Convention Guide
Atlanta National Association for Gifted Children
57th Annual Convention
Great Minds H
Leading the Way
www.nagc.org
November 11-14, 2010 | Atlanta
Identifyin Your Diverse Student Population Gifted and Talented
Administered in a group setting, NNAT®2 helps to measure general ability and identify potentially gifted students. This nonverbal test provides a fair assessment regardless of a student’s primary language, education, culture, or socioeconomic background. Offered in a paper and pencil test format or as an online test, the NNAT2 is quick and easy to administer.
Free Book Signing
Attend Dr. Jack A. Naglieri’s Session
Come meet and talk with Dr. Naglieri
Using a Nonverbal Ability Test: Helping All Gifted Children Learn Friday, November 12 4:30 p.m. - 5:30 p.m. Room C107
Authored by Jack A. Naglieri, PhD
Visit us at booth 307
The first 100 visitors will receive a free, autographed copy of Dr. Naglieri’s book Helping All Gifted Children Learn: A Teacher’s Guide to Using the NNAT2 Saturday, November 13 11:30 a.m. - 12:30 p.m. Booth 307
Copyright © 2010 Pearson Education, Inc. or its affiliate(s). All rights reserved. Pearson and NNAT are trademarks, in the U.S. and/or other countries, of Pearson Education, Inc. or its affiliate(s). 4671 08/10
Welcome from NAGC
Welcome to Atlanta and to the 57th Annual Convention and Exhibition of the National Association for Gifted Children. A warm welcome especially to members of the National Consortium for Specialized Secondary Schools of Mathematics, Science, and Technology (NCSSSMST), who are holding their annual Convention in conjunction with NAGC’s for the first time this year. The program committee and NAGC staff have worked hard to create a very special Convention experience for you. Experts on creativity, a Nobel Prize-winning physicist, a leading psychologist and researcher on motivation, one of the most famous thinkers in our field, and “America’s Educator” are a few of the GREAT MINDS LEADING THE WAY. We also have more than 465 individual paper and poster sessions at this year’s Convention. We are so pleased that you are adding your GREAT MIND to our meeting. NAGC needs and welcomes your participation. Now, more than ever we need you to become an activist in the field. With the tough economy, services and programs for gifted children are being cut as are positions for educators of the gifted. Most gifted children are now primarily served within their heterogeneous classrooms. It is critically important that practitioners be armed with the knowledge and resources they need to provide differentiated curriculum and instruction and support for the emotional needs of gifted children in their classes. That is the purpose of this Convention--to SUPPORT YOU!!! We urge you to make the most of your Convention experience by doing these five things while you are here in Atlanta. 1. Have at least one dinner or lunch with new people. Make a new friend or colleague. Initiate conversations with the “strangers” who sit around you at sessions or in the open gathering areas. 2. Go to several sessions topics that are new to you or that you typically do not attend. You may be surprised at how you react to new perspectives and cutting-edge research. 3. Go to a Network business meeting. NAGC has 14 Networks on special interest areas. Choose one that is new to you. The Networks need you. This is a great way to meet new people and get support for your own work with gifted children. 4. Go to an evening event that you typically do not go to or have not gone to for a while. 5. Go to the poster sessions and talk to the presenters about their work. This is a great way to connect with people who share your passions.
Again, thank you for attending the Convention and sharing your GREAT MIND with us. We hope you are excited and challenged by what you learn here.
Paula Olszewski-Kubilius 2010 Program Chair and President Elect
Nancy Green NAGC Executive Director
57th Annual Convention | November 11-14, 2010 | Atlanta, GA
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National Association for Gifted Children |
Great Minds Leading the Way
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NCSSSMST
National Consortium for Specialized Secondary Schools of Mathematics, Science and Technology
NCSSSMST leads, serves, informs ... The mission of NCSSSMST, the nation’s alliance of secondary schools and programs preparing students for success and leadership in science, technology, engineering, and mathematics, is to serve our members’ students and professionals, to foster collaborations, to inform STEM policy, and to advocate transformation in education. NCSSSMST offers many opportunities each year for students and professionals: Annual Student Research Conference The Keystone Center National Youth Policy Summit Annual Professional Conference Summer Institutes with College and University Affiliate Members National Consortium for Specialized Secondary Schools of Mathematics, Science & Technology
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For more information, visit www.ncsssmst.org.
NCSSSMST is proud to partner with NAGC for its Atlanta Great Minds Convention
National Association for Gifted Children |
Great Minds Leading the Way
Table of Contents Welcome ....................................................................................................................................................... i Schedule at a Glance ................................................................................................................................... vi Your Guide to the NAGC Convention....................................................................................................... ix Awards and Recognition.............................................................................................................................xvi NAGC Board or Directors and Staff.........................................................................................................xvii Sponsors....................................................................................................................................................xviii Wednesday Highlights.................................................................................................................................. 1 Essentials of Gifted Education...................................................................................................................... 2 Thursday Highlights...................................................................................................................................... 5 Expert Perspectives........................................................................................................................................ 6 Thursday Network Evening Events............................................................................................................. 12 Friday Highlights........................................................................................................................................ 13 Friday Network Evening Events................................................................................................................111 Saturday Highlights...................................................................................................................................113 Parent Day.................................................................................................................................................114 Sunday Highlights.....................................................................................................................................211 Personal planning calendar........................................................................................................................223 Network Events.........................................................................................................................................224 Strand Index..............................................................................................................................................227 Speaker Index............................................................................................................................................252 Maps Georgia World Congress Center............................................................................................................260 Westin Peachtree Plaza Hotel.................................................................................................................262 Exhibit Hall Floorplan...........................................................................................................................264 Exhibitor Listings......................................................................................................................................265 Exhibitor Workshops................................................................................................................................272 Ads............................................................................................................................................................274 Certificate of Attendance ..................................................................................................................last page
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Convention Schedule
At a Glance
Registration and Information Desk Hours Tuesday, November 9
Wednesday, November 10
Thursday, November 11
Friday, November 12
Saturday, November 13
Sunday, November 14
6:00 PM – 8:00 PM Westin, Lobby
1:00 PM – 7:00 PM
7:00 AM – 8:00 PM GWCC
7:00 AM – 6:00 PM GWCC only
7:00 AM – 3:00 PM Registration Open GWCC only
7:30 AM – 11:00 AM Information Desk Open GWCC
GWCC, Level One Concourse
7:00 AM – 4:00 PM Westin
8:00 AM – 5:00 PM
3:00 PM – 6:00 PM Information Open GWCC
Westin
Exhibit Hours Thursday, November 11 5:30 PM – 7:00 PM
Friday, November 12 9:00 AM – 5:00 PM
NAGC Central Hours – Booth 325 in the Exhibit Hall Saturday, November 13 9:00 AM - 4:00 PM
Wednesday, November 10
Thursday, November 11 5:30 PM – 7:00 PM
Friday, November 12 9:00 AM – 5:00 PM
Saturday, November 13 9:00 AM - 4:00 PM
6:30 PM – 8:30 PM N CSSSMST Opening Reception/ Welcome to Atlanta
1:00 PM – 7:00 PM Registration Open
Westin, The Overlook
GWCC, Level One, Concourse
7:30 PM – 9:00 PM
8:00 AM – 5:00 PM Registration Open
University Network Meeting Westin, Plaza Ballroom A
Westin, Lobby
8:00 AM – 5:00 PM NAGC Board of Directors Meeting
8:30 PM – 11:00 PM NCSSSMST Board Meeting Westin, Vinings II
Westin, Vinings I
Thursday, November 11 10:30 AM – 4:30 PM Essentials of Gifted Education See page 2 (separate registration required)
7:00 AM – 8:00 PM Registration Open
Westin, Peachtree Ballroom and Atlanta Ballrooms
12:00 PM – 5:00 PM C ouncil of State Directors Meeting (by invitation only) Westin, Tower Room 1401
5:30 PM - 7:00 PM
L eadership Reception (by invitation only) Westin, Plaza Ballroom B
GWCC
7:00 AM – 4:00 PM Registration Open Westin
7:00 AM – 3:00 PM C ouncil of State Directors Meeting (by invitation only) Westin, Tower Room 1401
8:00 AM – 1:00 PM NAGC Network Leadership Retreat Westin, International Ballroom C
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National Association for Gifted Children |
Great Minds Leading the Way
Event Locations: • Georgia World Congress Center Building C (GWCC) • Westin Peachtree Plaza Hotel (Westin) • Omni Hotel at CNN Center (Omni)
8:00 AM – 3:30 PM A ction Labs (separate registration required) Buses depart from GWCC Northside Avenue entrance
8:30 AM – 11:15 AM Expert Perspectives See page 6 Morning Sessions (separate registration required) Westin
10:30 AM – 3:00 PM A dministrators’ Leadership Forum (by invitation only) Westin, The Overlook
11:30 AM – 12:30 PM Leadership Perspectives Luncheon (by invitation only) Westin, Peachtree Ballroom
12:45 PM – 3:30 PM Expert Perspectives See page 9 Afternoon Sessions (separate registration required)
7:30 AM – 8:30 AM Poster Sessions See pages 25-31 GWCC, Level One, Concourse 8:50 AM – 10:20 AM Mini-Keynotes (3) See page 32 GWCC 9:00 AM – 5:00 PM Exhibit Hall Open 10:40 AM – 11:40 AM Concurrent Breakout Sessions See page 44 GWCC and Westin 10:40 AM – 11:40 AM Poster Sessions See pages 45-51 GWCC, Level One, Concourse 11:30 AM – 1:15 PM Lunch (on your own)/Exhibits Break 11:55 AM – 12:40 PM Putting It Into Practice See pages 52-62 GWCC and Westin 1:15 PM – 2:15 PM Concurrent Breakout Sessions See pages 63-75 GWCC and Westin
Westin
2:30 PM – 3:30 PM First-timers Orientation
1:15 PM – 2:15 PM Poster Sessions See pages 76-81 GWCC, Level One, Concourse
GWCC, Level One, C101/Auditorium
4:00 PM – 5:15 PM
eneral Session – “Reaching for the G Stars: Perspectives on Finding the Next Generation of STEM Innovators” GWCC, Level Three, Georgia Ballroom
5:30 PM – 7:00 PM E xhibit Hall – Opening Reception/ NCSSSMST Affiliate Event/NAGC Networks Social GWCC, Level One, Exhibit Hall C-1
2:30 PM – 3:30 PM C oncurrent Breakout Sessions and Poster Sessions GWCC only
3:30 PM – 4:30 PM N EW - NAGC Game Time Exhibit Hall Break with Dessert GWCC, Level One, Exhibit Hall C-1
4:00 PM – 5:30 PM P ortraits in Gifted Education: “An Afternoon with Alexinia Baldwin” GWCC, Level Three, Georgia Ballroom
Times Vary NAGC Network Evening Events Omni
Friday, November 12
4:30 PM – 5:30 PM Concurrent Breakout Sessions and See pages 97-109 Poster Sessions GWCC only
7:00 AM – 6:00 PM Registration Open
5:45 PM – 7:00 PM N AGC Awards Ceremony, Annual Assembly and Presidential Address
GWCC only
GWCC, Level One, C101/Auditorium
7:00 AM – 8:30 AM S tate Affiliate Breakfast (by invitation only) Omni, International Ballroom E
7:30 AM – 8:30 AM Concurrent Breakout Sessions See pages 14-24 GWCC and Westin
Times Vary NAGC Network Evening Events Omni
(Convention Schedule At a Glance continued) +
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Convention Schedule
At a Glance
Saturday, November 13 7:00 AM – 3:00 PM Registration Open GWCC only
3:00 PM – 6:00 PM Information Desk Open
1:15 PM – 2:15 PM See pages 154-170
Concurrent Breakout Sessions
1:15 PM – 2:15 PM See pages 171-176
Poster Sessions
GWCC and Westin
GWCC, Level One, Concourse
2:30 PM – 3:30 PM Concurrent Breakout Sessions See pages 177-187 GWCC and Westin
GWCC
7:30 AM – 5:30 PM G eorgia Parent Day (separate registration required) Omni (Registration at Omni International Ballroom Foyer)
2:30 PM – 3:30 PM Poster Sessions See pages 188-193 GWCC, Level One, Concourse 3:45 PM – 4:45 PM Concurrent Breakout Sessions and See pages 194-209 Poster Sessions
7:30 AM – 8:30 AM Concurrent Breakout Sessions See pages 115-126 GWCC and Westin
GWCC only
7:30 AM – 8:30 AM Poster Sessions See pages 127-131 GWCC, Level One Concourse 8:50 AM – 10:20 AM General Session – “Mindsets, Praise, and Gifted Education: How Our Messages Can Help or Hinder the Development of Talent” with Carol Dweck
5:00 PM – 6:30 PM E . Paul Torrance Lecture “The Gifted Empire Strikes Back: What Role Does Gifted Education Play in the 21st Century?” with Joe Renzulli GWCC, Level Three, Georgia Ballroom
6:45 PM – 8:00 PM Georgia Reception Omni, International Ballroom
GWCC, Level Three, Georgia Ballroom
Sunday, November 14 9:00 AM – 4:00 PM Exhibit Hall Open
7:30 AM – 8:00 AM Information Desk Open
10:40 AM – 11:40 AM Concurrent Breakout Sessions See pages 132-143 GWCC and Westin
GWCC
7:30 AM – 8:30 AM Network “Super” Sessions See pages 213-217 GWCC
10:40 AM – 11:40 AM Poster Sessions See pages 144-149 GWCC, Level One, Concourse
8:45 AM – 9:45 AM Network “Super” Sessions See pages 218-222 GWCC
11:30 AM – 1:15 PM Lunch/Exhibits Break GWCC, Exhibit Hall C-1
11:55 AM – 12:40 PM “Putting It into Practice” Sessions & See pages 150-156 Exhibitor Lunch & Learns
10:00 AM – 11:30 AM Closing General Session – “Teaching for Adversity: Facing Challenges and Making a Difference” with Ron Clark
GWCC
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National Association for Gifted Children |
GWCC, Level Three, Georgia Ballroom
Great Minds Leading the Way
Welcome to the
NAGC Convention We want you to get the most out of your Convention experience! Here are some tips and information to assist you in planning your Convention schedule. Your Convention Guide
New
NAGC Game Time
for 2010!
At the Front of the Book
The Schedule at a Glance contains meetings, workshops, and special events, in chronological order. In the Back of the Book
Are you interested in a particular presenter? The Speaker Index lists presenters by last name, with corresponding page numbers for each of their presentations.
Take a break for dessert in the NAGC Exhibit Hall for “NAGC Game Time” on Friday, November 12 from 3:30 p.m. to 4:30 p.m. Here’s your opportunity to visit with exhibitors and fellow attendees and try a few games that carry the American Mensa “Select” label. NAGC appreciates the support of American Mensa in sponsoring this event.
Are you interested in a particular topic? The Strand Index lists all sessions presented by each program strand throughout the Convention in chronological order.
Session Descriptions make up the bulk of this Convention Guide. In addition to room location, each session listing contains the title, name of presenter(s), session description, and target audience.
The Personal Planning Calendar on page 223 provides space for you to map your own schedule.
About Convention Events
How to find a room? Consult the map of the Georgia World Congress Center and the Westin Peachtree Plaza Hotel on pages 260 – 263.
Pre-Convention (additional registration fee required – space may be available)
Wednesday: Gifted Education Essentials: Your Toolkit for Delivering Successful
NAGC Central NAGC staff and volunteers are on hand to provide you a link to resources and information at NAGC Central in booth 325. • Pick up speaker books • Discover new parent resources, including The Mile Marker Series, (2nd Edition). • Check out the latest releases and new books, including the “NAGC Advocacy Power Pack.” • View toys that made the Parenting for High Potential 2010 Toy List.
Programs and Services Thursday: Expert Perspectives Thursday: Action Labs Session Formats
In addition to individual concurrent sessions, you will find: Signature Series These timely and salient topics are invited by the NAGC Program Chair and focus on recent developments in the field of gifted education, success stories from peers who received awards this year, or expand the discussion of recently released NAGC books. Mini-Keynotes Choose from three sessions on Friday morning where invited presenters address critical issues facing our field. General Sessions The 2010 NAGC Convention offers general sessions Thursday, Saturday, and Sunday. Check out the “Highlights” for each day for details. All General Sessions take place in the Georgia World Congress Center Georgia Ballroom on Level Three. (Welcome to the NAGC Convention continued) +
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Welcome to the
NAGC Convention We want you to get the most out of your Convention experience! Here are some tips and information to assist you in planning your Convention schedule. Poster Sessions These sessions take place in the Georgia World Congress Center, Level One Concourse. Attendees have the opportunity to examine “posted” displays of research and other topics. Presenters will be available at specific times to discuss their poster presentation. Please consult your program guide for times and descriptions. Putting It Into Practice These sessions on Friday, from 11:55 a.m. to 12:40 p.m., and Saturday, from 11:55 a.m. to 12:40 p.m., focus on applications and strategies for the classroom. Exhibitor Workshops These popular, content-oriented sessions are conducted by our business partners in the exhibit hall during concurrent breakout sessions. See list of the sesions on pp. 272-273.
Lunch-n-Learns These roundtable sessions take place in the workshop areas of the Exhibit Hall on Saturday. Grab your lunch and head to a table to hear about new programs, curriculum units, games, and more! Locations
This year the Convention takes place at both the Georgia World Congress Center and the Westin Peachtree Plaza Hotel. All sessions are at the Georgia World Congress Center, except those with WPP in front of the room name in the session listings. Program Changes
A list of any program changes, such as room locations or session cancellations, that occurred after printing this Convention Guide is in your Convention tote bag. Any additional changes (as they occur) are posted on our live Twitter
feed #NAGCConvention and in the Registration Area. Exhibit Hall
Exhibits are located in the Georgia World Congress Center Hall C-1, off the Level One Concourse. See the hall map on page 264. The exhibitors list is on pp.265-271. Please take time to meet with our exhibiting partners and tell them you appreciate them joining us in Atlanta. The NAGC Network Social on Thursday, and NAGC Game Break on Friday, as well as the lunch on Saturday provide ideal opportunities to visit the exhibit hall. NAGC hopes you will support our business partners that are supporting the association.
NAGC Hotel Information The Westin Peachtree Plaza
Embassy Suites Hotel – Centennial Olympic Park
210 Peachtree Street 404/659-1400
267 Marietta Street 404/223-2300
Omni Hotel at CNN Center
100 CNN Center 404/659-0000
Hilton Garden Inn Downtown
275 Baker Street 404/577-2001
Marriott Atlanta Downtown
160 Spring Street NW 404/688-8600
Recorded Session
Virtual Session
Available in the These sessions NAGC Live are part of the Learning Center NAGC Virtual following the Convention convention. x
National Association for Gifted Children |
NCSSSMST Session
These sessions were developed by members of NCSSSMST and may be of particular interest to math and science professionals.
Great Minds Leading the Way
Getting Around Shuttle Bus Schedule
Wednesday, November 10 1:00 PM – 7:00 PM (GWCC – Westin) Thursday, November 11 7:00 AM – 10:00 PM (GWCC – Westin) 5:00 PM – 10:00 PM (GWCC – Omni – Westin) Friday, November 12 7:00 AM – 10:00 PM (GWCC – Westin) 5:00 PM – 10:00 PM (GWCC – Omni – Westin) Saturday, November 13 7:00 AM – 10:00 PM (GWCC – Westin)
5:00 PM – 10:00 PM (GWCC – Omni – Westin) Sunday, November 14 7:00 AM – 12:30 PM (GWCC – Westin) Two shuttle busses will run from 7:00 a.m. to 5:00 p.m. on Friday and Saturday, between the GWCC, Northside Ave. entrance and the Westin Motor Lobby on Peachtree Street; Busses arriving every 10 – 15 minutes. From 5:00 p.m. to 10:00 p.m., the busses run between the GWCC, the Westin, and the Omni. NAGC appreciates the support of Freespirit Publishing for providing a supply of “In a Jar®” for shuttle bus riders.
Need Help Getting Around?
Wheelchairs are provided at no charge and may be picked up at GWCC Guest Services on the Level One Concourse across from the Exhibit Hall. Individuals will be required to leave their driver’s license. Electric scooters can be rented from Fed/Ex Kinko’s next to NAGC Registration on the Level One Concourse for $55/day. Please phone 404/223-4660 for information or reservations.
10,000 Voices United for Gifted Learners The 2010 NAGC and Texas Association for the Gifted and Talented Conventions coincide this year, making the joint week the largest effort dedicated to gifted ever! Many exhibitors traditionally attend both the NAGC and TAGT Conventions. We want to thank those exhibitors who have made a commitment to both events: ALEKS Corporation Borenson and Associates, Inc. Bright Ideas Catalog/A W Peller & Assoc./Educational Impressions Camp Invention Center for Talent Development at Northwestern University Davidson Institute for Talent Development Dinah-Might Adventures, LP Duke University Talent Identification Program
Engine-Uity, Ltd. Fox Imaging, LLC Kendall/Hunt Publishing Lintor Make-A-Book, Inc. MATHCOUNTS Nathan Levy Associates, Inc. Pearson Pieces of Learning PA Publishing Program for the Exceptionally Gifted – Mary Baldwin College Prufrock Press, Inc.
Renzulli Learning Royal Fireworks Scholastic Testing Service, Inc School Tours of America Summer Institute for the Gifted The Great Books Foundation Tin Man Press
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Network Business Meetings All Network Business Meetings are in GWCC C104 Beginning this fall, all NAGC members have the opportunity to join up to three NAGC Networks as part of their membership. Network social events as well as business meetings that take place at the NAGC Annual Convention will give you a chance to learn more about these special interest groups. Take them for a “test drive!”
Thursday, November 11
Saturday, November 13
STEM SIG 2:30 PM – 3:30 PM
Counseling and Guidance 10:40 AM – 11:40 AM
Friday, November 12
Creativity 1:15 PM – 2:15 PM
Arts 3:30 PM – 4:30 PM Computers and Technology 1:15 PM – 2:15 PM Conceptual Foundations 2:30 PM – 3:30 PM Curriculum 7:30 AM – 8:30 AM Middle Grades 4:30 PM – 5:30 PM
Early Childhood 2:30 PM – 3:30 PM Global Awareness 11:55 AM – 12:55 PM Professional Development 7:30 AM – 8:30 AM Research & Evaluation 3:45 PM – 4:45 PM
Parent and Community 11:55 AM – 12:55 PM Special Populations 10:40 AM – 11:40 AM Special Schools 10:30 AM – 11:30 AM
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Great Minds Leading the Way
Donors With appreciation to our donors for their support of NAGC The NAGC Nicholas Green Distinguished Student Award Fund Liz Crosby Andy Effrat Judith Roseberry Del Siegle and Betsy McCoach Judith Smith California Association for the Gifted Gifted Association of Missouri Greater Federation of Women’s Clubs San Gabriel Valley District Idaho - The Association for the Gifted Illinois Association for the Gifted Minnesota Educators of the Gifted & Talented Mississippi Association for Gifted Children Minnesota Educators of Gifted & Talented Scholar Fund New Hampshire Association for Gifted Education North Carolina Association for the Gifted & Talented Pennsylvania Association for Gifted Education Tennessee Association for the Gifted
Javits-Frasier Scholarship Fund Linda Barnes-Robinson Wendy Behrens Catherine Blando
Dina Brulles Virginia Burney Pamela Clinkenbeard Nicholas Colangelo Carolyn R Cooper Janice Davidson Arlene DeVries Thomas Hébert Janice D. James Tiombe-Bisa Kendrick Sally C. Krisel Victoria Mohnacky Chrystyna Mursky Sylvia Rimm Del Siegle and Betsy McCoach Donnajo Smith Central Cities Gifted Children’s Association Colorado Department of Education Gifted Association of Missouri Georgia Association for Gifted Children University of Georgia Massachusetts Association for Gifted and Talented
Harry Passow Teacher Scholarship Fund Judith Roseberry
Who was Nicholas Green? The Nicholas Green Foundation was established by Maggie and Reg Green to honor the memory of their seven-year-old son, Nicholas, who was killed in a drive-by shooting while visiting Italy in 1994. The Greens paired with NAGC to start the Distinguished Student Award because they wanted to recognize young people who are: 1) working hard to make the most of their lives to develop their unique gifts and talents and 2) about the age of Nicholas at the time of his death. NAGC State Affiliates present the award, which is now funded through the generous contributions received from individuals and organizations. Wes Guthrie, executive director of the North Carolina Association for the Gifted and Talented, recently visited Bodega Bay, CA, the hometown of Nicholas Green. At left are photos of the Children’s Bell Tower and monument erected in memory of Nicholas. Photos by Larry Bordeaux
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Heartfelt Thanks to The NAGC Program Committee Chair Paula Olszewski-Kubilius
Gyimah Whitaker Sue Winter
Shelagh Gallagher Judy McIntyre
Bonnie Cramond Laurie J. Croft
Georgia Local Arrangements Committee Melanie Moore, co-chair
|
Gyimah Whitaker, co-chair
Lynn Hamblett Jan Pearce
Mary Jean Banter McCall Govignon
Sonya Porcher Lynn Waites
NAGC Network Chairs and Chairs-Elect Arts Stephen Schroth John Gaa
Curriculum Studies Sally Dobyns Jennifer Beasley
Parent & Community Pauline Bowie Christy McGee
Computers & Technology OPEN
Early Childhood Barbara Dullaghan Ellen Honeck
Professional Development Elizabeth Fogarty Connie Phelps
Global Awareness Patricia Gatto-Walden Anne Beneventi
Research & Evaluation D. Betsy McCoach Jill Adelson
Middle Grades Diane Heacox Christine Deitz
Special Populations Beverly Trail Claire Hughes
Conceptual Foundations Robert Schultz Elizabeth Romey Counseling & Guidance P. Susan Jackson Jillian Gates Creativity Wendy Leader Laurie Abeel
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National Association for Gifted Children |
Special Schools Patricia Hollingsworth Carol Carter
Great Minds Leading the Way
We Appreciate the Strand Reviewers Thousands of proposals are submitted each year for consideration by the NAGC Network Strand Reviewers. The following individuals gave of their time to make certain that the convention content is balanced and relevant, presenting diverse viewpoints in the field of gifted education. Arts Lou Lloyd-Zannini Stephen Schroth Computers & Technology Kristina Ayers Paul Kevin Besnoy Ginger Lewman Tisha Duncan Melissa Mitchell Jennifer Vermillion Kevin Simms Jennifer Troester Brian Housand Conceptual Foundations Don Ambrose Laurence Coleman Kim Miller Erin Miller Barbara Romey Mary Banbury Barbara Mitchell Hutton Robert Schultz Counseling & Guidance Leslie Forstadt Maxine Levy Elizabeth “Betty” Meckstroth Shulamit Widawsky Lori Flint Connie Phelps Tom Greenspon Sue Jackson Debbie Troxclair Jillian Gates Cindi Lardner Susannah Wood Thomas Hébert Patricia Gatto-Walden P. Susan Jackson
Creativity Susan Daniels Susan Keller-Mathers Laurie Abeel Stuart Omdal Gae Anderson-Miller Kevin Kendall Nan Hathaway Curriculum Studies Eric Mann Suzanne McPherson Patti Coughlan Leighann Pennington Chrystie Hill Jennifer Beasley Kimberley Chandler Cindy Sheets Randee Blair Leigh Anne Akey Ann Murdock Carol Ann Williams Early Childhood Nancy Hertzog Barbara Dullaghan Shannon Jones Ellen Honeck Kimberley Chandler Global Awareness Jenna J. Bachinski Maria Cotton Kathi Kearney Karen Kimball Elizabeth Meckstroth Bob Seney Michele Kane Barbara Mitchell Hutton Math/Science Scott Chamberlin Janet Tassell Kathy Gavin Cheryll M. Adams Chris Schultz Eric Mann Rena Subotnik Lori Bland Linda Sheffield
Middle Grades Susan Rakow Christine Deitz Patti Coughlan Kevin Cloud Sylvia Rimm Susannah Richards Steven Schroeder Davis Diane Heacox Parent & Community Christy McGee Kathy Jones Lori Rubin-Williamson Pauline Bowie Professional Development Antonia (Toni) Szymanski Ann Batenburg Candyce Briggs Pam Cooper Gail Fischer Hubbard Joan Brownlee Brian Reed Razel Solow Barbara Swicord Valija Rose Kim Lansdowne Frances Spielhagen Julie Lamb Milligan Cindy Dwyer Connie Phelps Catherine Little Wendy Doiron Kristina Ayers Paul Liz Fogarty Anne Walden Sheri Stewart Cecelia Boswell Linda Robinson Sharon Dole Kimberley Chandler Alicia Cotabish Victoria Daley Patricia Cameron Debbie Dailey Debbie Gonzales Nancy J. Bangel Laurie Croft
Research & Evaluation Patti Wood Matt Makel Scott Peters Nielsen Pereira Nancy Hertzog Tonya Moon Marcia Gentry Sue E. Jackson Michael Matthews Karen Rambo Jill Adelson Connie Phelps Catherine Brighton Alicia Cotabish Karen Westberg Ann Richardson Kristie Speirs Neumeister Rena Subotnik Catherine Little Beverly Trail Felicia Dixon Frances A. Karnes Frank C. Worrell Marcia B. Imbeau Cheryll M. Adams Special Populations Dina Brulles Kim Lansdowne Margarita Bianco Joy Davis Nielsen Pereira Peter Laing Special Schools Carol Carter Patricia Hollingsworth Debra Price Liz Albert Cyndie Kidwell Marilyn Cox Gina Lewis
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Awards and Recognition The NAGC Board of Directors invites you to join us in celebrating commitment and honoring excellence
Awards Ceremony & Annual Assembly Friday, November 12 5:45 – 7:00 PM Georgia World Congress Center, Level One, Auditorium
Honorees Ann Isaacs Founders Memorial Award Abraham Tannenbaum President’s Award Dorothy Sisk
Community Service Award Ann Sheldon
Distinguished Scholar Award Jane Piirto Distinguished Service Award Joyce VanTassel-Baska NAGC/Ball State Administrator Award Steven Adamowski David W. Belin Advocacy Award U.S. Representative Rosa DeLauro (CT-3) Early Scholar Award Michael S. Matthews Early Leader Award Elizabeth A. Fogarty
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National Association for Gifted Children |
A. Harry Passow Classroom Teacher Scholarships Ruth Lyons
Doctoral Student Awards Yoojung Chae Shelbi Cole Kristina Ayers Paul Sam Shepard Masters’ and Specialists’ Award Sarah Pennington Gifted Child Quarterly Paper of the Decade “The Role of Nonverbal Ability Tests in Identifying Academically Gifted Students: An Aptitude Perspective” David F. Lohman, University of Iowa Spring 2005 (volume 49)
Great Minds Leading the Way
NAGC Board and Staff NAGC Board of Directors • Ann Robinson University of Arkansas at Little Rock, Little Rock, Arkansas President • Paula Olszewski-Kubilius Northwestern University, Evanston, Illinois President-Elect
• Katie Augustyn Connecticut Association for the Gifted, Westport, Connecticut Treasurer • Kristen Stephens Duke University, Durham, North Carolina Governance Secretary
• Andrew Bassett Director, Finance and Administration • Jane Clarenbach Director of Public Education • Rachel Coleman Administrative Project Coordinator • Nicole Daniel Membership and Marketing Coordinator
• Lauri Kirsch Hillsborough County Public Schools, Tampa, Florida State Representative • Cindy Sheets Highlands Elementary (Kansas), Lee’s Summit, Missouri Teacher Representative • Susan Dulong Langley Massachusetts Association for Gifted Education, Milford, Massachusetts Parent Representative • Carol Tieso College of William & Mary, Williamsburg, Virginia Network Representative • J aime Castellano Ganado Unified School District, Ganado, Arizona At-Large Member
• Jean S. Peterson Purdue University, West Lafayette, Indiana At-Large Member
NAGC National Office Staff • Nancy Green Executive Director
• Del Siegle University of Connecticut, Storrs, Connecticut Past President
• Sally Krisel Hall County Schools, Athens, Georgia At-Large Member
• Stuart Omdal University of Northern Colorado, Greeley, Colorado At-Large Member
• Derrick Johnson Director, Meetings and Professional Development • Carolyn Kaye Office Assistant • Adriane Wiles Membership Manager • Karen Yoho Senior Director of Marketing and Member Services
Program Support • Carolyn M. Callahan Editor, Gifted Child Quarterly • Jeff Danielian Teacher Resource Specialist, Editor, Teaching for High Potential • Geoff Dirksen Meetings Operations • Jennifer Jolly Editor, Parenting for High Potential • Robin Schader Parent Resource Advisor
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Sponsors Please join us in thanking these sponsors for their support.
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National Association for Gifted Children |
Great Minds Leading the Way
Wednesday
Wednesday Highlights November 10, 2010
Thursday
W
elcome to Atlanta! NAGC has assembled great minds to share their knowledge for a full day of learning the day before the
NAGC Convention kicks off. Whether you’re new to your position or an experienced gifted coordinator, counselor, or administrator, you’ll find what you’re looking for in this information-packed program! Space may still be available, so please stop by the NAGC Registration Desk at the
Friday
Westin Peachtree Plaza Hotel.
Schedule At A Glance 8:00 AM – 5:00 PM
Registration Open
8:00 AM – 5:00 PM
NAGC Board of Directors Meeting
10:30 AM – 4:30 PM
Gifted Education Essentials (separate registration required)
1:00 PM – 8:00 PM
Registration Open
Westin Peachtree Plaza, Lobby
Westin, Vinings I
Saturday
Westin
Georgia World Congress Center, Building C
Includes General Session, networking lunch plus one of eight Essential Topics in the afternoon. W1. Program Models and Program Design in Gifted Education W2. Designing and Choosing Effective Curriculum for Gifted Learners: Key Considerations W3. Evaluation for Program Improvement and Documentation
Sunday
W4. Creating Classroom Environments to Foster Social and Emotional Development W5. Assessment and Identification W6. Instructional Strategies for Differentiation within the Classroom W7. Effective Professional Development W8. Creating Programs and Services to Meet the Needs of Culturally and Linguistically
Different Gifted Students
57th Annual Convention | November 11-14, 2010 | Atlanta, GA
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Wednesday
Wednesday Essentials 10:30 AM – 4:30 PM Westin Peachtree Plaza (WPP)
10:30 AM – 12 PM
Essentials of Gifted Education: Designing and Delivering Excellent Programs for Gifted Learners
This session provides a combination of big picture and practical application. The standards should be the first component in every gifted toolkit! The opening session and the “Essential Topics” will examine questions such as: • What are the key components of an exemplary gifted program? • How do the NAGC newly revised P-12 Gifted Programming Standards fit into the bigger policy and service picture? • How are standards currently being used to support and deliver successful programs in classrooms and districts? Room: WPP Peachtree Ballroom
1:30 PM – 4:30 PM
Joyce VanTassel-Baska, College of William & Mary, Williamsburg, VA What are the characteristics of quality curriculum for gifted students and what criteria should be used to chose curricular materials for them? What features are critical to consider in designing curriculum units for gifted learners? This session focuses on the design specifications for rich, complex, and challenging curriculum including attention to over-arching themes and concepts, inclusion of authentic activities and assessments, infusion of inquiry and problem-based learning activities, a focus on developing meta cognition and habits of mind, and making interdisciplinary connections. Examples of curricula that meet these criteria will be shared. This session is designed for teachers who are interested in learning how to provide rigorous, content-based curriculum to their gifted students. Room: WPP Atlanta Ballroom B
Choose one of these “Essential Topics” W1. P ROGRAM MODELS AND PROGRAM DESIGN IN GIFTED EDUCATION
W3. E VALUATION FOR PROGRAM IMPROVEMENT AND DOCUMENTATION Carolyn M. Callahan, University of Virginia, Charlottesville, VA
Karen B. Rogers, University of St. Thomas, Minneapolis, MN New to the field of gifted education or wanting to learn more about possible program types for your gifted students? Choose this session if you want to review research-based program models for gifted learners. Models include various accelerative options such as whole-grade acceleration and subject-area acceleration, rapid progress models, partial-day and send-out models, after-school or extra-curricular program models, grouping models, and more. This session is designed to help teachers and coordinators become aware of the various ways in which schools and districts can deliver an appropriate education to our gifted children.
Sunday
Saturday
W2. D ESIGNING AND CHOOSING EFFECTIVE CURRICULUM FOR GIFTED LEARNERS: KEY CONSIDERATIONS
Susan Johnsen, Baylor University, Waco, TX
Friday
Thursday
Separate registration required/Lunch and handouts included
The evaluation of gifted programs provides an opportunity to improve program planning, adjust program implementation based on sound data, and document outcomes--all of which contribute to a sustainable and defensible program. The workshop begins by providing direction for creating an evaluation plan including the identification of evaluation questions, and then proceeds to identifying sources of information and instruments for effectively carrying out the evaluation process. Room: WPP Atlanta Ballroom C
Room: WPP Atlanta Ballroom A
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National Association for Gifted Children |
Great Minds Leading the Way
Wednesday
Tom Hébert, University of Georgia, Athens, GA This session provides a wide variety of activities to assist educators in creating classroom environments where gifted students feel welcome and respected. This interactive session also focuses on how to guide young people to self-understanding and achievement. Teachers and counselors will appreciate learning how to facilitate nonthreatening and enjoyable activities to create a climate of positive support and enhance self-awareness and achievement in gifted students.
W5. ASSESSMENT AND IDENTIFICATION Susan Johnsen, Baylor University, Waco, TX
Room: WPP Atlanta Ballroom E
Julia Link Roberts, Western Kentucky University, Bowling Green, KY Making sure that gifted students are challenged in heterogeneous classrooms is so important and requires thoughtful consideration of student differences and related needs. This “deep dive” focuses on the practice
Sandra N. Kaplan, University of Southern California, Los Angeles, CA The demand to provide professional development to educators of the gifted does not change even though the factors that define appropriate and successful professional development opportunities do change. This session reconciles the need to educate teachers about gifted students with “tried and true” as well as contemporary, research-based, and innovative opportunities that include the use of technology, in-classroom collaboration, apprenticeships, and “take-out” learning materials. Room: WPP Atlanta Ballroom G
W8. C REATING PROGRAMS AND SERVICES TO MEET THE NEEDS OF CULTURALLY AND LINGUISTICALLY DIFFERENT GIFTED STUDENTS Donna Ford, Vanderbilt University, Nashville, TN The under-representation of culturally and linguistically different students in gifted education is an ongoing problem. Policy makers, administrators, educators, and families are all concerned and seeking effective ways to address this problem. In this session, the presenter takes a deep, serious look at factors that contribute to underrepresentation. Participants have a better understanding of ways to recruit and retain these students in gifted education, including referral, assessment, instructional practices, curriculum, and appropriate learning environments, along with family and student concerns and needs. Room: WPP Atlanta Ballroom H
57th Annual Convention | November 11-14, 2010 | Atlanta, GA
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Sunday
W6. I NSTRUCTIONAL STRATEGIES FOR DIFFERENTIATION WITHIN THE CLASSROOM
W7. E FFECTIVE PROFESSIONAL DEVELOPMENT
Saturday
What are the components of a comprehensive, cohesive identification system that allows all students to demonstrate their diverse characteristics and behaviors? This session begins by exploring the issues related to identification and how educators might establish challenging learning environments so that students may express their gifts and talents. This introduction is followed by a review of alternative and traditional assessment procedures that are non-biased and technically adequate. The session concludes by sharing ways of organizing and interpreting assessment information. Participants have opportunities to discuss various identification procedures and examine case study information.
Room: WPP Atlanta Ballroom F
Friday
Room: WPP Atlanta Ballroom D
of differentiating curriculum and instruction within the regular classroom. Topics covered in this session are preassessment, differentiated assignments, differentiated products, and cluster grouping. You learn to employ strategies that improve engagement and optimize learning for all students, including those who are gifted and talented.
Thursday
W4. C REATING CLASSROOM ENVIRONMENTS TO FOSTER SOCIAL AND EMOTIONAL DEVELOPMENT
Thursday General Session Thursday, November 11 4:00 PM – 5:15 PM GWCC, Level Three, Georgia Ballroom
Reaching for the Stars: Perspectives on Finding the Next Generation of STEM Innovators With current concerns that the United States is falling behind in its leadership role in scientific and technological innovation, expressed both by political leaders and educators, what does the scientific community believe is most important to provide to budding scientists and innovators in terms of their education and support?
issues related to developing the next generation of STEM innovators. Moderated by a leading social scientist who has spent her career studying the development of STEM talent, this session promises to provide new insights and interesting perspectives from individuals who have first-hand knowledge of what it takes to be a successful STEM innovator.
How should schools be structured to generate interest in science among students at all levels, promote the development of creativity, innovation and entrepreneurship, and support talent development in STEM areas?
