| Saturday Opening General Session |
| 8:30-9:45 am |
Multiple Intelligences: The First 25 Years
Howard Gardner
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| Critical Issues Track |
| 10:00 – 11:00 am |
What ‘Real’ Academic Talent Development Should Be
This presentation uses Gagne's updated Differentiated Model of Giftedness and talent (DMGT 2.0) to propose a formal definition of talent development (TD), and its specific adaptation to general education, labeled academic talent development (ATD). Six crucial characteristics of TD and ATD are identified, with examples given in arts and sports. A review of current gifted education services shows that most programs do not exhibit many of these crucial characteristics. Consequently, the vast majority of U.S. school districts are not implementing "real" academic talent development. The presentation outlines how appropriate ATD would look.
Speaker(s): Francoys Gagne, University du Qubec Montral (Brossard, QC)
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| 11:15 am – 12:15 pm |
Extending the Learning: Challenging and Engaging Programs for High-Potential After School
One major education goal of the Obama administration is to expand high quality afterschool opportunities. For high-potential children, especially those from disadvantaged backgrounds, challenging afterschool options are often limited. How might educators use afterschool settings to provide opportunities that gifted children may not find during the school day? This session describes two programs designed to challenge high-potential students. The Project M3 Math Club introduces students of high mathematics potential to advanced curriculum after school, and Expanding Horizons engages talented readers in the Schoolwide Enrichment Model-Reading Framework. Suggestions for developing similar programs are shared, including details on professional development and organizational considerations.
Speaker(s): Catherine Little & Katherine Gavin, University of Connecticut (Storrs, CT)
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| 12:30 – 1:15 pm |
Using the RTI Approach with Gifted Underachievers
Gifted underachievers are students who have the potential for high achievement but are unsuccessful in school. In this session, learn how to use the RtI approach to target these students, develop appropriate academic and behavioral interventions and monitor each student's progress. Learn about a number of specific interventions, that meet the needs of gifted underachievers. See examples of how individual student progress can be monitored through an easy-to-use Progress Monitoring Form. This form targets problem areas for underachievers, the interventions tried, and shows ways to measure progress throughout the intervention process.
Speaker(s): Carolyn Coil, Pieces of Learning (Marion, IL)
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| 1:45 – 2:45 pm |
New Directions in the School Wide Enrichment Model
This session provides an update on The Schoolwide Enrichment Model and specific implementation strategies in a variety of schools with students of different ages and demographics. The model, based on more than 30 years of research and development, is a comprehensive system for infusing "high-end learning" into schools to address the unique needs of gifted and talented and high-potential learners while simultaneously enriching all students. Specific strategies include the development of Total Talent Portfolios, Curriculum Modification Techniques, and Enrichment Teaching and Learning. Innovative new strategies and updates in the model are presented.
Speaker(s): Joseph Renzulli & Sally Reis, University of Connecticut (Storrs, CT)
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| 3:00 – 4:00 pm |
Demythologizing Gifted Education: A 25-Year Perspective
The Winter 1982 issue of the Gifted Child Quarterly focused specifically on the challenge of "Demythologizing Gifted Education," centering on the question, "What are the main issues that gifted education must confront effectively if it is to survive the 1980s?" The issue arose from the perception that, more than a decade after the release of the widely discussed Marland report, many common myths were persistently prevalent in gifted education. The three general goals and purposes for the issue were to: "stimulate some lively discussion, critical thinking, and creative research; shake loose the grip of some common myths; and, suggest promising directions for more productive foundations for inquiry and practice."
Speaker(s): Carolyn Callahan, University of Virginia (Charlottesville, VA); Donald Treffinger, Center for Creative Learning (Sarasota, FL); Dorothy Sisk, Lamar University (Beaumont, TX); Reva Friedman-Nimz, University of Kansas (Lawrence, KS); Sidney Moon, Purdue University (West Lafayette, IN)
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| Parents |
| 10:00 – 11:00 am |
Sticking Up for Your Gifted Child
A powerful force for advocacy and change, a parent of gifted children and her former principal present characteristics, debunk myths, address special emotional needs, and discuss problems and solutions. School policies and attitudes that hurt gifted children are tackled, along with funding mandates and successful advocacy. Study changes made in one district and learn how to effectively take up the challenge of sticking up for your gifted children. Leave with a valuable website to electronically communicate with the presenters in the future and create an online community for support and connection.
