12:00 pm
Overview of Acceleration
Over the past year, members of a National Work Group on Acceleration developed a comprehensive document, "Guidelines for Developing an Academic Acceleration Policy," to assist schools in writing and modifying acceleration policy that is suited to local needs and adheres to research-based best practices.
Led by one of the preeminent leaders in the study of acceleration, this webinar will provide an overview of: categories, forms and types of acceleration, recommended elements of an acceleration policy, the research, support for acceleration, a checklist for successful implementation designed for principals, administrators, state advocates and educators. Plus, you will receive instructions on how to access and implement the guidelines free of charge!
Susan Assouline, University of Iowa, Iowa City, IA
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12:00 pm
Creating a Caring Classroom for Creative Kids: Practical Strategies for Aiding Social and Emotional Development
Gifted children are often plagued by a variety of social and emotional issues throughout their formative years. For creatively gifted students, the multiplicity of issues becomes even greater and the need for supportive strategies becomes more significant. The question is: how can we meet these students’ needs in a heterogeneous classroom setting? Strategies for supporting the social and emotional development of the creatively gifted child do not have to be difficult or separate from regular classroom activities. This webinar presents practical ideas that can be easily applied by any teacher to nurture this fascinating cohort of students.
Tracy Cross, College of William & Mary, Williamsburg, VA
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12:00 pm
Getting (& Staying) Together: Creating a Support and Advocacy Group That Works
At its heart, advocacy and support for gifted children and their families is a grassroots effort, making local efforts’ ground zero in the movement to improve gifted education across America. But how do you start? More importantly, how do you keep it going? From determining your mission and goals to the day-to-day struggles for money, members, and motivation, parents and educators are invited to hear one organization's stories of success and failure and how they make it work, and what could work in your community
Stephanie Ferguson, Mary Baldwin College, Staunton, VA
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12:00 pm
SESSION TIME CHANGE
Enriching Curriculum for All Students
How can educators spark an enthusiasm for learning in young people? What can classroom teachers do to promote creativity and innovative thinking? Learn more about the Schoolwide Enrichment Model (SEM), an instructional program that reaches all students through hands-on problem solving, high-interest activities, and cooperative learning. In this webinar, learn how how teachers can shift from instructor to coach or mentor, and how students' minds, spirits, and values can be developed within an invigorating atmosphere.
Sally Reis, University of Connecticut, Storrs, CT
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2:00 pm
Instructional Strategies for Differentiation within the Classroom
Making sure that gifted students are challenged in heterogeneous classrooms is so important and requires thoughtful consideration of student differences and related needs. This session will focus on the practice of differentiating curriculum and instruction within the regular classroom. We will cover: pre-assessment, differentiated assignments, differentiated products, and cluster grouping. You will learn to employ strategies that improve engagement and optimize learning for all students, including those who are gifted and talented.
Julia Link Roberts, Western Kentucky University, Bowling Green, KY
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2:00 pm
Finding and Serving Twice Exceptional Learners
Knowing how many children there are, whom we can correctly identify as twice exceptional, may help with planning how to meet the needs of these learners. The prevalence found across four districts of varying demographics will be described. Discover how the teachers of these children have managed to deal with the diverse cognitive, affective, and behavioral needs. The issues about identification validity, misdiagnosis vs. diagnosis, as well as the most viable and effective accommodations will also be discussed.
Mark Bade & Linda Newman, Glen Ellyn Media, Glen Ellyn, IL
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2:00 pm
Effective Parent/Teacher Relationships: Managing Expectations
Parents and teachers share common goals in nurturing a gifted child’s social and academic growth; however, the expectations often fail to be communicated. A panel of teachers and parents with many years experience will share what they expect from those interacting with their students. Parents have a right to expect caring competent teachers who are trained in serving the gifted. Teachers can expect that parents allow students to take responsibility for their tasks at school and at home. How can expectations be effectively communicated? This session will provide specific guidelines in communicating these expectations to close the parent/teacher chasm.
Robin Schader and Jeff Danielian, NAGC
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2:00 pm
SESSION TIME CHANGE Developing Mathematically Gifted Students
Good teaching is responsive to individual differences, tailoring instruction to meet the needs of individual learners. In gifted education, students need a curriculum that is differentiated (by level, complexity, breadth, and depth), developmentally appropriate, and conducted at a more rapid rate. This session will address the particular needs educational institutions have in serving their gifted students. Topics include policy and philosophy; specific program models; supplemental materials and programs; knowledge and skills that teachers need in their work; international opportunities and possibilities; and equity. Many of the points raised are as valid for general education students as for gifted students. Many relate equally well to high school or elementary school. And many apply across the curriculum—not just to mathematics.
Mark Saul, Bronxville Schools (retired), Bronxville, NY
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4:00 pm
Ability Grouping for Success
In these lean financial times, more schools are turning toward using cluster grouping models to serve their gifted students. However, justifying success in the model requires that educators monitor critical elements. This session describes methods for monitoring and documenting progress made when implementing a cluster grouping model. The presenter will demonstrate how schools can evaluate program efficacy by documenting student population identified and served, academic achievement of all students, teacher training and evaluation, and student placements in the model. Learn to use the data to effectively plan teacher training, student identification, and student placements.
Karen Rogers, University of St. Thomas, Minneapolis, MN
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4:00 pm
Special Populations in Gifted Education: Understanding Our Most Able Students From Diverse Backgrounds
Public schools are as diverse as ever, and as a result, historically underrepresented students need to be included in gifted education programs that serve our most able students. This session seeks to raise the awareness level and knowledge base of participants, particularly teachers of the gifted, who work with a kaleidoscope of special populations in gifted education. Topics covered include: gifted education in rural environments, highly gifted learners, twice-exceptional children, gifted females, gifted and talented students on the autism spectrum, English language learners, underachievement, and students from culturally or linguistically diverse backgrounds.
Jaime A. Castellano, Ganado Unified School District, Ganado, AZ
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4:00 pm
Exploring Issues in Gifted Education
Through the use of insightfully brief commentaries, this presentation will tackle the real issues in everyday gifted and talented education. Designed to assist and support various gifted audiences: parents, teachers, and gifted coordinators; this session will include authentic and meaningful contexts through the use of case studies drawn from many situations and aspects of education. By tackling extension activities, everyday questions, and reading suggestions through these analysis participants will gain a better understanding of universal issues and concerns related to supporting the needs of gifted and talented children in all facets of life.
Christine Weber, University of North Florida, Jacksonville, FL
Cecelia Boswell, Texas Association for the Gifted and Talented, Austin, TX
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4:00 pm
Teaching Models for Ensuring Depth and Complexity in Language Arts
This session explores language arts teaching models that are recommended for inclusion in curriculum for high-ability students. The teaching models, which have research-based evidence of effectiveness in improving student achievement, focus on skills of literary analysis and interpretation, persuasive writing, vocabulary, and reasoning. This session introduces participants to activities utilizing the teaching models, which may be used as part of any language arts curricula to ensure depth and complexity in language arts.
Kimberley L. Chandler, College of William & Mary, Williamsburg, VA
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