Panelists:
What are the most critical outside-of-school experiences that should be provided? In this session we will hear from a Nobel prizewinning physicist who helped start a statesupported math and science high school, a female astrophysicist, and an up-and-coming science student regarding their views on these and other Panelists
Leon Lederman 4
• Leon Lederman, co-recipient of the Nobel Prize for Physics and co-founder of the Illinois Mathematics and Science Academy • Niescja E. Turner, Associate Professor, Department of Physics and Space Sciences, Florida Institute of Technology • Joseph Stunzi, Biochemistry and Science Communications Major, University of Georgia Moderator:
• Camilla Benbow, Patricia and Rodes Hart Dean of Education and Human Development at Vanderbilt University’s Peabody College Moderator
Niescja E. Turner
Joseph Stunzi
National Association for Gifted Children |
Camilla Benbow
Great Minds Leading the Way
Wednesday
Thursday Highlights November 11, 2010 Welcome to Atlanta
8:30 am – 11:15 am 12:45 pm - 3:30 pm
Thursday
What a great city for this NAGC Convention theme: “Great Minds Leading the Way.” The spirit of Atlanta and the ideals of their people reflect those of the courageous and visionary leaders of our past and present. Your “great mind” will be nourished and refreshed at the largest annual event dedicated to gifted education. Busses depart from the Westin to the Opening General Session at 3:30 PM. 4:00 pm – 5:15 pm
REACHING FOR THE STARS: PERSPECTIVES ON FINDING THE NEXT GENERATION OF STEM INNOVATORS
EXPERT PERSPECTIVES (separate registration required) See pages 6 - 11
2:30 pm – 3:30 pm
FIRST-TIMERS ORIENTATION Find out how to navigate the 57th Annual NAGC Convention. Hear from veterans and NAGC staff on the ins and the outs of this four-day event.
5:30 pm – 7:00 pm
EXHIBIT HALL OPENING RECEPTION/ NAGC NETWORK SOCIAL/NCSSSMST AFFILIATE SHOWCASE
Friday
Learn from the leaders in our field about issues that they have identified as timely and essential. Lunch and materials are included in your registration fee. Space may still be available, so stop by the Registration Desk at the Westin Peachtree Plaza Hotel, where the sessions will be held.
Find out what’s new in the field of gifted education. Take a walk through the exhibits and make a point to talk to the exhibitors. Enjoy light refreshments as you discover more about the NAGC Networks and NCSSSMST Affiliates.
Saturday
Schedule At A Glance 2:30 PM – 3:30 PM First-timers Orientation
7:00 AM – 8:00 PM Registration Open
GWCC, Level One, C101/Auditorium
GWCC
7:00 AM – 4:00 PM Registration Open Westin
8:00 AM – 3:30 PM Action Labs (separate registration required), Busses depart from GWCC Northside Drive entrance
8:30 AM - 3:15 PM Expert Perspectives (separate registration required) Westin
Westin, The Overlook Sponsored by
GWCC, Level Three, Georgia Ballroom
5:30 PM – 7:00 PM Exhibit Hall – Opening Reception/ NCSSSMST Affiliate Event/NAGC Networks Social GWCC, Level One, Exhibit Hall C-1
Times Vary
11:30 AM – 12:30 PM Leadership Perspectives Lunch
Sunday
10:30 AM – 3:00 PM Administrators’ Leadership Forum (by invitation only),
Shuttle busses depart to the GWCC for the General Session from the Westin at 3:30 PM 4:00 PM – 5:15 PM General Session – “Reaching for the Stars: Perspectives on Finding the Next Generation of STEM Innovators”
etwork Evening Events N See page 12 Omni Hotel at CNN Center
Westin, Peachtree Ballroom
NAGC volunteer leaders will join the Expert Perspectives attendees for a celebration of leadership 57th Annual Convention | November 11-14, 2010 | Atlanta, GA
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Wednesday
8:30 AM - 3:30 PM Westin Peachtree Plaza (WPP)
Separate registration required/Lunch and handouts included 8:30 AM – 11:15 AM A. U NLEASHING YOUR OWN LEADERSHIP STYLE FOR NAGC
This session, offered by the NAGC Leadership Development Committee, is designed for those in leadership positions, and for those who aspire to lead. The session provides a basic understanding of the skills and concepts of leadership, and then takes those concepts to help you craft your own leadership skills inventory. In addition to discussing informal and formal approaches for leadership, presenters suggest ways in which you may become more involved in NAGC, both as a leader and as a valued member of NAGC. This session is a “must attend” for anyone who desires to be a leader within NAGC and the entire field of gifted education. Room: WPP Atlanta Ballroom A
B. D IGITAL STORYTELLING: NARRATIVES FOR THE 21ST CENTURY Kristen Stephens, Susan Wynn, Duke University, Durham, NC Today’s students have grown up in the digital age. They are accustomed to creating, consuming, and sharing information using an array of technologies. Digital storytelling can be used in the classroom to blend writing, technology, and emotion – addressing both the cognitive and affective domains. Digital stories involve joining personal narratives with images, video, voiceover, soundtrack, and effects; they demonstrate what learning should look like in the 21st century. This session focuses on the steps in the digital storytelling process, the technologies that support the practice, and ideas for how digital storytelling can be incorporated in the classroom.
Sunday
Saturday
C. CHALLENGING TALENTED READERS Sally M. Reis, University of Connecticut, Storrs, CT
Scott Hunsaker, Utah State University, Logan, UT; George Betts, University of Northern Colorado, Greeley, CO
Friday
Thursday
Thursday Expert Perspectives
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. . Room: WPP Atlanta Ballroom C
D. T AKING THE 1ST STEP: DESIGNING PCM UNITS OF INSTRUCTION Jann H. Leppien, University of Great Falls, Great Falls, MT; Marcia Imbeau, University of Arkansas, Fayetteville, AR So how can you use the Parallel Curriculum Model to reshape some of your existing units of instruction? The Parallel Curriculum Model incorporates four approaches (or parallels) for designing teaching and learning experiences. This session is for participants who are new to the model or for those who want to consider how the parallels can shape opportunities for students to experience and develop multiple ways of making sense of disciplinary content. Participants learn how to use the purposes of each parallel and the key questions to jumpstart curricular planning. Room: WPP Atlanta Ballroom D
Room: WPP Atlanta Ballroom B
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National Association for Gifted Children |
Great Minds Leading the Way
Wednesday
Offered by the NAGC STEM SIG
Room: WPP Atlanta Ballroom E
G. D EVELOPING LEADERS FOR TODAY’S WORLD: SERVICE LEARNING FOR GIFTED STUDENTS Katrina Weimholt, Civic Education Project; Paula Olszewski-Kubilius, Kelly Weily, Lindsay Wall, Northwestern University, Evanston, IL Our nation faces countless social challenges, such as hunger, homelessness, and poverty. Why do these problems exist, and what can we do about them? Service learning integrates academic study with meaningful service and hands-on experience to train and inspire promising young people to become more active, engaged citizens. This session explores service learning pedagogy, introduces program models, discusses ways service learning provides an optimal match for gifted learners, and reviews salient research. Presenters also share best practices for structuring and facilitating high quality service learning projects. Attendees leave with concrete tools and strategies they can implement in their own schools.
Sunday
F. M AKING SENSE OF UNDERACHIEVEMENT: A COUNSELOR’S PERSPECTIVE
Room: WPP Atlanta Ballroom F
Room: WPP Atlanta Ballroom G
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 intervention. In general, adults may be so
57th Annual Convention | November 11-14, 2010 | Atlanta, GA
Saturday
Science, Technology, Engineering, and Mathematics (STEM) are critical to our economy, national security, and global leadership in innovation and research. In this session, participants have an opportunity to explore global, research-based strategies, curriculum and resources for identifying, developing, supporting, and assessing promising STEM students. Participants choose from roundtable groups as they actively investigate these techniques and resources for supporting and developing PreK-16 STEM students from all backgrounds and discuss current issues, research, and implications of recent national initiatives with STEM experts. Participants receive a copy of the new NAGC/NCTM/NMSA book, The Peak in the Middle.
preoccupied with academic non-performance 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 underachievers are part of. With a new perspective, based on the presenter’s extensive research and clinical experience, adults may be able to interact with underachievers more effectively.
Friday
Cheryll Adams, Ball State University, Muncie, IN; Kimberley Chandler, Joyce VanTassel-Baska, College of William & Mary, Williamsburg, VA; Heather Gramberg Carmody, Park Tudor Middle School, Beech Grove, IN; Scott Chamberlin, University of Wyoming, Laramie, WY; M. Katherine Gavin, University of Connecticut, Storrs, CT; Chris Schultz, Iowa State University, Ames, IA; Linda Jensen Sheffield, Northern Kentucky University, Highland Heights, KY; Daphne Duncan, Eric Mann, Purdue University, West Lafayette, IN
Thursday
E. I NVEST IN AMERICA’S FUTURE: MAXIMIZE THE CHALLENGE FOR STEM STUDENTS
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Wednesday
8:30 AM - 3:30 PM Westin Peachtree Plaza (WPP)
Separate registration required/Lunch and handouts included
H. T ECHNOLOGY: GIFTED LEARNERS AND 21ST CENTURY SKILLS Cindy Sheets, Lees Summit, Shawnee Mission School District, Shawnee Mission, 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 experience with technology in sophisticated, responsible ways? This session looks at technology, including software, Internet, and Web 2.0 productivity tools. From PowerPoint to Wikis, blogs and podcasting, explore examples of individual and group learning activities that promote active student engagement, higherlevel thinking, and sharing with an authentic audience.
Friday
Thursday
Thursday Expert Perspectives
Room: WPP Augusta I
J. D IFFERENTIATION THROUGH THE DEVELOPMENT AND ASSESSMENT OF PRODUCTS Julia Link Roberts, Western Kentucky University, Bowling Green, KY
Room: WPP Atlanta Ballroom H
Saturday
American, Hispanic, Asian, Gay, and Native-American offer their heart-felt perspectives on what is right and wrong with gifted education in America. Personal insights and professional perspectives frame this moderated panel discussion. Never before has a renowned group of diverse scholars and practitioners come together on a national stage to initiate a critical conversation and voice what is right and wrong with programs designed to serve our nation’s most able students, many from historically underrepresented populations. Audience participants have an opportunity to join this critical conversation.
I. C RITICAL CONVERSATIONS ABOUT GIFTED EDUCATION IN AMERICA: FROM THE VOICES OF AFRICAN-AMERICAN, HISPANIC, ASIAN, GAY, AND NATIVEAMERICAN LEADERS IN THE FIELD Donna Ford, Vanderbilt University, Nashville, TN; Joy Davis, University of Louisiana at Lafayette, Lafayette, LA; Rosina Gallagher, Chicago, IL; Ernesto Bernal, San Antonio, TX; Richard Cash, Bloomington Public Schools, Bloomington, MN; Kyung Hee Kim, College of William & Mary, Williamsburg, VA Jaime A. Castellano, Ganado Unified School District, Ganado, AZ (moderator)
Accurately assessing student learning is the key to providing learning experiences that allow for continuous progress. The use of consistent indicators guides the student in developing the product as well as guides the educator in assessing the product. Moreover, each product assessment tool has three levels that vary in sophistication. Differentiation of assessment occurs when the appropriate level is matched to the student. This session examines criteria (content, presentation, creativity, and reflection) to consistently guide the development and assessment of products from levels below proficiency to expert. A range of products is examined, and participants have opportunities to apply the criteria as they evaluate products.
Sunday
Room: WPP Augusta III
This session promises to be riveting, engaging, and honest. No topic is off limits. Nationally recognized leaders and experts, often outspoken, who are African
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National Association for Gifted Children |
Great Minds Leading the Way
Wednesday
Leadership Perspectives Lunch NAGC volunteer leaders will join the Expert Perspectives attendees for a celebration of leadership.
gifted children can encourage them to become re-engaged in their education. This presentation focuses on ways that parents, teachers, counselors, and psychologists can help children to prevent and reverse underachievement. The TRIFOCAL Model and practical researched strategies are presented.
Westin, Peachtree Ballroom Room: WPP Atlanta Ballroom B
12:45 PM – 3:30 PM
Lauri Kirsch, Hillsborough County Public Schools; Elizabeth Shaunessy, University of Southern Florida, Tampa, FL
Room: WPP Atlanta Ballroom A
L. T HE PRESSURES GIFTED CHILDREN FEEL: WHY SOME UNDERACHIEVE PLUS PRACTICAL STRATEGIES FOR REVERSING UNDERACHIEVEMENT
The early environments that foster giftedness in children also make them vulnerable to feeling extreme pressures. The pressures they internalize can lead to motivation or can cause them to learn defensive avoidance patterns. Parents and teachers may overlook or misinterpret the symptoms and may be manipulated by children in ways that unintentionally sustain the problems. Educators that provide for the needs of
Educators in Hall County Schools are demonstrating that a rising tide indeed lifts all ships. They have refused to take a deficiency view of children and focus on “adequacy.” Instead they have chosen a “pull from the top” approach to school improvement. By implementing equitable identification practices and challenging programs that allow teachers to recognize and develop talent in diverse populations, Hall County educators have turned around the entire system. Come learn about their approach and work with team members to develop a plan for your school or school system. Room: WPP Atlanta Ballroom C
N. T HE ROAD LESS TRAVELED: COMBINING CREATIVE THINKING AND DIFFERENTIATION Patti Wood, Samford University, Birmingham, AL; Carol Tieso, College of William & Mary, Williamsburg, VA We don’t need to choose between challenging, differentiated curricula and engaging creative-thinking activities. In this interactive session, you’ll learn new ways to infuse creativethinking skills and habits of mind into your curricula while still differentiating for diverse learners. We will highlight several creative-thinking skills approaches that may be infused into your differentiated curricula. Further, we will engage in creative practicing, explore differentiated lesson plans, and share successes and challenges along the way. Please join us in exploring the road less traveled by taking a risk that you’ll challenge yourself and have some fun at the same time! Room: WPP Atlanta Ballroom D
57th Annual Convention | November 11-14, 2010 | Atlanta, GA
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Sunday
D. Betsy McCoach, Del Siegle, University of Connecticut, Storrs, CT; Sylvia Rimm, Family Achievement Clinic, Sheffield Lake, OH
Sally C. Krisel, Hall County Schools, Gainesville, GA
Saturday
In an ideal world, those with the power and resources would jump at the opportunity to create programs to empower our brightest students to attain their potential. In our real world of conflicting priorities where scarce resources are the norm, it takes more than a good idea to address the needs of gifted students...it takes leadership. Join the conversation to examine the role of leadership in creating a mindset for appropriate gifted education services.
M. G IFTED EDUCATION: A SHERPA FOR GUIDING EVERYONE TO NEW HEIGHTS
Friday
K. L EADERSHIP IN GIFTED EDUCATION: Identifying and Serving Gifted Students in Middle School HOW TO REMAIN AT THE TABLE AND STAY OFF THE MENU
Thursday
11:30 AM - 12:30 PM
Wednesday
Thursday Expert Perspectives 8:30 AM - 3:30 PM
Westin Peachtree Plaza (WPP)
O. R ESPONSE TO INTERVENTION: A PROBLEM-SOLVING APPROACH FOR GIFTED AND TWICE-EXCEPTIONAL STUDENTS
Q. A DDRESSING AND MEETING THE NEEDS OF YOUNG GIFTED LEARNERS UTILIZING PROJECT-BASED LEARNING
Stuart Omdal, University of Northern Colorado, Greeley, CO; Daphne Pereles, Colorado Department of Education, Denver, CO; Lois Baldwin, Tarrytown, NY The Response to Intervention (RtI) model of service delivery was developed for struggling learners. This model has great potential as a means of addressing the needs of advanced learners or twice-exceptional learners who may have both remedial and advanced needs. This workshop addressed why the RtI model with a problem solving/ consultation process is a promising fit for these students. The presenter describes the theoretical and practical implications for these special students and then takes the participants through each element of the problem-solving/ consultation process by discussing a case study of a gifted student with both learning and behavioral challenges.
Friday
Thursday
Separate registration required/Lunch and handouts included
Ellen Honeck, Shannon Jones, Institute for the Development of Gifted Education, Denver, CO The Project Approach allows teachers to develop a conceptual framework around a topic that will inspire and meld with children’s passions and theories. More structured than a typical emergent curriculum, it allows for the investigation of higher-level concepts and ideas through an exploratory and continually developing approach. The holistic nature of the study supports the young gifted children who seek to make meaningful connections among their new discoveries as well as supporting real-world explorations and applications. The Project Approach as used in gifted classrooms with discussions of a Bridge project and Opera project among others, is examined. Room: WPP Atlanta Ballroom G
P. T HINKING TOOLS FOR 21ST CENTURY GIFTED STUDENTS Richard Cash, Bloomington Public Schools, Minnesota, MN For gifted students to be well-prepared for life, they must have the tools and resources for 21st century ways of thinking and learning. Today’s classroom must be designed not to “fill up” students with existing knowledge, but rather to increase their ability to learn independently and to produce new knowledge. This requires teachers to possess substantial skills in differentiating curriculum and instruction to get students to “think to learn” and “learn to think.” This session introduces 21st Century Skills essential for the future success of gifted learners and provide ready-to-use techniques for developing student thinking and learning.
Sunday
Saturday
Room: WPP Atlanta Ballroom E
R. PROFESSIONAL DEVELOPMENT 2.0 Elizabeth A. Fogarty, East Carolina University, Greenville, NC “One-shot” professional development in isolation has become as antiquated as overhead transparencies. This session focuses on moving presenters, trainers, and consultants beyond the use of PowerPoint and paper handouts and into the interactive digital world of professional development of the 21st century. Participants learn about and experience the use of free technology tools that can be utilized to deliver high quality and interactive training. Methods for incorporating the principles of the National Staff Development Council Standards for Staff Development are provided. Together we establish a virtual learning community for gifted education professional developers. Room: WPP Atlanta Ballroom H
Room: WPP Atlanta Ballroom F
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National Association for Gifted Children |
Great Minds Leading the Way
Wednesday
Brian C. Housand, East Carolina University, Greenville, NC
T. P ROGRAM EVALUATION AND YOUR GIFTED SERVICES: RESOURCES, STRATEGIES, AND TOOLS YOU CAN USE Ann E. Robinson, Alicia Cotabish, University of Arkansas at Little Rock, Little Rock, AR
Room: WPP Augusta I
Room: WPP Augusta III
Program evaluation is one way to bulletproof your services for high-ability learners. This hands-on session shares practical strategies for documenting what you do for gifted students. In lean economic times, you need good information gathered efficiently from your stakeholders to share with advocates and decision makers. In addition to the session hand-outs, participants receive a compact disc of evaluation resources for developing a “do-able inhouse” evaluation and tools for collecting the right data to suit your school context.
Saturday Sunday
Full Convention registrants attending the Opening General Session can catch a free shuttle beginning at 3:30 PM outside the Westin motor lobby on Peachtree Street.
57th Annual Convention | November 11-14, 2010 | Atlanta, GA
Friday
Today’s young people have unprecedented access to powerful tools designed for creative production. However, many schools are asking our digital natives to unplug when they enter the classroom. While the focus of the education system has switched to remediation, teaching creativity in the 21st century has become as important as teaching literacy. This session presents a variety of student-produced digital products and specific strategies for integrating ISTE’s Educational Technology Standards for Students and Teachers into a gifted curriculum. Come explore a virtual playground designed to get teachers plugged into new outlets for promoting creative, productive giftedness.
Thursday
S. PLUGGING INTO CREATIVE OUTLETS
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Thursday Network Evening Events All events held at the Omni Hotel, CNN Center. Don’t miss a chance to meet and mingle with others who share your special interest/s within the field of gifted education. The NAGC Networks events on Thursday and Friday evenings are open to all. Great timing, since all NAGC members receive membership in three Networks as part of their annual membership dues. The Convention offers you a great opportunity to explore what the Networks have to offer.
Thursday, November 11
Middle Grades
Special Populations 7:00 PM – 9:30 PM Celebrating Trailblazers for Special Populations: Past, Present and Future Donor Reception and Dance Party!
7:00 PM – 9:00 PM Books with Potential to Ignite and Delight: New Books for Gifted Middle School Readers
Omni Hotel, International E
Susannah Richards and Robert Seney highlights dozens of books and provide suggestions for how to connect them with gifted middle school students. With over 6700 books for youth published annually, this presentation will feature dozens of high-quality young adult novels, picture books, poetry collections, and nonfiction.
Omni Hotel, International A
All NAGC convention attendees are encouraged to meet and honor the leaders and trailblazers who have championed the needs of special and underserved populations over the years. This celebration will honor the legacy of Mary Frasier, an illustrious leader who brought to light the academic power and promise of African American and other underrepresented groups in gifted education, and who brought about profound change in the way people think about gifted children. We will also recognize the accomplishments of Alexinia Baldwin, this year’s NAGC Legacy Series honoree. Meet the 2010 class of Frasier Scholars, and the donors who make this program possible. Raise a glass to our trailblazers of the past, present and future...and then dance the night away!! Party is hosted by the NAGC Special Populations Network with support from the University of Georgia
SPECIAL SCHOOLS & PROGRAMS 7:00 PM – 9:15 PM Consortium Meeting of Gifted Schools Omni Hotel, International B
NAGC members are welcome, but NAGC members who are a part of a gifted school or program will find this event specifically geared toward them. Attend to share ideas, collaborate, and network with others involved in gifted schools and programs from around the nation.
Busses will make a loop between the Omni, Westin, and GWCC from 5:00 PM to 10:00 PM. 12
National Association for Gifted Children |
Great Minds Leading the Way
Wednesday
Friday Highlights November 12, 2010 4:00 PM – 5:30 PM
MINI KEYNOTES
PORTRAITS IN GIFTED EDUCATION: “AN AFTERNOON WITH ALEXINIA BALDWIN”
Don’t let the “mini” fool you. There’s nothing small about these sessions! These are unique opportunities to focus on a few of the major issues facing the field of gifted education, addressed by key leaders and authoritative researchers.
3:30 PM – 4:30 PM
NEW FOR 2010! NAGC GAME TIME
5:45 PM – 7:00 PM
NAGC AWARDS CEREMONY, ANNUAL ASSEMBLY AND PRESIDENTIAL ADDRESS Please join us as we celebrate the talent and accomplishments of our leaders and rising stars in the field of gifted education and in the classroom.
Saturday
Take a break in the NAGC Exhibit Hall for “NAGC Game Time” and try a few games that carry the American Mensa “Select” label. NAGC appreciates the support of American Mensa in sponsoring this event. Dessert will be available.
Schedule At A Glance Friday, November 12 7:00 am – 6:00 pm Registration Open GWCC only
7:00 am – 8:30 am State Affiliate Breakfast (by invitation only)
4:00 pm – 5:30 pm Portraits in Gifted Education: “An Afternoon with Alexinia Baldwin” GWCC, Level Three, Georgia Ballroom
Omni, International Ballroom GWCC
9:00 am – 5:00 pm Exhibit Hall Open 11:30 am – 1:15 pm Lunch on your own/Exhibits Break 3:30 pm – 4:30 pm NAGC Game Time - Exhibit Hall Break with Dessert GWCC, Level One, Exhibit Hall C-1
5:45 pm – 7:00 pm NAGC Awards Ceremony, Annual Assembly and Presidential Address
Sunday
8:50 am – 10:20 am Mini-Keynotes (3)
Friday
Today, three panels of veteran voices, policy wonks, creative keepers, and information pioneers address: • Best Practices for Working with Culturally and Linguistically Diverse Gifted Students • Creativity, Imagination, and Innovation: The New World Order • Using Technology in the Classroom to Differentiate for Gifted Learners
The NAGC Conceptual Foundations Network, in concert with NAGC, continues to capture in video notable gifted advocates, researchers, and leaders. All are invited to engage in an an afternoon with Alexinia Baldwin, celebrated professor and teacher, scholar, champion of underserved students, and advocate in the field of gifted education as the next Legacy Series DVD is taped; audience questions are planned.
Thursday
8:50 AM – 10:20 AM
GWCC, Level One, C101/ Auditorium
Times Vary
etwork Evening Events N See page 225 Omni Hotel at CNN Center
57th Annual Convention | November 11-14, 2010 | Atlanta, GA
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Wednesday Thursday Friday
Concurrent Sessions 7:30 AM - 8:30 AM
Georgia World Congress Center (GWCC) and Westin Peachtree Plaza (WPP)
SIGNATURE SESSIONS
Arts
2010 DISTINGUISHED SERVICE AWARD: HOW TO MAKE A DIFFERENCE FOR GIFTED EDUCATION
DIM THE LIGHTS AND ILLUMINATE THE ARTS Shannon B. Jones, Ellen Honeck, Institute for the Development of Gifted Education, Denver, CO
Joyce VanTassel-Baska, College of William & Mary, Williamsburg, VA Knowing that the structure of school policies and belief systems of educators can have a profound influence on student learning begs us to ask the question, “In what ways and in what manner can we support the academic and social/emotional lives of gifted students?” By coming to this conference you serve as one who has the potential to open doors for advanced learners. This question along with others that help to maximize the chances for fulfilling student potential and providing a healthy educational and personal development for advance learners will be explored. Audience: Administrators, Advocates/Association Leaders, Consultants, Coordinators, Counselors, Researchers, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
Are you looking for ways to infuse the arts more fully into your curriculum? This session provides an in-depth look at a curriculum developed around Cirque de Soleil. Students benefit from exploration of the creative, artistic, and production components of a Cirque-style performance. Multiple content areas are explored as students focus on storyline, music, creation of mood, and dramatic production. The science of light is juxtaposed against the art of shadow; rigors of language against the art of mime. All content areas are illuminated through this comprehensive study designed for students in younger elementary. Audience: Coordinators, Classroom Teachers K-5 Room: GWCC C105
Sunday
Saturday
Computers & Technology Room: GWCC C101
2010 NAGC EARLY LEADER AWARD: HOW TO BECOME INVOLVED IN GIFTED EDUCATION
MIND THE GAP! USING TECHNOLOGY EFFECTIVELY IN THE GIFTED CLASSROOM Kristy Mall, Stacey Schlichter Burt, Discovery School at Reeves Rogers, Murfreesboro, TN
Elizabeth A. Fogarty, East Carolina University, Greenville, NC In these trying economic times, everyone has a role to play in supporting and maintaining challenging and engaging communities that promote learning for gifted children. In this session, discover new strategies, tools, and ideas for building support in your community and share your own ideas and success stories to inspire others. Now more than ever, gifted education needs creative, clear, and clever advocates – we need you! Audience: Administrators, Advocates/Association Leaders, Consultants, Coordinators, Counselors, Researchers, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12 Room: GWCC C102
Research shows that the “digital natives” we teach need to be taught differently than students 5-10 years ago. This is especially true for our gifted population. By incorporating technology in an effective manner, students become more engaged, and they harvest and retain more information than they would in the standard classroom. Participants leave this session with a wealth of ideas and free or inexpensive resources that help challenge and motivate students, create globally competitive learning environments, and improve classrooms and learning through grant opportunities, while providing the research to show how effective infusing technology really is. Audience: Administrators, Advocates/Association Leaders, Parents, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12 Room: GWCC C308
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National Association for Gifted Children |
Great Minds Leading the Way
Conceptual Foundations
A NEW VISION OF GIFTED EDUCATION
Olha Skyba, University of Wisconsin-Madison, Madison, WI
Audience: Coordinators, Parents, Researchers, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12 Room: GWCC C303
Shirley J. Farrell, Alabama State Department of Education, Montgomery, AL
The conceptual foundations of our field are fascinating precisely because of their chaotic nature, but this nature also leaves us open to criticism. Join two scholars as we discuss what a justifiable framework for gifted education would look like, drawing on arguments based in human rights, economics, and public health to suggest why fundamental changes in our present models are needed. Our approach would defang many common criticisms, while providing a framework for defensible identification practices and truly meaningful educational programming for the gifted. Audience: Administrators, Advocates/Association Leaders, Consultants, Coordinators, Counselors, Parents, Researchers, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12 Room: GWCC C202
GENETIC STUDIES OF GENIUS: A CENTURY OF QUESTIONS FROM LEWIS TERMAN Kristofor Wiley, University of Virginia, Charlottesville, VA
Audience: Administrators, Coordinators, Counselors, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
The field of gifted education lacks clarity: a particularly troublesome problem in times of uncertain funding. A century ago, psychologist Lewis Terman sought to clarify the concept of giftedness, asking fundamental questions and trying to answer them by studying the characteristics of a sample of gifted students and publishing his findings in Genetic Studies of Genius. This session focuses on the key questions he asked, because they are now our own. We will look at his work in context, see how others have responded, and talk about how this work informs contemporary best practice. Audience: Administrators, Advocates/Association Leaders, Consultants, Coordinators, Counselors, Parents, Researchers
Room: GWCC C304 Room: GWCC C106
57th Annual Convention | November 11-14, 2010 | Atlanta, GA
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Sunday
Are you the only gifted specialist (or one of a few) in your school system? Is it difficult to form a Professional Learning Community to meet your professional development needs as a teacher of gifted and talented students? Welcome to better living through technology! Join me as we explore the plethora of professional development opportunities available for gifted specialists at little to no cost, including regional networks, blogs, webinars, wikis, and other websites that allow teachers to collaborate. If you cannot find what meets your needs, then learn how to start your own PLC!
Saturday
SURFIN’ THE GIFTED WAVE: USING TECHNOLOGY TO PROVIDE PROFESSIONAL DEVELOPMENT TO GIFTED SPECIALISTS
Matthew McBee, University of North Carolina at Chapel Hill, Chapel Hill, NC; Michael S Matthews, University of North Carolina at Charlotte, Charlotte, NC
Friday
This session is created for those who are ready to upgrade their definition of effective web-based assignments for gifted students. Online tools range from simple information websites to programs that help us interact and organize dynamic personalized data. We invite you to explore the intricate map of the emerging Web 3.0 through the lens of the Parallel Curriculum Model. Learn what innovative online tools are the most effective for building Core content; what programs are ideal for exploring Connections and knowledge mapping; what applications develop students’ skills as future practitioners, and, finally, what tools help students explore their Identity.
Thursday
PARALLEL CURRICULUM: APPROACHING LEVEL WEB 3.0
NCSSSMST Session
Wednesday
Recorded Session |
Wednesday Thursday Friday
Concurrent Sessions 7:30 AM - 8:30 AM
Georgia World Congress Center (GWCC) and Westin Peachtree Plaza (WPP)
STILL GIFTED? THE LIVES OF UNDERSERVED ADULTS
NCSSSMST - NON-COGNITIVE FACTORS AND MOTIVATION: ATTENDING TO THE OTHER HALF OF COLLEGE READINESS
Kim M. Berman Miller, Findlay City School District, Findlay, OH What becomes of the gifted child when he or she reaches adulthood? Obviously, or sometimes not so obviously, the gifted child becomes the gifted adult. In 1921, Lewis Terman and Leta Hollingworth were key contributors to a longitudinal study of gifted adults. In this session, audience members engage in a lively discussion using historical and contemporary perspectives as we uncover the ethical, social, economic, and political dimensions of gifted adults. Audience: Administrators, Advocates/Association Leaders, Consultants, Coordinators, Counselors, Parents, Researchers, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12 Room: GWCC C205
Sunday
Saturday
Counseling & Guidance
MINDFULNESS + INTENSITY + SENSITIVITY = CALM GIFTED KIDS Zeb Kai Kok Lim, University of Kansas, Lawrence, KS; Yi-Chen Jenny Wu, University of Georgia, Athens, GA Mindfulness practice has been incorporated in many contemporary counseling approaches to help individuals deal with ADHD, Anxiety, Depression, and a host of other problems. The concept of calm awareness – to be aware of what is going on in our head – is the key to mindfulness. The simple act of bringing one’s mind back to one’s breathing is a simple yet powerful tool to help manage emotions. Attendees learn to apply a simple mindfulness practice that is adaptable for all ages to help ease the intensity and sensitivity that are often exhibited by gifted kids. Audience: Coordinators, Counselors, Parents, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12 Room: GWCC C302
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National Association for Gifted Children |
Paul Gore, University of Utah; Al Church, Academy for Math, Engineering, and Science (AMES), Salt Lake City, UT The costs of student attrition are profound. Recent research focusing on the role of non-cognitive/motivational factors has identified constructs that help explain student persistence and academic performance beyond that explained by traditional cognitive assessment. Colleges and universities have been measuring non-cognitive factors for several years and using these data to identify students at risk and align campus resources to meet the needs of students. AMES developed an assessment and intervention model that uses Student Strengths Inventory (SSI) assessment data to deliver curriculum focused on educational planning, commitment and aspiration, resource utilization and resiliency, selfefficacy, and academic and social engagement. We describe how results from the SSI are used in the classroom or takehome assignments, how parents are being educated and engaged in strategies for helping their children develop their non-cognitive attitudes and behaviors, and how teachers and school counselors are being trained on the role of noncognitive factors in student success and challenged to promote those factors in their academic and guidance curriculum. Audience: Administrators, Counselors, Parents, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12 Room: GWCC C306
SIGHTS, SOUNDS, SMELLS, AND TEXTURES: ADDRESSING THE SENSORY SENSITIVITIES OF THE GIFTED CHILD Angela Housand, University of North Carolina - Wilmington, Wilmington, NC While much has been written about the extraordinary sensitivities of gifted children, little attention has been paid to their heightened sensory sensitivities and the potential for the physical environment to impact the intense inner
Great Minds Leading the Way
Audience: Consultants, Counselors, Parents, Researchers, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
Creativity
CREATIVE TEACHING FOR VISUALSPATIAL LEARNERS: A DIFFICULT BALANCING ACT Linda K. Silverman, Steven C. Haas, Gifted Development Center, Denver, CO
Meg Easom Hines, University of Georgia, Athens, GA Dr. E. Paul Torrance published the Incubation Model for Teaching in 1990 as a product of his research and work. Torrance’s IMT encourages incubation with a focus on the before, during, and after of creative thinking. In this session, educators are introduced to the history and inception of the IMT, a brief overview of the model and how it can be re-conceptualized for current educational classrooms. The presenters explain specific ideas about how to infuse the model and share sample lessons addressing the 17 skills Torrance identified in his work, The Search for Satori and Creativity.
Friday
Room: GWCC C301
SHAKING HANDS WITH THE FUTURE: IMPLEMENTING TORRANCE’S INCUBATION MODEL OF TEACHING 20 YEARS LATER
Thursday
experience of the gifted child, whether negatively or positively. This session reviews the research on the sensory sensitivities of gifted students, makes a case for functionally addressing sensory sensitivities, and provides practical solutions to parents, teachers, and administrators for designing and arranging physical environments to mitigate potentially negative impacts on the well-being of gifted children and adults in educational settings.
NCSSSMST Session
Wednesday
Recorded Session |
Audience: Coordinators, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12 Room: WPP Atlanta Ballroom E
Saturday
There is a natural relationship between visual-spatial learning and creativity in the greater activation of the right cerebral hemisphere. Visual-spatial learners lead with their powerful right hemispheres, the center of creativity and spontaneous imagination. However, in school it is a difficult balancing act to promote creativity while adhering to the curriculum. VSLs need to have intellectual space in the classroom devoted to the creative process, not just product. In this presentation, strategies are presented for attaining that balance by empowering teachers to model creative behavior for their students.
Sunday
Audience: Administrators, Advocates/Association Leaders, Consultants, Coordinators, Counselors, Parents, Researchers, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12 Room: WPP Atlanta Ballroom G
57th Annual Convention | November 11-14, 2010 | Atlanta, GA
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Wednesday Thursday Friday
Concurrent Sessions 7:30 AM - 8:30 AM
Georgia World Congress Center (GWCC) and Westin Peachtree Plaza (WPP)
USING CREATIVITY AND INNOVATION TO REVOLUTIONIZE THE RtI/DI CLASSROOM
Curriculum Studies
GOTTA SEE IT AND FEEL IT TO COMPREHEND IT!
Patti Drapeau, Maine Department of Education, South Freeport, ME
Susan C. Holcombe, Spartanburg School District 7, Spartanburg, SC While learning advanced vocabulary and analogies, underserved populations have proven to be strong visual and tactile learners. Much of our language instruction is done in the auditory mode. This workshop gives elementary GT teachers exciting strategies to teach advanced vocabulary and complex analogies to gifted students for whom English may be a second language, who have language deficiencies, or who may be weaker in the area of language arts. Come experience how to teach advanced vocabulary and analogy-solving skills through the visual, tactile, and kinesthetic modalities! Audience: Classroom Teachers K-5
Differentiated instruction for gifted and twice-exceptional gifted students using the RtI framework can transform the classroom. This occurs when the teacher utilizes a variety of structures and strategies specific to the needs of the gifted learner. Such structures include: utilizing tag-ons to promote content complexity, applying formulas to create rigorous tiered questions, and fostering creativity with GO boards and active learning. Teachers see how innovative and creative instructional strategies are applied at different tiers. Participants receive action plan worksheets and lists of strategies for differentiating within the RtI model. Audience: Administrators, Advocates/Association Leaders, Consultants, Coordinators, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
Room: WPP Atlanta Ballroom B
Sunday
Saturday
Room: WPP Atlanta Ballroom C
THE GREAT WAR—BUILDING A LIVING MAP
Early Childhood
Sara Newell, Pamela Dechau, Charles Townes Center, Greenville, SC
LITERATURE FOR HIGH-ABILITY KINDERGARTEN STUDENTS
This session presents an exploration of The Great War that integrates math, research skills, social studies, and performing arts. Attendees receive detailed descriptions (and examples) of a standards-based unit of instruction that requires an extensive use of higher-level thinking skills. The session addresses strategies for adding depth and breadth to material using inquiry and problem solving, as well as integrating performing and visual arts to create a culminating product that is meaningful and sophisticated.
Anne Walden, Lincoln Public Schools, Lincoln, NE
Audience: Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12 Room: WPP Atlanta Ballroom D
A kindergarten classroom is a wonderful assemblage of little people diverse in readiness for the school experience. Unfortunately for gifted children, more resources are being spent on struggling learners than those coming to kindergarten already reading and writing. In this session the audience learns how a literature program, developed for highability learners, has been adapted to accommodate changes in kindergarten schedules, district expectations for reading instruction, and changes in teaching staff. Participants receive information about the teacher training, samples of literature units, a bibliography, samples of a weekly teaching plan, and access to the teacher in-service booklet. Audience: Administrators, Coordinators, Classroom Teachers K-5 Room: WPP Atlanta Ballroom A
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National Association for Gifted Children |
Great Minds Leading the Way
COMMUNITY ACTION: WHY THIS IS AN ESSENTIAL COMPONENT OF THE COMPLETE GIFTED PROGRAM Barbara Mitchell Hutton, Barbara Mitchell Hutton Consulting, Broomfield, CO
Audience: Administrators, Advocates/Association Leaders, Coordinators, Parents, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12 Room: GWCC C109
Laurie J. Croft, Nick Colangelo, University of Iowa, Iowa City, IA Fifty-one educators from 43 countries participated in professional development in gifted education in the U.S. Presentations, discussions, and participation in a symposium featuring leaders in the field served as catalysts for the Fellows to become leaders and resource specialists in gifted
Room: GWCC C208
Middle Grades
HAS YOUR BRAIN SAID THANK YOU TODAY? CURRICULUM THAT STRETCHES MINDS Sally Meyer, Crabapple Lane Elementary School, Peachtree City, GA; Marge Garrett, Robert J. Burch Elementary, Tyrone, GA Our academic culture is focused on standardized tests and one correct answer. How can you facilitate the unhindered free thinking needed to advance the unique ideas of the innovator sitting in your classroom? Curriculum that encourages students to analyze and become the trailblazers of history is one solution. The Presenters share their experiences with two proven units of instruction that promote critical thinking, encourage creativity and innovation, address all content areas, and include the use of primary sources. One is based on the Most Influential People of the Second Millennium and the other is a simulation of the Roaring Twenties.
Saturday
GLOBAL ADVOCATES FOR GIFTED EDUCATION
Audience: Administrators, Advocates/Association Leaders, Consultants, Coordinators, Counselors, Parents, Researchers, Classroom Teachers 6-8, Classroom Teachers 9-12
Friday
Building on models of moral, ethical, social, and emotional development by Dabrowski, Passow, Torrance, and others, the presenter offers the answer to why community action programs are as essential as traditional academics authentic response to gifted individuals’ high level of concern and awareness of events that compromise the well-being of the planet and its inhabitants. Shifting language from “service learning” to “community action” reframes the intention, enthusiasm, commitment, and attitude of those authorizing, designing, and carrying out community action.
education in their countries. This session details activities that are emerging around the globe. Greater understanding of theory and best practices in gifted education has led to action plans and policies critical to transforming dreams of gifted education into local realities.
