchises culturally and linguistically diverse gifted students. Learn how to develop an inclusive model that facilities increased achievement with minimal financial implications to the district. Examine effective methods for supporting cluster grouping through teacher training and staff collaboration. Participants learn effective teaching strategies and methods for evaluating the success in the model.
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