Speaker(s): Sara Lampe, Lampe and Associates (Jefferson City, MO); Jackie Douglas, Drury University (Rogersville, MO)
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| 11:15 am – 12:15 pm |
Understanding Your Child's Standardized Assessment: IQ, Achievement, and Aptitude Tests
In today's educational atmosphere, laden with high-stakes testing, parents are constantly receiving scores and reports from different standardized tests. The wide variety of tests used in the school setting is daunting even to professional researchers and school administrators. This session focuses exclusively on helping parents understand the different types of standardized tests and what information they actually provide. Examples are given for intelligence, nonverbal intelligence, aptitude, and achievement tests. The presenters address what information is important to look for as well as what such information actually tells you about your student.
Speaker(s): Scott Peters, University of Wisonsin - Whitewater (Whitewater, WI); Vicki Vaughn, Edgelea Elementary School (Lafayette, IN)
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| 12:30 – 1:15 pm |
Maximizing NAGC's Mile Marker Series
For many years, NAGC has served as a resource for parents and professionals seeking a wide range of advice. These information seekers have needs all over the map, from the most basic inquiries about giftedness to more complex questions about effective legislative advocacy. Responding to those needs, a proactive group of NAGC parent volunteers developed the Mile Marker Series, a CD-ROM that invites users to peruse information pertinent to them. This session not only introduces the MM Series, but participants also learn how the resources can be effectively used to encourage and enrich collaboration between home and school.
Speaker(s): Diana Reeves, NAGC Parent Board Member (Washington, DC); Robin Schader, Parent Resource Advisor (San Francisco, CA); Kathy Jones, Kansas Association for the Gifted, Talented and Creative (Chanute, KS)
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| 1:45 – 2:45 pm |
What Makes an Effective Advocate?
Margaret Mead said "Never doubt that a small group of thoughtful, committed citizens can change the world; indeed, it is the only thing that has." In order for the gifted education world to change so all children learn something every day, people must know how to become thoughtful and committed advocates. They must know how to craft messages and deliver them to the right audience. They must learn how to establish relationships with decision makers, so they can make a real difference. This session focuses on those aspects by sharing ideas and resources to enable people to become lifelong advocates.
Speaker(s): Julia Roberts & Tracy Inman, Western Kentucky University (Bowling Green, KY)
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3:00 – 4:00 pm
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Accurate Assessment? Misdiagnosis and Dual Diagnoses of Gifted Children and Adults
A pediatrician, two neuropsychologists, two clinical psychologists, and an educational psychologist discuss the extent to which gifted children are misdiagnosed as having ADHD, OCD, Asperger's Disorder, or even Bi-Polar Disorder. Misdiagnoses stem from a widespread lack of knowledge within the educational, counseling, and health care professions. Particularly if educationally misplaced, gifted children may react with inappropriate behaviors, which are misinterpreted as reflecting emotional problems. Asynchronous development or developmental anomalies can result in twice-exceptional children, particularly learning disabilities that may be similarly incorrectly diagnosed. This session describes frequent misdiagnoses, and outlines ways to ascertain the likelihood of a misdiagnosis.