Thursday
Global Awareness
NCSSSMST Session
Wednesday
Recorded Session |
Audience: Coordinators, Classroom Teachers K-5, Classroom Teachers 6-8 Room: WPP Atlanta Ballroom H
Sunday
57th Annual Convention | November 11-14, 2010 | Atlanta, GA
19
Wednesday Thursday Friday
Concurrent Sessions 7:30 AM - 8:30 AM
Georgia World Congress Center (GWCC) and Westin Peachtree Plaza (WPP)
SELF-KNOWLEDGE + SELF-EXPRESSION = SELF-ADVOCACY
TESTING 2010: A SPRINGBOARD TO EFFECTIVE ACADEMIC ADVOCACY
Lou Lloyd-Zannini, Henry Barnard School, Providence, RI
Barbara J. Gilman, Gifted Development Center, Denver, CO
You only need to confront a few middle schoolers in the midst of their wrongdoing to discover that each of them is a budding F. Lee Bailey or Sonia Sotomayor. Such persuasiveness, such clarity of intent, such cleverness is displayed as they make their case! Why don’t we teach our gifted kids to use these same powers of persuasion to advocate to have their needs met? When our kids know who they are, and have the ability to communicate clearly, they can be their own most powerful advocates. Come see how you can release the dynamo: your middle schooler.
How can parents advocate knowledgeably and proactively for a gifted student, not just when special programming falls short or the child’s needs are overlooked? Savvy advocates provide the school with the crucial assessment information it lacks: documentation of a child’s specific abilities, academic progress, and learning needs. Assessment informs parents and teachers, promotes individualized learning plans tied to specific needs, and improves communication and collaboration between the adults in a child’s life. Explore the process of comprehensive intelligence and achievement testing, learn what testers must know about gifted assessment, and explore accommodations available with the information testing provides.
Audience: Advocates/Association Leaders, Counselors, Parents, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
Audience: Advocates/Association Leaders, Consultants, Counselors, Parents
Room: WPP Augusta III Room: WPP Atlanta Ballroom F
Sunday
Saturday
PARENT & COMMUNITY
NATURE DEFICIT NO MORE—TAKING THE LEARNING OUTDOORS Patty Messer, Terri Matteson, Liberty Elementary School District, Buckeye, AZ Parents and teachers learn how a rural community with a class of highly gifted students comes together to build a 7000+sq foot outdoor classroom. Parents, community members, professionals, staff, and students collaborate for one year to design and build an amazing space to take the learning outside! This session highlights the process, including funding, as well as hands-on activities for teachers and the 10 best things parents can do in the great outdoors with their children.
NAGC Appreciates the Support of Parent & Community Network Partner
Audience: Coordinators, Counselors, Parents, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12 Room: WPP Augusta I
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National Association for Gifted Children |
Great Minds Leading the Way
CRITICAL PEERS: USING ONLINE VIDEO SHARING TO MAXIMIZE THE PERFORMANCE OF TEACHERS OF THE GIFTED Michelle Henry, Elizabeth Shaunessy, University of South Florida, Tampa, FL
Audience: Administrators, Advocates/Association Leaders, Coordinators, Researchers, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12 Room: GWCC C203
Tonya R. Moon, Amy Azano, University of Virginia, Charlottesville, VA In the context of the What Works Clearinghouse and a National Research Council panel report, more rigorous studies have been called for to identify effective instructional materials for impacting student outcomes. However, insufficient consideration has been given to documenting and describing the implementation of instructional programs and materials. This presentation shares a
Room: GWCC C206
Research & Evaluation
NCSSSMST - AN INSTRUMENT FOR ASSESSING THE STATUS OF S3 PROGRAM GRADUATES Rena F. Subotnik, American Psychological Association; Edward Crowe, Bench Group, Washington, DC This session provides audience members with an update on the progress of a national study of specialized high schools, including a review of the instrument that has been developed for soliciting information from graduates of participating schools. We want to find out what aspects of a STEM program for adolescents seemed to be most associated with desired outcomes, including participation in STEM majors and active interest in STEM issues as young adults. In this session we describe our instrument, how it was developed, pilot data outcomes, and our plans to test the instrument with graduates of other schools. Audience: Administrators, Consultants, Parents, Researchers, School Teachers 9-12
Saturday
FIDELITY OF IMPLEMENTATION: A TOOL FOR GATHERING DATA ON WHAT’S HAPPENING IN THE CLASSROOM
Audience: Administrators, Consultants, Coordinators, Researchers, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
Friday
Teachers of the gifted seeking masters degrees in Gifted Education engaged in critical reflection of their practice using video analysis of their own teaching with their virtual critical peers to improve practice for gifted learners. This presentation presents actual videoclips and teacher discussions using virtual video study to improve practice. Gifted education teachers across the country could form video study groups with other teachers to help them improve their practice.
framework for fidelity of implementation of a curriculum model developed by the National Research Center on the Gifted and Talented at the University of Virginia based upon differentiation, depth and complexity, and the Schoolwide Enrichment Model
Thursday
Professional Development
NCSSSMST Session
Wednesday
Recorded Session |
Room: GWCC C213
Sunday
57th Annual Convention | November 11-14, 2010 | Atlanta, GA
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Wednesday Thursday
7:30 AM - 8:30 AM
Georgia World Congress Center (GWCC) and Westin Peachtree Plaza (WPP)
RELATING PERFECTIONISM, OVEREXCITABILITIES, AND DEPRESSIVE SYMPTOMS IN GIFTED ADOLESCENTS IN PARAGUAY
emotional overexcitability. The study concluded perfectionism and overexcitabilities can moderately predict depressive symptoms.
Maria Alexandra Vuyk, Connie L. Phelps, Emporia State University, Emporia, KS
Room: GWCC C209
Gifted teenagers may experience the world in a more intense way than their peers and be incapable of making it perfect as they would wish. Perfectionism is a known risk factor for depression; if combined with overexcitabilities, it may worsen depressive symptoms. This study correlated perfectionism and overexcitabilities with depressive symptoms in gifted adolescents in Paraguay. The results indicated depressive symptoms, showed low positive correlations with socially prescribed perfectionism, and nondisclosure of imperfection and showed moderate positive correlations with imaginational overexcitability and
Saturday
Friday
Concurrent Sessions
Audience: Counselors, Parents, Researchers, Classroom Teachers 9-12
SUMMER ACADEMIC PROGRAMS AND LONGITUDINAL EDUCATIONALVOCATIONAL OUTCOMES AMONG THE EXCEPTIONALLY GIFTED Jonathan Wai, Matthew C. Makel, Duke University, Durham, NC Evaluation has been lacking of the long-term educationalvocational (i.e., beyond college) impact of summer residential programs. We evaluated the impact of the Duke TIP summer
A Note about Handouts We are grateful to our convention presenters, many of whom provide handouts to those attending their sessions. NAGC gave presenters the additional opportunity to make their handouts
Sunday
available on the NAGC Live Learning Center. Any handouts that were uploaded there by speakers are accessible to all attendees through October 2011. Just visit www.nagc.org/livelearningcenter.aspx.
If you have any questions, stop by NAGC Central (booth 325) 22
National Association for Gifted Children |
Great Minds Leading the Way
economically diverse backgrounds, by living in two cultures, are frequently adept at developing survival skills. This does not mean, however, that they understand the complexities of how thinking impacts emotions and ultimately the ability to engage in effective, lifelong problem solving. Resilience skills can be taught. This session explores essential steps and effective strategies to promote resilience among this population. Audience: Administrators, Consultants, Coordinators, Counselors, Parents, Classroom Teachers 6-8, Classroom Teachers 9-12
Room: GWCC C110
Room: GWCC C103
USE OF SERVICE LEARNING: A BRIDGE TO STUDENT RETENTION Margaret Maghan, Raritan Valley Community College, Matawan, NJ
Audience: Administrators, Advocates/Association Leaders, Consultants, Coordinators, Counselors, Researchers, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
A SEA OF FREE ASSOCIATION: BEST PRACTICES FROM A SUCCESSFUL AFTER-SCHOOL PROGRAM Melissa Mitchell, University of Connecticut, Storrs, CT Gifted in technology is not often recognized as a category of giftedness. Students who are gifted in technology often underachieve in school, making them even harder to recognize. A class with an after-school program component at a Regional Technical Center in Maine appears to be making a difference in the academic achievement and motivation of underachieving students who are gifted in technology. Participants are presented with a sketch of the program and an examination of the key aspects that facilitate higher-order thinking skills, higher achievement and motivation, and increased self-concept in students.
Special Populations
BUILDING RESILIENCE AMONG PROMISING CLED STUDENTS
Sunday
Audience: Administrators, Advocates/Association Leaders, Consultants, Coordinators, Counselors, Parents, Researchers, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
Room: GWCC C207
Room: GWCC C305
Rosina Gallagher, Northeastern Illinois University, Chicago, IL Resilience is the capacity to rise above difficult circumstances and keep moving forward with optimism and confidence. Promising learners from culturally, linguistically and
57th Annual Convention | November 11-14, 2010 | Atlanta, GA
Saturday
The relationship between coping style and problem-solving style was examined in this study. It was hypothesized that individuals self-reported coping style would be congruent with their generalized problem-solving style and that when responding to a problem situation, participants will use coping strategies consistent with their preferred style. One hundred and seven students completed VIEW: An Assessment of Problem Solving Style and the COPE Inventory.
SPECIAL SCHOOLS & PROGRAMS
Friday
Audience: Administrators, Advocates/Association Leaders, Consultants, Coordinators, Counselors, Parents, Researchers
Thursday
program for students in the top 0.01% of ability. Compared to a group who were matched on ability, parental education, parental encouragement, and academic motivation, having attended a Duke TIP summer program increased the likelihood of achieving low base rate outcomes (e.g., a doctorate) between about 1.5 to 5 times. The need for sufficient ceiling on outcome measures is highlighted when conducting evaluation research with intellectually talented populations.
NCSSSMST Session
Wednesday
Recorded Session |
23
Wednesday Thursday
Concurrent Sessions 7:30 AM - 8:30 AM
Georgia World Congress Center (GWCC) and Westin Peachtree Plaza (WPP)
STEM
A CIRCLE HAS HOW MANY LINES OF SYMMETRY? CHALLENGING ELEMENTARY MATH STUDENTS TO THINK BEYOND Shelbi Cole, Lisa DaVia Rubenstein, University of Connecticut, Storrs, CT
outbreaks. Investigations directly reinforce acquired science concepts and integrate health, math, and language arts while focusing on future career opportunities. Participants engage in a sample investigation and receive suggested resources as well as sample lessons. Audience: Classroom Teachers K-5
Friday
Room: GWCC C210
Differentiation in the mathematics classroom can be as simple as knowing your next question, changing a single manipulative, or rephrasing an existing task. Developers of a differentiated mathematics curriculum used in a recent study by The National Research Center on the Gifted and Talented share their expertise in this hands-on session. Elementary teachers are invited to take part in an exploration of mathematics that demonstrates how one small change in a lesson can make an enormous difference in addressing students’ varied learning needs. Concepts of symmetry, measurement, and graphing will leave your head spinning! Or is it rotating 360 degrees?
Sunday
Saturday
Audience: Consultants, Coordinators, Classroom Teachers K-5
WITHOUT GEOMETRY, LIFE IS POINTLESS Rachel McAnallen, University of Connecticut, Storrs, CT Have you run out of ideas to challenge your spatially gifted learners? Are you willing to take a risk to learn to teach something totally new? Then learn to fold modular or unit origami and take the math models back to your classroom to motivate your students to learn about the wonderful world of geometry. Participants leave this session with at least two polyhedral models that they have made, along with a list of websites from which they and their students can learn to make more complicated models. Audience: Parents, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
Room: GWCC C211
ENGAGING ELEMENTARY STUDENTS IN EPIDEMIOLOGY: A PARALLEL CURRICULUM UNIT OF STUDY
Room: GWCC C212
Mariel B. Milano, Orange County Public Schools, Orlando, FL In this session, participants learn to develop the scienceinquiry skills of gifted elementary students through content driven, age-appropriate epidemiologic investigations, that use inductive and deductive reasoning to simulate disease
“ It takes courage to be creative. Just as soon as you have a new idea, you are a minority of one.” —E. Paul Torrance 24
National Association for Gifted Children |
Great Minds Leading the Way
Wednesday
Poster Sessions 7:30 AM - 8:30 AM
Posters are on display at the GWCC Level 1 Concourse through Saturday, November 13. Presenters will be available at the session time indicated to present and answer questions.
Computers & Technology
1.1 S CENES WITH NO NAMES: A NEW APPROACH TO TEACHING CHARACTER-DRIVEN CREATIVE WRITING Michael Chin, Johns Hopkins University, Baltimore, MD
Teaching gifted students online has become increasingly relevant and popular. It is an excellent way to meet the needs of the gifted student. This session examines why online learning works to meet the needs of gifted education, best practices for teaching gifted students, and how that translates to best practices for teaching online. Participants will gain materials, knowledge, and skills needed to place coursework online and be able to evaluate options already available. Audience: Administrators, Consultants, Coordinators, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12 Conceptual Foundations
5.1 T HE MULTIPLE DEFINITIONS OF MULTIPOTENTIALITY: IS IT COMMON OR NONEXISTENT, AND DOES IT EVEN MATTER? Jaclyn Chancey, University of Connecticut, Storrs, CT
Audience: Administrators, Consultants, Coordinators, Counselors, Parents, Researchers
57th Annual Convention | November 11-14, 2010 | Atlanta, GA
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Sunday
Multipotentiality, broadly defined as the ability to succeed in multiple career areas, is often listed as a common characteristic of gifted and talented students that affects their vocational decision making. However, some researchers have claimed that multipotentiality is much less prevalent than the literature has suggested. Through an exploration of current research, this session shows how these disparate views have resulted from important definitions of multipotentiality. Attendees learn what we know--and what we still do not know-about gifted students’ abilities, vocational interests, and career decisions.
Saturday
Audience: Parents, Classroom Teachers 6-8, Classroom Teachers 9-12
Rebecca Zwiers, CLC Network, Wyoming, MI
Friday
Well-crafted fiction stems from well-crafted characters. While many gifted students thrive in concocting complex plots, they struggle to develop original, compelling characters. Starting with model texts by authors like Flannery O’Connor, and Cormac McCarthy, then turning to the active process of writing, this session shares lessons that demonstrate how much power a name, or lack thereof, can have in defining a character and, by extension, a story. Using methods culled from summer writing courses for the gifted, this interactive session will provide resources and lesson plans for participants, and let them try writing exercises for themselves.
3.1 B EST PRACTICES FOR TEACHING GIFTED STUDENTS ONLINE
Thursday
Arts
Wednesday Thursday
Poster Sessions 7:30 AM - 8:30 AM
Posters are on display at the GWCC Level 1 Concourse through Saturday, November 13. Presenters will be available at the session time indicated to present and answer questions.
Counseling & Guidance
7.1 E GO DEVELOPMENT, DABROWSKI’S THEORY OF POSITIVE DISINTEGRATION, AND THE BEHAVIORAL CHARACTERISTICS OF GIFTED ADOLESCENTS Carrie Lynn Bailey, Georgia Southern University, Statesboro, GA
Audience: Counselors, Classroom Teachers 6-8, Classroom Teachers 9-12
Friday
Gifted individuals experience the world from a different perspective, with qualitative differences including intensities, sensitivities, idealism, perceptiveness, overexcitabilities, asynchrony, complexity, introversion, perfectionism, and moral concerns. One theoretical approach used to conceptualize these qualitative differences in Dabrowski’s Theory of Positive Disintegration. A dissertation research study examining the relationships between Dabrowski’s TPD, ego development, and the behavioral characteristics of gifted adolescents is outlined. Results are provided, and attendees discuss implications of the study for future research and counseling practice. Audience: Counselors, Researchers
9.1 T HE NEW GIFTED GLBT TEENAGER Terence Paul Friedrichs, Friedrichs Education, Mendota Heights, MN Gifted, gay, lesbian, bisexual, and transgender youth continue to have substantial social and emotional needs. However, these needs have transformed somewhat over the past decade, through a combination of social attacks, legal and school climate victories, and increased
Creativity
35.1 B RAZILIAN SCHOOL PRINCIPALS’ PERCEPTION OF OBSTACLES AND STRATEGIES FOR FOSTERING CREATIVITY IN THE CLASSROOM Eunice Soriano Alencar, Catholic University of Brasilia; Denise Souza Fleith, University of Brasilia, Brasilia, Brazil This study (N=118) examined school principals’ perception of factors that may inhibit creativity in the classroom and how they can help teachers foster students’ creative development. The most frequent obstacles pointed out were teachers’ lack of knowledge of strategies for nurturing student creativity, teachers’ lack of enthusiasm, and the great number of students in classrooms. To assist teachers in fostering students’ creativity, the school principals, highlighted that they should guide teachers on new educational practices and provide resources and opportunities for in-service training. Audience: Administrators, Consultants, Coordinators, Researchers, Classroom Teachers K-5, Classroom Teachers 6-8
Sunday
Saturday
GLBT youth openness. Learn about recent changes in gifted GLBT youths’ needs for protection, identity building, and acceptance. These changes are reported from psychologists, counselors, teachers, and school principals in the gifted field. They are analyzed, together with teachers’ and counselors’ helpful responses, through the developmental lens of Ritch SavinWilliams’ much-discussed The New Gay Teenager.
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National Association for Gifted Children |
Great Minds Leading the Way
11.1 B EYOND THE TEXTBOOKS: MAKING HISTORY REAL FOR GIFTED STUDENTS Katherine B. Brown, Elizabeth Connell, University of Georgia, Athens, GA
Audience: Classroom Teachers K-5
Merri Kae Vanderploeg, Anchorage School District, Anchorage, AK In a data driven and reduced budget educational climate, gifted educators are becoming “first responders” to the needs of students who are assessed on Tiers I, II, and III of the Response to Intervention learning pyramid. This workshop focuses on how RtI can be implemented and managed on a school and district level for all students with an emphasis on high achieving and advanced learners. Teachers, coordinators, and
15.1 F OCUSED WRITING: MOVING BEYOND SPELL CHECK Dawn Burnette, Grace HS, Blairsville, GA; Judith Anne Holbrook, Fayette County Schools, Peachtree City, GA Do your students think spell check is all that separates rough drafts from final drafts? Most students don’t revise because they can’t adequately self-assess, and they can’t adequately self-assess until they learn to think like writers. Attendees learn an innovative, research-based writing approach that allows students to think critically about their own writing and about the process of writing in general. The result of this approach is the removal of ceilings for your top writers and the removal of barriers for your struggling ones. Come prepared to change the way you think about writing instruction! Audience: Administrators, Consultants, Coordinators, Classroom Teachers 6-8, Classroom Teachers 9-12
Sunday
“ Lots of people in this world worry mostly about those who have low ability. Somebody has to worry about the gifted.” —Julian C. Stanley
57th Annual Convention | November 11-14, 2010 | Atlanta, GA
Saturday
13.1 G IFTED FIRST RESPONDERS: RtI FOR REGULAR AND GIFTED EDUCATION
Audience: Administrators, Advocates/Association Leaders, Consultants, Coordinators, Counselors, Classroom Teachers K-5, Classroom Teachers 6-8
Friday
Students learn more about history when they have the opportunity to explore authentic historical resources around them. Find out how one teacher taught students how to be historical researchers using a local 19th century farm. With the help of the farm owner, students took on the role of historical researcher and presented the information discovered to the owner in conjunction with real-world products to benefit the farm. Attendees learn more about the set-up of the historical research situation, preparation lessons, and student work on the farm.
gifted instructional leaders receive instructional strategies, curriculum strands, and program ideas that have been successfully implemented in a large, urban school district.
Thursday
Curriculum Studies
NCSSSMST Session
Wednesday
Recorded Session |
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Wednesday
7:30 AM - 8:30 AM
Posters are on display at the GWCC Level 1 Concourse through Saturday, November 13. Presenters will be available at the session time indicated to present and answer questions.
in a tiny classroom, generate Internet data, and people anywhere in the world can read it.
Global Awareness
17.1 C HANGING 8TH GRADE GT STUDENTS’ GLOBAL AWARENESS ONE BLOG AT A TIME Kenton W. Main, Mesa County Valley School District 51, Fruita, CO 8th-grade gifted and talented students at Fruita 8/9 school created a student blog called “The Afterburn.” This project, ongoing since 2007, addresses energy/alternatives and climate from the 8th grade GT perspective and has been visited by Americans from every state and citizens of more than 40 countries around the world. Visitor demographics provided to the students increases their global awareness by providing maps and statistics from every visit to the blog. Students learn that they can sit
Friday
Thursday
Poster Sessions
Audience: Administrators, Advocates/Association Leaders, Consultants, Coordinators, Counselors, Parents, Researchers, Classroom Teachers 6-8, Classroom Teachers 9-12
19.1 W RITING THE FUTURE IN THE PAST: CLASSIC SCIENCE FICTION AND ITS LEGACY OF TOLERANCE Lisa B. Alexander, Caddo Hills School District, Norman, AR; Bronwyn MacFarlane, University of Arkansas at Little Rock, Little Rock, AR Classic science fiction has a tradition of promoting tolerance and understanding between diverse peoples
Saturday
The Conceptual Foundations Network of the National Association for Gifted Children presents
Portraits in Gifted Education: The Legacy Series NEW!
A Dialogue with Jim Gallagher Third in the Series
Tune in to this enlightening discussion with Jim Gallagher, a celebrated professor and teacher, scholar, theorist, and advocate in the field of gifted education.
A Conversation with Joe Renzulli Second in the Series
Please Join Us
for the videotaping for the next DVD in the Series featuring Alexinia Baldwin. Friday, November 12, 4:00 - 5:30 pm, GWCC, Level Three, Georgia Ballroom
Sunday
Joe Renzulli’s exemplary work in the field of identifying and developing high levels of potential in young people is to be celebrated, explored and shared. In addition to examining his research and educational theories for all children, it also includes a biography of Joe’s life.
An Evening with Annemarie Roeper First in the Series
This video includes a biography of Annemarie’s life with historically compelling photos. It chronicles her many contributions to gifted children, and explores her educational theories for all children.
Get Your DVDs Today NAGC Central (booth 325) in the Exhibit Hall Or order online at www.nagc.org 28
National Association for Gifted Children |
Great Minds Leading the Way
Middle Grades
37.1 D ON’T JUST TALK ABOUT THE WORLD! CHANGE IT! THE FUTURE CITY COMPETITION
21.1 N URTURING FLEXIBLE THINKERS USING THE SIX THINKING HATS Mark Larsen, Anchorage School District, Anchorage, AK Thinking is arguably humankind’s most important function; yet how many of us have received training in how to think? The six thinking hats method is a simple but powerful tool to help make us more effective thinkers and better human beings. The six thinking hats method divides thinking into six distinct areas associated with colored metaphorical hats that one can don or doff to suit the situation. Participants receive an overview of the model and how it is used as well as gain ideas for teaching. Audience: Administrators, Counselors, Parents, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
Friday
Audience: Classroom Teachers 6-8, Classroom Teachers 9-12
PARENT & COMMUNITY
Thursday
and aliens. A staple on teenage gifted readers’ bookshelves, science fiction excites even reluctant readers. Aimed at teachers of middle-to-high school age gifted learners, but adaptable for all ages, this presentation prepares attendees to use classic, discussion-provoking works of science fiction by authors such as Arthur C. Clarke, Tanith Lee, Walter Miller, Ray Bradbury, and Isaac Asimov to ignite students’ creative thinking, and demonstrates practical suggestions for using entire works or excerpts in crosscurricular studies.
NCSSSMST Session
Wednesday
Recorded Session |
Kerry G Pohlmeyer, Jill Helland, Pendergast School District, Phoenix, AZ
Saturday
Computer games! Power tools! Technology! Research! Designing! Creating! Engage your middle school students by integrating technology, math, science, communication arts, and engineering into your curriculum with the National Future City Competition. Participants learn the research-based benefits of competitions for students, teachers, and communities, how to integrate the project into seventh and eighthgrade curriculum, and successful implementation in classroom settings. The mission and goals of the competition are introduced and regional contacts for participation across the country are given.
57th Annual Convention | November 11-14, 2010 | Atlanta, GA
Sunday
Audience: Administrators, Coordinators, Parents, Classroom Teachers 6-8
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Wednesday
7:30 AM - 8:30 AM
Posters are on display at the GWCC Level 1 Concourse through Saturday, November 13. Presenters will be available at the session time indicated to present and answer questions.
29.1 S EARCHING FOR BURIED TREASURE: HOW THE EVOLUTION OF A FASHION DESIGN CURRICULUM CHANGED LIVES
Professional Development
23.1 G IFTED & TALENTED 2.0 Kerri McBride, Patty Eyer, South Orangetown Central School District, Blauvelt, NY In this session, technology and curriculum are intertwined to demonstrate that instructional technology is more than an after-thought. Using technology resources that are aligned with Bloom’s Taxonomy, presenters demonstrate how finding the right digital media to support goals and objectives of current curriculum supports 21st Century Learners. GT 2.0 provides attendees with specific examples of problem-based activities that incorporate digital media (podcasts, wikis, glogster, moodles, blogs, etc.) to create conversations and collaboration around student learning.
Friday
Thursday
Poster Sessions
Audience: Administrators, Advocates/Association Leaders, Consultants, Coordinators, Parents, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
27.1 D IFFERENTIATION MADE EASY: ENRICHMENT RESOURCES FOR DIVERSE STUDENTS
Gifted and talented students are sometimes like buried treasure. They lie unnoticed in classrooms across the counrty. How do you find buried treasure in the classroom, provide support to help students reach their potential? How do teachers overcome the barriers of the education system? What does it take to meet student needs and differentiate for learners from low-income settings? This former Javits-Frasier Scholar shares a unique story of how to find talent in an underserved population. This session provides an overview of The Fashion Project, a unique program for talent development. Audience: Administrators, Advocates/Association Leaders, Coordinators, Counselors, Parents, Classroom Teachers 6-8, Classroom Teachers 9-12 STEM
Kathy Marks, Vicky Tettelbach, Gwinnett County Public Schools, Suwanee, GA Most teachers know they should differentiate for different learning styles and levels of students in their classroom. But what should they use? Parents want to give extra support at home, but do they have the tools to do so? Both teachers and parents need a reserve of available strategies and resources, understand how to implement them, and be able to determine which ones will work for their students. Participants will learn about a variety of resources and strategies to help differentiate and enrich their students’ learning in and out of the classroom.
Sunday
Saturday
Special Populations
Roxanne B. Speer, University of Louisiana at Lafayette, Lafayette, LA
31.1 T HE IMAGES OF MATHEMATICS AND MATHEMATICAL STRATEGIES OF GIFTED CHILDREN Mangoo Park, Shinho Jang, Seoul National University of Education, Seoul, Korea The purpose of this paper is to investigate the images of mathematics and mathematical strategies of mathematically gifted children in Korea. The researchers analyze images the gifted children had when they recall mathematics and their strategies when they solve mathematical problems that have multiple solution methods. The research results show
Audience: Consultants, Coordinators, Parents, Classroom Teachers K-5
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National Association for Gifted Children |
Great Minds Leading the Way
Audience: Classroom Teachers K-5, Classroom Teachers 6-8
Audience: Researchers, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
Friday
33.1 G IFTED SPATIAL LEARNERS: COURSE PREFERENCE AND SPATIAL REASONING
that do not require extensive use of spatial skills, such as humanities, perform lower on spatial rotations tests? This study investigates differences on the Purdue Visualization Rotations Test among 5th to 12thgrade gifted students who take summer and Saturday enrichment classes to determine if student learning preference influences course selection. The results of this research study allow educators to better understand students’ strengths on spatial performances, as well as provide insight to support them.
Thursday
that the gifted children have positive attitudes toward mathematics and use diverse strategies to solve the problem. However, their strategies are still patterned, which may be affected by previous mathematical experiences. Participants obtain information for understanding and teaching mathematically gifted children.
NCSSSMST Session
Wednesday
Recorded Session |
Yoojung Chae, Rebecca L. Mann, Purdue University, West Lafayette, IN Do students with spatial strengths select enrichment courses such as engineering that require spatial orientation skills? Do students in enrichment classes
Saturday
Looking for a speaker for a state or regional conference? It’s time for you to add an expert perspective to your event!
Sunday
NAGC current and past board members are available to local groups, State Affiliates and other conference planners to speak on numerous topics at a significant discount off their regular honorarium fee.
www.nagc.org/esp.aspx 57th Annual Convention | November 11-14, 2010 | Atlanta, GA
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Wednesday Thursday Friday Saturday
Mini Keynotes 8:50 AM - 10:20 AM
Georgia World Congress Center (GWCC)
BEST PRACTICES FOR WORKING WITH CULTURALLY AND LINGUISTICALLY DIVERSE GIFTED STUDENTS
explore the latest thinking about creativity, innovation, and imagination from several leading creativity scholars. What does it mean to be creative in today’s world? What is the relationship between creativity and innovation? What are the roles of context, emotion, motivation, and personality in developing creativity? How can we educate gifted children for creativity and innovation?
Moderator: Joyce VanTassel-Baska, College of William & Mary, Williamsburg, VA Panelists: Miriam Morales-Taylor, Hartford Public Schools, Hartford, CT; Carol Horn, Fairfax County Public Schools, Fairfax, VA; Gilman Whiting, Vanderbilt University, Nashville, TN; William Schofield, Hall County School System, Gainesville, GA
Room: Georgia Ballroom 3
The achievement gap is a persistent and pervasive problem in American education. Advanced minority and low-income children underachieve compared to their counterparts; young gifted children who are poor are less likely to remain achievers, and minority children are under-represented in all types of gifted programs. In this session we focus on solutions to the achievement gap for gifted students. Individuals from a variety of program types -- in-school, school-within-a-school, and outside-of-school -- and at various levels -- elementary, middle and secondary -- talk about successful strategies for curriculum and instruction, working with parents, training teachers, and providing supports to students. The emphasis will be on what works and how teachers can transfer these strategies to their local schools and classrooms.
Moderator: Elizabeth Shaunessy, University of South Florida, Tampa, FL
Room: Georgia Ballroom 1
CREATIVITY, IMAGINATION, AND INNOVATION — THE NEW WORLD ORDER
Sunday
Moderator: Paula Olszewski-Kubilius,Northwestern UniversityEvanston, IL
USING TECHNOLOGY IN THE CLASSROOM TO DIFFERENTIATE FOR GIFTED LEARNERS
Panelists: Kevin Besnoy, Northern Kentucky University, Highland Heights, KY; Del Siegle, University of Connecticut, Storrs, CT; Jann Leppien, University of Great Falls, Great Falls, MT; Brian Housand, East Carolina University, Greenville, NC Our gifted students were born into the digital age while most of their instructors are “digital immigrants” trying to keep up with and use technology tools that emerge daily to ensure that their students are competent in the new digital literacies. Web 2.0 and Google tools have the power to help teachers respond to gifted students’ needs for individualization, faster pacing, academic challenge, creative expression, and contact with other gifted students. In this session, leaders with expertise in technology and curriculum and instruction share their knowledge about how to use technology to differentiate for gifted learners. Room: Georgia Ballroom 2
Panelists: Mark Runco, University of Georgia, Athens, GA; Sandra Russ, Case Western Reserve University, Cleveland, OH; Robert RootBernstein, Michigan State University, East Lansing, MI The world economy has shifted from an industrial one to a knowledge economy that thrives on the creation of knowledge, information, and innovation. In fact, some scholars refer to today’s economy as a creative economy--or one that is fueled by human creativity. In this session, we 32
National Association for Gifted Children |
Great Minds Leading the Way
Wednesday
Concurrent Sessions 10:40 AM - 11:40 AM
Georgia World Congress Center (GWCC) and Westin Peachtree Plaza (WPP)
CREATIVITY, IMAGINATION, AND INNOVATION WITH MARK RUNCO
BUILDING SUPPORT FOR GIFTED EDUCATION IN AP AND SECONDARY SETTINGS (Early Scholar Award Session) Michael S. Matthews, University of North Carolina at Charlotte, Charlotte, NC
Mark Runco, University of Georgia, Athens, GA Dr. Runco will continue the discussion of creativity, innovation and imagination from the mini-keynote session, with a focus on how to promote these in children in the contexts of home and school. Room: GWCC C204
Sandra Russ, Case Western Reserve University, Cleveland, OH Dr. Russ will continue the discussion of creativity, innovation and imagination from the mini-keynote session, with a focus on how to promote these in children in the contexts of home and school.
Friday
CREATIVITY, IMAGINATION, AND INNOVATION WITH SANDRA RUSS
Formal gifted education programming often tapers off as students enter high school and move into content-specific and especially Advanced Placement classrooms. High school presents unique challenges in both social-emotional and academic arenas, with the result that not all students are successful in fulfilling the high potential they have demonstrated in their earlier schooling. In this session, which is based in part on findings from research my colleagues and I have conducted, I offer an overview of some of the unique challenges children with gifts and talents may encounter in high school, and I suggest steps that parents and teachers can take to support children during this final phase of their public education.
Thursday
SIGNATURE SERIES
Primary Audience: Parents, Teachers, Counselors Room: GWCC C106
Saturday
Room: GWCC C101
CREATIVITY, IMAGINATION, AND INNOVATION WITH ROBERT ROOT-BERNSTEIN Robert Root-Bernstein, Michigan State University, East Lansing, MI Dr. Root-Bernstein will continue the discussion of creativity, innovation and imagination from the mini-keynote session, with a focus on how to promote these in children in the contexts of home and school.
Sunday
Room: GWCC C102
57th Annual Convention | November 11-14, 2010 | Atlanta, GA
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Wednesday Thursday Friday
Concurrent Sessions 10:40 AM - 11:40 AM
Georgia World Congress Center (GWCC) and Westin Peachtree Plaza (WPP)
Computers & Technology
Conceptual Foundations
21ST CENTURY EXPLORATIONS: USING PRIMARY-SOURCE SONGS, FILM, AND IMAGES TO EXPLORE COMPLEX ISSUES
CONNECTIVISM AS EMERGING THEORY AND PRACTICE FOR GIFTED STUDENTS IN THE 21ST CENTURY
Elizabeth Nielsen, Dennis Higgins, University of New Mexico, Albuquerque, NM
Bill Keilty, WholeLotta, Wyoming, MN
Gifted students often struggle to make sense of the complex issues in today’s world. It can be difficult to remain hopeful and positive when faced with our global challenges. However, throughout history and across cultures, individuals and small groups have found ways to remain optimistic. Using the theme, “Optimism Despite Hard Times,” this multimedia session models the use of technology and primary-source materials to investigate sophisticated, interdisciplinary themes. An array of online resources (e.g., “American Memory Web”) designed to access primary-source materials within the public domain is shared.
Connectivism, grounded in the work of George Siemens and Stephen Downes, offers a learning theory for the digital and post-digital age to overcome limitations in the learning theories of behaviorism, cognitivism, and constructivism. This session explores principles of connectivism and their implications for educational culture and relates connectivist theory to current and emerging initiatives in gifted education. Audience: Administrators, Consultants, Coordinators, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12 Room: GWCC C205
Audience: Coordinators, Counselors, Parents, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
EMOTIONAL REGULATION IN GIFTED STUDENTS
Sunday
Saturday
Room: GWCC C304
USING SOCIAL MEDIA TO CONNECT STUDENTS, PARENTS, & ALUMNI
Chris Rogutsky, Hunter College High School, New York, NY
Corey Alderdice, The Gatton Academy, Bowling Green, KY Social media outlets like Facebook and Twitter are extraordinary resources for connecting with program stakeholders. However, these applications can raise concerns as well. This session will highlight best practices for schools in developing a social media policy and utilization in admissions, student life, alumni development, and marketing. Audience: Coordinators, Counselors, Parents, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12 Room: GWCC C307
Counseling & Guidance
Many of the students we work with are so bright and understand so much that, while it helps them academically and artistically, it can be a heavy burden for them interpersonally. They are hyper attuned to the discord in their family life and live with the insecure feeling of often being more competent then their caregivers. Some have difficulty managing relationships with peers, parents, teachers, tolerating frustration and disappointment, and dealing with overwhelming feelings of anger or envy. The presentation discusses effective interventions that can help students to identify and choose healthy strategies for balancing emotions. Audience: Administrators, Advocates/Association Leaders, Consultants, Coordinators, Counselors, Researchers Room: GWCC C305
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National Association for Gifted Children |
Great Minds Leading the Way
Patricia Ann Gillespie, Miami County Educational Service Center, Piqua, OH; Pamela Sebura, Saint Mary-of-the-Woods College, Albany, IN
Audience: Administrators, Advocates/Association Leaders, Consultants, Coordinators, Counselors, Parents, Researchers, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
FOSTERING CREATIVITY, INDIVIDUALISM, AND THE IMAGINATIVE SPIRIT Paula J. Hillmann, University of Wisconsin-Madison, Madison, WI Are creativity, individualism, and the imaginative spirit in highly creative learners compromised because of the cooperative learning practices used in many classrooms? The presenter shares some philosophical ideas and a personal position on these issues. She argues that many creative behaviors are not fully recognized for their creative worth; they are more likely to be suppressed by teachers; learners’ imaginative spirit and willingness to become collaborative risk-takers may be compromised; and many current practices may contribute to the diminishment of intrinsic motivation by undermining and repressing individualism and self-interests.
Friday
Parents and teachers of gifted children are constantly being reminded about the importance of fostering good cognitive intelligence in their children and students. Yet little attention is given to the emotional intelligence of gifted children. This workshop provides twelve realistic steps that adults can follow in order to foster good social and emotional intelligence in gifted children so that they will not only have the cognitive abilities to do well, but the social and emotional skills to thrive both inside and outside the classroom.
Creativity
Thursday
FOSTERING GOOD EMOTIONAL INTELLIGENCE ALONG WITH COGNITIVE INTELLIGENCE AND WHY IT IS IMPERATIVE WE DO SO
NCSSSMST Session
Wednesday
Recorded Session |
Audience: Administrators, Advocates/Association Leaders, Consultants, Coordinators, Counselors, Parents, Researchers, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
Saturday
Room: GWCC C301 Room: WPP Atlanta Ballroom G
SELF-INJURIOUS BEHAVIOR IN GIFTED AND TALENTED YOUTH: WHAT EVERY EDUCATOR SHOULD KNOW Susannah Wood, University of Iowa, Iowa City, IA
Sunday
Self-injuring behavior is increasing in the general adolescent population. While research supports the fact that gifted students are not more likely to engage in self-injurious behaviour, educators of the gifted should have a working understanding of SIB in order to support future students they may encounter. Presenters discuss definitions and conceptualizations of SIB, influencing factors, and best practices to support students. Participants have a chance to strategize ways of supporting their students including developing support teams and school protocols. Audience: Counselors, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12 Room: GWCC C302
57th Annual Convention | November 11-14, 2010 | Atlanta, GA
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Wednesday Thursday Friday
Concurrent Sessions 10:40 AM - 11:40 AM
Georgia World Congress Center (GWCC) and Westin Peachtree Plaza (WPP)
NURTURING CREATIVE THINKING AND LONG-TERM LEARNING Bertie Kingore, Professional Associates Publishing, Austin, TX Research documents the elements of instruction that increase achievement, yet it largely ignores the connection between achievement and creativity. Creative thinkers learn best when they use high-level thinking to explore unique applications and possibilities. Participants select from a repertoire of research-based strategies connecting creativity and long-term learning through demonstrations of the relationships among creativity, conceptbased instruction, high-level thinking, enhanced academic vocabulary, and effective summarization techniques that increase the pace and level of achievement. Simple-to-implement strategies model visual tools, interactive experiences, performing arts, tiered instruction, and techniques for pre, formative, and summative assessment to document continuous progress while nurturing creative thinkers.
Saturday
Audience: Administrators, Advocates/Association Leaders, Consultants, Coordinators, Classroom Teachers K-5, Classroom Teachers 6-8 Room: WPP Atlanta Ballroom H
Curriculum Studies
ARE YOUR STUDENTS FUTURE-READY? ASSESSING 21ST CENTURY SKILLS AND KNOWLEDGE THROUGH CREATIVE PRODUCTS Kristen R. Stephens, Duke University, Durham, NC; Frances Karnes, University of Southern Mississippi, Hattiesburg, MS
21st Century tools for assessing student progress, presents strategies for organizing creative product development in the classroom, and details a sampling of 21st century products that allow students to demonstrate both their knowledge in a domain and those essential process skills necessary for success in their future. Audience: Administrators, Coordinators, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12 Room: GWCC C210
BE ARMED: RESEARCH SUPPORT FOR DIFFERENTIATED CURRICULUM AND INSTRUCTION Karen Westberg, University of St. Thomas, Minneapolis, MN; Jann H. Leppien, University of Great Falls, Great Falls, MT Are you stymied when asked to provide or explain the research that supports differentiated curriculum and instruction? This session provides participants with a summary of the empirical evidence that supports differentiation. Because differentiation is actually a constellation of practices, such as flexible grouping, higher-level questioning, advanced curriculum, and curriculum compacting, we break down differentiation into various components and explain the empirical support for them. Differentiation is an evidence-based practice, and educators need to know this information when advocating for appropriate curriculum and instruction for gifted learners. Audience: Administrators, Advocates/Association Leaders, Consultants, Coordinators, Researchers, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
Sunday
Room: WPP Atlanta Ballroom D
Preparing future-ready learners has become a central theme embedded in educational reform initiatives. So, what are 21st Century Skills? How are such skills taught and assessed? Creative product development may hold the key to addressing these questions. This session examines the use of products as
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Great Minds Leading the Way
Kelly A. Hedrick, Virginia Beach City Public Schools, Virginia Beach, VA
Early Childhood
TAKING IT HIGHER: CHALLENGING EARLY READERS IN THE PRIMARY LANGUAGE ARTS CLASSROOM Debra Taylor Myers, Jane Vanko, Baltimore County Public Schools, Towson, MD As students progress through the primary grades, teachers must address a wide range of abilities and experiences. Teachers often find that some young learners arrive in their classrooms already reading and requiring enrichment and challenge. What can be done to challenge and engage these students in the primary classroom while still addressing the unique needs of the young learner? Participants explore critical and creative-thinking strategies and practical ideas for differentiating their present curriculum for these early readers within the primary classroom setting.
Audience: Administrators, Consultants, Coordinators, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
Audience: Administrators, Coordinators, Parents, Classroom Teachers K-5
Room: WPP Atlanta Ballroom B
Room: WPP Atlanta Ballroom A
Saturday
BIRDS, FROGS AND...SOCRATES??? Susan Jolly, Ashley Richardson, Oak Mountain Intermediate School, Birmingham, AL
Sunday
What do birds, frogs, and Socrates have in common? Walk away with strategies and materials that will develop students higher-order thinking and questioning skills. Engage in a highly entertaining rap and movement exercise based on the BIRD (Basic Information Regular Data) and FROG (Feelings, Reasons, Observation, and Give me more) questioning techniques. Become one of Socrates’ pupils as you participate and learn to incorporate the powerful Socratic Method in your own teaching. Come sing, dance, and think with us! Audience: Coordinators, Counselors, Classroom Teachers K-5, Classroom Teachers 6-8 Room: WPP Atlanta Ballroom C
57th Annual Convention | November 11-14, 2010 | Atlanta, GA
Friday
While most educators of the gifted must attend to state and local standards, how do they ensure that the gifted curriculum K-12 is providing appropriate levels of challenge commensurate with student abilities? Should each teacher of the gifted identify the learner targets or should the district have a clearly articulated set of curriculum goals? This session takes participants through a process for identifying curriculum goals, benchmarks for gifted learner performance at each academic level, indicators of student achievement or movement toward the benchmarks, and developing curriculum using a set of gifted learner goals, benchmarks, and indicators.
Thursday
BECAUSE STATE STANDARDS ARE JUST NOT SUFFICIENT: DEVELOPING BENCHMARKS TO ASSESS GIFTED LEARNER GROWTH
NCSSSMST Session
Wednesday
Recorded Session |
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Wednesday Thursday Friday
Concurrent Sessions 10:40 AM - 11:40 AM
Georgia World Congress Center (GWCC) and Westin Peachtree Plaza (WPP)
THE GREAT TREK: A LONGITUDINAL STUDY OF THE IMPACT OF A GIFTED EDUCATION PROGRAM (1970-1995)
students to know what’s best for themselves, you will leave this session with ready-to-apply projects that put students in control of their own learning; integrate values of mutual understanding, respect, and cooperation into the curriculum; and inspire students to explore the world beyond their own borders.
Gillian I. Eriksson, University of Central Florida, Orlando, FL
Audience: Classroom Teachers 9-12
This presentation reports on longitudinal research conducted in South Africa on gifted students who attended the Schmerenbeck Educational Centre at the University of the Witwatersrand from 1970-1995, at the height of the Apartheid Era. Of interest in this follow-up study 20+ years later, is an examination of their attitudes concerning issues of race and the leadership roles these students are playing in creating a democratic South Africa. Many of these students are now spread across the world, making a real difference in their communities. Data on their socio-emotional adjustment, family and vocational status, achievements and interests is presented.
Room: GWCC C105
Global Awareness
Sunday
Saturday
Audience: Administrators, Advocates/Association Leaders, Coordinators, Counselors, Parents, Researchers, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12 Room: GWCC C109
THE HORIZONS PROJECT: SELFDIRECTED LEARNING AND ASSESSMENT IN THE SECONDARY CLASSROOM
Middle Grades
ENCOURAGING GREAT MINDS TO LEAD THE WAY IN MIDDLE SCHOOL Sylvia Rimm, Family Achievement Clinic, Sheffield Lake, OH Although gifted children often achieve well and share leadership in early grades, middle school provides special obstacles. Peer and media pressures can harm social, emotional, and intellectual confidence to discourage gifted children from leading the way. Counselors, educators, and parents can help children to cope with these pressures by providing social and emotional guidance, appropriate curriculum, and opportunities for leadership in creative extracurricular activities. Research findings from the presenter’s book, Growing Up Too Fast: The Rimm Report on the Secret World of Americas Middle Schoolers, and findings based on clinical work with middle schoolers are shared. Audience: Counselors, Parents, Classroom Teachers 6-8
Raquel Cook, Utah Valley University, Orem, UT; Anna L. Mortimer, American Leadership Academy, Spanish Fork, UT The Horizons Project is a messy, unpredictable, time-consuming, and energy-sucking approach to teaching secondary Language Arts and Social Sciences. It requires patience, constant revision, and the ability to think way, way, way outside the box. But if you are willing to make mistakes and start over, and if you trust your
Room: WPP Augusta III
ESCALATING LANGUAGE ARTS AND READING FOR TALENTED ELEMENTARY AND MIDDLE GRADES READERS AND WRITERS Susannah Richards, Eastern Connecticut State University, Storrs, CT While many students have demonstrated that they have met or exceeded reading and writing objectives, these students often receive the same lessons and assignments as their peers. The goal for this session is to explore strategies and lesson ideas to support highly able middle grade readers and writers to escalate their
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National Association for Gifted Children |
Great Minds Leading the Way
Audience: Consultants, Coordinators, Counselors, Classroom Teachers K-5, Classroom Teachers 6-8 Room: WPP Augusta I
PARENT & COMMUNITY
Kathy Jones, Kansas Association for the Gifted, Talented and Creative, Chanute, KS; Kathy Ray, Leavenworth County Special Education Coop, Shawnee, KS
Cathy A. Risberg, Minds That Soar, Palatine, IL Are you looking for ways to make a difference and advocate for your gifted child? This interactive session will provide you with the tools and strategies that build an effective advocacy team. Learn to harness the power of humor to create collaborative connections, especially with your child’s teachers, and utilize active listening to help equip your child with self-advocacy skills. Come prepared to take Humor Breaks, exchange laughter and stories, and gather new ideas on how to create an advocacy toolbox and an action plan that will help all gifted children maximize their potential. Audience: Advocates/Association Leaders, Consultants, Coordinators, Counselors, Parents, Classroom Teachers K-5, Classroom Teachers 6-8
Friday
CASTING YOUR SOCIAL NET INTO CYBERSPACE
HUMOR, HEART, AND HOPE: GIFTED ADVOCACY TOOLS THAT WORK
Thursday
abilities. Sample learning experiences, suggested literature, and teaching suggestions that capitalize on the capacities of Web 2.0 are shared to model high-level differentiated curriculum for these verbally talented students. This session shows how to create an environment that supports lifetime readers and writers.
NCSSSMST Session
Wednesday
Recorded Session |
Room: WPP Atlanta Ballroom F
Audience: Advocates/Association Leaders, Coordinators, Counselors, Parents, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12 Room: WPP Atlanta Ballroom E
Professional Development
PRACTICAL SUGGESTIONS FOR SUSTAINING AND DIFFERENTIATING PROFESSIONAL DEVELOPMENT TO RESPOND TO TEACHER NEEDS Elizabeth A. Fogarty, East Carolina University, Greenville, NC; Catherine A. Little, University of Connecticut, Storrs, CT
Audience: Administrators, Consultants, Coordinators Room: GWCC C203
57th Annual Convention | November 11-14, 2010 | Atlanta, GA
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Sunday
Wondering whether your professional development sessions are making a difference? One of the challenges for professional developers is providing experiences that respond directly to teacher needs, especially as those needs change. Teachers who are implementing something new have questions and concerns that change over time and vary from one teacher to another, underscoring the need for ongoing, differentiated professional development. This session highlights patterns of change and concerns among teachers who kept reflective logs during implementation of differentiated reading instruction. Case studies are used to demonstrate practical strategies for professional developers seeking research-based responses to teacher needs.
Saturday
Parents and other advocates of gifted children need to band together to make a difference. How does one do that in this world where it seems most interaction is not face-toface? We welcome you to the world of Internet-based social networking. In this interactive session, the presenters share social networking sites that relate to gifted education and parenting gifted children, and an overview of protocol for their use. Participants receive a list of numerous sites they can access to network with experts and learn from others interested in advocating for gifted children.
Wednesday Thursday Friday
Concurrent Sessions 10:40 AM - 11:40 AM
Georgia World Congress Center (GWCC) and Westin Peachtree Plaza (WPP)
RESEARCH & EVALUATION
AN INVESTIGATION OF THE EFFICACY OF ADVANCED MATH CURRICULUM FOCUSED ON GEOMETRY AND MEASUREMENT
Primary students should have the opportunity to learn advanced geometry and measurement concepts. This session presents the Grade 2 research findings from Project M2, a National Science Foundation grant aiming to nurture talent in all young mathematicians and measure the impact on student achievement. Advanced content is presented in-depth, and students are encouraged to think like mathematicians as they communicate their ideas. Results indicate that students significantly outperformed their peers in geometry and measurement concepts. Sample activities and work samples are presented.
Room: GWCC C110
Saturday
Audience: Administrators, Advocates/Association Leaders, Researchers Room: GWCC C208
Tutita Casa, Katherine Gavin, University of Connecticut, Storrs, CT
Audience: Administrators, Advocates/Association Leaders, Coordinators, Researchers, Classroom Teachers K-5
Sunday
secondary students, mathematics acceleration, and teacher attitudes toward subject-specific acceleration.
APPLYING ADVANCED STATISTICAL TECHNIQUES TO RESEARCH GIFTEDNESS: IMPLICATIONS FOR ADMINISTRATORS AND RESEARCHERS Jill L. Adelson, University of Louisville, Louisville, KY; Hope E. Wilson, Stephen F. Austin State University, Nacogdoches, TX
DIRECT AND INDIRECT EFFECTS OF CREATIVITY AND PERSONALITY ON SUICIDAL IDEATION AMONG HONORS COLLEGE STUDENTS Kyung Hee Kim, Tracy Cross, College of William & Mary, Williamsburg, VA The study examined effects of creativity and personality factors on suicidal ideation among 323 honors college students. Creativity was measured by the Scale for Creative Attributes and Behaviors, and personality constructs of Artistic, Energetic, Open, Agreeable, Conscientious, and Neurotic were hypothesized based on the Five-Factor Model of Personality Measure, and suicidal ideation was measured by the Adult Suicidal Ideation Questionnaire. Confirmatory factor analyses for measurement models were conducted, structural models including Suicidal Ideation as a criterion, were tested, and multiple group analyses across gender were conducted. The results indicated that creativity mediates some effects of personality on suicidal ideation. Audience: Counselors, Researchers Room: GWCC C108
What can we learn about giftedness using advanced statistical techniques? This symposium includes a panel of researchers who have conducted research with implications for gifted education using advanced statistical techniques. This session is for those wanting a gentle introduction to multilevel propensity score stratification with a secondary data set, multiple group structural equation modeling, regression discontinuity, and combined structural and logistic regression modeling. It also is for those interested in implications related to reading and mathematics gifted programming, perceived difficulty, social comparison, and achievement among accelerated
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National Association for Gifted Children |
Special Populations
DON’T THROW MAMA FROM THE TRAIN: SERVING SPECIAL POPULATIONS WITH DWINDLING FUNDS AND RESOURCES Peter C. Laing, Arizona Department of Education, Phoenix, AZ Due to the economic crisis, gifted education is at risk. Our most gifted and talented students may become a faded glory in school districts across the country-particularly those students who are low-income or culturally and linguistically diverse. Fight back! This session is designed for financially struggling
Great Minds Leading the Way
Audience: Administrators, Advocates/Association Leaders, Consultants, Coordinators, Counselors, Parents, Researchers, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
ethical scientific minds that advance the human condition,” students and faculty created an innovative, experimental series of seminars to explore ethical systems and apply them to real-world issues students face. Each of the seven seminars, required of all juniors, explored a particular ethical system or relevant ethical issue in politics or medicine. Following the seminar student leaders conducted comprehensive inquirybased discussions. A university researcher evaluated the efficacy of this systemic inquiry-based approach in impacting student behaviors and decisions. The results are impressive.
Thursday
schools and districts serving gifted students. Learn how to serve our most able, diverse, students in a climate of dwindling resources using approachable, easy-to-implement strategies based on current research and best practices. The successes and challenges from case studies of schools and districts suffering from the current economic crisis are also discussed.
NCSSSMST Session
Wednesday
Recorded Session |
Audience: Administrators, Consultants, Coordinators, Counselors, Parents, Researchers, Classroom Teachers 9-12
Room: GWCC C103
Katie Biehl, Tiffany Mizell, University of Georgia, Athens, GA
Audience: Administrators, Advocates/Association Leaders, Coordinators, Classroom Teachers K-5, Classroom Teachers 9-12 Room: GWCC C206
Room: GWCC C207
HOW MANY OF THEM CAN YOU EXPECT TO FIND? FINDING AND SERVING TWICEEXCEPTIONAL LEARNERS Karen B. Rogers, University of St. Thomas, Minneapolis, MN; Richard Cash, Bloomington Public Schools, Bloomington, MN; Erin Boltik, Inver Grove Heights School District, Inver Grove heights, MN; Grace Raymond, Capitol Hill School, St. Paul, MN; Nancy Vague, South Washington County Public School District, Cottage Grove, MN A Javits-funded project, Project 2EXCEL, focuses on establishing the prevalence of twice-exceptional learners in schools. Knowing how many children there are that we can correctly identify as twice-exceptional may help with planning for how to meet their needs. The prevalence found across four districts of varying demographics is described. Attendees learn how the teachers of these children have managed to deal with the diverse cognitive, affective, and behavioral needs. The presenters discuss issues raised about identification validity, misdiagnosis vs. diagnosis, as well as the most viable and effective accommodations.
Saturday
Cultural practices, beliefs, and values are such a large part of students’ lives, as well as within society as a whole. That is important for educational systems to mirror and nurture the diversity within their own communities. Students are not gifted because they are white, and cultural diversity should not limit students from gifted identification. This session demonstrates the need for multicultural gifted programs, discusses the usage of a gifted program evaluation plan, and shares suggestions for improving the cultural diversity within the curriculum and student representation.
Friday
THE NEED FOR CROSS-CULTURAL EDUCATION: A GIFTED PROGRAM EVALUATION PLAN
SPECIAL SCHOOLS & PROGRAMS
CONSIDERATIONS IN ETHICS Glenn McGee, Lee W. Eysturlid, Illinois Mathematics and Science Academy, Aurora, IL
Room: GWCC C308
Responding to the Illinois Mathematics and Science Academy’s new mission statement “...to ignite and nurture creative,
57th Annual Convention | November 11-14, 2010 | Atlanta, GA
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Sunday
Audience: Administrators, Advocates/Association Leaders, Consultants, Coordinators, Counselors, Parents, Researchers, Classroom Teachers K-5
Wednesday Thursday Friday
Concurrent Sessions 10:40 AM - 11:40 AM
Georgia World Congress Center (GWCC) and Westin Peachtree Plaza (WPP)
THE DA VINCI ACADEMY: A 21ST-CENTURY ONE-ROOM SCHOOLHOUSE Sally C. Krisel, Cindy White, Hall County Schools, Gainesville, GA Imagine a school that uses Cloud Computing instead of textbooks and where a student-created museum has replaced the media center; where eager young learners equipped with laptops study a dozen world languages, make movies, and start businesses! Imagine middle school students who are passionate about art, science, and technology engaged in a fully integrated curriculum, earning high school credit and taking college courses. And imagine it all happening at a fraction of the cost of a traditional middle school! This is the Da Vinci Academy in Hall County, Georgia. Come learn how you can use this approach with your students! Audience: Administrators, Advocates/Association Leaders, Coordinators, Parents, Classroom Teachers 6-8
Sunday
Saturday
Room: GWCC C202
UNIVERSITY-BASED SUMMER CAMPS FOR GIFTED STUDENTS: LEARNING FROM THE PROFESSIONALS Nielsen L. Pereira, Purdue University, West Lafayette, IN; Scott J. Peters, University of Wisconsin - Whitewater, Whitewater, WI Summer camps offer gifted students challenging, engaging, and enriched learning experiences in a friendly environment where they can interact with like-minded peers. Although most of these camps last for 2-3 weeks, preparation takes place over the year and requires careful planning on the part of the program professionals. This session introduces participants to the ins and outs of coordinating, teaching, and participating in a residential university summer camp designed for gifted students. Former program coordinators
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National Association for Gifted Children |
share their experiences. Topics include designing successful classes, hiring counselors and teachers, on-site operations, and characteristics and expectations of student participants. Audience: Administrators, Advocates/Association Leaders, Coordinators, Counselors, Parents, Classroom Teachers 6-8, Classroom Teachers 9-12 Room: GWCC C306
STEM
BUILDING AND EVALUATING A STEM PIPELINE: PRELIMINARY INSIGHTS FROM PROJECT STEM STARTERS Alicia Cotabish, Debbie Dailey, University of Arkansas at Little Rock, Little Rock, AR Building and implementing a Science, Technology, Engineering, and Mathematics pipeline requires systemic change within a district. In tandem with program implementation, districts need to collect and evaluate specific types of data to evaluate their STEM programs. Grounded in the work of Project STEM Starters, a federally funded Javits project, this session provides participants with information and resources for increasing student participation in STEM classes and evaluating progress of STEM programs. Participants also receive a science talent indicator checklist to be used with elementary students. Audience: Administrators, Coordinators, Classroom Teachers K-5 Room: GWCC C201
Great Minds Leading the Way
NCSSSMST Session
Susan Assouline, University of Iowa, Iowa City, IA; Ann Shoplik, Carnegie Mellon University, Pittsburgh, PA
Melissa A. Kistler, Carlos Rodriguez, Johns Hopkins University, Baltimore, MD
Are you a parent or gifted coordinator looking for ways to challenge math talented students within the current educational climate? Diagnostic Testing > Prescriptive Instruction (DT->PI) is a system for determining the level of ability and achievement and tailoring instruction to student’s individual needs. We present ways to modify the regular math program and establish a comprehensive, systematic approach for challenging exceptionally talented students. We illustrate the steps of the process through case studies and sample exemplary programs, specifically as they relate to the federal mandates of NCLB, RtI, and CBI.
From “The Price is Right” to “Deal or No Deal,” game shows provide an engaging resource to enhance the mathematical abilities of gifted middle school students. In this session, presenters demonstrate lessons exploring the mathematics of game shows, providing fun applications of a range of skills from probability to reasoning and problem solving. Lessons put students in contestants’ shoes, challenging them to develop the best strategies to win the game and describe how contestants should reason mathematically to make informed decisions. Participants leave with ready-to-use lessons covering theoretical and experimental probability, expected value, arithmetic means, proportionality, and conditional probabilities.
Audience: Advocates/Association Leaders, Consultants, Coordinators, Parents, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
Friday
COME ON DOWN: ENGAGING STUDENTS IN THE MATHEMATICS BEHIND GAME SHOWS
Thursday
CHALLENGE MATHEMATICALLY TALENTED STUDENTS IN THE NCLB, CBI, RtI, ENVIRONMENT
Wednesday
Recorded Session |
Audience: Coordinators, Parents, Classroom Teachers 6-8 Room: GWCC C212 Room: GWCC C213
Saturday
NCSSSMST INVENTIVENESS IN HIGH SCHOOL CURRICULA Erich Kunhardt, Iraj Kalkhoran, Polytechnic Institute of New York University, Brooklyn, New York Inventiveness is what drives exploration and technology development in the quest to solve world problems and improve the human condition, but inventiveness requires a basic understanding of math and science. This session shows how high school curricula can de-mystify math and science and bring inventiveness into the classroom.
Sunday
Audience: Administrators, Coordinators, Classroom Teachers 9-12 Room: GWCC C209
57th Annual Convention | November 11-14, 2010 | Atlanta, GA
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Wednesday Thursday Friday
10:40 AM - 11:40 AM
Georgia World Congress Center (GWCC) and Westin Peachtree Plaza (WPP)
NCSSSMST TEACHER EVALUATION IN A SPECIALIZED SCIENCE HIGH SCHOOL: A CASE STUDY Rena F. Subotnik, American Psychological Association, Washington, DC; John Almarode, University of Virginia, Charlottesville, VA
‘THIS EXPERIMENT IS SICK!’ GIRLS LOVING HANDS-ON STEM ACTIVITIES AVAILABLE THROUGH AN NDSCS OUTREACH PROGRAM Carrie Leopold, Kristi Jean, North Dakota State College of Science, Fargo, ND
The Illinois Mathematics and Science Academy, created by the State of Illinois to develop adolescent talent in science, technology, engineering and mathematics, has a record of success in providing challenging education for students talented in the areas of mathematics and science - and moderate success in meeting its second legislative charge as a “catalyst and laboratory for the advancement of teaching.” Two particular challenges for the Academy are to determine the value-added impact the teaching faculty has on student performance and to demonstrate that IMSA’s professional growth and development system has created a professional learning community that has improved the quality of teaching and learning. By presenting a real-world case and the interchange among participants engaged in this effort, this session allows audience members to decide if a proposed approach is compelling and relevant for their settings.
Replacing ‘cool’ and ‘awesome,’ North Dakota female students are calling hands-on STEM experiments ‘sick!’ The North Dakota State College of Science Center for Nanoscience Technology Training has launched an Emerging Technologies Outreach Program, increasing awareness and stimulating interest in nanoscience, alternative energy, biotechnology, and microelectronics. The team has met with overwhelming positive results, attaining a 98+% approval rating from students. The presentation includes a glimpse of the classroom visits (combining hands-on experiments with technical background), results to date and methods of future interaction. Audience: Counselors, Classroom Teachers 6-8, Classroom Teachers 9-12 Room: GWCC C211
Audience: Administrators, Coordinators, Classroom Teachers Classroom Teachers 9-12 Room: GWCC C303
Sunday
Saturday
Concurrent Sessions
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National Association for Gifted Children |
Great Minds Leading the Way
Wednesday
Poster Sessions 10:40 AM - 11:40 AM
Posters are on display at the GWCC Level 1 Concourse through Saturday, November 13. Presenters will be available at the session time indicated to present and answer questions.
Thursday
Arts
Computers & Technology
2.3 A rts Avenues: Applying Talents for a Greater Good Susan Dulong Langley, Chairperson, Massachusetts Association for Gifted Education
Audience: Administrators, Coordinators, Counselors, Parents, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
April Newman Coleman, University of Alabama, Northport, AL Are your students bored with bookmaking and tired of tri-fold boards? Gain budget-friendly, creative ideas for integrating technology in meaningful ways to engage students! Participants receive an overview of high quality, effective technology tools and resources, including many Web 2.0 tools and emerging technologies, as well as strategies to differentiate instruction for high-ability and gifted students. The interactive presentation, features examples of technology uses by students and teachers, opportunities for hands-on practice and demonstration, and links to resources detailing the how-to skills involved in utilizing specific technology tools and resources.
Friday
The nature of artistry is to tackle issues, shape them to ones personal vision, and then present the products to society, often in anticipation of the controversy they may cause. Does an artist have a responsibility to society? If character education is important for the gifted and talented, is it even more so for the artistically gifted and talented? In this session, we will address these questions and the services parents and educators may provide.
2.1 U SING TECHNOLOGY TO DIFFERENTIATE INSTRUCTION & ENGAGE HIGH-ABILITY LEARNERS
Audience: Administrators, Coordinators, Classroom Teachers K-5, Classroom Teachers 6-8
Saturday
Exhibitor Workshops: Have Your Students Publish Professional Looking, Hardcover Books Right in Your Classroom…In MINUTES!
You CAN Do the Rubik’s Cube Math Solution Kit Holly Riehl, You Can Do the Rubik’s Cube
Janice Miller, Lintor Make-A-Book, Inc. You CAN Do the Rubik’s Cube Math Education Kit is perfect for challenging your Gifted Child. Teach Geometry, Algebra and General Math while promoting 21st century skills like problem solving and critical thinking. Kit includes all the materials needed, including a math lesson CD with 9 lessons aligned to national and state math standards. Workshop Area: B Workshop Area: A
57th Annual Convention | November 11-14, 2010 | Atlanta, GA
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Sunday
Learn how to create hardcover books right in your classroom! Come see myriad of publishing ideas for your K-12 students, showcasing the Lintor Make-A-Book process for EASY and AFFORDABLE classroom publishing. See how much fun it is to integrate technology and literacy and differentiate instruction while meeting national/state standards.
Wednesday
10:40 AM - 11:40 AM
Posters are on display at the GWCC Level 1 Concourse through Saturday, November 13. Presenters will be available at the session time indicated to present and answer questions.
Conceptual Foundations
Creativity
4.1 T HEY KNOW IT WHEN THEY SEE IT; OR DO THEY? EDUCATOR PERCEPTIONS OF GIFTEDNESS Stephen T. Schroth, Daniel O. Gonshorek, Knox College, Galesburg, IL Which children do teachers perceive as gifted? Classroom teachers serve as the gatekeepers of many gifted education programs. Little is known about the conceptions of academic talent and giftedness held by those who deliver services to students. To gain a better understanding of this, surveys were mailed to a national random sample of 900 educators concerning their beliefs about a wide-ranging array of topics central to conceptions of academic talent, giftedness, and gifted education. These topics included factors influencing how academic talent and giftedness are defined, student characteristics that stem from those definitions, and how those students should be educated.
Friday
Thursday
Poster Sessions
6.1 THE GIFTED MILITARY CHILD Cassandra Pete, University of Colorado at Colorado Springs, Colorado Springs, CO
Audience: Administrators, Coordinators, Counselors, Parents, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12 National Association for Gifted Children |
Through the Spring, 2010, Destination ImagiNation underwent a comprehensive outside evaluation to assess complex program outcomes relating to teamwork, creative and critical thinking, and problem solving. The evaluation targeted the DI program’s effectiveness, impact, and stakeholder satisfaction in each of these areas through the use of stakeholder surveys, as well as critical thinking, creativity and problem-solving assessments on participants and controls. The DI program evaluation demonstrated significant program strengths and satisfaction in each of these areas for all stakeholders, and some areas for improvement to the program were indicated. Implications for gifted are addressed.
Curriculum Studies
More than 1.7 million American children under the age of 18 have at least one parent serving in the military-- many have one or more parents deploying multiple times. It is estimated that approximately 85,000 military dependents are potentially gifted. The presenter addresses the unique affective needs of military dependents, including the impact mobility and deployment has on a student’s social and emotional growth. Additionally, the presenter describes effective strategies to address emotionality and increased sensitivity often displayed by gifted students during the three phases in a cycle of deployment--each phase having unique issues and requiring different strategies.
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Tracy C. Missett, Carolyn M. Callahan, University of Virginia, Charlottesville, VA
Audience: Administrators, Advocates/Association Leaders, Consultants, Coordinators, Counselors, Parents, Researchers, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
Counseling & Guidance
Sunday
Saturday
Audience: Administrators, Advocates/Association Leaders, Coordinators, Parents, Researchers, Classroom Teachers K-5
36.1 E VALUATION OF THE DESTINATION IMAGINATION PROGRAM: OUTCOMES FOR CREATIVITY, PROBLEM SOLVING, AND TEAM BUILDING
10.1 C REATING DIFFERENTIATED LEARNING CHOICES FOR ALL STUDENTS Ann L. Matschiner, Pacific University, Forest Grove , OR Teachers experience frustration trying to challenge gifted learners while facilitating learning for all students. The development of engaging learning/teaching strategies that offer a wide variety of relevant and engaging products and assessments for gifted students will help teachers create academically rigorous instructional choices to help all gifted students to succeed. Participants learn how to identify key concepts, analyze student learning needs, and consider a variety of products and assessments to
Great Minds Leading the Way
Audience: Administrators, Consultants, Coordinators, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
12.1 MEANINGFUL GRAMMAR: UNDERSTANDING THE LANGUAGE OF WRITING
Audience: Administrators, Consultants, Coordinators, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
8.1 C LASSROOM PRACTICES AND PERCEPTIONS OF GIFTEDNESS AMONG TEACHERS IN AN ACCELERATED SUMMER PROGRAM
Global Awareness
18.1 I NQUIRY, INTERNATIONAL BACCALAUREATE, AND THE GIFTED CHILD: BREATHING LIFE INTO A WORLD CLASS, WORLD SCHOOL Susan Galbraith, Great Books Foundation; Sidney Baker, Sarah Smith Elementary, Atlanta, GA How can you challenge your gifted teachers and students while serving all your populations? How does a principal administer rigorous programs and instructional practices that translate into measurable achievement gains for all students and best practice methods for all teachers? How do you translate programs and procedures into a respectful community of lifelong learners? How do you coach teachers to master questioning and build a passion for lifelong learning in their students? Join us as we trace the journey of a local Atlanta elementary as it takes its place on the world stage as a model International Baccalaureate School. Audience: Administrators, Advocates/Association Leaders, Consultants, Coordinators, Counselors, Classroom Teachers K-5
Sunday
Susan Corwith, Dana Turner Thomson, Northwestern University, Evanston, IL Do teachers with training in gifted education perceive characteristics of giftedness differently than teachers who have not been trained? Do they make use of different instructional methods or modify curricular materials more frequently than teachers with no formal training? In this session the presenter reviews findings from a study 57th Annual Convention | November 11-14, 2010 | Atlanta, GA
Saturday
At the heart of our battle to help students improve as writers is the need to share with them a language for talking about writing. Although research has shown that teaching traditional grammar units is ineffective, dialogue about writing is more meaningful when students understand the terminology. Learn to use our unique, research-based approach to help students understand how grammar concepts work together in a meaningful way--a way that directly impacts their writing. This interactive session is appropriate for all grade levels and includes specific strategies for using grammar concepts to improve writing skills.
Audience: Administrators, Coordinators, Classroom Teachers 6-8, Classroom Teachers 9-12
Friday
Dawn Burnette, Grace High School, Blairsville, GA; Judith Anne Holbrook, Fayette County Schools, Peachtree City, GA
of teachers in an accelerated program for gifted students. Participants examine teachers’ perceptions of giftedness and use of instructional strategies, focusing on differences between teachers with training in gifted education and those without.
Thursday
create exciting lessons with appropriate challenge for gifted students and all students in their classrooms. The presenter shares unit and lesson samples and teacher reflections.
NCSSSMST Session
Wednesday
Recorded Session |
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Wednesday
10:40 AM - 11:40 AM
Posters are on display at the GWCC Level 1 Concourse through Saturday, November 13. Presenters will be available at the session time indicated to present and answer questions.
Middle Grades
Professional Development
38.1 R IGOR AND RELEVANCE FOR MIDDLE SCHOOL STUDENTS Joy E. Kirk, Admiral Byrd Middle School, Winchester, VA PRISMS: Problem solving, research, and independent study in middle school is a great opportunity for identified gifted students. The class teaches research skills, has a high emphasis on 21st Century Learning Skills, and allows students to explore an area of interest. Attendees learn about the various methods used to teach PRISMS, follow along with the curriculum guide, and see examples of student work. Come explore this unique elective course being offered in Frederick County, Virginia. You may expand your gifted offerings after listening.
Friday
Thursday
Poster Sessions
Audience: Administrators, Consultants, Coordinators, Classroom Teachers 6-8,
University of Colorado at Colorado Springs has recently developed an innovative graduate level online endorsement program in Gifted and Talented Education to prepare teachers at all levels to enhance their teaching methodologies. This session provides an overview of the collaborative process of our faculty for the development of our endorsement program and Master of Arts options, as well as information on admission for interested participants.
24.1 D IFFERENTIATED INSTRUCTION: PAINLESS AIDE FOR GENERAL ED TEACHERS
Rosemary Callard-Szulgit, Partners-for-Excellence, Rochester, NY Parents of gifted students are often frustrated trying to secure a sufficiently challenging education for their children, and teachers often have difficulty providing appropriate education for all students in their inclusion classrooms. Over the past three decades, Callard-Szulgit has accumulated over 1200 questions posed by parents, graduates students of gifted education, education colleagues, and gifted children themselves. This session offers common-sense and educationally informative answers to these questions.
Sunday
Saturday
20.1 P ARENTING AND TEACHING THE GIFTED
Audience: Administrators, Advocates/Association Leaders, Consultants, Coordinators, Counselors, Parents, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
National Association for Gifted Children |
Vanessa Ewing, University of Colorado at Colorado Springs, Colorado Springs, CO; Kathi Kearney, MSAD #60, Berwick, ME
Audience: Administrators, Advocates/Association Leaders, Consultants, Coordinators, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
PARENT & COMMUNITY
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22.1 P REPARING LEADERS IN GIFTED & TALENTED EDUCATION: UNIVERSITY OF COLORADO AT COLORADO SPRINGS
Charity Preston, Sandusky City Schools, Sandusky, OH This session focuses on Intervention Specialists working with the regular classroom teachers and includes a how-to for incorporating low-prep differentiated instructional strategies into daily instruction. The participants create quick and easy DI tools to be utilized back at their school immediately. It will also include a discussion for how to work with those teachers resistant to DI and ideas to overcome that obstacle. Audience: Administrators, Coordinators, Classroom Teachers K-5, Classroom Teachers 6-8
Great Minds Leading the Way
26.1 A CADEMIC ACCELERATION IN FLORIDA ELEMENTARY SCHOOLS Keri M. Guilbault, University of Central Florida, Winter Springs, FL
Audience: Administrators, Advocates/Association Leaders, Coordinators, Researchers Special Populations
Fatih Gelgi, Abdullah Ficici, Accord Institute for Education Research, Tustin, CA
Audience: Coordinators, Counselors, Classroom Teachers 6-8, Classroom Teachers 9-12
Audience: Administrators, Advocates/Association Leaders, Consultants, Coordinators, Counselors, Classroom Teachers 6-8, Classroom Teachers 9-12
34.1 THE PHENOMENON OF UNDERACHIEVEMENT: LISTENING TO THE VOICE OF A TWICE-EXCEPTIONAL ADOLESCENT Robin E. Hands, University of Connecticut, Storrs, CT This qualitative case study examined the phenomenon of underachievement experienced by a twice-exceptional high school student by showcasing his ideas about what has or has not worked to motivate him to learn and to achieve at a level commensurate with his intellectual peers. Results from the study indicate that the student’s loss of agency and the ability to set and actualize goals may be linked to asynchrony and a loss of hope. This study has the potential to expand our understanding of the phenomenon of underachievement in twiceexceptional adolescent students. Audience: Administrators, Advocates/Association Leaders, Consultants, Coordinators, Counselors, Parents, Researchers, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
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Sunday
The following reasons lead gifted girls to lose their interest in STEM fields: peer pressure, lack of selfesteem, and underestimating their own abilities. As a solution, advanced math and science camps that couple education and fun with meticulously selected activities are implemented in 19 schools in 5 states. This program is composed of eight camps throughout the year; four sleepovers, regional camps in fall and spring, and national winter and summer camps. 38% of the participants are girls. This session presents the details of the program.
The U.S. South Asian school population is growing rapidly. Who belongs to this diverse ethnic population? From which countries do South Asians originate? How may their home lives differ? Which values and traditions do many South Asian families retain after moving to the United States? What should teachers, administrators, and counselors know about working effectively with the U.S. South Asian population? Participants explore similarities and differences in South Asian and mainstream American societies, particularly issues related to childrearing and schooling. Strategies for working more effectively with U.S. South Asian gifted learners and their families are shared.
Saturday
16.1 A TTRACTING GIFTED GIRLS IN MATH AND SCIENCE VIA PERIODIC CAMPS
Gail Hickey, Indiana University-Purdue University Fort Wayne, Fort Wayne, IN
Friday
Gifted learners require academic rigor and challenge delivered at a pace commensurate with their ability, interest, and readiness level if they are to achieve their potential. Various forms of academic acceleration can be used in public schools to ensure that the needs of advanced learners are being met. In this session, results of a recent study that explored academic acceleration policies and practices in Florida’s elementary schools are shared.
32.1 S OUTH ASIAN STUDENTS IN GIFTED EDUCATION: IMPORTANCE OF THE HOME-SCHOOL CONNECTION
Thursday
Research & Evaluation
NCSSSMST Session
Wednesday
Recorded Session |
Wednesday Thursday
Poster Sessions 10:40 AM - 11:40 AM
Posters are on display at the GWCC Level 1 Concourse through Saturday, November 13. Presenters will be available at the session time indicated to present and answer questions.
SPECIAL SCHOOLS & PROGRAMS
14.1 PREPARING GREAT MINDS: ONE SCHOOL’S JOURNEY IN IMPLEMENTING THE SCHOOLWIDE ENRICHMENT MODEL Katherine B. Brown, Abby Hughes, Judia Jackson Harris Elementary School, Athens, GA
Audience: Administrators, Coordinators, Classroom Teachers K-5
Friday
This session highlights the journey of an elementary school in implementing the Schoolwide Enrichment Model.
This Clarke County school educates a diverse population of students with a free and reduced lunch rate of 99.9%. These students have flourished due to the school’s mission to teach to students’ strengths and interests, rather than focus on their weaknesses. Visit this session to find out more about the specifics of the implementation process and receive materials and resources created and used in the early stages of the Schoolwide Enrichment Model.
Saturday
2010 Toy List Check out the Annual Toy List in the September issue of Parenting for High Potential. NAGC experts considered the educational value of dozens of products with the developmental purpose of play most prominent in their minds. They sought the opinions of gifted children, their parents and their teachers as part of a comprehensive evaluation process.
Pick up a copy of the magazine and see these on display at NAGC Central (booth number 325) in the Exhibit Hall.
Sunday
Contraptions, Zenith, and Imaginets Manufacturer: Mindware Primary Science Set and Think Big Science Learning Resources 7 Ate 9 Out of the Box
50
Pirate Code Lego New hand puppets (Mozart, tadpole, etc.) Folkmanis
Forbidden Island and Story Cube GameWright Pentago MindTwister
Zingo 123 Number Bingo ThinkFun
National Association for Gifted Children |
Great Minds Leading the Way
NCSSSMST Session
28.1 E NGINEERING IN ELEMENTARY SCHOOL? YES YOU CAN! Mariel B. Milano, Orange County Public Schools, Orlando, FL
During summer vacations, while waiting at the doctor’s office, on rainy days, or just walking through your neighborhood, learning is happening. Children can explore fascinating mathematical possibilities in the world around them every day. Participants are presented with a multitude of activities where children will be learning math and enjoying it too. The activities can be done anytime and anywhere and use very little, if any materials, other than brain power! Who doesn’t want an engaging activity to complete while waiting for your food to arrive when eating out? Fun = satisfaction guaranteed. Audience: Parents, Classroom Teachers K-5
Friday
Elementary students are natural engineers! They are both curious and creative. But who has time to incorporate one more thing? We demonstrate how to use engineering-based activities to teach the new science standards and strengthen the use of inquiry in your classroom. Teachers receive engineering lesson plan ideas to use in the elementary classroom. Please bring your notebook and flashdrive!
Sharon E. Brewster, Deborah A. Kampschnieder, Lincoln Public Schools, Lincoln, NE
Thursday
30.1 MATH FOR THE FUN OF IT!
STEM
Wednesday
Recorded Session |
Saturday Sunday
57th Annual Convention | November 11-14, 2010 | Atlanta, GA
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Wednesday Thursday Friday
Putting It Into Practice 11:55 AM - 12:40 PM
Georgia World Congress Center (GWCC) and Westin Peachtree Plaza (WPP)
Arts
ARTISTIC WAYS OF KNOWING: TALENT IDENTIFICATION AND DEVELOPMENT IN THE ARTS Joanne Haroutounian, George Mason University, Fairfax, VA This session describes an effective procedure for identifying talent in the arts based on criteria stemming from research analysis. Participants examine rating scales, a mini-curriculum of arts activities, and performance/portfolio assessment forms that broadens the concept of artistic talent beyond performance and product. The identification curriculum included in the process is based on artistic ways of knowing, which incorporates perceptual discrimination, creative interpretation, performance, and critiquing skills. The curriculum can be easily integrated into the classroom to assist in arts talent identification as well as to provide substantive content that encourages all students to perceive, think, and create as artists.