Speaker(s): Ed Amend, Amend Psychological Services (Lexington, KY); James Webb, Great Potential Press (Scottsdale, AZ); Jean Goerss (Glendale AZ); Nadia Webb, Children's Hospital of New Orleans (New Orleans, LA); Paul Beljan, Beljan Psychological Services (Scottsdale, AZ); Richard Olenchak, University of Houston (Houston, TX)
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| Putting It Into Practice |
| 10:00 – 11:00 am |
“I Can't” to “I Can:” Changing the Mindset of Adolescent Underachievers
No matter how hard teachers try to engage learners, some students still do not achieve to their fullest potential. Although numerous strategies exist for teachers to assist students in improving performance, changing mindset has not been fully investigated. This workshop refocuses the issue of underachievement through the lens of Dr. Carol Dweck's theory of fixed versus growth mindset. Changing mindset may prove to be a significant shift in our work with underrepresented students in gifted or advanced classes. Participants learn the background theory of mindset, ideas for changing mindset, and strategies that promote greater student success.
Speaker(s): Richard Cash, Bloomington Public Schools (Bloomington, MN)
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11:15 am – 12:15 pm
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Resources for Stem Curriculum: Building Services for Gifted Learners in Elementary Schools
The STEM disciplines are frequently ignored in elementary schools or focused on low-level mathematics literacy. Gifted learners need more. They need opportunities to explore STEM topics, pursue their interests, and develop an early understanding of what scientists and engineers do. Educators who do not view themselves as STEM specialists are provided with tools for finding science and engineering talent, resources for differentiated STEM curriculum in grades K-5, and activities for use in pull-out or cluster-grouped programs. A new Javits project, STEM Starters, provides a look into what STEM opportunities can do for the gifted learners.
Speaker(s): Alicia Cotabish, University of Arkansas at Little Rock (Little Rock, AR); Belinda Shook, Beebe Public Schools (Beebe, AR); Debbie Dailey (AR)
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| 12:30 – 1:15 pm |
The Power of Choice to Differentiate Instruction in Early Childhood Classroom
Learning centers and making choices are common strategies used to foster learning in early childhood classrooms. How do we know when students are challenged through their choices? How can teachers design activities that are both developmentally appropriate and challenging? The presenters share how they plan, design, and implement a Choice Time that addresses differences in interest, readiness, and learning styles. Most importantly, presenters focus on the benefits of choice time to inspire dispositions that encourage children to inquire, direct their own learning, and work with other children to deepen their own understandings and strengthen their skills.
Speaker(s): Nancy Hertzog, University of Illinois at Urbana (Champaign, IL); Marcia Burns, University Primary School (Champaign, IL)
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| 1:45 – 2:45 pm |
Using Needs Assessments and Professional Development Plans in Gifted Education
Effective Spring 2008, the NAGC-CEC Teacher Knowledge and Skill Standards for Gifted Education are required for use in accredited gifted education teacher preparation programs. However, for many in-service teachers, the opportunity to become familiar with these standards is limited to professional development experiences offered within local contexts, not accredited gifted education teacher preparation programs. This session seeks to assist local professional developers in providing standards-driven, needs-based professional development by: (1) identifying professional development needs at the individual, school, and district levels; (2) selecting appropriate professional development delivery strategies, models, and options; and (3) creating targeted and meaningful professional development plans.
Speaker(s): Valija Rose, Johns Hopkins University (Baltimore, MD); Kimberley Chandler, College of William and Mary (Williamsburg, VA)
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| 3:00 – 4:00 pm |
Keys to Classroom Creativity
As we stand at a crossroads where the strict content standards of No Child Left Behind may ease, allowing for a broader view of students' strengths and capacities, creativity is again gaining momentum as a key skill and capacity for the 21st century. This session provides strategies for those who seek to advocate for and integrate creativity in the classroom, including best practices for identification, nurture, developing a supportive classroom culture, curriculum adaptations, instructional approaches, and assessment. A substantial handout and resource list is provided.
Speaker(s): Bonnie Cramond, University of Georgia (Athens, GA); James Kaufman, CSUSB (San Bernardino, CA); Kyung Hee Kim, College of William and Mary (Williamsburg, VA); Susan Daniels, California State University, San Bernardino (San Bernardino, CA)
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| E. Paul Torrance Creativity Lecture |
| 4:15-5:45 pm |
Larger than Life: Exploring the Lives of Eminent Creators
Howard Gardner and Dean Keith Simonton
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