THE NEW ART APPRECIATION: RESPONDING THROUGH MOVEMENT AND SOUND AS WELL AS WORDS! Gail N. Herman, Lesley University, Cambridge, MA Help students notice what motor attitudes they have while they view an artwork. Allow students to use their kinaesthetic intelligences to enjoy and experience art. Participants learn to teach students to observe art works and then move with the kinetic qualities they see. Students then use the vocabulary of movement to describe what formal qualities they feel and see in works of art. Students choose a percussion instrument to reflect a kinetic quality in a particular part of a painting. The Kinetic Energy in the Arts Program has been field tested in five schools with teacher/parent/student approval. Audience: Consultants, Coordinators, Parents, Classroom Teachers K-5 Room: WPP Augusta I
Sunday
Saturday
Audience: Administrators, Consultants, Coordinators, Counselors, Researchers
Computers & Technology
10 TED TALKS THAT WILL TRANSFORM YOUR TEACHING
Room: GWCC C105
INTEGRATING “THE ARTS” INTO YOUR GIFTED CURRICULUM
Lisa DaVia Rubenstein, University of Connecticut, Storrs, CT
Debra Crowley, Liberty County School System; Carol Ann Hough, Waldo Pafford Elementary, Hinesville, GA Successful lessons and techniques guaranteed to enhance the creative/productive aspect of your gifted curriculum are shared. Performance-based projects are showcased along with collaborative teaching strategies between the gifted teacher and art educator. Active student learning is evidenced with each performance-based project. Lesson plans and techniques are given to all participants as well as published data to support this thesis. Let us demonstrate a great way to add the “WOW” factor to your program. Audience: Administrators, Advocates/Association Leaders, Coordinators, Researchers, Classroom Teachers K-5, Classroom Teachers 6-8
Imagine bringing internationally known innovators into your classroom. TED.com is a freely available website that provides a forum for dynamic visionaries to share their big ideas. In this fast-paced session, examine 10 unique TED talks and discuss how to utilize them in different disciplines. Receive discussion guides and project ideas to maximize this incredible resource. From Anthony Atalas’ presentation about growing organs to J.J. Abram’s exploration of mysteries, your students will not only be inspired and engaged, but they will also see how gifted adults are solving problems and moving the world forward. Audience: Administrators, Coordinators, Parents, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12 Room: GWCC C308
Room: C101
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National Association for Gifted Children |
Great Minds Leading the Way
Elfi Sanderson, Cynthia Cho, Northwestern University, Evanston, IL
Conceptual Foundations
HONG KONG CHINESE PARENTS’ CONCEPTIONS OF GIFTEDNESS Echo H. Wu, Hong Kong Institute of Education, Hong Kong
Audience: Administrators, Coordinators, Counselors, Parents, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
A significant feature in the Chinese literature concerning giftedness is a de-emphasis on natural ability and an emphasis on the impact of nurturing and learning. This project explores Hong Kong Chinese parents’ understandings and beliefs of giftedness, and their expected parental behaviors with their children. Thirtytwo Hong Kong parents of young children ages three to six are interviewed to explore their understandings of giftedness, and both qualitative and quantitative analyses are employed. The research findings offer insight to parents, educators, and policy makers on the education of gifted and talented young children. Audience: Parents, Researchers Room: GWCC C202
Counseling & Guidance
Room: GWCC C304
Amber Ellison, Tandra Tyler-Wood, Sita Periathiruvadi, Pamela Peak, University of North Texas, Denton, TX
Susannah Wood, University of Iowa, Iowa City, IA; Tamra Stambaugh, Vanderbilt University, Nashville, TN
The presentation focuses on one university’s efforts to collaborate with local middle school teachers and students integrating GPS (global positioning system) and GIS (geographic information systems) in the classroom. New technology can be intimidating because of funding issues and the learning curve. We will show teachers how easily accessible and user-friendly GPS and GIS technology can be in the hopes of inspiring them to use these resources with students including gifted students. Many free resources are presented. Other tips helping fund GPS units for individual school districts will be presented.
Gifted students have unique needs and issues that need to be addressed. In this age of accountability it is difficult for teachers to provide a separate social-emotional needs curriculum. How can teachers focus on the social-emotional needs of gifted students and still teach content standards? Presenters discuss specific social-emotional developmental needs of gifted students, current core curriculum standards, popular models, and specific strategies for integrating social and emotional aspects into current core curriculum, and provide resources for planning. Participants discuss and plan integration both in core curriculum areas and across disciplines.
AUDIENCE: Administrators, Advocates / Association Leaders, Consultants, Coordinators, Counselors, Parents, Researchers, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
Audience: Counselors, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12 Room: GWCC C302
57th Annual Convention | November 11-14, 2010 | Atlanta, GA
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Sunday
AFFECTIVE CURRICULUM FOR THE GIFTED: LINKING SOCIAL-EMOTIONAL NEEDS AND CONTENT STANDARDS
Saturday
INTEGRATING SCIENCE AND TECHNOLOGY THROUGH HANDHELD GPS/GIS SYSTEMS IN INCLUSIVE CLASSROOMS
ROOM: GWCC C303
Friday
Online learning continues to grow rapidly, with an estimated one million students currently taking some form of online course. To accommodate this growth, a wide variety of program options have evolved, from full-time online virtual schools to part-time single course options. Gifted students require programming that addresses their need for complexity and rigor, flexible pacing and access to intellectual peers. Is online learning appropriate for gifted students? Is it effective? How does one choose an appropriate online program that matches their needs? Examples of online programs are shared along with what features to consider when recommending an online program.
Thursday
MATCHING ONLINE LEARNING TO GIFTED STUDENTS
NCSSSMST Session
Wednesday
Recorded Session |
Wednesday Thursday Friday
Putting It Into Practice 11:55 AM - 12:40 PM
Georgia World Congress Center (GWCC) and Westin Peachtree Plaza (WPP)
PERFECTIONISM: CAUSES AND HELPING KIDS BUILD STRATEGIES TO COUNTER IT Jenny Fredrickson, Jefferson County Public Schools, Thornton, CO; Steven Haas, Gifted and Talented Development, Littleton, CO
Saturday
HOW TEACHERS ENGAGE IN PERSONAL AND PROFESSIONAL CREATIVITY Sally R. Beisser, Drake University, West Des Moines, IA
Perfectionism afflicts a broad spectrum of gifted children. It creeps into the behavior of otherwise successful gifted children, blocking performance and academic progress. New research sheds light on two root causes of perfectionism. It ties giftedness to questions of motivation, achievement, and to what gifted children attribute their successes and failures. Other cutting-edge research shows that perfectionism can be directly traced to the visual-spatial learning style predominant in more than 70% of gifted children. This presentation reviews those two new research findings and suggests more than a dozen proven strategies to help gifted children deal with perfectionism. Audience: Administrators, Advocates/Association Leaders, Coordinators, Counselors, Parents, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
Sunday
Creativity
By attending this hands-on session, you can assess your creative potential, recognize barriers to creativity, and learn how to develop practical ways to advance your creativity knowledge, skills, and dispositions. Discover how more than 50 teachers developed creative curriculum and projects in both personal and professional settings as a result completing a graduate course, Creativity and Gifted. Teachers learned to enhance creative practices, innovations, or interventions in creative thinking, planning, and problem solving. Handouts include a tic-tac-toe of ideas from the teachers, strategies to develop your own creativity, and references including great online resources on creativity. Audience: Consultants, Coordinators, Counselors, Parents, Classroom Teachers K-5, Classroom Teachers 6-8
Room: GWCC C301
Room: WPP Atlanta Ballroom F
USING CINEMATHERAPY TO ADDRESS THE SOCIAL AND EMOTIONAL NEEDS OF GIFTED ELEMENTARY STUDENTS
THE CREATIVITY CONNECTION FOR 21ST CENTURY LEARNING Rick Shade, Patti Garrett, Curiosita Educational, Denver, CO
Bonny Skutch, University of Georgia, Athens, GA Attend to your elementary gifted students’ varied social and emotional needs using movies that students love! This session presents participants with guidelines and information for using cinematherapy in the classroom even in the midst of high stakes testing! A videography as well as sample lesson plans are given and demonstrated that address social and emotional issues such as assuming leadership, fitting in with peers, perfectionism, coping with pressure, acceptance, underachievement, humility, overexcitibilities, and social and emotional issues faced by gifted boys, gifted girls, and diverse students.
Creative thinking is rapidly becoming an indispensible skill for life and 21st Century workplace success. Numerous organizations have created related standards. Session participants explore research-based, classroom-tested activities, tools, and processes for teaching creativity and teaching creatively. Learn how to infuse the Elements of Creativity into your classroom. The Elements Activity, Telethink, Think Tank, and The Thinking Vocabulary activities from the new NMSA book Curiosita Teaching: Inviting Creativity and Innovation Into 21st Century Classrooms are highlighted. Join us and rediscover what teaching was meant be!
Audience: Counselors, Parents, Classroom Teachers K-5
Audience: Coordinators, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
Room: GWCC C205
Room: WPP Atlanta Ballroom G
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National Association for Gifted Children |
Great Minds Leading the Way
NCSSSMST Session
Kristy Daniels-Jackson, St. Louis Public Schools; Merlene Gilb, Webster Groves School District, St. Louis, MO
Katherine Gavin, Janine Firmender, University of Connecticut, Storrs, CT
Our world is changing before us -- becoming more complex with possibility and challenge. A shifting context in education is the rising importance of creativity. Gifted educators have long understood creativity to be an essential component in the learning process, but in practice barely scratch the surface. Educators have a challenge to equip gifted learners for the 21st century. It becomes imperative that we elicit for ourselves and our students better understanding, experiences, and tools to empower and employ creative thinking. This presentation challenges misconceptions, and through conversation and experiences, participants leave more creative and curious educators.
What do birds from the Amazon, meerkats from Africa, and frogonauts in Space have in common? They are motivational characters in our mathematics units to challenge young students. Bright primary-level students deserve the challenge and motivation of high-level mathematics just as much as older students. Come learn about new NSF-funded curriculum units focused on the NCTM Standards and exemplary practices in gifted education. The units provide engaging investigations that encourage students to think and act like practicing mathematicians. Classroom discussions and student written work are highlighted. Participants explore differentiated, handson activities to take back to their classrooms.
Audience: Administrators, Advocates/Association Leaders, Coordinators, Parents, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12 Room: GWCC C207
Friday
PROJECT M2 MENTORING YOUNG MATHEMATICIANS: NEW ADVANCED CURRICULUM FOR PRIMARY STUDENTS
Thursday
THE INTELLIGENCE OF CREATIVITY: DEVELOPING CREATIVE THINKERS AND INNOVATORS FOR THE 21 CENTURY
Wednesday
Recorded Session |
Audience: Administrators, Consultants, Coordinators, Classroom Teachers K-5 Room: WPP Atlanta Ballroom C
Early Childhood
EFFECTIVELY SERVING GIFTED STUDENTS IN THE REGULAR CLASSROOM SETTING
LITERARY ANALYSIS FOR YOUNG GIFTED CHILDREN Kimberley Chandler, College of William & Mary, Williamsburg, VA
Maya Bugg, Marisa Barbaza, Durham Public Schools, Durham, NC In this session, the presenter shares a template for developing picture book and novel study guides for use with young gifted children. Participants review examples of these guides, which utilize a research-based model for literary analysis in preparation for developing their own. Emphases of the session are designing structured questions and activities that highlight themes and concepts, literary elements, and real-world connections contained within books. Ideas for appropriate research activities, vocabulary-building exercises, and writing skills work are also shared. Audience: Coordinators, Parents, Classroom Teachers K-5
Audience: Coordinators, Classroom Teachers 6-8, Other Room: WPP Atlanta Ballroom A Room: GWCC C307
57th Annual Convention | November 11-14, 2010 | Atlanta, GA
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Sunday
Frustrated by the challenges of differentiating instruction in a heterogeneous classroom? Come to this session and learn the four principals of practical and effective differentiation. Practice modifying one of your own lessons. See how to identify appropriately rigorous classroom materials and develop innovative assessments to evaluate and challenge student growth. Grab some ideas for engaging, concept-based lessons, open-ended activities, and creative assessments. Take a moment to reflect on your own practice and leave feeling more confident about meeting the needs of your gifted students of various backgrounds.
Saturday
Curriculum Studies
Wednesday Thursday Friday Saturday Sunday
Putting It Into Practice 11:55 AM - 12:40 PM
Georgia World Congress Center (GWCC) and Westin Peachtree Plaza (WPP)
Global Awareness
Middle Grades
EDUCATING STUDENTS FOR A SUSTAINABLE WORLD
STREAMLINING PLANNING FOR DIFFERENCES IN THE MIDDLE SCHOOL CLASSROOM
Carol Mashburn, Hannan Magnet Academy, Columbus, GA; David Messer, Clayton State University, Morrow, GA Turn today’s global challenges into thought-provoking lesson plans that build critical thinking and problem-solving skills. Engage students in hands-on activities that explore timely issues including world population growth, natural resource use, climate change, and social justice. Presented activities address content standards in life science, mathematics, and geography for integrated instruction. Demonstrated techniques include role-playing simulations and conceptmapping. Take home a free CD-ROM of lesson plans!
Diane Heacox, St. Catherine University, Edina, MN
Audience: Classroom Teachers K-5, Classroom Teachers 6-8
It is easy to feel overwhelmed planning for instructional tasks to respond to the diversity of today’s middle school classrooms. This session explores six practical ways to design tiered assignments responding to differences. In addition, choose from two easy-to-use, yet comprehensive, templates for designing tiered tasks. Participants engage in a step-by-step process for thinking through possibilities for tiered assignments. Samples of instructional tasks designed for a variety of purposes in multiple curriculum areas are shared. Strategies can be applied to regular courses as well as advanced, accelerated, IB, or Pre-AP sections.
Room: GWCC C102
Audience: Consultants, Coordinators, Classroom Teachers 6-8
SEEKING THEIR SPARK: HELPING GLOBALLY GIFTED KIDS FIND MEANING & PURPOSE
Room: WPP Augusta III
THREADS AND THEMES IN THE MIDDLE SCHOOL DIVERSE CLASSROOM
Michele Kane, Regional Office of Education #9, Rantoul, IL; Ellen D. Fiedler, Wings for Education, Hollywood, FL
Frank R. Clark, El Paso Independent School District, El Paso, TX
Globally gifted students care about much more than test scores, school achievement, and recognition. What would life be like for them if they could find and pursue their global concerns, their authentic passions, their dreams and goals for a better future? How can gifted students be guided in their desire to lead relevant lives in today’s world? How can they be helped to discover and develop the spark within that makes life truly meaningful for them? This session provides significant ideas and practical strategies for helping globally gifted kids thrive by finding meaning and purpose in their lives.
Through themes such as universality, frontiers, and power, students immerse themselves in diverse learning experiences and are engaged in rigorous learning experiences that incorporate NAGC’s Parallel Curriculum and Dr. Kaplan’s Depth and complexity models. Working in teams, students use multiple resources to connect universal threads that bind all cultures together, regardless of time and space. From historical newspapers, student-published books, classic literature, and humor, participants identify high-level products created by students from diverse classrooms.
Audience: Consultants, Coordinators, Counselors, Parents, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
Audience: Administrators, Advocates/Association Leaders, Consultants, Coordinators, Counselors, Parents, Researchers, Classroom Teachers 6-8
Room: GWCC C109
Room: WPP Atlanta Ballroom H
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National Association for Gifted Children |
Great Minds Leading the Way
SERVICE LEARNING: LEADING THE WAY TO A BETTER TOMORROW Alice W. Terry, Kennesaw State University, Kennesaw, GA
Audience: Administrators, Consultants, Coordinators, Parents, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12 Room: WPP Atlanta Ballroom E
EXECUTIVE FUNCTIONS AND EDUCATION FOR THE GIFTED: CLOSING THE GAP BETWEEN POTENTIAL AND ACHIEVEMENT Sucheta A. Kamath, Cerebral Matters, Atlanta, GA Current literature indicates that teachers encounter a challenge of educating underachieving gifted students with executive dysfunction. How do we enable such students to excel? They need EF strategies including modifications in self-regulatory process, error analysis, and
Room: GWCC C204
NCSSSMST - RECIPE FOR VERTICAL ALIGNMENT USING PERFORMACE STANDARD (NSS) AND INQUIRY-BASED LEARNING Mangala Kelavkar, Center for Advanced Studies at Wheeler High School, Marietta, GA Pressed for time? Stressed about collaboration and studentcentered activities? Focused on performance standards? Teaching a diverse group of students? Looking to engage students in critical-thinking activities? Like to explore performance-based assessment? Have you thought about learning by teaching? Then this segment is for you. Participants will explore state performance standard and create a lesson plan that can be implemented in the classroom. Conduct a hands on mini-lab to simulate set-up of science stations for vertical collaboration that your students can experience. Classroom tested sample lesson are shared.
Saturday
Professional Development
Audience: Administrators, Advocates/Association Leaders, Consultants, Coordinators, Counselors, Parents, Researchers, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
Friday
Service learning engages gifted youth in solving authentic problems in their community that are connected to classroom learning, making the curriculum more meaningful and relevant for students, while nurturing a sensitivity to social issues and compassion for others. Service learning helps build partnerships between schools, parents, and businesses, while offering students the process to recognize what is and collaboratively create what ought to be. The presenters explain the role parents can play in fostering high quality service learning. Learn how to help your gifted child reach his/her cognitive, affective, and creative potential as they lead the way to a better tomorrow.
independent strategy development. This presentation describes an innovative professional development program designed to educate the educators regarding the neuropsychological fundamentals of EFs, its academic relevance, and need for implementation of executive strategies in the classroom.
Thursday
Parent & Community
NCSSSMST Session
Wednesday
Recorded Session |
Audience: Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12 Room: GWCC C210
Sunday
57th Annual Convention | November 11-14, 2010 | Atlanta, GA
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Wednesday Thursday Friday
Putting It Into Practice 11:55 AM - 12:40 PM
Georgia World Congress Center (GWCC) and Westin Peachtree Plaza (WPP)
PROVIDING DIFFERENTIATION FOR THE GIFTED AT THE UNIT LEVEL: A SYSTEMATIC PLAN
Special Populations
GIFTED LEARNERS HAVE LEARNING DIFFERENCES TOO!
Taylor Thompson, Georgetown College, Georgetown, KY Elizabeth Blaetz, Quest Academy, Palatine, IL Session participants examine a list of items to cover in creating a unit of study that provides for differentiated instruction to serve all the students in a regular classroom. The checklist, based on that used in a graduate course for gifted endorsement candidates, includes practical modifications derived from testing its use with practicing teachers in the field. Participants have an opportunity to work at modifying a sample teaching unit at the elementary level. Audience: Coordinators, Classroom Teachers K-5, Classroom Teachers 6-8
Unmask underachievement by recognizing learning differences. Learn to identify the twice-exceptional students that are hiding behind a facade of apathy. These students face learning challenges that are often not recognized by the teaching community. Look at giftedness through the lens of a learning challenge. Explore differentiation techniques that offer these at-risk students the metacognition, learning skills, and compensation strategies to be successful. Learn strategies that are easy to adopt and effective. Audience: Classroom Teachers K-5
Room: GWCC C203 Room: WPP Atlanta Ballroom D
Research & Evaluation
GIFTED UNDERACHIEVEMENT
Sunday
Saturday
THE INFLUENCE OF STATE POLICY ON GIFTED PROGRAM EVALUATION
Katrina A. Jordan, Bob Jordan, Winn Parish Schools, Winnfield, LA
Kristina Ayers Paul, University of Connecticut, Storrs, CT While guidelines, guidebooks, and standards provide sound advice for leaders of gifted programs interested in conducting program evaluation, the policies of the state often play an equally influential role in the approaches taken. So what role does state policy play in leveraging evaluation of gifted programs? This session shares the results of a policy analysis study that examined the landscape of state evaluation policy in gifted education within the United States. A broad sweep of the national landscape is shared, followed by case studies that illustrate each type of evaluation policy.
Academic underachievement has been a focal point for researchers for more than 35 years. Questions about the definition of academic underachievement, the identification of the underachiever, and the underlying reasons for that underachievement are being posed and debated continuously. This session targets all persons interested in the problem of underachievement. By the end of the session, participants are able to identify causes and symptoms of underachievement as well as possible solutions to the problem. Handouts are provided that include many research-based resources.
Audience: Administrators, Advocates/Association Leaders, Consultants, Researchers
Audience: Administrators, Advocates/Association Leaders, Consultants, Coordinators, Counselors, Parents, Researchers, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
Room: GWCC C110
Room: GWCC C108
58
National Association for Gifted Children |
Great Minds Leading the Way
Mary L. Slade, James Madison University, Harrisonburg, VA; Gloria Cox, AVID, Charlotte, NC
Audience: Administrators, Consultants, Coordinators, Counselors, Parents, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
RtI & TWICE EXCEPTIONAL: A PROMISING FIT
Room: GWCC C306
Special Schools & Programs
CREATING AND SUSTAINING A PROGRAM FOR HIGHLY GIFTED LEARNERS Amy Clune, Gloria Mayfield, Clark County School District, Las Vegas, NV Discover the process of how the sixth largest public school district in the nation developed a highly gifted program that services grades 2-12 within their schools. Learn about the successes and challenges during the process of developing the program and the ongoing changes that ensure success. Unearth the tools utilized to identify and work with highly gifted students, their families, and their teachers to ensure educational and social emotional needs are met. Audience: Administrators, Coordinators, Counselors, Parents
Daphne Pereles, Colorado Department of Education, Denver, CO; Lois Baldwin, Tarrytown, NY
Room: GWCC C201
57th Annual Convention | November 11-14, 2010 | Atlanta, GA
Sunday
Books and articles have been written about an RtI model of service delivery for students who are struggling learners. Little has been written about this model’s usefulness for addressing the needs of advanced or twice-exceptional learners whose needs are both remedial and advanced. This presentation addresses why the RtI model with a problem-solving/consultation process is a
Saturday
Room: GWCC C103
Audience: Administrators, Advocates/Association Leaders, Consultants, Coordinators, Counselors, Parents, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
Friday
The purpose of this presentation is to develop an initial understanding of the concept of differentiated instruction in any mixed-ability classroom (gifted, ESL, and students with disabilities). Participants are guided through multiple stages of planning and implementation of differentiated instructional practice using strategies that can simultaneously address the unique learning needs of all exceptional learners within a given classroom. A practical definition and explanation of the nature of differentiated instruction for underrepresented populations of gifted learners is presented and discussed. The remainder of the presentation includes practical strategies for using differentiated instructional strategies.
promising fit for the twice-exceptional student. The presenters describe the theoretical and practical implications for these special students and take the participants through a case study of a gifted student who has both learning and behavioral challenges.
Thursday
PRACTICAL STRATEGIES FOR THE DIFFERENTIATION OF INSTRUCTION FOR UNDERREPRESENTED GIFTED LEARNERS
NCSSSMST Session
Wednesday
Recorded Session |
59
Wednesday Thursday Friday
Putting It Into Practice 11:55 AM - 12:40 PM
Georgia World Congress Center (GWCC) and Westin Peachtree Plaza (WPP)
DREAMFEST: A CONFERENCE CONNECTING GIFTED AND TALENTED STUDENTS WITH COMMUNITY RESOURCES Kimberly P. Clayton-Code, Northern Kentucky University, Highland Heights, KY This interactive session presents the results of the regional Dreamfest Conference that brought together 800 elementary and middle school students to develop the specific gifts and talents. The students attended interactive workshops presented by prominent community artists, preservice teachers, undergraduate students, and experts from the community. The workshops specifically focused on the areas of visual and performing arts, intellectual curiousity, specific academic aptitudes, creativity, and leadership development. Audience: Advocates/Association Leaders, Coordinators, Classroom Teachers K-5, Classroom Teachers 6-8
Sunday
Saturday
Room: GWCC C106
OPPORTUNITIES LEADING TO SUCCESSFUL EXPERIENCES: POSITIVE PERCEPTIONS OF LOW-INCOME STUDENTS IN OUT-OF-SCHOOL ENRICHMENT PROGRAMS
STEM
NCSSSMST - TRIANGLE TRIAGE: EXPLORING THE 3E’S OF SUSTAINABILITY IN THE CLASSROOM FOR GRADES 6-12 Annemarie Fussell, Elizabeth Roush, Keystone Science School, Keystone, CO Drawing from their education and policy development backgrounds, the presenters demonstrate how simple concepts can be transferred to almost any science-intensive public policy issue to engage students in thinking critically about the world around them. Participants explore sustainability principles through a series of activities that connect math, social studies, and language arts. These activities help students explore science-intensive public policy issues from a subjective and objective decision-making perspective. Through these lessons, students define sustainability, broaden their understanding of various perspectives, develop and classify criteria to make balanced decisions based on scientific data and research and are able to rationalize their decision making. Handouts are provided for lesson plans that are designed for middle and high school levels. Audience: Coordinators, Classroom Teachers 6-8, Classroom Teachers 9-12
Rachelle Miller, Yang Yang, Purdue University, West Lafayette, IN Room: GWCC C211
Because their families lack financial resources, students from low-income families receive fewer opportunities for academic enrichment than students from non-low-income backgrounds. What happens when students from low-income families attend an out-of-school enrichment program? Research has shown that when provided opportunities for advanced learning, these low-income, rural, underrepresented students experience both academic and social success. This session describes the similarities between the perceptions of low-income and non-low-income students who attended our Super Saturday program. Implications of these similarities are discussed with suggestions for meeting the academic and social needs of gifted students from low-income families. Audience: Administrators, Coordinators, Researchers Room: GWCC C209
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National Association for Gifted Children |
Great Minds Leading the Way
NCSSSMST - SECONDARY MATHEMATICS: DEPTH VS. ACCELERATION
Stuart Gluck, Carlos Rodriguez, Johns Hopkins University, Baltimore, MD
Audience: Coordinators, Parents, Classroom Teachers 6-8, Classroom Teachers 9-12 Room: GWCC C212
Karen Pikula, Dearborn Center for Mathematics, Science & Technology, Dearborn Heights, MI; Laura Lake, Center for Advanced Technologies, St. Petersburg, FL Mathematics teachers who serve on the NCSSSMST board of directors lead a discussion on methods of acceleration in mathematics education. One method is to promote students to the next level when they demonstrate mastery at their current level. Some students get promoted more than one grade level. Another method is for more in-depth learning at each grade level. What are the benefits and concerns of each strategy? At our specialized STEM schools, we encounter these questions with every student who walks through our door. How do we decide where to place students? What courses do we offer? How do we teach differently so students achieve beyond their wildest dreams? This session attempts to answer these questions. Concrete examples are offered. Come and share the wonderful world of mathematics at S3 schools.
Saturday
Audience: Administrators, Coordinators, Classroom Teachers 9-12
Friday
The ability to understand and use mathematical proof is an essential mathematical skill. After all, most mathematicians actually spend the majority of their time not calculating the answer to some problem, but rather proving (or disproving) conjectures. This session provides a model for teaching proof strategies and techniques (as well as methods for developing counterexamples) at the middle or high school level. The lessons introduce general proof schemas that can be integrated into courses in any area of mathematics. Participants leave with the knowledge and resources to effectively teach these crucial mathematical and logical reasoning skills to their students.
Thursday
MATHEMATICAL PROOF (AND COUNTEREXAMPLE)
NCSSSMST Session
Wednesday
Recorded Session |
Room: GWCC C305
Sunday
57th Annual Convention | November 11-14, 2010 | Atlanta, GA
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Wednesday Thursday
Putting It Into Practice 11:55 AM - 12:40 PM
Georgia World Congress Center (GWCC) and Westin Peachtree Plaza (WPP)
THE SMART CENTER: AN AUTHENTIC RESEARCH EXPERIENCE IN MAGNETIC RESONANCE FOR MIDDLE AND HIGHSCHOOL STUDENTS Reef Morse, Steppingstone School for Gifted Education, Farmington Hills, MI
Audience: Administrators, Consultants, Researchers, Classroom Teachers 6-8, Classroom Teachers 9-12 Room: GWCC C213
Thanks for joining us in Atlanta! Mark Your Calendar for these Upcoming NAGC Conventions 2011 New Orleans, Louisiana November 3-6, 2011
Saturday
Friday
Scientific research is an uncertain, nonlinear, exhilarating process. This presentation describes the Steppingstone Magnetic Resonance Training Center, which provides a true research experience for middle and high school students using magnetic resonance instrumentation usually encountered
as graduate or post-doctoral students. Two workshops (resonance and imaging) provide hands-on experiences of the lab’s methodology. Techniques for implementing the SMART Center concept in other venues are discussed as well as the remarkable ability of young students to master advanced instrumentation and use it to develop and pursue their own research ideas at levels that interest the international scientific community.
2012 Denver, Colorado November 15-18, 2012
Sunday
The session proposal submission process will begin in December. Registration details are available in late March.
www.nagc.org/nagcconvention.aspx 62
National Association for Gifted Children |
Great Minds Leading the Way
Wednesday
Concurrent Sessions 1:15 PM - 2:15 PM
Georgia World Congress Center (GWCC) and Westin Peachtree Plaza (WPP)
RtI FOR GIFTED CHILDREN: A GOODNESS OF FIT? Mary Ruth B. Coleman, University of North Carolina, Chapel Hill, NC
innovative curricula, assessment, and programs for both students and faculty. This session is led by members of the S3 community who present examples of rich learning opportunities and provide suggestions for how such innovations might be implemented in your setting – from the administrative level to the department level to the classroom level. Share your ideas and discuss paths that are available, but not well explored.
This presentation addresses how the major component of RtI might be used to support students who are gifted and talented. Components include: tiered supports and services; early intervention; screening, assessment, and progress monitoring; the use of evidence-based practices; and collaborative problemsolving approaches. The presenter also shares the TAG/NAGC position paper on RtI, a self-reflection that schools might use in determining their readiness for implementing RtI and the challenges in using RtI with children who are gifted and talented.
Audience: Administrators, Coordinators, Counselors, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
Audience: Administrators, Coordinators, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
Sande L. Tanner, Douglas County, Greenwood Village, CO
Christopher Kolar, Illinois Mathematics and Science Academy, Aurora, IL This interactive session examines the transfer of teaching and learning experiences that have been developed and implemented in specialized secondary schools to a non-specialized setting. For the last 20 years, NCSSSMST has focused on the development of talent in STEM fields; its member schools have developed
Arts
ARTS INFUSION AND THE GIFTED CURRICULUM
Bringing the arts into everyday lessons allows students with diverse needs to connect with and become engaged in subject matter, helping students to be more successful. Research has shown that the arts enhance cognitive, emotional, attentional, and immune neurobiological systems. Using research from Eric Jensen’s books on the brain and the arts, this session offers data and lesson ideas ranging from simple implementation to complex options. Re-energize yourself and your classroom experience by bringing creativity and personal expression into students’ learning experiences! Audience: Administrators, Consultants, Coordinators, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
Saturday
SUCCESSFUL STRATEGIES OF SPECIALIZED STEM SCHOOLS: APPLICATION TO PUBLIC SCHOOLS
Room: GWCC C101
Friday
Room: GWCC C102
Thursday
SIGNATURE SERIES
Room: GWCC C105
Sunday
57th Annual Convention | November 11-14, 2010 | Atlanta, GA
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Wednesday Thursday Friday
Concurrent Sessions 1:15 PM - 2:15 PM
Georgia World Congress Center (GWCC) and Westin Peachtree Plaza (WPP)
Computers & Technology
COMPUTER-ASSISTED INTERACTIVE INSTRUCTION: THE NEXT GENERATION OF PROFESSIONAL DEVELOPMENT Diane M. Beedy, Macon-Piatt Regional Office of Education #39, Decatur, IL; Bertie Kingore, Professional Associates Publishing, Austin, TX As funding declines, gifted students spend more time in regular education classrooms and resources for professional development are limited, creating a need for quality gifted training to large numbers of classroom teachers. The Gifted Education Seminar provides 45 hours of training statewide to enable regular education teachers to identify and differentiate for gifted students. Session attendees view a demonstration of this computer-assisted interactive training. Participants learn the process of developing and implementing this training with multiple delivery options (face to face, interactive activity, and self-directed) and how to develop similar training in their own setting.
Sunday
Saturday
Audience: Administrators, Advocates/Association Leaders, Consultants, Coordinators Room: GWCC C304
Conceptual Foundations
ADVANCED DEVELOPMENT: A NEW PERSPECTIVE ON ADULT GIFTEDNESS
The question, “What enables eminence?” has enamored theorists since Galton’s publication, Hereditary Genius. However, recognized achievement offers a biased picture of giftedness in adults, since women, economically disadvantaged and culturally diverse groups do not have similar opportunities to attain fame. Today, Galton’s viewpoint still dominates the study of giftedness in adults.
National Association for Gifted Children |
Audience: Administrators, Advocates/Association Leaders, Consultants, Coordinators, Counselors, Parents, Researchers Room: GWCC C203
CONTEMPORARY MODELS OF GIFTEDNESS AND WHAT THEY SHOULD LOOK LIKE Janet E. Davidson, Lewis & Clark College, Portland, OR Theories of giftedness meeting high standards are crucial for understanding, identifying, and studying gifted individuals. These theories need to be based on relevant assumptions and research, be understandable and falsifiable, provide guidance for identifying and fostering giftedness, describe, explain, and predict gifted behavior over time and place, and generate new applications. Six components of current theories of giftedness are discussed: intelligence, sources of giftedness, social responsibility, creativity, gender, and the environment. Models exemplifying each component are analyzed in terms of how well they meet the standards, and conclusions and recommendations are offered. Audience: Advocates/Association Leaders, Consultants, Parents, Researchers, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
Nancy B. Miller, Linda K. Silverman, Gifted Development Center, Denver, CO
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In 1989, a new perspective of adult giftedness emerged, drawn from several theories and commitment to higher-level values, and became the philosophical foundation of a new journal, Advanced Development. This presentation analyzes the content and themes of the first 12 volumes and provides illustrative examples.
Room: GWCC C204
Great Minds Leading the Way
Melinda Meszaros, Enginomix Consulting, Vancouver, BC, Canada
Audience: Consultants, Counselors, Parents, Researchers, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
Counseling & Guidance
FEED THE TEACHERS SO THEY WON’T EAT THE STUDENTS: SATISFYING SOLUTIONS FOR BUILDING SCHOOL REALATIONSHIPS Linda E. Collins, Blue Valley School District, Overland Park, KS; William J. Collins, Olathe School District, Olathe, KS
Room: GWCC C211
GIFTED GIRLS AND THE PSYCHOLOGY OF STRENGTH Razel Solow, Hunter College, New York, NY For years, educators have researched the obstacles faced by gifted girls and young women. Now we must focus on creating paths of female success through a psychology of strength and courage. Based on a study of highly intelligent girls and on the work of psychologists like William Damon, Michael Schulman, and Jonathan Haidt, this session presents key elements of gifted girls’ healthy development. Through the girls’ stories of self-discovery, participants learn about the journey as well as the conclusions. The presenter discusses a framework of activities to prepare gifted girls for growing up. Audience: Consultants, Coordinators, Counselors, Parents, Researchers, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
Saturday
Room: GWCC C305
Audience: Administrators, Consultants, Coordinators, Counselors, Parents, Researchers, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
Friday
Interdisciplinary research between neuroscience and psychology has lead to findings that have direct applicability to education. Using expertise in both disciplines, the session brings together insights from current brain research that are relevant for understanding the development and functioning of gifted and creative minds. The focus is on how normal brain development and structure gives rise to the different cognitive styles, academic achievements, and behavioral presentations of these children. The synthesis informs parents and teachers on how to support gifted children in a variety of settings and interpret their often confusing, conflicting, and easily misunderstood behaviors.
ensure academic success, we may overlook the critical impact of affective education for educators. The crucial components of the social-emotional side of our gifted students’ daily lives can make or break a successful educational experience. This hands-on session uncovers the hidden agenda in our schools and offers affective strategies for the feeding and care of our educational staff, so they will nurture our gifted students.
Thursday
WHAT NEUROSCIENCE TELLS US ABOUT INTELLIGENCE, COGNITIVE STYLES, AND CREATIVITY AND THEIR IMPLICATION FOR EDUCATION
NCSSSMST Session
Wednesday
Recorded Session |
Room: GWCC C303
57th Annual Convention | November 11-14, 2010 | Atlanta, GA
Sunday
If we feed the teachers the research-based affective strategies they need, they will not eat our gifted students. Building and sustaining healthy relationships between students, educators, and parents is imperative for educational success. In a rush to
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Wednesday Thursday Friday
Concurrent Sessions 1:15 PM - 2:15 PM
Georgia World Congress Center (GWCC) and Westin Peachtree Plaza (WPP)
TEST THIS, NOT THAT! RE-EXAMINING PERSONALITY ASSESSMENT OF GT ADOLESCENTS
in experiencing, connecting, and becoming immersed in the arts. Lyric Learning, Filmmaking, and Scenario Writing are just a few strategies to help you lead the way in challenging the 21st century gifted learner. Creativity does not have to be sacrificed to meet content standards.
Reva Friedman-Nimz, William P. Skorupski, University of Kansas, Lawrence, KS Examining the affective dimensions of gifted students’ makeup is central to providing pertinent therapeutic interventions, preparing professional staff, and conducting research on personality variables, yet few instruments are re-normed for use with this population. Previous research suggests that GT students experience their personalities through an intellectual lens. In this session, examine a variety of personality assessments. Participants reconsider how high intellectual potential affects assessment results for specific instruments such as the Six Factor Personality Questionnaire. Audience: Counselors, Researchers Room: GWCC C302
Sunday
Saturday
Creativity
A RENAISSANCE IN YOUR CLASSROOM: - CREATIVE ENCOUNTERS THROUGH PROBLEM SOLVING AND ARTS INTEGRATION Kathy C. Frazier, Touching the Future through Creative Encounters; Deborah J. Walker, University of Akron, Kent, OH This session is designed for K-12 educators who wish to energize their curriculum by providing learning experiences that support creative thinking, problem solving, and the integration of the arts. Instructional strategies that are hands-on/minds-on, intrinsically motivating, and cognitively stimulating are presented. Engage your students
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National Association for Gifted Children |
Audience: Administrators, Consultants, Coordinators, Parents, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12 Room: GWCC C202
EUREKA! I’VE GOT IT! USING BIOGRAPHIES TO TEACH STRATEGIES FOR FACILITATING THE CREATIVE PROCESS Elizabeth Fairweather, University of Georgia, Athens, GA; Thomas Fairweather, Destin, FL Learn how to use biographies of creative individuals to teach your students strategies for enhancing their creativity. The presenters demonstrate how to teach students to use biographies in the various phases of the creative process including preparation/problem definition, incubation, idea generation, illumination, and implementation. A list of ageappropriate biographies of individuals in fields ranging from science to writing to politics as well as specific lesson plans and other resources are shared with participants. Audience: Parents, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12 Room: WPP Atlanta Ballroom F
Great Minds Leading the Way
John D. Kauffman, Scott A. Rich, Scholastic Testing Service, Bensenville, IL
Audience: Administrators, Advocates/Association Leaders, Coordinators, Parents, Classroom Teachers 6-8, Classroom Teachers 9-12 Room: GWCC C201
Colleen Anthony, Jefferson County Public Schools, Evergreen, CO; Wendy S. Leader, Mesa County Valley School District 51, Grand Junction, CO
Room: WPP Atlanta Ballroom G
Curriculum Studies
CONTEMPORARY INCLUSIVE PROGRAMMING FOR TALENT DEVELOPMENT: OPPORTUNITIES AND DIRECTIONS Donald J. Treffinger, Ed Selby, Center for Creative Learning, Sarasota, FL Levels of Service is a contemporary, inclusive framework that guides planning and implementation of talent development programming. LoS can be applied in a single school or at district, regional, or statewide levels. Programming at each of four levels cuts across many curriculum and instructional service areas. In this session, we provide an overview of LoS, with examples from various settings, and describe data-based assessments that guide planning and practical implementation across six key aspects of curriculum and instruction. We share data from several different levels and settings (U.S. and international), and discuss implications for designing and conducting programming. Audience: Administrators, Advocates/Association Leaders, Coordinators, Parents Room: WPP Atlanta Ballroom C
57th Annual Convention | November 11-14, 2010 | Atlanta, GA
Sunday
Bloom’s Taxonomy has been at the foundation of teacher’s understanding for over 50 years. Lorin Anderson and David Krathwohl’s 2001 revision of the taxonomy placed a key 21st Century Skill, creativity, at the pinnacle of the hierarchy. This K-12 presentation on creative-thinking skills addresses Bloom’s revised taxonomy, its implications for teaching and learning, and assessment of creativity using Depth of Knowledge. Participants can understand the use of a variety
Audience: Administrators, Consultants, Coordinators, Counselors, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
Saturday
WHY IS CREATIVITY AT THE TOP OF BLOOM’S TAXONOMY?
of approaches, including de Bono’s Six Thinking Hats and questioning strategies, to promote creative thinking in all content and life-skills areas.
Friday
The Future Problem Solving Program was developed by Paul Torrance with his wife, Pansy, at the request of Athens, Georgia, high school staff. The purpose was and is for participants to learn a systematic, problem-solving process that enables them to solve a future scenario using creative processes. Thinking Creatively with Figures involves 18 creative constructs, many of which relate directly to FPSP steps. When a middle school science teacher, himself a former FPSP participant, used FPSP processes in his middle school science classes and the students were pre and post tested with the TTCT-F, average scores increased.
Thursday
TORRANCE TESTS, SCIENCE, AND FUTURE PROBLEM SOLVING: A GREAT MIX
NCSSSMST Session
Wednesday
Recorded Session |
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Wednesday Thursday Friday Saturday Sunday
Concurrent Sessions 1:15 PM - 2:15 PM
Georgia World Congress Center (GWCC) and Westin Peachtree Plaza (WPP)
DIGGING DEEPER INTO BLOOM’S TAXONOMY: MINING COMPLEXITY
OUR JOURNEY INTO RtI AND GIFTED EDUCATION: VOICES FROM THE CLASSROOM
Richard Cash, Bloomington Public Schools, Minnesota, MN Benjamin Bloom’s quintessential Taxonomy of Educational Objectives set the standard for designing hierarchic learning goals to advance student thinking and learning. Since Bloom’s Taxonomy is appropriate for moving ALL students to higher levels, how do educators of the gifted adjust the taxonomy to the academic needs of GT students? This session introduces deeper levels of each of the cognitive domains of the taxonomy and defines complex activities that can challenge GT learners. Participants are provided with a ready-to-use matrix for digging deeper into Bloom’s Taxonomy, as well as assessment ideas that can be used in most content areas.
Lauri Kirsch, Hillsborough County Public Schools; Diana Favata, Hunter’s Green Elementary School, Tampa, FL Response to Intervention may be the educational buzzword of 2010. With articles, position papers, and other guidelines becoming available, educators are seriously considering the possibilities that exist for serving gifted students within an RtI framework. Is RtI for GT students all talk or can it be implemented effectively with these advanced learners? Attend this session and learn the nuts and bolts of implementing RtI from gifted educators who have been successfully putting RtI into action for more than a year.
Audience: Administrators, Coordinators, Researchers, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
Audience: Administrators, Consultants, Coordinators, Classroom Teachers K-5
Room: WPP Atlanta Ballroom B
Room: GWCC C209
GET OUT OF YOUR SEAT! DRAMA-BASED STRATEGIES TO PROMOTE HIGHER-LEVEL THINKING Gretchen Schuster, Dublin City Schools, Dublin, OH; Tricia Palko, Worthington City Schools, Columbus, OH Drama-based learning, when infused with higher-level thinking, promotes increased engagement, challenge, and personal connections for gifted learners. Through drama and writing, students learn to celebrate the human and academic values of their stories. Participate in four in-depth immersions using action research-based, classroom-tested drama strategies. The presenters also co-construct how to authentically assess these unique learning experiences. Audience: Coordinators, Classroom Teachers K-5, Classroom Teachers 6-8
Early Childhood
INTEGRATING THE STEM DISCIPLINES INTO PRESCHOOL AND K/1 PROJECT INVESTIGATIONS Nancy B. Hertzog, University of Washington, Seattle, WA; Marcia V. Burns, University Primary School, Champaign, IL It is never too early to engage children in science, math, engineering, and technology! Three-year olds building houses of blocks are engineers at work! The purpose of this presentation is to share ways in which teachers use the Project Approach to facilitate investigations that introduce children to the STEM disciplines. Presenters share projects where children delve into recycling, conservation, building, inventions, and habitats. Documentation of student work shows the students’ inquiry process, how they hypothesize, collect and analyze data, and how they publish their results.
Room: WPP Atlanta Ballroom D
Audience: Administrators, Counselors, Parents, Classroom Teachers K-5 Room: WPP Atlanta Ballroom A
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National Association for Gifted Children |
Great Minds Leading the Way
AN EARLY BLUEPRINT FOR TEACHING GLOBAL AWARENESS: LETA HOLLINGWORTH’S SPEYER SCHOOL CURRICULUM
to incorporate these decisions into history lessons, interest centers, enrichment clusters, SEM Types I, II, and III, and even how to design mock trials around civil rights issues. This session also explains how mock trials of all types are outstanding ways to challenge gifted learners, while providing opportunities to recognize and foster multiple intelligences. Audience: Administrators, Coordinators, Classroom Teachers 6-8, Classroom Teachers 9-12
Kathi Kearney, MSAD #60, Berwick, ME
Audience: Administrators, Coordinators, Parents, Researchers, Classroom Teachers K-5, Classroom Teachers 6-8
Middle Grades
MOCK TRIALS AND STUDYING SUPREME COURT CIVIL RIGHTS DECISIONS: DIFFERENTIATING HISTORY AND LANGUAGE ARTS CURRICULA
SOCRATIC SEMINARS: TEACHING 21ST CENTURY SKILLS WITH A 4TH CENTURY BCE TECHNIQUE Richard D. Courtright, Duke University, Chapel Hill, NC This session offers an overview of the strategy of the Socratic seminar, a strategy that provides a means to address the key components of that which all who teach the gifted strive to achieve: a deep understanding of the principles, themes, and issues inherent in great ideas across a variety of disciplines. Teachers can quickly incorporate into their instruction the basic principles of Socratic seminars. A highly practical strategy, this session emphasizes the how-to for conducting seminars in the classroom, offering suggestions to maximize the likelihood of success drawn from the presenter’s experiences with students and adults. Audience: Administrators, Coordinators, Classroom Teachers 6-8 Room: GWCC C108
Saturday
Room: GWCC C109
Room: GWCC C206
Friday
The challenges were great: Depression, looming war, ethical malfeasance, waves of new immigrants, and fast-moving technologies changing the culture. America in the 21st century? No, this was the world of the 1930s, when Leta Hollingworth’s program for gifted students at Speyer School began. Responding to the unique psychology of the gifted and a changing world, Hollingworth’s program incorporated technological literacy, multiculturalism, equity, ethics, formal debate, and world events, languages, and cultures to develop responsible global citizenship. How did she do it? What were the results? Explore Hollingworth’s approach to global awareness and its direct application to gifted students today.
Thursday
Global Awareness
NCSSSMST Session
Wednesday
Recorded Session |
Deborah Beckmann, University of Connecticut, Storrs, CT
57th Annual Convention | November 11-14, 2010 | Atlanta, GA
Sunday
Studying Supreme Court civil rights decisions provides an opportunity to teach history, along with reading, research, writing, and values, in a manner that may be easily differentiated to meet the needs of gifted learners. This session provides participants with concrete means of how
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Wednesday Thursday Friday
Concurrent Sessions 1:15 PM - 2:15 PM
Georgia World Congress Center (GWCC) and Westin Peachtree Plaza (WPP)
USING FORMATIVE ASSESSMENTS TO CHALLENGE GIFTED MIDDLE SCHOOL STUDENTS
include the importance of getting the nuts and bolts of preparation right, making sure parents find the presentations relevant and useful, getting feedback, and following up.
Kathy Balsamo, Carolyn Coil, Pieces of Learning, Marion, IL
Audience: Administrators, Coordinators, Counselors, Parents, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
Assessment of gifted students must go well beyond the summative assessments of standardized test scores and report card grades. Using formative assessment is an excellent way to show continual progress and encourages extensions in the learning process. In this session, learn how to develop assessment criteria appropriate for gifted middle school students. Discover how to construct rubrics with extensions that assess critical and creative thinking. Learn how to design product and process criteria cards. With these tools, formative self-assessments, peer assessments, and teacher assessments can become the necessary integral part of the learning process. Audience: Administrators, Consultants, Coordinators, Classroom Teachers 6-8 Room: WPP Augusta III
Sunday
Saturday
Parent & Community
ONE-DAY PARENT Convention AT THE DISTRICT LEVEL: IF YOU CREATE IT, WILL THEY COME? William H. Goff, II, Virginia Beach City Public Schools, Virginia Beach, VA
Room: WPP Augusta I
PARENTING TO PREVENT AND REVERSE UNDERACHIEVEMENT Sylvia Rimm, Family Achievement Clinic, Sheffield Lake, OH The environments that foster giftedness in children also make them vulnerable to feeling extreme pressures. The praise and power that cultivate a positive learning environment may cause them to internalize highly competitive pressures to be brilliant, perfect, extraordinarily creative, or popular. These internalized pressures can lead to motivation or to defensive avoidance patterns of underachievement. Parents can help children to cope with these pressures by providing realistic guidance and advocating for appropriate curriculum in schools. New ParentTeacher and Teacher-Parent Communication ALLIANCE acrostics to smooth teacher and parent discussions are shared. Audience: Counselors, Parents, Classroom Teachers K-5 Room: WPP Atlanta Ballroom E
Research & Evaluation Virginia Beach Schools successfully organizes one-day parent conventions, attracting over three hundred parents of gifted students who rate the presentations very highly. Both general topics and targeted presentations are available. Targeted subjects include underachieving students, the twiceexceptional, and the culturally diverse. The experience of Virginia Beach Schools sets the framework for the discussion during this session; however, participants are encouraged to bring their own ideas and success experiences. Issues discussed
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National Association for Gifted Children |
ELEMENTARY TEACHERS’ PREPAREDNESS TO DIFFERENTIATE MATH INSTRUCTION FOR GIFTED LEARNERS Tonya R. Moon, Catherine Brighton, University of Virginia, Charlottesville, VA This study looked at the degree to which elementary teachers possess mathematical content and pedagogical knowledge for appropriately differentiating instruction and their attitudes toward differentiated math instruction for gifted students. The district studied is using differentiated instruction as
Great Minds Leading the Way
NCSSSMST Session
Audience: Administrators, Coordinators, Researchers, Classroom Teachers K-5
Project Clarion is a five-year Javits project focusing on scaleup of science curriculum in the kindergarten through third grades. Eight curriculum units were developed. Each unit was structured to interweave conceptual understanding, scientific reasoning and the investigative process, and content attainment. The units were designed for high-ability learners to ascertain whether this curriculum may be used to benefit all learners, including students in Title I schools. Three curriculum embedded, performance-based assessments and rubrics were developed to measure conceptual understanding, science process skills, and content attainment. Results indicated that experimental students showed significant and educationally important performance gains.
Room: GWCC C205
HEARING THEIR VOICES: WHAT GIFTED ADULTS SAY ABOUT GROWING UP GIFTED Adrienne E. Sauder, University of Western Ontario, London, ON, Canada
Audience: Administrators, Coordinators, Researchers, Classroom Teachers K-5 Room: GWCC C306
Audience: Counselors, Parents, Researchers, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
Saturday
There is little research that has explored gifted adults’ perspectives about growing up gifted. As part of a larger qualitative study of gifted adults’ perceptions of giftedness and graduate education, Gilligan et al.’s Listening Guide Method, a voice-centered method of analysis, was adapted to provide unique perspectives on the phenomena. This session discusses the predominately negative voices that emerged from the reflections of gifted adults. Although these collective voices clearly illustrate the trials and tribulations of living with giftedness, the participants’ overall perspective was that giftedness was a way of being that none would give up.
Kyung Hee Kim, Lori C. Bland, College of William & Mary, Williamsburg, VA
Friday
PROJECT CLARION: ASSESSING SCIENCE REASONING AND CONCEPTUAL UNDERSTANDING IN THE PRIMARY GRADES USING PERFORMANCE MEASURES
Thursday
their defacto gifted program, with all teachers trained in the philosophy. Data collected related to teachers’ knowledge in Numbers and Operations and Patterns, Functions, and Algebra, their conceptions of giftedness, and classroom videos. Findings suggest that the teachers have limited content knowledge proficiency, traditional conceptions of giftedness, and textbook-laden practices that prevent them from fully differentiating for gifted students’ mathematical needs.
Wednesday
Recorded Session |
Room: GWCC C110
Sunday
57th Annual Convention | November 11-14, 2010 | Atlanta, GA
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Concurrent Sessions 1:15 PM - 2:15 PM
Georgia World Congress Center (GWCC) and Westin Peachtree Plaza (WPP)
THE JOY OF PROGRAM EVALUATION!? CONFESSIONS OF A HAPPY COORDINATOR
this drastic change in the gifted population. This session is a must for districts looking to increase their identification of Hispanic students.
Paul Shepherd, Granite School District; Sue Savage Sakashita, Salt Lake City School District, Salt Lake City, UT
Audience: Administrators, Consultants, Coordinators Room: GWCC C103
While program evaluation provides useful formative and summative data for policy makers and administrators to consider, it simultaneously provides the impetus to promote positive change and reinforce current effective practice within a school district. By carefully considering the steps from the initial identification of the need for evaluation to postevaluation reporting, you can create a simple or complex process tailored to your needs and resources. See how to mobilize stakeholders to implement meaningful reform or support current effective programming. Learn from the experience of two veterans of the process who have seen how effective (and pleasurable) evaluation can be. Audience: Administrators, Advocates/Association Leaders, Coordinators
Sunday
Saturday
Room: GWCC C108
Special Populations
IDENTIFYING GIFTED AND TALENTED HISPANIC STUDENTS: USING A BODY OF EVIDENCE TO DRAMATICALLY INCREASE REPRESENTATION
INVITING THE UNINVITED TO THE PARTY: ONLINE LEARNING FOR GIFTED STUDENTS WITH UNIQUE SITUATIONS Dana Turner Thomson, Northwestern University, Evanston, IL Gifted students come in all sizes and shapes. Indeed, some may have unique circumstances that make participation in regular brick-and-mortar gifted programs difficult. Can online gifted programs, with their ability to allow for more flexible pacing, be an effective way of reaching this special population of gifted students? The presenters offer case studies of students with unique needs and the results of their ventures into this environment. Case studies include students with chronic physical disabilities, profoundly bright students, homeschooled students, students with Individualized Educational Plans, and students in situations requiring a temporary leave of absence. Audience: Administrators, Coordinators, Counselors, Parents, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12 Room: GWCC C207
Cheryl Lynn Franklin-Rohr, Adams County 14, Lakewood, CO; Lisa M. Garcia, Adams City High School, Commerce City, CO Accepted identification practices refer to a Body of Evidence, but what pieces of data are critical to ensure equal access for culturally/linguistically diverse students and students from poverty? What assessments and tools are appropriate for this population? A dramatic change from 10 identified students one year to 70 the following year resulted, using research-based identification practices. The presenters share the identification process and assessment tools that produced
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LESSONS LEARNED FROM PROJECT HOPE: RECOGNIZING GIFTEDNESS AMONG CHILDREN OF POVERTY Marcia Gentry, Rachelle Miller, Purdue University, West Lafayette, IN During the past three years, Project HOPE has served over 400 low-income, high-ability, K-5 students in a universitybased enrichment program focused on students’ interests
Great Minds Leading the Way
Audience: Administrators, Consultants, Coordinators, Counselors, Parents, Researchers, Classroom Teachers K-5 Room: GWCC C301
LEADING EXTRACURRICULAR ACADEMIC PROGRAMS: HOW TO DEVELOP TALENT IN YOUR SCHOOL Tamra Stambaugh, Jay Watson, Vanderbilt University, Nashville, TN; Paula Olszewski-Kubilius, Susan Corwith, Northwestern University, Evanston, IL;
ALONGSIDE INTELLECT: AFFECT IN MATHEMATICS LEARNING Eric Mann, Purdue University, West Lafayette, IN; Heather Gramberg Carmody, Park Tudor School, Indianapolis, IN What causes students to come early to wait outside the math classroom door, bursting with questions and ideas? What has students so lost in learning that they are startled when the bell rings? These real, yet intangible parts of learning are examples of affect. Affect is the set of emotions, attitudes, values, and beliefs that impact a student’s learning just as much as the course content. This workshop presents a background of what affect is and why it is important to understand. Discuss and learn ways that teachers can improve students’ affect in their math class. Audience: Coordinators, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12 Room: GWCC C213
JUMP ROPE GEOMETRY Daniel M. Rosenberg, The Lippman School, Baton Rouge, LA
Room: GWCC C106
Audience: Classroom Teachers K-5 Room: GWCC C208
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Sunday
Audience: Administrators, Advocates/Association Leaders, Coordinators, Parents, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
Introduce elementary gifted students to the world of geometry using jump ropes! Using the ropes as visual representations of lines and angles, young children can become proficient in topics not typically discussed until high school. This session introduces teachers to a unit of study that provides a hands-on approach to creating and naming lines, rays, and angles. Discuss how to use the jump ropes to model alternate interior, corresponding, vertical, and sameside interior angles. Students can learn to see the relationships among these angles and apply their understanding of these relationships to geometric proofs.
Saturday
Are you considering the launch of a Saturday or summer talent development program for students in your school? This session focuses on the nuts and bolts of implementing a successful advanced academic program for gifted learners beyond the school day. Learn from the shared expertise of experienced panelists who successfully lead accelerated academic programs in major research universities. Learn how other groups identify students, recruit faculty, effectively communicate with constituents, select appropriate curriculum and instructional activities, and avoid common pitfalls. Come prepared to ask your own questions, too!
STEM
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Special Schools & Programs
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and strengths. Research has been conducted on identifying, recruiting, and retaining students for participation; the experiences and perceptions of these students; and specifically how English language learners perceived their experiences. By examining the outcomes of this project, suggestions can be made for identification methods and for similar school-based and out-of-school interventions for high-ability children who live in poverty and some who are also ELLs.
NCSSSMST Session
Wednesday
Recorded Session |
Wednesday Thursday Friday
1:15 PM - 2:15 PM
Georgia World Congress Center (GWCC) and Westin Peachtree Plaza (WPP)
NCSSSMST - BRIDGING THE GAP BETWEEN HIGH SCHOOL AND COLLEGE: HOW TO MODIFY TRADITIONAL HIGH SCHOOL AND COLLEGE MATHEMATICS CURRICULA TO MEET THE NEEDS OF TALENTED STUDENTS.
NCSSSMST - GUIDING STUDENT RESEARCH: A RESOURCE FOR ENHANCING STUDENT INQUIRY
Sarah Voskuhl, Science and Mathematics Academy at Aberdeen High School, Aberdeen, MD
The National Consortium for Specialized Secondary Schools of Mathematics, Science and Technology’s first book, Guiding Student Research: Making Research Happen in Your School, is dedicated to the wonderment of discovery and ultimately is aimed at students who tackle the issues around the well-being of our society in the 21st century. Guiding Student Research was written for every teacher who leads students to ask a question, to seek a new and novel solution to that question, and to communicate that discovery to the world. As the book organizers met at an early planning and writing session it became clear that to develop an effective, secondary-level research program, a number of issues must be addressed in order to meet the varied expectations of student, teacher, mentor, administrators, and, ultimately, the research community. What skills should a studentresearcher bring to a mentorship experience? What are the expectations of both a mentor and a student-researcher? What are the legal considerations for schools and teachers who initiate a student research program?
Teaching mathematics to talented students, although extremely rewarding, presents the unique challenge of finding material that is advanced enough to challenge the students without being so advanced that they become discouraged or lose interest. Standard high school texts can often fall short of meeting the students’ needs and some students, especially those beginning high school, are not ready for the rigor of a college text. This session includes specific examples of how to enhance and enrich Advanced Algebra and Calculus materials to create more rigorous and thorough curricula, how to modify a college-level Linear Algebra text, and how to help students better understand how the mathematics they learn will be applied in future mathematics courses and how it translates into careers in fields of science, technology, engineering, and mathematics to better meet the needs of high school students.
Martin Shapiro, NCSSSMST; Jerald Thomas, Aurora University, Aurora, IL
Audience: Researchers, Classroom Teachers 9-12
Audience: Counselors, Classroom Teachers 9-12 Room: GWCC C210 Room: GWCC C307
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Concurrent Sessions
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Great Minds Leading the Way
Chuck Garner, Rockdale Magnet School, Conyers, GA
TEACHING GIFTED STANDARDS THROUGH STEM Karen Smits, Nancy Dodd, Marietta Center for Advanced Academics, Marietta, GA At the Marietta Center for Advanced Academics, gifted education is taught through STEM courses. Through the STEM courses, students are exposed to the numerous areas of engineering and learn the engineering design process which they use to solve realworld engineering problems through project-based instruction. The STEM units of instruction are aligned with the gifted standards, have increased rigor, and encourage critical thinking. This session details the integration of STEM and gifted education and explores the STEM units taught at the school.
Audience: Researchers, Classroom Teachers 9-12
Room: GWCC C212
Audience: Administrators, Classroom Teachers K-5
Friday
This session presents a complete picture of all the competitive mathematics opportunities available to students in Georgia, including, but not limited to, county-level, regional, and statewide math tournaments, the State Championship, and the selection of the Georgia ARML team. Links to resources are provided, as well as some prior competition materials. The target audience is anyone interested in developing or maintaining a Math Team or math competition. After presenting how Georgia structures its competitive math environment, attendees are encouraged to share how things stand in their state.
Thursday
NCSSSMST - MATHEMATICS ENRICHMENT THROUGH MATH TEAMS (THE GEORGIA WAY)
NCSSSMST Session
Wednesday
Recorded Session |
Room: GWCC C308
Developing Students’ MP3, Mathematical Promise, Passion and Perseverance
Demystifying the Learning of Algebra with Hands-On Equations®
Linda Sheffield, Kendall Hunt Publishing
Mary Anne Lane, Borenson & Associates, Inc.
Put your students on a course to become mathematicians as they develop critical and creative problem-solving skills. The award-winning, USDoE Javits-funded Project M3: Mentoring Mathematical Minds for 2nd-6th grade students and the new NSF-funded Project M3: Mentoring Young Mathematicians for primary students are both challenging and motivational.
Hands-On Equations® demystifies the learning of algebra. Learn about the visual and kinesthetic system for introducing algebraic concepts to young students. See how it applies to verbal problems.
Sunday
Workshop Area: B
Workshop Area: A
57th Annual Convention | November 11-14, 2010 | Atlanta, GA
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Exhibitor Workshops:
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1:15 PM - 2:15 PM
Posters are on display at the GWCC Level 1 Concourse through Saturday, November 13. Presenters will be available at the session time indicated to present and answer questions.
Arts
1.2 I MPORTANT CAREER SKILLS AND COMPETENCIES FOR ARTISTICALLY GIFTED STUDENTS Angie L. Miller, Amber D. Lambert, Indiana University, Bloomington, IN Findings from the 2009 field test of the Strategic National Arts Alumni Project are presented. SNAAP is an online survey that collects data about the artistic lives and careers of alumni from arts high schools, colleges, and universities. This presentation focuses on the career skills, such as analytical, technical, business, and research skills that alumni find relevant in their current work. This knowledge is important for artistically gifted students and parents as they consider how different types of training can best meet their goals and needs. This information can also benefit interested teachers, administrators, and researchers. Audience: Advocates/Association Leaders, Consultants, Coordinators, Parents, Researchers, Classroom Teachers 9-12 Computers & Technology
3.2 G OT ROBOTS? USING ROBOTICS TO BUILD GREAT MINDS! Maria Palacios-Gribben, Cerina Clarisse Zamora, Southwest Independent School District, San Antonio, TX In classrooms, robotics is an effective, interactive vehicle for academic stimulation and integration of the core curriculum while utilizing components of leadership, creativity, and the arts for GT students. Robotics is a platform to entice those students
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Poster Sessions
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who show potential for GT, but traditionally are underrepresented. Lego Robotics Systems, contributes depth and complexity to the GT curriculum, drives the summer GT program, and assists in increasing GT awareness and referrals for those traditionally underrepresented in GT. This session presents robotics programming and usage in action and outlines how it is used for a variety of instructional venues. Audience: Administrators, Coordinators, Counselors, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12 Conceptual Foundations
5.2 T OWARD FLOW IN THE CLASSROOM: THE AFFECTIVE AIM OF DIFFERENTIATION Amanda O. Latz, Ball State University, Muncie, IN Mihaly Csikszentmihalyi’s concept of flow can be used as a framework to understand the philosophy and practice of classroom differentiation. Flow is described as an optimal psychological experience through engagement in an activity in which the individual is so involved that nothing else matters. One critical element of the flow experience is a delicate balance between competency and challenge. Differentiated instruction could be viewed as a facilitation of flow experiences for students. The purpose of this presentation is to explore how the concept of flow can be useful to teachers’ understandings of the affective aim of differentiation. Audience: Administrators, Consultants, Coordinators, Researchers, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
Great Minds Leading the Way
Thursday
Counseling & Guidance
NCSSSMST Session
Curriculum Studies
7.2 A DDRESSING PARADOXICAL BEHAVIORS IN HIGHLY GIFTED STUDENTS Francisca Peterson, Anne Walden, Lincoln Public Schools, Lincoln, NE
Nikki M. Rodriguez, Kathleen Semanchik, Trinity Elementary School, Trinity, FL This presentation profiles one elementary school’s venture into content integration that emphasizes student centered, research-based practices in reading instruction in a multi-age gifted inclusion environment. Participants learn ways to integrate and teach standards-based reading strategies during the Reading Workshop, while extending and enriching learning through student explorations into content areas. Participants learn how to integrate and enrich instruction through standards based, tran-disciplinary themes. Audience: Administrators, Advocates/Association Leaders, Consultants, Coordinators, Parents, Classroom Teachers K-5, Classroom Teachers 6-8
Saturday
Audience: Administrators, Consultants, Coordinators, Counselors, Parents, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
11.2 P AVING PATHWAYS FOR GREAT MINDS: CONSTRUCTING AND ENRICHING KNOWLEDGE DURING THE 90 MINUTES AND BEYOND
Friday
The field of gifted education has recognized special needs in the gifted population and addressed them in multiple ways. In spite of these efforts, some gifted students seem lazy, forgetful, disorganized, or unmotivated. The theory of executive function can provide an alternative framework through which parents and school personnel can understand a child’s strengths and challenges and pinpoint breakdowns. In this session, presenters share how they implemented a 7-week study group for 4th grade, highly gifted boys to introduce them to executive functions. Strategies to improve executive functions were taught following a pre-test to identify students’ strengths and challenges.
Wednesday
Recorded Session |
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57th Annual Convention | November 11-14, 2010 | Atlanta, GA
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1:15 PM - 2:15 PM
Posters are on display at the GWCC Level 1 Concourse through Saturday, November 13. Presenters will be available at the session time indicated to present and answer questions.
13.2 B RAIN POWER DAY: BEST PRACTICES IN THE GENERAL ED CLASSROOM
Early Childhood
Robyn Bernstein, Woodland Elementary Charter School, Atlanta, GA Brain Power Day was introduced as a way to implement the Schoolwide Enrichment Model. SEM is a research-supported model that is based on highly successful practices that had their origins in special programs for the gifted and talented students. A monthly day of enrichment serves the gifted, ESOL, special needs, and enrichment population. Teachers develop and implement lessons based on best practices and that align with curriculum
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Thursday
Poster Sessions
Audience: Administrators, Consultants, Parents, Classroom Teachers K-5
Saturday
9.2 A N INSTRUCTIONAL TRILOGY: USING REAL-WORLD PROBLEMS, RIGOR AND TECHNOLOGY IN THE CLASSROOM Katherine O’Connor, Brian C. Housand, East Carolina University, Greenville, NC
15.2 D IFFERENTIATING FOR THE GIFTED USING CURRICULUM COMPACTING AND INDEPENDENT STUDY IN THE GENERAL CLASSROOM Amy Hughen, MaryLin McNeill, University of Arkansas at Little Rock, Little Rock, AR Do your gifted students seem bored by the repetition of curriculum they have already mastered? Is the lack of a daily, rigorous challenge causing concern about underachievement of gifted students in the general classroom? Children of all abilities require differentiation in their schooling experience; with specific training on high yield differentiation strategies, teachers in the general classroom can meet the unique needs of high achieving students. In this session, participants receive training in how to compact the curriculum and manage independent study to effectively differentiate for high-ability students in the general classroom. Audience: Coordinators, Classroom Teachers K-5, Classroom Teachers 6-8 Global Awareness
Sunday
Attempt an innovative instructional trilogy today! Use real-world issues, rigor, and technology in your classroom. Learn how your gifted students can use technology to present solutions to current issues to authentic audiences. Examples of units that incorporate this instructional trilogy in the K-8 classroom are shared. Participants also have the chance to translate standards using the instructional trilogy method as they work in small groups. Audience: Coordinators, Classroom Teachers K-5, Classroom Teachers 6-8
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17.2 $ 100,000 HYPOTHETICAL GRANT PROJECT Kristy Kowalske Wagner, Henderson County Schools, Hendersonville, NC How can teachers address such complex issues such as moral development, the seriousness of environmental concerns impacting our world, the vast amount of career opportunities shifting and changing with each
Great Minds Leading the Way
Audience: Coordinators, Counselors, Parents, Researchers, Classroom Teachers 6-8
giftedness affect the family dynamic? This session provides parents with strategies for thinking about their children’s behaviors and how to improve their relationship with their child and with the school. Likewise, presenters help school personnel understand a parent perspective on school decisions that affect students.
Thursday
new technological invention, and specific problems penetrating our communities and society at large? Wrap it all together into a problem-based learning unit developed to promote empathy and compassion for the land, the community, and the future. This online, hypothetical $100,000 grant unit allows students to delve into self-selected local issues and then propose a solution to how the money could best benefit the situation.
NCSSSMST Session
Wednesday
Recorded Session |
Audience: Administrators, Advocates/Association Leaders, Consultants, Coordinators, Counselors, Parents, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
Friday
Parent & Community
19.2 W HY ADVOCACY? CHALLENGING AND ENGAGING THE GIFTED STUDENT Dana Reupert, California Association for the Gifted, Orangevale, CA
Saturday
Why advocacy? Since gifted programs are not mandated in many states, learn how a school district may obtain excellent resources to support gifted programs. Find out how to ensure that students have access to the best quality gifted programs and services that school districts can offer. Become familiar with gifted programs and services and how to advocate for their improvement. Suggestions are shared on how to become an effective advocate at all levels. Audience: Administrators, Advocates/Association Leaders, Coordinators, Parents, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
Sunday
21.2 L OST IN THE WOODS: A BREAD CRUMB TRAIL FOR PARENTS Anne Brandt, Sue Harvey, Lincoln Public Schools, Lincoln, NE When a child is identified as gifted, the result for most parents is a steep learning curve. What is gifted? Does this explain why my child is never represented in parenting magazines and books? If he’s gifted, why is he failing math? How does the presence of 57th Annual Convention | November 11-14, 2010 | Atlanta, GA
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1:15 PM - 2:15 PM
Posters are on display at the GWCC Level 1 Concourse through Saturday, November 13. Presenters will be available at the session time indicated to present and answer questions.
Research & Evaluation
Special Populations
43.1 B ULLYING AND VICTIMIZATION AMONG GIFTED AND HIGH ACHIEVING HIGH SCHOOL STUDENTS
45.1 Q UEST FOR THE CAMOUFLAGED GIFTED: ALABAMA REPORTS ON THE STATUS OF UNDERREPRESENTED POPULATIONS
Megan Parker, Sherry K. Bain, University of Tennessee, Knoxville, TN
Shirley J. Farrell, Nancy J. Johnson, Alabama State Department of Education, Montgomery, AL
Bullying is a hot topic among educators, including teachers of gifted students. Bullying and victimization rates among 90 gifted and non-gifted, high achieving high school students were assessed using Reynolds Bully Victimization Scale. Mean scores indicate that both groups bully and are victimized at unelevated rates. Bullying and victimization rates among gifted and HA students were not significantly different from each other either. Results do not support social interventions for gifted students as a group but, suggest that gifted programs continue to promote intellectual endeavours; however, individual students may need targeted interventions to reduce bullying and victimization.
Are you having trouble finding camouflaged gifted students, (e.g. African-Americans, Hispanics, economically disadvantaged, non-verbal, and creative)? Anyone who works with identifying gifted students can benefit from hearing about strategies and ideas used in the quest of the Gifted Education Specialists at the state level to uncover students in special populations who are in need of gifted services. Participants receive resources, a multiple criteria eligibility matrix that utilizes various aptitude screeners and culture-free tests, gifted behavior checklists, performance indicators, and strategies to assist them as they continue their own quests to discover camouflaged gifted students.
Audience: Administrators, Advocates/Association Leaders, Consultants, Coordinators, Counselors, Parents, Researchers, Classroom Teachers 6-8, Classroom Teachers 9-12
Audience: Administrators, Advocates/Association Leaders, Coordinators, Counselors, Researchers, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
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Poster Sessions
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Great Minds Leading the Way
Darci Humphrey, Beth Winton, Columbia Public Schools, Columbia, MO
Raquel C. Bronsoler, Universidad de los Ninos, Mexico This session describes a program that was developed to help create awareness and understanding of the behavioral characteristics of gifted Mexican children and to develop strategies for nurturing their talents. Program success relies on parental involvement to help stimulate the desire of each child’s eagerness to quench his/her thirst for learning. The program structure combines parental involvement, academic development, and affective education. Children are given unique opportunities to transfer school learning to real-life situations. The program promotes improved student-teacher relationships for special and minority populations, leading also to better decision-making abilities and better grades. Audience: Administrators, Advocates/Association Leaders, Parents, Classroom Teachers K-5 STEM
27.2 S CIENCE, LITERACY, AND JUSTICE FOR ALL Jenna Thiel, Gaines Elementary School, Athens, GA
Audience: Classroom Teachers K-5
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Sunday
The presenter shares how an elementary gifted classroom was empowered when students’ outof-school lives were woven into the curriculum via reading/writing and community gardening. Participants learn how to create a science-based multigenre writing project incorporating student interest and community needs.
Saturday
Audience: Administrators, Coordinators, Counselors, Parents, Classroom Teachers 6-8, Classroom Teachers 9-12
24.4 S TARTING AND DEVELOPING PROGRAMS FOR GIFTED MEXICAN CHILDREN
Friday
Transitioning from junior high to high school can create stress and anxiety for all students, including gifted students. Often, these challenges can prove to be too difficult to overcome and students can choose to drop out of high school. Targeted transition services, coordinated between the junior high and high school gifted programs, can support at-risk gifted students’ academic and emotional needs aiding their persistence to graduation. This presentation presents relevant research related to the value of a high school diploma and discusses the targeted transition efforts and interventions within one suburban, Midwestern school district.
Special Schools & Programs
Thursday
47.1 P ERSISTENCE TO GRADUATION: COORDINATING TRANSITION RESOURCES AND SERVICES FOR SECONDARY, AT-RISK GIFTED STUDENTS
NCSSSMST Session
Wednesday
Recorded Session |
Wednesday Thursday Friday
Concurrent Sessions 2:30 PM - 3:30 PM
Georgia World Congress Center (GWCC)
SIGNATURE SERIES
BULLET PROOFING YOUR GIFTED PROGRAM Virginia Burney, Ball State University, Muncie, IN; Kathleen Steele, Crawfordsville Schools, Crawfordsville, IN; Sally C. Krisel, Hall County Schools, Gainesville, GA; Belinda Shook, Beebe School District, Beebe, AR In today’s economy, schools must demonstrate that every dollar is related to improvement of student learning. There are components of programs and services for gifted learners that can be an integral part of a district’s mission and plan for addressing the needs of all learners. These are outlined as they relate to demonstrating program effectiveness. A panel of superintendents and other district administrators will examples and suggestions to align and integrate gifted programs with district (and state) goals. Find proven ways to make your programs for the gifted indispensable in today’s accountability climate.
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Saturday
Audience: Administrators, Advocates/Association Leaders, Coordinators, Parents Room: GWCC C101
THE REVISED NAGC P-12 PROGRAMMING STANDARDS: THE FOUNDATION FOR QUALITY GIFTED EDUCATION SERVICES Susan Johnsen, Baylor University, Waco, TX This session describes the process and revisions to the NAGC’s P-12 Programming Standards, such as alignment with the NAGC/CEC-TAG Teacher Education Standards and reframing of the standards into student outcomes with evidencebased practices incorporating program and instructional characteristics, and related empirical, literature/theory, and
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practice-based research. The revised standards are divided into these six criterion areas: Learner Characteristics, Assessment, Curriculum Planning and Instruction, Learning Environments, Programming, and Professional Development. Time is allotted for discussing these revisions and implications for policymakers and practitioners. Audience: Administrators, Advocates/Association Leaders, Coordinators, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12 Room: GWCC C102
Arts
ARTS ALL DAY! Amy Rivet, Jacqueline Palka, Glasgow Middle School, Baton Rouge, LA This presentation concentrates on the integration of arts into the core curriculum at a nationally recognized Blue Ribbon middle school. An administrator, site coordinator, and teachers offer their insights and experiences in developing and implementing a unique arts integration program in self-contained gifted classrooms. Speakers incorporate photographs, student work samples, and video footage in their descriptions of the planning, application, and results of the program. This interactive presentation includes time for discussion and collaborative sharing. Attendees leave with innovative ideas that can be adapted to their own school environments. Audience: Administrators, Consultants, Coordinators, Classroom Teachers 6-8 Room: GWCC C105
Great Minds Leading the Way
GEOCACHING WITH STUDENTS – FINDING HIDDEN TREASURE USING MODERN TECHNOLOGY Peggy McCall, Feagin Mill Middle School, Warner Robins, GA
Audience: Parents, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12 Room: GWCC C304
Brian C. Housand, East Carolina University, Greenville, NC; Angela Housand, University of North Carolina - Wilmington, Wilmington, NC In 2010, working in isolation is no longer necessary and to be successful in the 21st century one must collaborate. Creating groups and cooperative learning opportunities for gifted students can be challenging because of their advanced thinking and problem-solving capabilities, but teachers are no
Room: GWCC C305
Conceptual Foundations
BARBIES AND BIONICLES Erin Miller, James Madison University, Harrisonburg, VA What does it mean to fulfill one’s gifted potential? What are our hopes for gifted girls and boys for their future? In this presentation we explore how gender-based expectations affect boys and girls as they investigate the possible avenues for self-actualization and use of their talents. We focus on the different ways gifted men and women may experience the tension between a drive to achievement and the rewards of caring/nurturing roles. Practical and research-based recommendations for how parents and teachers can encourage gifted children and adolescents to explore the full range of possible life choices are shared. Audience: Counselors, Parents, Researchers, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
Saturday
MEETING OF THE MINDS: TECHNOLOGY TOOLS TO ACCESS SHARED THINKING AND STRENGTHEN COLLABORATIONS
Audience: Administrators, Advocates/Association Leaders, Consultants, Coordinators, Researchers, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
Friday
Middle school students and their teacher share how they started a geocaching club at their school using handheld GPS units. Don’t know what geocaching is? Come and find out how modern technology is used to find and hide hidden treasures. Presenters show how they received funding for their devices, how geocaching teaches geography, history, and ecology all while incorporating higher-order thinking skills. You’ll discover that caches are hidden around the world with many, right under your noses! It takes little training, a sense of adventure, and curiosity. Please join us!
longer limited to grouping within the classroom! A bevy of web-based tools have made accessing shared thinking possible and “group-think” can happen between classrooms, between schools, even between students from multiple countries. This session focuses on five tools to help teachers and students participate in group thinking and working sessions with examples from classroom experiences.
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Computers & Technology
NCSSSMST Session
Wednesday
Recorded Session |
Room: GWCC C205
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57th Annual Convention | November 11-14, 2010 | Atlanta, GA
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Wednesday Thursday Friday
Concurrent Sessions 2:30 PM - 3:30 PM
Georgia World Congress Center (GWCC)
INTELLIGENCES OUTSIDE THE NORMAL CURVE: CHARACTERISTICS OF PEOPLE WHO HAVE MADE A DIFFERENCE
PROMOTING THE DREAM: SECONDARY GIFTED ADOLESCENTS IN A GLOBAL COMMUNITY
Joseph S. Renzulli, University of Connecticut, Storrs, CT
Felicia A. Dixon, Ball State University, Muncie, IN
What causes some people to use their traits in ways that lead to outstanding manifestations of giftedness, while others with similar or perhaps even more considerable assets fail to achieve high levels of accomplishment? An even more important question is, What causes some people to mobilize their interpersonal, political, environmental, ethical, and moral values in such ways that they place human concerns and the common good above material gain, ego enhancement, and self-indulgence? Where do the Mother Teresas and Nelson Mandelas come from? How can we promote more leaders like them?
Today’s world is rapidly changing. Indeed, current jobs may not be available in the near future. What this means is that educators must be visionaries with a clear idea of how to enable secondary students to create new ideas as well as to respond to the prescribed curriculum. Educators must view learning as the act of purposefully creating new solutions to problems presented in authentic contexts. They must engage gifted students in activities that are mind shaping and issue focused. This session focuses on the differences these students exhibit, especially their unique epistemologies, that enable teachers to plan engaging and visionary experiences.
Audience: Administrators, Advocates/Association Leaders, Consultants, Coordinators, Counselors, Parents, Researchers, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
Audience: Administrators, Advocates/Association Leaders, Consultants, Coordinators, Counselors, Classroom Teachers 6-8, Classroom Teachers 9-12 Room: GWCC C207
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Saturday
Room: GWCC C308
PHILOSOPHICAL SENSE AND THE GIFTED Robert A. Schultz, University of Toledo, Toledo, OH In this session, we explore the philosophical side of human development as it pertains to the gifted. Advanced Ability; Depth of Emotion and Intellect; Probing Questions are all precursors to the developing Self and sense of Becoming squarely faced by most gifted individuals early in their lives. Audience participation/discussion is guided by life experiences shared by gifted and highly/profoundly gifted individuals. This session is developed for intermediate to advanced in the field of gifted child education; yet, novices will find the presentation and discussion caring and approachable. Audience: Advocates/Association Leaders, Consultants, Coordinators, Counselors, Researchers, Classroom Teachers 6-8
RESPONSE TO INTERVENTION AND GIFTED AND TALENED EDUCATION: A CONCEPTUAL COMPARISON AND CRITIQUE Laurence J. Coleman, University of Toledo, Toledo, OH; Thomas Southern, Miami University, Oxford, OH As the Response to Intervention model attracts more attention and support in the GT community, we present a conceptual analysis dissecting the foundational assumptions, rationale, and operational principles underlying gifted/ talented education and RTI. Are the models compatible, antagonistic, or ill-suited for each other? Are there unintended consequences to this marriage? The promising marriage masks potential divisions; compatibility may be an illusion. Audience: Administrators, Advocates/Association Leaders, Consultants, Coordinators, Researchers
Room: GWCC C204 Room: GWCC C106
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CONTEMPLATIVE EDUCATION: ALTERNATIVE STRATEGIES FOR MEETING SOCIAL AND EMOTIONAL NEEDS OF GIFTED LEARNERS Michele Kane, Regional Office of Education #9, Rantoul, IL; Dorothy A. Sisk, Lamar University, Beaumont, TX
Audience: Administrators, Consultants, Coordinators, Counselors, Parents, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12 Room: GWCC C302
CELEBRATING YOUNG GIFTED AUTHORS: THE TORRANCE LEGACY CREATIVEWRITING AWARDS Joan Franklin Smutny, National-Louis University, Wilmette, IL; Scott A. Rich, Scholastic Testing Service, Bensenville, IL
Early Childhood
BRIDGES TO OPERA: EXPLORATIONS USING THE PROJECT APPROACH Ellen Honeck, Shannon B. Jones, Institute for the Development of Gifted Education, Denver, CO The Project Approach allows teachers to develop a conceptual framework around a topic and then meld this with children’s passions and theories. This approach is appropriate for gifted children because it allows for the ongoing and in-depth study of a specific topic. Discover the steps of creating meaningful projects for young gifted students. Examples of classroom projects are shared to demonstrate the challenges, joys, and triumphs of developing a meaningful curriculum. Participants will learn about the development of curriculum, student assessment, and receive information about the efficacy of this exceptional model. Audience: Administrators, Coordinators, Classroom Teachers K-5 Room: GWCC C210
57th Annual Convention | November 11-14, 2010 | Atlanta, GA
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Between April and August of 2009 and 2010, gifted and talented students from fourth through twelfth grade, from all parts of the country and even overseas, submitted their most original writing to the Torrance Legacy CreativeWriting Awards. Two facilitators share their experiences as participants and sponsors of a project designed to recognize
Room: GWCC C201
Saturday
Creativity
Audience: Administrators, Coordinators, Counselors, Parents, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
Friday
There are a variety of methods and strategies that have been developed to meet the affective needs of gifted youngsters. This session explores the contemplative educational process, an alternative for developming of the intricate inner world of gifted children. Contemplative practices such as stillness, activism, rituals, relationships, creation process, and movement are shared as a means to foster affective growth and deepen personal understanding.
and support exceptional young writers. This session explores writing in light of Torrance’s pioneer research in creativity and demonstrates strategies teachers can use to inspire and support creative composition in their own classrooms. Materials are included.
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Counseling & Guidance
NCSSSMST Session
Wednesday
Recorded Session |
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Georgia World Congress Center (GWCC)
GUIDING YOUTH TO MEANINGFUL APPLICATIONS FOR THEIR TALENTS
learners various laboratory techniques associated with modern molecular genetics while gaining an appreciation for the classical studies and bioethics. Handouts include a copy of our genetics publication and curriculum building materials.
Jenna J. Bachinski, Joe B. Helbling, University of Connecticut, Storrs, CT
Audience: Coordinators, Administrators, Counselors, Classroom Teachers 9-12
Emerging theoretical frameworks in the field of social justice offer exciting implications for educators of the gifted and talented. Theory is translated into practice as participants are introduced to strategies for engaging their bright students in social action projects. This session shares entry points for connecting students with purposeful outlets for their talents. Specific examples of applied social justice theory will be presented from start to finish, including sample student products and outcomes.
Room: GWCC C206
Global Awareness
Audience: Administrators, Advocates/Association Leaders, Consultants, Coordinators, Counselors, Parents, Researchers, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
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Saturday
Room: GWCC C109
WHOLEMOVEMENT IS FOLDING CIRCLES Bradford Hansen-Smith, Wholemovement, Chicago, IL We will fold a paper plate circle in half revealing over one hundred and twenty mathematical functions by simply observing how the circle is folded and what is generated. This cannot be anticipated by drawing pictures of circles or folding squares. This is a simple and comprehensive, engaging, hands-on, and inexpensive way to experience and understand mathematical functions, while at the same time creating beautiful objects that give greater meaning to the math standards. The circle is Whole, inclusively demonstrating a process about pattern formation we can observe in mathematics, the arts, in science, and throughout nature.
NCSSSMST - ADVANCED DNA/ GENETICS - BEYOND AP: WORKING AT A UNIVERSITY LEVEL
Audience: Advocates/Association Leaders, Consultants, Coordinators, Parents, Researchers, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
Jennifer Hager, Center for Advanced Studies at Wheeler High School, Marietta, GA
Room: GWCC C212
PARENT & COMMUNITY This presentation is targeted towards instructors and coordinators interested in teaching an advanced DNA/ Genetics course at their high school. There are two main foci in this discussion: how to design a post-AP Genetics curriculum and working with community leaders and local universities to support the program. The main objective of post-AP DNA/Genetics is to use the genetic process to gain an understanding of molecular genetics, population genetics and all facets in between. The course shows our young
GETTING OVER OVEREXCITABILITIES: EFFECTIVELY MANAGING FAMILY INTERACTIONS WHEN FAMILY MEMBERS HAVE DIFFERENT OVEREXCITABILITIES Teresa Rowlison, Southwest Regional Education Center, Truth or Consequences, NM; Debbie Michels, New Mexico State University, Las Cruces, NM Family interactions can be challenging. However, when the family members have overexcitabilities and not necessarily the same ones, effectively managing family interactions can be extremely challenging. This presentation provides
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Audience: Advocates/Association Leaders, Counselors, Parents
Professional Development
LEADING THE WAY THROUGH EFFECTIVE PROFESSIONAL DEVELOPMENT IN GIFTED EDUCATION Valija C. Rose, Johns Hopkins University, Baltimore, MD; Kimberley Chandler, College of William & Mary, Williamsburg, VA
Thursday
a brief overview of the different OEs and presenters’ recommendations for how to effectively manage family interactions based on the experiences as individuals with OEs within families whose members also have OEs. Research that supports these recommendations and various resources is provided.
NCSSSMST Session
Wednesday
Recorded Session |
Room: GWCC C211
Kimberly A. Lansdowne, Rebecca Baker, Scottsdale Unified School District, Scottsdale, AZ
Audience: Administrators, Consultants, Coordinators
Saturday
Families of highly gifted students have unique social, emotional, and educational needs. The lack of programs for HG students across the country leaves parents always searching: searching for the right school, the right program, the right teacher, and the one friend who might change their lives. Our program focuses on the whole child, impacting the entire family. This session describes the history and successful practices involved in a comprehensive program for HG students grades K- 8. The success of this program involves equal participation and commitment from parents, students, and educators.
Friday
THE TRIAD MODEL OF A SUCCESSFUL PROGRAM FOR HIGHLY GIFTED STUDENTS: PARENTS, STUDENTS, AND EDUCATORS
Gifted and talented resource teachers, specialists, and/ or coordinators are often expected to provide professional development for gifted education within their school districts. This session explores various standards, both within and outside of gifted education, as well as research on teacher change and how adults learn. Using a single NAGC-CEC Teacher Knowledge and Skill Standard as a point of departure, participants are guided in designing a professional development experience that is responsive to context-specific needs. Participants leave this session with a better understanding about how to plan appropriate and effective standards-driven professional development in gifted education.
Room: GWCC C203
Audience: Administrators, Advocates/Association Leaders, Coordinators, Counselors, Parents Room: GWCC C208
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57th Annual Convention | November 11-14, 2010 | Atlanta, GA
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Concurrent Sessions 2:30 PM - 3:30 PM
Georgia World Congress Center (GWCC)
Research & Evaluation
A RETROSPECTIVE STUDY OF AN EARLY COLLEGE ENTRANCE SCIENCE PROGRAM IN CHINA David Yun Dai, University at Albany, State University of New York, Albany, NY; Saiying Steenbergen-Hu, Duke University, Durham, NC
instruction. In addition, the data showed a strong significant relationship between both the age of the teacher and the years of teaching GT students with differentiation practices in the classroom. Additional salient results from this study are presented. Audience: Administrators, Consultants, Coordinators, Researchers, Classroom Teachers K-5
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Friday
Room: GWCC C202
This study examines one of the most prestigious early college entrance programs in China. We interviewed more than 30 graduates of the program in semi-structured interviews that revolved around three dimensions: (a) academic interests and challenges at various junctures of the program; (b) motivational, self-regulatory, and coping-related issues regarding the self and future; and (c) social skills, studentteacher relations, peer relations, and friendship. Positive influence include opportunities to interact with intellectual peers, and self-confidence of the interviewees. Challenges were mainly in the areas of adjustment in the first year, and management of personal and academic life. Audience: Administrators, Consultants, Coordinators, Counselors, Parents, Researchers Room: GWCC C209
BASELINE CLASSROOM OBSERVATION RESULTS FROM PROJECT CLUEPLUS: THE STATE OF DIFFERENTIATED INSTRUCTION
Alicia Cotabish, Ann E. Robinson, University of Arkansas at Little Rock, Little Rock, AR Rising Above the Gathering Storm issued a clarion call to increase America’s talent pool by vastly improving K-12 mathematics and science education and by recruiting and retaining top students as scientists and engineers. To answer the call, Project STEM Starters, a Jacob K. Javits project, was developed. Project STEM Starters is focused on improving differentiated, content-specific science instruction in the elementary classroom, and increasing teacher science content knowledge. The current study reveals baseline data focused on elementary teacher perceptions, instructional behaviors, and knowledge of science content. This session presents these results and implications. Audience: Administrators, Researchers
Cheryll M. Adams, Amanda O. Latz, Marjurie Ribeiro, Ball State University, Muncie, IN
Sunday
IMPLEMENTATION OF A STEM PROJECT: TEACHERS’ INITIAL PERCEPTIONS, INSTRUCTIONAL BEHAVIORS, AND KNOWLEDGE OF SCIENCE CONTENT
Room: GWCC C110
Results of 89 baseline observations of classrooms participating in Project CLUE-Plus are explained in this presentation. The purpose of the observations was to determine if and how differentiation was occurring. Both quantitative and qualitative data were collected through the Differentiated Classroom Observation Scale-Short Form. Less than 30% of observed teachers implemented any form of differentiated
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D. Betsy McCoach, Del Siegle, University of Connecticut, Storrs, CT
Audience: Administrators, Coordinators, Counselors, Parents, Researchers, Classroom Teachers 6-8, Classroom Teachers 9-12 Room: GWCC C108
Special Populations
Thomas HĂŠbert, Jaimon K. Jones, University of Georgia, Athens, GA Multicultural teaching approaches are powerful tools for engaging diverse gifted learners in social science classrooms. These approaches can have a significant influence on learning, build efficacy toward success, and develop interest in social sciences. Multicultural teaching approaches are reviewed and a rationale from a synthesis of research on multicultural
Audience: Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12 Room: GWCC C103
THE AP CHALLENGE PROGRAM: SUPPORT AND SUCCESS FOR ALL Carolyn M. Callahan, University of Virginia, Charlottesville, VA Created to increase participation and success of minority students in AP courses, The AP Challenge Program, offered in six high schools, is an organized system of support structures designed to give students the confidence, cultural capital, background knowledge and skills, and peer support necessary to increasing learning and performance in AP courses and college. In this session, we discuss critical support structures (including a week-long summer AP prep program on a university campus; school counselor-led breakfast meetings; and organized peer study sessions) contributing to student success and offer findings and recommendations for schools interested in implementing a similar program. Audience: Administrators, Counselors, Researchers, Classroom Teachers 9-12
Saturday
MULTICULTURAL APPROACHES TO ENGAGE DIVERSE GIFTED LEARNERS IN SOCIAL SCIENCES
education and social science pedagogy is provided. The presenters demonstrate a variety of multicultural teaching strategies for elementary and secondary classrooms. Participants receive a collection of exemplary instructional lessons and a bibliography of recommended resources.
Friday
How do we identify gifted students who are most at risk for underachievement? How do we measure factors related to their underachievement? What self-report measures can we use to determine the efficacy of interventions designed to remediate underachievement? In this session, we review the challenges inherent in identifying underachievers and measuring underachievement. We also present two instruments to measure factors related to underachievement in middle and high school aged students – the School Attitude Assessment Instrument- Revised (SAAS-R) and the Challenges to Scholastic Achievement Scale (CSAS).
Thursday
MEASURING ATTITUDES RELATED TO UNDERACHIEVEMENT
NCSSSMST Session
Wednesday
Recorded Session |
Room: GWCC C303
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57th Annual Convention | November 11-14, 2010 | Atlanta, GA
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Concurrent Sessions 2:30 PM - 3:30 PM
Georgia World Congress Center (GWCC)
STEM COMBINED SESSION
ENGINEERING DESIGN CHALLENGES IN THE ELEMENTARY CLASSROOM
OPTICS, LENSES, AND TELESCOPES FOR GIFTED ELEMENTARY STUDENTS
Ronald L. Carr, Daphne Duncan, Purdue University, West Lafayette, IN
Vincent Bonina, Johns Hopkins University, Baltimore, MD
Engineering design challenges are fun, challenging activities that are easily differentiated for learners of any ability level. These activities integrate seamlessly into science curriculum, tying together several state standards into one classroomtested activity that students love. In this hands-on session, attendees work in teams to complete a design challenge, experiencing the activity from the student’s point of view. Using higher-level thinking skills, attendees work together to design, create, and test a prototype to solve a problem. Time is provided for improvements and redesign. Additional resources for other design challenges are also provided.
Saturday
Audience: Administrators, Coordinators, Classroom Teachers K-5, Classroom Teachers 6-8
The theory of optics is an exciting learning experience with many practical applications to everyday life. In this session, we demonstrate a cost-effective lesson on the principles of optics, lenses, and telescope design for academically talented elementary school students. The lesson includes handon, inquiry-based experiments and construction projects, including identifying types of lenses, designing telescopes, and investigating other optical components. Additionally, various types of instruction are employed to address student’s different learning styles. During the session, participants have an opportunity to try student exercises. Curricular resources are provided including handouts, worksheets, and supply lists. Audience: Classroom Teachers K-5 Room: GWCC C213
Exhibitor Workshops: Improve Advanced Communication and Research Skills with Mind Maps!
Leading the Way with Foldables® Evalee Parker, Dinah-Might Adventures
Sunday
Dave Hamilton, MatchWare MindView allows students to tap into developing advanced communication and research skills, creative thinking & skills and higher order critical-thinking skills at all levels. Students brainstorm around central topics, add notes, images, media, and convert to an MLA document directly in Word, PowerPoint, HTML, or Timeline.
In this session make and take Dinah Zike’s Foldables. Learn about these naturally differentiating 3-D graphic organizers while you see multiple applications across the curriculum. Workshop Area: B
Workshop Area: A
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Poster Sessions 2:30 PM - 3:30 PM
Posters are on display at the GWCC Level 1 Concourse through Saturday, November 13. Presenters will be available at the session time indicated to present and answer questions.
16.2 H IGH ACHIEVING AFRICANAMERICAN ADOLESCENT STUDENTS’ PERCEPTIONS OF THEIR TEACHERS
6.2 C REATING A CARING CLASSROOM FOR CREATIVE KIDS: PRACTICAL STRATEGIES FOR AIDING SOCIAL AND EMOTIONAL DEVELOPMENT Lora Turner, Katie Biehl, University of Georgia, Athens, GA
Linda Ann Long-Mitchell, University of Georgia, Athens, GA
Audience: Administrators, Consultants, Counselors, Parents, Researchers, Classroom Teachers 6-8, Classroom Teachers 9-12
2.2 F ACTORS INFLUENCING CAREER CHOICE OF HIGH-ACHIEVING HIGH SCHOOL STUDENTS
Audience: Coordinators, Counselors, Parents
Creativity
40.1 C REATIVITY AND DIFFERENTIATION: USING THE ARTS TO TEACH ABOUT ECOLOGY Mary Banbury, Southeastern Louisiana University, Hammond, LA; Sue Ellen Lyons, Holy Cross School, New Orleans, LA Participants explore how to differentiate instruction by using the arts to educate gifted students, grades 4-8, about ecology and engage in activities that use the arts to challenge the creative skills of their students while increasing their perception of significant environmental issues. Participants receive a CD of the curriculum guide “Spirit of the Estuary: Using Art to Understand Ecology.” Audience: Classroom Teachers 6-8
57th Annual Convention | November 11-14, 2010 | Atlanta, GA
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Sunday
A career choice is an important decision for an individual, including high-achieving students, and the high school years are a particularly critical time to make preparations for the transition to work or college. For this reason, focusing on appropriate career development for high-achieving high school students may help them to identify their preferred subject areas and activities. This session describes students’ needs and preferences on various career development programs within two different high school models – IB programs focusing on liberal arts and Governor School programs focusing on science and technology.
Audience: Administrators, Consultants, Counselors, Parents, Researchers, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
Saturday
Mihyeon Kim, College of William & Mary, Williamsburg, VA
Friday
This session examines high achieving AfricanAmerican Adolescent students’ perceptions of their teachers. A discussion of the findings of a qualitative research study that investigated these students’ insights about the experiences with their teachers is presented in addition to recommendations for educators.
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. We look forward to presenting practical ideas that can be easily applied by any teacher to nurture this fascinating cohort of students.
Thursday
Counseling & Guidance
Wednesday
2:30 PM - 3:30 PM
Posters are on display at the GWCC Level 1 Concourse through Saturday, November 13. Presenters will be available at the session time indicated to present and answer questions.
Curriculum Studies
10.2 A UNIT OF COURAGE: A DIFFERENTIATED LITERACY UNIT Kimberly M. McCormick, Indiana University, Bloomington, IN Each person’s definition of the word courage is as unique as the individual. This session provides teachers an alternative model for using differentiation in the classroom themed upon this word. Research tells us that instruction needs to be shaped to the learner. This unit incorporates a variety of texts that fit the needs of students by readiness, interest, and learning profile. It includes a range of activities that allows students to explore multiple intelligences, tiered centers and products, as well as independent study. Teachers receive information to assist them in creating a differentiated Courage unit of their own.
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Poster Sessions
12.2 D IFFERENTIATION DIVAS: REVITALIZE YOUR SIXTHGRADE CURRICULUM WITH DIFFERENTIATION IN ALL CORE SUBJECTS Kristy Kowalske Wagner, Henderson County Schools, Diane Smith, Rugby Middle School, Hendersonville, NC Is your sixth-grade curriculum lacklustre? Inject some energy into your program with differentiation techniques in science, social studies, language arts, and math. Address multiple learning styles in the science classroom through student-selected projects
Audience: Consultants, Parents, Classroom Teachers K-5, Classroom Teachers 6-8
8.2 U NIVERSAL DESIGN FOR LEARNING: CREATING MASTER TEACHERS AND MASTER LEARNERS Cynthia Marie-Martinovich Lardner, Counselor/ Consultant, Troy, MI The Universal Design for Learning is a comprehensive brain-based model making education in the digital age accessible and skills attainable for all learners in one classroom regardless of IQ, learning style, or exceptionality. UDL is well-suited to meeting the needs of gifted students, especially those having multiple exceptionalities. UDL relies on multiple modes of engagement, representation (perception and comprehension), and expression recognizing that students differ in how they are motivated and engaged. Learn about UDL, its guidelines, and examine a case study based on an IEP developed for a gifted, dyslexic, and ADHD 7th grader. Audience: Administrators, Advocates/Association Leaders, Consultants, Coordinators, Counselors, Parents, Researchers, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
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Audience: Classroom Teachers K-5
investigating volcanoes and space. Investigate the past through an anthropological dig and Greek CityStates. Allow students to find meaning in their lives by creating memoirs and explore the mythological world using literature circles with The Lightning Thief by Rick Riordan. Make real-world connections for students in the math classroom by participating in Journey North and GPS investigations.
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18.2 T HE DALAI LAMA’S VISION: CREATING A GIFTED PROGRAM IN A TIBETAN VILLAGE CHILDREN’S SCHOOL Bonnie Cramond, University of Georgia, Athens, GA; Ted Anders, Newman University, Wichita, KS
20.2 T HE WONDER OF WORLD WISDOM: KNOWLEDGE COMES BUT WISDOM LINGERS Karen Kimball, Richmond Community Schools, Richmond, IN; Kristyn Kimball, Columbia University, New York, NY
22.2 P ARENTAL CHOICES: SUMMER PROGRAMMING AND ENRICHMENT OPTIONS Jennifer L. Jolly, Louisiana State University, Baton Rouge, LA; Michael S. Matthews, University of North Carolina at Charlotte, Charlotte, NC Building off our previous research studies with parents of gifted children, we focus here on summer programming and enrichment choices. Specifically we examine how parents make decisions about enrichment and summer programming; how these experiences contribute to their understanding of giftedness in general terms and specifically in their children; how parents believe summer programming and enrichment meet needs that vary relative to in-school programming in which their offspring participate; and how these experiences impact family dynamics. Results inform not only parents but also practitioners and researchers. Audience: Administrators, Parents, Researchers
57th Annual Convention | November 11-14, 2010 | Atlanta, GA
Sunday
Education is inundated with Googling/Binging images and demands. The modern classroom is challenged to globalize teaching while taming the mighty standardized test serpent. Somewhere in these
PARENT & COMMUNITY
Saturday
Audience: Administrators, Advocates/Association Leaders, Coordinators
Audience: Advocates/Association Leaders, Consultants, Coordinators, Parents, Classroom Teachers 9-12
Friday
September 2010 marks the 50th anniversary of the Tibetan Children’s Villages (TCV) schools in India. This session describes our collaboration with TCV to develop a gifted program that emphasizes advanced academics, creativity, and social-emotional development enhanced by daily Buddhist spiritual practice. Leaders of TCV believe that interweaving spirituality and creativity into the academically challenging curriculum is critical to achieving TCV’s goal of producing graduates who are International Ambassadors of Peace and Compassion in professional areas of specialty, and thus exemplify the TCV motto, “Others Before Self.” Lessons learned in building such a unique program are shared.
consignments there must survive the sense of wonder and joy that come from creative thinking and how it connects profoundly with the wisdom in the world. Through wisdom and wonder students are literally moved to explore. This session provides methods and student-led examples of how high-ability classes investigate wonder with “restless amazement” that builds connections and meaningful engagements with world wisdom.
Thursday
Global Awareness
NCSSSMST Session
Wednesday
Recorded Session |
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Wednesday
2:30 PM - 3:30 PM
Posters are on display at the GWCC Level 1 Concourse through Saturday, November 13. Presenters will be available at the session time indicated to present and answer questions.
Professional Development
26.2 BARRIERS TO IMPLEMENTATION OF RESEARCH-BASED LANGUAGE ARTS CURRICULUM: FACTORS LIMITING ACCELERATIVE STRATEGIES Tracy C. Missett, Carolyn M. Callahan, University of Virginia, Charlottesville, VA
Audience: Administrators, Advocates/Association Leaders, Consultants, Coordinators, Researchers, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12 Research & Evaluation
44.1 GIFTED KIDS’ TIME SPENT OUTSIDE THE CLASSROOM Matthew C. Makel, Duke University, Durham, NC; Yan Li, DePaul University, Chicago, IL
Audience: Advocates/Association Leaders, Consultants, Researchers, Other
4.2 D UAL DIAGNOSED: GIFTED AND SENSORY PROCESSING DISORDER (SPD) – WHAT DOES THIS MEAN? Heather Croft-Jackson, POSS-Abilities, Mayo, FL SPD (formerly known as Sensory Integration Dysfunction) is a real condition but often hidden and unrecognized. In this session, you will understand various sensory processing challenges and their effects on learning and behavior in the gifted child. You will learn to identify and provide interventions for normalizing sensory information from sensory receptors (auditory, visual, olfactory, vestibular, proprioceptive, tactile, and oral motor) through sensory diet techniques to improve academic performance, transitions, social interactions, as well as decrease temper tantrums, emotional outbreaks/ meltdowns, and fear based or risk taking behaviour. Audience: Administrators, Advocates/Association Leaders, Consultants, Coordinators, Counselors, Parents, Researchers, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
How much TV do gifted kids watch? Are gifted kids athletes or do they spend all their time doing homework? This session presents an overview of how different groups of gifted students spend their time outside the classroom compared to national averages. Presenters discuss how
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Saturday
student interests and abilities related to how they spend their time spent outside the classroom. Attendees will get a better picture of the lives of gifted students beyond the classroom.
Special Populations
This presentation describes ongoing research in which a research-based language arts curriculum is being implemented in third-grade classrooms across the county. This research focuses on, among other things, the factors impacting teacher fidelity of implementation of differentiated curriculum. Although the research literature supports accelerative classroom practices for gifted students, several factors have emerged as barriers to adjusting the pace of instruction. They include, teacher adjustment of the pace to that of the slowest learners, whole-class instruction where all students are encouraged to share, and lack of lesson preparation prior to class.
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Poster Sessions
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Courtney Hart, Arizona State University, Chandler, AZ
Audience: Administrators, Advocates/Association Leaders, Consultants, Coordinators, Counselors, Parents, Researchers, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
48.1 REGIONAL SCHOLARS
A Regional Leadership Conference for rural, economically challenged high schools is offered by pooling resources. Twenty school districts in southeastern Ohio cooperate to plan, organize, and implement the two-day conference. Students benefit
SPECIAL SCHOOLS & PROGRAMS
14.2 B REAKING THE BOX: INNOVATIVE PROGRAMMING FOR GIFTED MIDDLE SCHOOLERS Kimberly Elms, Anthem, AZ; Dina Brulles, Paradise Valley Unified School District, Peoria, AZ How will schools rise to the challenge of providing rigorous content, meeting the needs of individuals, and cultivating growth of relevant skills and interests for the 21st century on a shoestring budget? One program is doing all this and more in a middle school setting using a unique blend of instructional practice, technology, and standards-based curriculum. The resultant product has had a tremendous impact, not only with the students and their families, but also with faculty and administration. Come learn about the program that threatens to put the traditional classroom model on its ear. Audience: Administrators, Coordinators, Counselors, Parents, Classroom Teachers 6-8, Classroom Teachers 9-12
Saturday
Kim Allen, Sarah Lee, Athens Meigs Educational Service Center, Athens, OH
Audience: Administrators, Coordinators, Parents, Classroom Teachers 9-12
Friday
This literature review develops an understanding of current research in gifted and talented education, current research for supporting students with ADHD, and the research on the intersection between gifted and talented education and students with ADHD. Further, it develops an understanding of the research on pre-service teacher preparation in the areas of gifted and talented education and education of students with ADHD.
from creative stations including Ground Initiatives, Rope Courses, Personality Inventories, and many more choices. How can this be done? Learn from our past mistakes and current successes. Follow this strategy to plan a Regional Leadership Conference in your area.
Thursday
46.1 I DIDN’T KNOW THAT: CURRENT RESEARCH IN TWICE-EXCEPTIONAL EDUCATION
NCSSSMST Session
Wednesday
Recorded Session |
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57th Annual Convention | November 11-14, 2010 | Atlanta, GA
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Wednesday
2:30 PM - 3:30 PM
Posters are on display at the GWCC Level 1 Concourse through Saturday, November 13. Presenters will be available at the session time indicated to present and answer questions.
31.3 YES, IT IS ROCKET SCIENCE
STEM
28.2 T HE CRAZY ELIZABETH COLOR COUNTING SYSTEM: ANOTHER ALTERNATIVE NUMBER SYSTEMS
Susan F. Hoover, Orange County Public Schools, Orlando, FL
Craig Waterman, University of Connecticut, Storrs, CT Alternative number systems are an interesting way for students to explore the nature of mathematics in a way that doesn’t conflict with traditional scope and sequences. Many teachers are familiar with non-positional representations, such as the Egyptian numeral system and different bases. The Crazy Elizabeth Color Counting System is a unique factor-based number system. As a result, the system is an interesting perspective on numbers. It is also an interesting exploration of algebra, fractions, and unusual algorithms. Explore how the presenter has used this unusual number system in pull-out programs and in the regular education classroom.
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Poster Sessions
Students of all ages and abilities can learn how to build and launch their own rockets through this hands-on program. Grant funding is available for materials and professional guidance is made possible through collaboration with volunteer scientists. Incorporate the expansion of student understanding of science concepts with character dual creativity. Learn how students can sharpen their critical-thinking skills while practicing teamwork. You can launch “thinking outside the box” in your classroom! Audience: Parents, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
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Saturday
Audience: Advocates/Association Leaders, Coordinators, Parents, Classroom Teachers K-5, Classroom Teachers 6-8
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Wednesday
Concurrent Sessions 4:30 PM – 5:30 PM
Georgia World Congress Center (GWCC)
Arts
MIND THE (OTHER) GAP! THE GROWING EXCELLENCE GAP IN K-12 EDUCATION
ARTISTIC GIFTS AND TALENTS: THE DMGT IN AN ARTISTIC CONTEXT
Jonathan A. Plucker, Indiana University, Bloomington, IN
Hope E. Wilson, Stephen F. Austin State University, Nacogdoches, TX; Jill L. Adelson, University of Louisville, Louisville, KY
Audience: Administrators, Advocates/Association Leaders, Parents
The influential model of giftedness developed and continuously updated by Françoys Gagné, the Differentiated Model of Giftedness and Talent, has particular application to students in the visual arts. This presentation applies the principles of the most recent update, DMGT2.0, to the area of developing talent in the visual arts and makes specific recommendations to teachers and administrators. The DMGT2.0 provides particularly interesting insights into the conceptualization of artistic talents and into the process of developing natural abilities into talent, with practical applications to classroom practice for teachers and administrators.
Friday
Some observers believe that the focus on minimum competency as a result of NCLB has come at a price for gifted students. Although there has been a general improvement in academic performance overall, are achievement gaps also shrinking at the highest levels of students achievement? In this session, the authors of the report, “Mind the (Other) Gap!” present and discuss their findings from national and state assessments documenting the existence of a significant but typically ignored aspect of the achievement gap--namely that too few low-income and/or minority students are scoring at the highest levels of achievement. The presenters inform the audience about this growing “excellence gap” in the hopes of kick-starting a national discussion on the importance of excellence in our national and state K-12 education system.
Thursday
SIGNATURE SERIES
Audience: Administrators, Researchers, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12 Room: GWCC C105
Saturday
Room: GWCC C102
THE SOCIAL AND EMOTIONAL DEVELOPMENT OF STUDENTS WITH GIFTS AND TALENTS Rena F. Subotnik, American Psychological Association, Washington, DC; Sal Mendaglio, University of Calgary, Calgary AB; Laurence Coleman, University of Toledo, Toledo, OH; Tracy Cross, The College of William & Mary, Williamsburg, VA; Nancy Robinson, University of Washington, Seattle, WA
Sunday
In this special session intended for a wide audience, experts provide concise, empirically based presentations about the social and emotional development of gifted students. The presenters each have decades of research and practical experience with gifted children. Topics include lived experience, young gifted children, personality, social coping, emotions, abnormality, among others. Audience: Counselors, Parents, Researchers, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12, Other Room: GWCC C101
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Wednesday Thursday Friday
Concurrent Sessions 4:30 PM – 5:30 PM
Georgia World Congress Center (GWCC)
Computers & Technology
Counseling & Guidance
NETWORKING: 21ST CENTURY STYLE Kathy Jones, Kansas Association for the Gifted, Talented and Creative, Chanute, KS; Kathy Ray, Leavenworth County Special Education Coop, Shawnee, KS FaceBook, Twitter, Plurk, Gifted Education 2.0, Parenting Gifted Children, That’s So GT!...Welcome to the world of Internet-based social networking for gifted education. This interactive session features social networking sites that relate to gifted education and gifted children. The presenters, who themselves are active online networkers, discuss protocol and participants receive a list of sites to network with experts and learn from others. Sites for adults and gifted children are included. Audience: Advocates/Association Leaders, Coordinators, Counselors, Parents, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
Sunday
Saturday
Room: GWCC C304
Conceptual Foundations
FINDING JOHN GALT: PEOPLE, POLITICS, AND PRACTICE IN GIFTED EDUCATION Elizabeth Romey, University of South Alabama, Mobile, AL This panel discussion featuring eminent scholars in GT is drawn from the newly released anthology on the history of gifted education, Finding John Galt: People, Politics, and Practice in Gifted Education. The book’s focus is on providing an holistic look at both the history of giftedness and gifted students themselves. Session attendees have an opportunity to ask questions of the panelists regarding their contributions to the book.
NCSSSMST - HOW TO GET YOUR STUDENTS ADMITTED INTO HIGHLY SELECTIVE UNIVERSITIES Barbara Hall, Joy Colelli, Polytechnic Institute of New York University, Brooklyn, NY Each year students from around the country submit everything that they can think of to the admission office, and each year most of these items are tossed out without a review. Learn what admissions selection teams look for and how they make their decisions. In this workshop we will discuss selection at elite universities, the value of the high school GPA, ranking, AP classes, SATs and ACTs and how many of the elite schools award scholarships. This workshop will provide solid advice that counselors and teachers can share with families, and also use to improve their letters of recommendation. The presenter, Mrs. Barbara Hall, is Associate Provost of Enrollment Services and Student Affairs for NYU- Poly. Prior to that, she was Associate Provost for Enrollment Services for New York University, prior to that she was the Associate Provost for Enrollment Services at Georgia Tech, and prior to that she was the Director of Admissions and Financial Aid at the University of the South. She has worked at elite schools with varying ranges of merit based and need based scholarship and need based grants and different selection criteria. Audience: Administrators, Counselors, Parents, Classroom Teachers 9-12, Other Room: GWCC C106
Audience: Administrators, Advocates/Association Leaders, Consultants, Coordinators, Counselors, Parents, Researchers, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12 Room: GWCC C205
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Great Minds Leading the Way
William H. Goff, II, Virginia Beach City Public Schools, Virginia Beach, VA
Audience: Administrators, Counselors, Parents, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12, Other
NCSSSMST - CREATING ARCHITECTURAL DESIGN PROJECTS Jack Reece, Center for Advanced Studies at Wheeler High School, Marietta, GA The architectural design process is a huge undertaking for a high school student. The project can be as vague or as detailed as the teacher dictates. In my experience, students need limits and directions in order to be successful in a design project; they must also understand that buildings must meet certain regulatory standards. Beginning with the end product in mind. “What is the purpose of this building?� I give the students a set of design specifications based on real projects and they work to develop a concept building. The students then move into creating working drawings for their design, building a scale model of their project, and giving a presentation of their design to a review panel.
Friday
Underachieving gifted students often disguise the reasons behind their choices and, sometimes, truly do not know why they are making the choices. Adults working with these students frequently project their own experience, reach an inaccurate or incomplete conclusion, and then create plans that fail. Asking the right questions to open the right doors is critical to creating successful interventions. This presentation reviews interview tactics that peel back layers to get to core concerns. Common themes that arise from these techniques along with effective responses are reviewed. Participants are also asked to share their own success experiences.
Creativity
Thursday
INTERVIEWING TO GET TO THE ROOT OF UNDERACHIEVEMENT
NCSSSMST Session
Wednesday
Recorded Session |
Audience: Administrators, Coordinators, Classroom Teachers 9-12 Room: GWCC C302 Room: GWCC C207
Thomas S. Greenspon, Greenspon Associates, Minneapolis, MN
Audience: Counselors, Parents, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
Vicki Stein, Future Problem Solving Program International, Melbourne, FL Incorporating standards into curriculum is often difficult enough, but adding problem solving and creative thinking to the mix is doubly challenging. Throw in the need for more opportunities to teach futuristic thinking and you have a daunting task. This session provides tried and true future scenes written for the Future Problem Solving Program to use as springboards for teaching curriculum based on critical and creative thinking. Session participants generate applications for using future scenes in their classroom, learn to easily incorporate CPS tools into their lessons, and leave with a plethora of easily implemented activities for their classes. Audience: Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
Room: GWCC C301 Room: GWCC C202
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Sunday
Gifted individuals have a particular sense of their giftedness as a central part of who they are. This self-experience can have a positive or negative quality; intellectual prowess or creative talent can be experienced as something good or burdensome. If giftedness is ridiculed by others, or strongly equated with high achievement, for example, the resulting anxiety and shame can destabilize emotional well-being and negatively affect performance. Counselors, parents, and teachers can learn what steps are needed to create an environment that sustains or fosters improvements in self understanding and acceptance, self esteem, and performance in gifted individuals.
PROBLEM SOLVING ACROSS THE CURRICULUM
Saturday
THE PIVOTAL ROLE OF GIFTED SELFEXPERIENCE IN PERFORMANCE AND EMOTIONAL HEALTH.
Wednesday Thursday Friday Saturday Sunday
Concurrent Sessions 4:30 PM – 5:30 PM
Georgia World Congress Center (GWCC)
Curriculum Studies
CREDIT FLEXIBILITY: AN ENTIRE STATE REQUIRES ALTERNATIVES TO SEAT TIME FOR HIGH SCHOOL CREDIT Anne Flick, Creative Connections Group, Cincinnati, OH; Eric Calvert, Learning|Connective, Columbus, OH To enable students to compete globally, one state increased rigor by raising graduation requirements. Faced with correlated graduation rate decreases and narrowing of curricula, the legislature mandated Credit Flexibility, allowing students to earn credit instead of or in combination with hours of classroom instruction. All schools statewide, public and private, must allow students to test out to earn credit for prior knowledge. Students also must be permitted to pursue new learning through various educational options such as online courses, independent study, and internships. Presenters share specifics of the plan, begun this fall, to move an entire state beyond one-size-fits-all education. Audience: Administrators, Advocates/Association Leaders, Coordinators, Counselors, Parents, Classroom Teachers 6-8, Classroom Teachers 9-12 Room: GWCC C305
PROBLEM SOLVED! Sharon E. Brewster, Deborah A. Kampschnieder, Lincoln Public Schools, Lincoln, NE
independently solve problems in their own lives. A book list is provided with several examples of children’s books that work well with this model. Audience: Classroom Teachers K-5 Room: GWCC C306
THE ROLE OF CRITICAL AND CREATIVE THINKING IN THE DEVELOPMENT OF UNDERSTANDING AND EXPERTISE Sally M. Dobyns, University of Louisiana at Lafayette, Lafayette, LA; Elizabeth Connell, University of Georgia, Athens, GA The Framework for 21st Century Learning provides a vision for learning that elevates thinking skills and fully integrates them with core academic subjects as 21st century student outcomes. Understanding of important concepts in any discipline is greatly enhanced when students actually play with the knowledge base to examine facts from new angles, identify problems, generate solutions, and create products. Such opportunities for creative expression help teachers uncover the talents of students from impoverished settings who may not be adept at or excited by traditional learning experiences. Activities and resources provide blueprints for session activities are provided. Audience: Administrators, Advocates/Association Leaders, Consultants, Coordinators, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12 Room: GWCC C307
Many children love to solve problems. Children’s authors are smart enough to tap into this interest as one of many ways to engage children with books. This session teaches a problem-solving strategy that can be applied to any situation. Participants leave with a ready-to-use lesson plan focusing on characters in children’s literature that are faced with problemsolving situations. The strategies empower students to
Early Childhood
A BUFFET OF IDEAS: CREATING MENUS IN SOCIAL STUDIES AND SCIENCE FOR GIFTED PRIMARY STUDENTS Barbara Dullaghan, Bloomington Public Schools, Bloomington, MN Many elementary classrooms differentiate in math and reading through ability and flexible grouping. But what about the content areas? For gifted students, state standards often
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Great Minds Leading the Way
Audience: Classroom Teachers K-5
ideas and lessons have been implemented with gifted and other high-performing students. We will share how we have replaced paper and pencils with blogs and wikis, encouraged discussions about things other than books, replaced End of Grade test preparation with playwriting, used Bloom’s Taxonomy and Think Trix for literature circles. In addition, our students have determined the greatest American poet, become photojournalists, demonstrated responsible citizenship, and journeyed through time to learn research techniques.
Thursday
address a mile-wide approach to social studies and science. Students are left with an interest and thirst for more, more, more! This is especially true in primary grade classrooms where the instructional emphasis is literacy and math. Because primary students often lack independent skills, this session focuses on creating short-term enrichment activities and menus in science and social studies that offer students the opportunity to go deeper. Handouts and examples are provided.
NCSSSMST Session
Wednesday
Recorded Session |
Audience: Administrators, Consultants, Coordinators, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
Room: GWCC C210
Room: GWCC C206
Patti Wood, Samford University, Birmingham, AL
GIFTED AFRICAN-AMERICAN STUDENTS NEED CULTURALLY RELEVANT CURRICULA AND TEACHERS
Audience: Administrators, Coordinators, Parents, Classroom Teachers K-5 Room: GWCC C209
Middle Grades
Gifted African-American children are from a variety of ethnic and socio-economic backgrounds. This session presents an overview of the diverse African-American community, and how children’s African-American identities inform their sense of selves and worldviews. Discover why culturally competent and relevant curricula and teaching can enhance and advance African-American children’s sense of selves, and how Black children’s positive identities can empower their academic success. Strong working relationships between children, their family, and their teachers can support, enhance, and advance children’s educational experience and achievement. Audience: Administrators, Advocates/Association Leaders, Parents, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
Sunday
THE 10 BEST THINGS WE’VE DONE THIS YEAR
Nedra Sims Fears, Precocious Kids Publishing, Bloomington, MN
Room: GWCC C208
Angela Szakasits, Ereka Botkin, Pender County Schools, Burgaw, NC While collaboratively teaching, we have learned a great deal regarding how to challenge students to be creative problem solvers while integrating subject areas with technology. All 57th Annual Convention | November 11-14, 2010 | Atlanta, GA
Saturday
Reform efforts have changed reading instructional practices in K-3 classrooms. Many teachers are bridled with inflexible and prescribed reading curriculum geared toward struggling readers. The inevitable has occurred: young gifted readers are left out of classroom reading instruction. What are the unique needs of early readers who have demonstrated proficiency? How can teachers differentiate reading curricula to meet those needs? This session explores best practices for building a reading program for young gifted readers using great books that foster grand conversations.
PARENT & COMMUNITY
Friday
GROWING YOUNG GIFTED READERS WITH GOOD BOOKS AND GRAND CONVERSATIONS
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Wednesday Thursday Friday
Concurrent Sessions 4:30 PM – 5:30 PM
Georgia World Congress Center (GWCC)
Professional Development
STATEWIDE PROFESSIONAL DEVELOPMENT IN DIRE ECONOMIC TIMES
Audience: Parents, Researchers, Classroom Teachers 9-12 Nancy Starr Breard, Converse College, Spartanburg, SC; Richard Blanchard, South Carolina State Department of Education, Columbia, SC With funds for gifted education taking cuts, the Director of Gifted Education at the State Department of Education and the state GT organization are working together using varied technologies, innovative ideas, and national and state talent to deliver professional development opportunities to school personnel. The presentation outlines the process, links professional development to the NAGC/CEC Standards, describes accountability at the state level, and reports participation results. Audience: Administrators, Advocates/Association Leaders, Consultants, Coordinators
Saturday
Room: GWCC C204
Sunday
significant differences between gifted and other students in the direct and indirect (mediated by GPA and SAT) effects of motivation factors on college choice.
Research & Evaluation
MOTIVATION FACTORS AND COLLEGE CHOICE AMONG GIFTED STUDENTS: FINDINGS FROM EDUCATION LONGITUDINAL STUDY OF 2002
Yang Yang, Marcia Gentry, Purdue University, West Lafayette, IN Classroom activities are important to student learning and motivation at school. My Class Activities, an instrument for measuring elementary and middle school students’ perceptions of classroom challenge, choice, enjoyment, and interest, was used in this cross-cultural study. This paper focuses on cross-cultural comparison, with detailed analyses that examine the differences between students’ perceptions in two cultures (China and the U.S.) by conducting factor analysis, multi-group confirmatory factor analysis, multivariate analysis of variance, and discriminant function analysis. Findings from the analyses are discussed with implications for practice and further research.
Room: GWCC C110
The purpose of this study was to examine differences between gifted and other students on the influence of motivation factors on college choice. Using restricted data from the Education Longitudinal Study of 2002, motivation constructs were hypothesized. Two models (with/without GPA and SAT) were proposed using structural equation modeling. The results of the multiple group analyses indicated that there are
National Association for Gifted Children |
STUDENTS’ PERCEPTIONS OF CLASSROOM ACTIVITIES IN CHINA AND THE UNITED STATES
Audience: Researchers, Classroom Teachers K-5, Classroom Teachers 6-8
Kyung Hee Kim, College of William & Mary, Williamsburg, VA; Michael F. Hull, University of Virginia, Charlottesville, VA
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Room: GWCC C106
Special Populations
USING A NONVERBAL ABILITY TEST: HELPING ALL GIFTED CHILDREN LEARN Jack A. Naglieri, George Mason University, Fairfax, VA; Dina Brulles, Paradise Valley Unified School District, Peoria, AZ The Naglieri NonVerbal Ability Test is a nonverbal measure of general ability that does not rely on language, yet predicts scholastic success. This session explains how the reasoning and problem solving required by the NNAT2 relate to learning in school. The presenters discuss ways for developing students’ general ability identified by this tool through gifted programming, classroom instruction, and teacher training. Establishing that students identified on nonverbal
Great Minds Leading the Way
NCSSSMST Session
shows you how you can de-mystify science and tantalize students’ curiosity about how the world runs. Learn the secret sauce on how to get students engaged in physics and in learning in general.
Audience: Administrators, Consultants, Coordinators
Audience: Classroom Teachers 9-12
Room: GWCC C103
Room: GWCC C203
STEM
Jerrell C. Cassady, Cheryll M. Adams, Marjurie Ribeiro, Rebecca Pierce, Ball State University, Muncie, IN
Audience: Administrators, Consultants, Coordinators, Researchers, Classroom Teachers K-5, Classroom Teachers 6-8
Kenneth John Smith, Susan M. Stonequist, Sunset Ridge School District 29, Northfield, IL This workshop presents the steps for teaching an interdisciplinary project in which students integrate science, technology, engineering, art, and math (STEAM) to create a miniature golf course. Students view the principles of these disciplines as one large body of content. (De Vinci called this integrated body of knowledge “philosophy.”) To design the golf course students begin by creating the set of 12 pentominoes and learning to generate hypotheses. They then validate these hypotheses by developing mathematical proofs and collecting data. Once their designs meet the given scientific, artistic, and mathematical criteria, students build the golf course. Audience: Coordinators, Classroom Teachers K-5, Classroom Teachers 6-8
Saturday
Student math performance on statewide achievement tests are presented, examining relevant predictors to student success. Teacher data for this investigation include performance on a math test designed to test content mastery in mathematics, classroom observations examining methods and style for presenting math content to gifted and non-identified students, and responses to surveys examining their awareness of, use of, and comfort with standard practices for instructing gifted learners (e.g., cluster grouping, differentiation, compacting, and tiered lessons). The data explore relative importance of teacher variables in determining gifted learners’ success in mathematics in grades 3 to 5.
S.T.E.A.M.: SCIENCE, TECHNOLOGY, ENGINEERING, ART, AND MATH IN THE CONSTRUCTION OF A MINIATURE GOLF COURSE
Friday
MATHEMATICS ACHIEVEMENT: RELATIONS AMONG TEACHER INSTRUCTION, TEACHER KNOWLEDGE, AND STUDENT OUTCOMES
Thursday
instruments possess innate abilities underscores the process. The presenters provide methods for training staff members about these students’ learning needs and share strategies for helping all gifted students reach their potential.
Wednesday
Recorded Session |
Room: GWCC C212
Room: GWCC C213
Sunday
NCSSSMST - PHYSICS IS REALLY FUN IF YOU DON’T TELL THEM IT’S PHYSICS Kurt Becker, Iraj Kalkhoran, Polytechnic Institute of New York University, Brooklyn, NY Physics in high school curricula can be made interesting and fun by providing low cost, but spectacular demonstrations first and then explaining the observations. The presenter 57th Annual Convention | November 11-14, 2010 | Atlanta, GA
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Wednesday
4:30 PM – 5:30 PM
Posters are on display at the GWCC Level 1 Concourse through Saturday, November 13. Presenters will be available at the session time indicated to present and answer questions.
Computers & Technology
3.3 A RE GIFTED LEARNERS W.I.R.E.D. TO BE 21ST CENTURY LEADERS? Dina Kodjayan Albrecht, Arlington Heights School District 25, Arlington Heights, IL Gifted learners must be W.I.R.E.D. to be leaders in the 21st century. World-focused students Integrate learning in a Reflective manner, Engage with technology and Discover endless possibilities. Ongoing engagement in critical and creative thinking occurs when students learn from and share their knowledge through technology. Teachers, administrators, and parents join a practicing teacher to examine how technology can be integrated into any learning environment, grade level, and subject area. Applications include MindView, Comic Life, student response systems, and digital cameras.
Friday
Thursday
Poster Sessions
Conceptual Foundations
5.3 G IFTED EDUCATION CLARIFIED THROUGH VISUAL EXPLANATIONS Virginia Burney, Kristie Speirs Neumeister, Ball State University, Muncie, IN Have you tried explaining gifted education to other educational professionals not directly involved in it or who do not have specialized training in the field? It is easy for some to lose sight of the Big Picture or fail to understand how various program components
Sunday
Saturday
Audience: Administrators, Consultants, Coordinators, Parents, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
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relate to one another. The presenters have developed a series of diagrams for this poster session that capture components of gifted education, including an understanding of who learners with advanced potential are; the identification process; the process for service options; the relationship of curriculum, instruction, and assessment; and what level has responsibility for which program elements. Audience: Administrators, Advocates/Association Leaders, Consultants, Coordinators, Counselors, Parents, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12 Counseling & Guidance
7.3 T HERAPEUTIC BOARDING SCHOOL: WHEN TRADITIONAL APPROACHES FAIL Andrea Esperat, John Dewey Academy, Great Barrington, MA What options are available for parents and professionals working with gifted adolescents with serious emotional and behavioral issues? This presentation describes the approach of a therapeutic, residential, college-preparatory school designed to address the cognitive, social-emotional, and moral development of self-destructive adolescents who have failed to respond to treatment-as-usual. While many residential treatment settings prioritize therapy over academics, this program is based on the belief that engaging the minds of gifted students is an integral part of the therapeutic process. Audience: Consultants, Counselors, Parents
Great Minds Leading the Way
Curriculum Studies
35.2 F ORM FOLLOWS FUNCTION – ARCHITECTURE IN ACTION Anne Martin, Meg Lee, Spartanburg School District 7, Spartanburg, SC
Audience: Classroom Teachers K-5, Classroom Teachers 6-8
39.2 A RE CREATIVITY TESTS SUSCEPTIBLE TO COACHING?
Have you ever had to fail gifted underachievers who clearly knew your content? Have you wished for a grading system that distinguishes advanced thinking from high achievement? The traditional grading system is inadequate for gifted populations because students are graded on work completion, versus knowledge of content. Presenters illustrate how they changed the grading policy within their middle school from an A-F system to an Advanced-Unsatisfactory system. They will also share how this proficiencybased grading system increases student ownership, encourages gifted underachievers, and gives teachers a wealth of information about what their students know and can do. Audience: Administrators, Coordinators, Counselors, Parents, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
Skeptics claim that scores on creativity tests, such as the Torrance Tests, can be manipulated by coaching the students on how to respond. So far, however, no research studies have been conducted that provide evidence to support or refute these claims. Join us as we present the results of a study we conducted looking at the effects of coaching students before taking the test, compared to teaching general creativity skills or no prior training.
57th Annual Convention | November 11-14, 2010 | Atlanta, GA
Sunday
Audience: Administrators, Coordinators, Researchers
Saturday
Elizabeth Fairweather, Bonnie Cramond, University of Georgia, Athens, GA
Heather O’Brien, Brooke Caster, Mt. Garfield Middle School, Clifton, CO
Friday
Form Follows Function comes to life as 4th-grade gifted students transform an empty lot into a future vision for their community. You will be amazed at how this hands-on approach encourages student creativity, collaboration, and higher-level thinking. Students take on the role of architects as they strive to create a design solution to solve a real problem. Please join us for a unit overview and learn the steps used to facilitate this student project.
11.3 P ROFICIENCY-BASED GRADING: RIGHT FOR GIFTED STUDENTS, RIGHT FOR ALL STUDENTS!
Thursday
Creativity
NCSSSMST Session
Wednesday
Recorded Session |
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Wednesday
4:30 PM – 5:30 PM
Posters are on display at the GWCC Level 1 Concourse through Saturday, November 13. Presenters will be available at the session time indicated to present and answer questions.
9.3 T EACHING THE SCIENTIFIC METHOD THROUGH LITERATURE Laura Magner, Gwinnett County Board of Education, Stone Mountain, GA Teaching the Scientific Method through literature accomplishes several important goals. Students gain experience with vital science process skills through handson experiments. They also explore literature in a new, fresh way. Students hypothesize if Baby Bear’s porridge was, indeed, just right, or explore what happens to heart rates when scared as when the Country Mouse visited the City Mouse. The basics of the Scientific Method are reviewed and examples of lessons from fairy tales, tall tales, fables, and popular literature are shared. Session attendees participate in a discussion of appropriate texts and tips for creating lessons.
Friday
Thursday
Poster Sessions
Audience: Classroom Teachers K-5, Classroom Teachers 6-8
37.2 H AVE STUDENTS, WILL TRAVEL Judy O’Dell, Glasgow Middle School, Baton Rouge, LA This presentation concentrates on the integration of field trips into the core curriculum at a nationally recognized Blue Ribbon middle school. An administrator, site coordinator, and teachers offer unique perspectives on the value of off-campus and virtual trips in gifted classrooms. Presenters incorporate photographs, work samples, and reflections in their descriptions of implementation of
Audience: Administrators, Consultants, Coordinators, Classroom Teachers 6-8 PARENT & COMMUNITY
29.2 T HE WONDERFUL AND AMAZING JOB OF PARENTING THE GIFTED Gina Lewis, Debra J. Price, University of Tulsa, Tulsa, OK Need a fresh motivation for this wonderful and amazing job of parenting the gifted? Parenting the gifted can be a fascinating yet daunting experience! Even with the very best of intentions, providing for the unique needs of these children is a full-time task. In some cases, as parents, we truly are their only advocates, and while this can seem a lonely road there are actually many of us out here. In this session we provide information and support for parents of gifted children. The challenges of parenting gifted children along with research results are provided. Audience: Advocates/Association Leaders, Consultants, Coordinators, Counselors, Parents
Sunday
Saturday
Middle Grades
field trips. Presenters share how they use insights and connections made through the trips to enhance their curriculum. Attendees leave with innovative ideas that can be adapted to their own school environments.
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Research & Evaluation
15.3 T HE DISPOSITION OF EMPATHY: HOW CAN IT BE CULTIVATED IN FUTURE TEACHERS OF THE GIFTED? Kristen R. Stephens, Jan J. Riggsbee, Duke University, Durham, NC
Audience: Administrators, Advocates/Association Leaders, Consultants, Coordinators, Counselors, Researchers
Lisa Runyon, McCoy Elementary School, Carrollton, TX Identifying five and six year-old highly gifted children is difficult because the students are so young they lack school records or portfolios to support achievement. This presentation examines historical data gathered through a school district’s process of identifying highly gifted five and six year-old children to determine the accuracy and utility of identification procedures in predicting academic achievement in a program for highly gifted learners. This may lead districts to reexamine their identification procedures for young children and methods for serving highly gifted learners.
Friday
Empathy and a genuine understanding and concern for the educational and social-emotional needs of gifted students are required dispositions that must be developed in teachers if they are to fully understand and appreciate the need to provide appropriate classroom experiences for such learners. This session provides an overview of Duke University’s Academically/Intellectually Gifted Add-On Licensure Program for in-service teachers and shares findings from pre- and post-data that reveal changes in teachers understanding and perception of gifted students over the course of the program. Specific methods for cultivating empathy in new teachers is shared.
41.2 I DENTIFICATION OF HIGHLY GIFTED FIVE AND SIX YEAR-OLD CHILDREN: METHODS TO PREDICT ACADEMIC ACHIEVEMENT
Thursday
Professional Development
NCSSSMST Session
Wednesday
Recorded Session |
Audience: Administrators, Advocates/Association Leaders, Consultants, Coordinators, Counselors, Parents, Researchers, Classroom Teachers K-5
Saturday Sunday
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Wednesday
4:30 PM – 5:30 PM
Posters are on display at the GWCC Level 1 Concourse through Saturday, November 13. Presenters will be available at the session time indicated to present and answer questions.
Special Populations
1.3 G IFTED CHILDREN IN TODAY’S HIP HOP CULTURE: TIMELY RECOMMENDATIONS FOR TEACHERS AND PARENTS J. Sean Callahan, Tarek C. Grantham, University of Georgia, Athens, GA Be it through lifestyle, intense interest, language, or fashion, the hold that hip hop culture has on youth is undeniable. Regardless of the urban, suburban, or rural context, gifted children are no exception. Parents and teachers are often faced with negotiating gifted children’s engagement with the music, practices, and attitudes of hip hop culture, whose potential for engaging students in school is often misunderstood and underutilized. This session provides recommendations for how parents and educators can use hip hop culture to identify and nurture talent and creativity, and promote achievement at school and home. Audience: Coordinators, Counselors, Parents, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
45.2 T IERS OF SUPPORT AND CHALLENGE FOR TWICE-EXCEPTIONAL LEARNERS
Tiers of challenge address the student’s need for challenging curriculum, differentiated instruction, creative expression, higher-order thinking, and problem solving. Participants leave with a framework and knowledge of specific intervention strategies to provide the support and challenge necessary for twice-exceptional learners to develop their full potential. Audience: Administrators, Advocates/Association Leaders, Consultants, Coordinators, Counselors, Parents, Researchers, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
47.2 M INDFULNESS IN THE GIFTED CLASSROOM Katherine Humphrey, Norfolk Public Schools, Norfolk, VA; Michael Morgan, Eden Counseling Center, Virginia Beach, VA Gifted children face myriad issues dealing with the academic and social-emotional challenges of today’s classrooms. Teaching gifted students to focus in the “here and now” using mindfulness training is one way that educators can arm their gifted students to face those challenges. Audience: Administrators, Coordinators, Counselors, Parents, Classroom Teachers K-5
Beverly A. Trail, Regis University, Henderson, CO The implementation of Response-to-Intervention creates an opportunity to address critical issues in the education of twice-exceptional learners. Assessment and progress monitoring identifies skill deficits so tiers of support can provide explicit interventions before the student experiences failure. It can address social and emotional issues equally important in preventing underachievement.
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Saturday
Friday
Thursday
Poster Sessions
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25.2 F EATURES OF GIFTED STUDENTS’ PERFORMANCE IN CREATIVE SCIENCE INQUIRY PROJECTS IN KOREA Shinho Jang, Chi-Soon Kwon, Jae-Young Kim, Mangoo Park, Seoul National University of Education, Seoul, Korea
Audience: Coordinators, Counselors, Parents, Researchers, Classroom Teachers K-5, Classroom Teachers 6-8
Lucinda Dittmer, Illinois Mathematics and Science Academy, Aurora, IL; Margaret Mills, Haines Middle School, CUSD #303, Saint Charles, IL Problem-based learning enables teachers, as facilitators and coaches, to provide learners collaborative opportunities to make community connections through tackling real-world problems. Come experience the PBL process from both the learner’s and facilitator’s perspective. As a learner, meet a classroom-
33.2 T HE RELATIONSHIP BETWEEN ELEMENTARY TEACHERS’ MATHEMATICS CONTENT KNOWLEDGE AND QUALITY OF INSTRUCTION Christine Trinter, University of Virginia, Charlottesville, VA
Audience: Administrators, Coordinators, Researchers, Classroom Teachers K-5
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Sunday
Policymakers are concerned for the future of mathematics education in the U.S. because of the possibility of relinquishing its place as a leader in mathematics. This session highlights findings from a recent study that explored the relationship between 2nd-grade teachers’ content knowledge and quality of instruction while implementing a PBL unit. Issues to be discussed are difficulties teachers face when constructing and implementing lessons that challenge bright learners, the need for teacher content knowledge to extend beyond algorithms for challenging all students and recognizing student misconceptions, and elements necessary for effective math content professional development.
Saturday
31.2 P ROBLEM-BASED LEARNING: LEADERSHIP THROUGH COLLABORATION AND COMMUNITY INVOLVEMENT
Audience: Administrators, Coordinators, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
Friday
The purpose of this study was to investigate what cognitive and emotional features gifted students (age 10-12) show when they are involved in creative science inquiry projects with the various problem structures in Korea. This study also investigated what difficulties and anxieties they face when they are exposed to creative inquiry activities.
tested PBL problem that empowers gifted middle school mathematics students to make a difference in their world. The teacher discussion provides insight into several PBL unit design considerations: techniques to assess prior knowledge, strategies to identify multi-faceted solutions with varied stakeholders, authentic assessment considerations, tools to support learners’ metacognition development, and support for collaboration among middle school mathematics students.
Thursday
STEM
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Wednesday
Please Join Us
The NAGC Conceptual Foundations Legacy Series Continues
“An Afternoon with Alexinia Baldwin”
Thursday
Videotaping for the Next Offering in the Portraits in Gifted Education: The Legacy Series Friday, November 12 4:00 pm – 5:30 pm Georgia World Congress Center, Level Three, Georgia Ballroom
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The NAGC Conceptual Foundations Network, in concert with NAGC, continues to capture in video notable gifted advocates, researchers, and leaders in order to preserve their legacy for future generations. All are invited to engage in “An Afternoon with Alexinia Baldwin,” Emeritus Professor of the University of Connecticut, Department of Curriculum and Instruction where she served as Department Head and Professor of Curriculum and Education of the Gifted. We are privileged to be honoring this humanitarian and trailblazer, and know you will want to participate in this enlightening event (audience questions are planned).
Awards Ceremony and Presidential Address
Friday, November 12 5:45 PM - 7:00 PM GWCC Building C, Level One, C101/Auditorium
Awards presented: • Ann Isaacs Founders Memorial Award
• David W. Belin Advocacy Award
• Community Service Award
• President’s Awards
• Early Scholar Award
• Doctoral Student Awards
• Distinguished Scholar Award
• Early Leader Award
• Masters’ and Specialists’ Award
• Distinguished Service Award
• A. Harry Passow Classroom Teacher Scholarship
• Gifted Child Quarterly Paper of the Decade
Sunday
• NAGC/Ball State Administrator Award
“Can Innovation Save Gifted Education?”
NAGC President Ann Robinson University of Arkansas at Little Rock Little Rock, Arkansas
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Friday Network Evening Events All events held at the Omni Hotel, CNN Center.
Friday, November 12
Research & Evaluation
Conceptual Foundations 4:00 PM - 5:30 PM The Legacy Series Continues: An Afternoon with Alexinia Baldwin
7:15 PM - 9:15 PM Research Gala and Crackerbarrel
Georgia World Congress Center, Level Three, Georgia Ballroom
This event showcases graduate student research at the Gala. The Crackerbarrel focuses on assisting graduate students with various aspects of their research.
Thursday
Don’t miss a chance to meet and mingle with others who share your special interest/s within the field of gifted education. The NAGC Networks events on Thursday and Friday evenings are open to all. Great timing, since all NAGC members receive membership in three Networks as part of their annual membership dues. The Convention offers you a great opportunity to explore what the Networks have to offer.
Omni Hotel, International A
Curriculum Studies 7:15 PM - 8:30 PM Curriculum Awards Night
Friday
Through the efforts of the NAGC Conceptual Foundations Network, the Legacy Series creates a permanent record in image and voice, of prominent individuals who have devoted their energy and professional talents to enhancing the lives of our nation’s most able learners. Join us for the taping and learn more about this year’s honoree, Alexinia Baldwin. All NAGC Convention attendees are encouraged to attend.
Omni Hotel, International B
Global Awareness 7:00 PM - 9:15 PM Omni Hotel, International F
Creativity 7:30 PM - 9:15 PM Creativity Night Omni Hotel, International E
Come and exercise the creative side of your mind! Experience interactive presentations and hands-on activities designed for you to apply with every student in every content area. Unlock your students’ creative potential through innovative instruction and student activities inspired by tonight’s presenters. Ratchet up your own creativity at this high-energy event and return to the classroom bursting with ideas for inspiring your students to lead the way!
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Sunday
The Global Gala will be a joyful gathering for all participants who wish to support gifted learners connection to a global community. Isaac Farris, Jr., vice president and uplifting leader of the Martin Luther King Center, will be our guest speaker. The mission of the Global Awareness Network and the Martin Luther King center overlap, with shared values of interdependence among all people, honoring nonviolent conflict resolution, and engaging in positive social action. Additionally, in a multimedia presentation we will celebrate our first annual Action Lab of Global Awareness participants, partnered with our host city’s Habitat for Humanity of Atlanta. Please come meet new Global friends, and enjoy this enriching and inspiring evening.
Saturday
Global Gala
Come meet this year’s award winners! Every year the Curriculum Studies Network celebrates the authors of outstanding curriculums with an evening devoted to showcasing their talents/ work and its effect on the student populations who participated in the learning activities. Participants are invited to hear from the authors themselves, who are more than willing to share lessons and answer questions about their individual units. All of our award winners received outstanding evaluations based on our rubric for writing curriculums based on the needs of the gifted learner. Please join us in celebrating their hard work!
Saturday General Session Saturday, November 13 8:50 AM – 10:20 AM GWCC, Level Three, Georgia Ballroom
Mindsets, Praise, and Gifted Education: How Our Messages Can Help or Hinder the Development of Talent Carol S. Dweck
Lewis and Virginia Eaton Professor, Department of Psychology, Stanford University, Stanford, CA One of the world’s leading researchers in the field of motivation, Carol is the author of the bestselling book, Mindset: The New Psychology of Success. Dweck’s research on achievement and success has attracted attention from teachers trying to help underperforming students, parents concerned with why their daughters get turned off of math and science, and even sports coaches and human-resources managers intent on helping clients reach higher levels of achievement. Join us for this enlightening discussion as Dweck shares: • Why brains and talent don’t bring success ... and how they can stand in the way of it! • Why praising brains and talent doesn’t foster self-esteem and accomplishment, but jeopardizes them. • How teaching a simple idea about the brain raises grades and productivity. • What all great CEOs, parents, teachers, athletes know.
Visit NAGC Central (Booth 325) to purchase the book.
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Saturday Highlights November 13, 2010
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Welcome, Parents!
Georgia Parent Day 7:30 AM – 5:00 PM General Session
“Mindsets, Praise, and Gifted Education: How Our Messages Can Help or Hinder the Development of Talent” with Carol Dweck The E. Paul Torrance Creativity Lecture
“The Gifted Empire Strikes Back: What Role Does Gifted Education Play in the 21st Century?” with Joe Renzulli Sponsored by Scholastic Testing Service
Friday
Georgia Reception
Schedule At A Glance Saturday, November 13 7:00 AM – 3:00 PM
Registration Open
11:30 AM – 1:15 PM
GWCC only
Exhibit Hall C-1
Information Desk Open
5:00 PM – 6:30 PM
GWCC
7:30 AM – 5:30 PM
9:00 AM – 4:00 PM
E . Paul Torrance Lecture with Joe Renzulli GWCC, Level Three, Georgia Ballroom
eorgia Parent Day G (separate registration required) Omni (Registration at Omni International Ballroom Foyer)
Saturday
3:00 PM – 6:00 PM
Lunch/Exhibits Break
6:45 PM – 8:00 PM
Georgia Reception Omni, International Ballroom
Exhibit Hall Open
Sunday
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Wednesday
Parent Day Saturday, November 13
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Held in conjunction with the National Association for Gifted Children Annual Convention, and produced in conjunction with the Georgia Association for Gifted Children (GAGC), the NAGC Parent/Community Network, and the NAGC Parent Advisory Committee, NAGC’s Parent Day is a one-day event that gives parents tools and networking opportunities to help them support their children’s optimal development and ensure their continued growth.
Parent Day Schedule 7:00 AM Registration Opens Omni Hotel at CNN Center (North Tower) International Ballroom Pre-Function Area
Saturday
7:30 AM - 8:30 AM Parent Day Kickoff Bonnie Cramond, University of Georgia
Georgia World Congress Center and Westin Peachtree Plaza Hotel
2:30 PM - 3:30 PM Concurrent Sessions (your choice) Poster Sessions (your choice)
Omni Hotel at CNN Center, International Ballroom A
8:50 AM - 10:20 AM NAGC Convention General Session “Mindsets, Praise, and Gifted Education: How Our Messages Can Help or Hinder the Development of Talent” with Carol Dweck Georgia World Congress Center, Building C, Level Three, Georgia Ballroom
Georgia World Congress Center and Westin Peachtree Plaza Hotel
3:45PM - 4:45 PM Closing C. Annette Eger, Office of Standards, Instruction and Assessment, Georgia Department of Education Omni Hotel at CNN Center, International Ballroom A
10:40 AM - 11:40 AM Concurrent Sessions (your choice) Poster Sessions (your choice)
Sunday
1:15 PM - 2:15 PM Concurrent Sessions (your choice) Poster Sessions (your choice)
Georgia World Congress Center and Westin Peachtree Plaza Hotel
5:00 PM- 6:30 PM The E. Paul Torrance Creativity Lecture “The Gifted Empire Strikes Back: What Role Does Gifted Education Play in the 21st Century?” with Joe Renzulli GWCC Building C, Level Three, Georgia Ballroom
11:30 AM - 1:15 PM Lunch/Exhibits Break with Designated Area and Roundtable Topics
6:45 PM -8:00 PM Reception Hosted by the Georgia Association for Gifted Children and NAGC
Exhibit Hall C-1, Georgia World Congress Center, Level One
Omni Hotel at CNN Center, International Ballroom A
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Concurrent Sessions 7:30 AM - 8:30 AM
Georgia World Congress Center (GWCC) and Westin Peachtree Plaza (WPP)
HOW TO WRITE A WINNING NAGC Convention PROPOSAL
each journal, the publishing timeline each journal follows, and specific tips each editor believes increase the chances of being published. Audience: Administrators, Advocates/Association Leaders, Consultants, Coordinators, Counselors, Parents, Researchers
Carolyn Cooper, St. Louis, MO Have you ever wondered just what you need to do to have your proposal accepted for presentation at the NAGC Annual Convention? Join this session for a step-by-step discussion on how to craft and submit a successful proposal.
Room Name: GWCC C102
WHAT IT TAKES TO GET PUBLISHED: TIPS FROM JOURNAL EDITORS FOR SUCCESSFULLY PUBLISHING
Editors from several journals in the field of gifted education share tips on preparing and submitting manuscripts for publication. The discussion includes what topics each journal publishes, submission requirements that might be unique to
THE ART CRITIQUE Jeanie Goertz, Eastern Kentucky University, Richmond, KY There is only one way to learn about criticism of a work of art and that is to use creative and critical-reasoning skills. Students need to learn to cite their proof and support of their reasons for liking or disliking a piece of art. Gallagher suggests that many gifted children never learn to give reasons to support their arguments and may use their advanced language skills to camouflage what they don’t understand well. Using description, analysis, interpretation, and judgment, participants learn how to look at art with a critical eye. Audience: Consultants, Coordinators, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12 Room Name: WPP Atlanta Ballroom A
Saturday
Del Siegle, University of Connecticut, Storrs, CT; Don Ambrose, Rider University, Lawrenceville, NJ
Arts
Friday
Audience: Administrators, Advocates/Association Leaders, Consultants, Coordinators, Counselors, Parents, Researchers, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
Room Name: GWCC C101
Thursday
SIGNATURE SERIES
The NAGC Virtual Convention 2010 is Sponsored in Part by Sunday
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Wednesday Thursday
7:30 AM - 8:30 AM
Georgia World Congress Center (GWCC) and Westin Peachtree Plaza (WPP)
Computers & Technology
INTEGRATING WEB 2.0 AND TECHNOLOGY IN HONORS MENTORSHIP Jennifer Killingsworth, West Hall High, Oakwood, GA; Kathy Mellette, North Hall Middle, Gainesville, GA
techniques utilizing Web 2.0 methodologies to connect HMP students to digital-age instruction and collaboration. Audience: Administrators, Advocates/Association Leaders, Coordinators, Classroom Teachers 9-12 Room Name: WPP Atlanta Ballroom F
The Honors Mentorship Program is a unique and rigorous academic elective that removes the learning ceiling for highability students who are intensely interested in a particular area of study. Participants are matched with successful professionals who serve as mentors by providing real-life career experiences, including the latest information and technology in the field. Students have opportunities to conduct research and create products that exemplify the unique experiences they have had in their chosen fields of study. The presenters discuss resources, samples, and
VIRTUAL TAG - NOW YOU’RE IT! Amy Bain, Clermont County Educational Service Center, Batavia, OH; Renee King, Felicity-Franklin Local Schools, Felicity, OH See how three, small, rural schools utilized technology to create “Virtual TAG” to meet the diversity of needs for the gifted students located in different schools. The Virtual TAG program combines online activities with face-to-face lessons to provide
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Concurrent Sessions
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Audience: Administrators, Coordinators, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
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and connections to other students will be shared. See how an extracurricular online club and an online mentoring program can support gifted students of all ages to reach their potential. Audience: Consultants, Researchers, Classroom Teachers 6-8, Classroom Teachers 9-12
Room: GWCC C205 Room: GWCC C303
MULTIMEDIA AND HYPERTEXT IN THE GIFTED MATH CLASSROOM: TOOLS FOR VISUALIZING THE PROBLEM-SOLVING PROCESS
Audience: Consultants, Researchers, Classroom Teachers 6-8, Classroom Teachers 9-12 Room: WPP Atlanta Ballroom E
Alternative Ways for Gifted Kids to Reach Their Potential Virtually
Melinda Meszaros, Enginomix Consulting, Vancouver, BC, Canada; P. Susan Jackson, Daimon Institute for the Highly Gifted, White Rock, BC, Canada Highly gifted children with extreme overexcitabilities often present behaviors very similar to autism-spectrum behaviors. As a result, and in the absence of clear understanding of normative behaviors for the highly gifted, these children are commonly misdiagnosed with spectrum disorders, without investigation of the etiology of the behaviors. Understandings from Integral Psychotherapy, Dabrowski, sensory physiology, and cognitive neuroscience combine to suggest alternative explanations for spectrum-like behaviors. Avenues for seeking a differential diagnosis, treatment, and optimal psychological and physiological support are also presented. A neuroscientist and psychotherapist deliver this interactive session rich in cutting-edge insight and usable strategies befitting this extraordinary population. Audience: Administrators, Advocates/Association Leaders, Consultants, Counselors, Parents, Researchers, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12 Room Name: GWCC C302
Ever have a student whose passion for learning about something was beyond what your school could provide? Online extra curricular clubs and independent studies with mentors are two ways to help teachers support students such as these. Examples and the logistics of how these opportunities worked for students with a desire for more learning, authentic experiences
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Sunday
Randee S. Blair, Elfi Sanderson, Northwestern University, Evanston, IL
DIFFERENTIAL DIAGNOSIS AND TREATMENT OF HIGHLY GIFTED CHILDREN WITH AUTISM-SPECTRUMLIKE BEHAVIORS: PSYCHOLOGICAL AND PHYSIOLOGICAL CONSIDERATIONS
Saturday
Do you have students with verbal deficits but strengths in spatial reasoning? Are all your spatially gifted learners successfully managing their mental processes during problem solving? In this session, experiment with multimedia and hypertext technology as you try to solve complex mathematical problems. Participants experience how spatial abilities can be utilized for efficient visualization during problem solving and analyze how mathematically gifted students with underdeveloped spatial abilities can also benefit from the use of this technology. Leave this session with a multimedia/hypertext-supported knowledge organizer and a list of useful software.
Counseling & Guidance
Friday
Edna Leticia Hernandez de Hahn, Niagara University, Niagara Falls, NY
Thursday
daily opportunities for gifted children to develop their strengths and share ideas with other virtual gifted classmates.
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Wednesday
Recorded Session
Wednesday Thursday Friday
Concurrent Sessions 7:30 AM - 8:30 AM
Georgia World Congress Center (GWCC) and Westin Peachtree Plaza (WPP)
ORGANIZATIONALLY CHALLENGED? HOW DEVELOPING EXECUTIVE FUNCTION CAN HELP THE GIFTED Ellen D. Fiedler, Wings for Education, Hollywood, FL; Michele Kane, Regional Office of Education #9, Rantoul, IL Gifted individuals often are organizationally challenged. In fact, the more gifted they are, the more likely it is that they will have issues with organization. Executive functions are the brain processes that enable us to regulate the world around us, utilizing organizational and higher-order thinking skills. They allow us to plan, organize, pay attention, control emotions, determine priorities, make decisions, solve problems, and evaluate decisions. Counselors, teachers, and parents often assume that gifted children are skilled in these areas. This session focuses on developing executive functions at home and at school and provides strategies specifically tailored for the gifted.
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Saturday
Audience: Administrators, Advocates/Association Leaders, Consultants, Coordinators, Counselors, Parents, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12 Room Name: GWCC C308
Creativity
I IMAGINE THEREFORE I AM: PROMOTING IMAGINATION IN GIFTED STUDENTS IN THE ERA OF CREATIVITY Gokhan Oztunc, Jeremiah-Alec Roy Pina, University of Georgia, Athens, GA
abilities. This session offers practical and effective strategies to identify and address the imaginative capacities of high-ability students. The presenters also demonstrate hands-on activities that are fun and engaging for gifted students of all ages. Audience: Consultants, Coordinators, Parents, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12 Room Name: GWCC C201
Curriculum Studies
LETA WAS RIGHT! THE BOUNTIFUL BENEFITS OF BIOGRAPHY Christine Deitz, University of Arkansas at Little Rock, Little Rock, AR In 1936, the exceptional children participating in New York City’s Public School 500 experienced unique learning opportunities; some of which are still appropriate for today’s gifted children. Leta Hollingworth’s visionary work with the gifted students in the Terman Classes at PS 500 included the study of biography, once a week, as a means to enrich curriculum. This session offers a fresh look at the many benefits of incorporating biography across the curriculum. Participants gather great ideas for student projects, tips for selecting good biographies, and exciting insights into curriculum innovations featuring biography. Audience: Administrators, Advocates/Association Leaders, Consultants, Coordinators, Counselors, Parents, Researchers, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12 Room: GWCC C306
Why is it so important to promote imagination and creativity among gifted students in this century? How can gifted students, society, and the nation benefit from learning to imagine? Many gifted students have a striking potential for imagination and creativity; however, today’s school settings often fail to provide sufficient opportunities for gifted students to develop these
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Jann H. Leppien, University of Great Falls, Great Falls, MT; Marcia Imbeau, University of Arkansas, Fayetteville, AR
Audience: Administrators, Advocates/Association Leaders, Consultants, Coordinators, Parents, Researchers, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12 Room: GWCC C304
Sandra N. Kaplan, University of Southern California, Los Angeles, CA The significant differences distinguishing achievement among gifted students of linguistic, economic, cultural, and academic diversity is the experiential gap – the experiences that provide the academic, affective, and social readiness to participate successfully in differentiated curriculum and instruction. A contributing factor to underachievement within the gifted population and the achievement gap among gifted students is a consequence of the
NCSSSMST Session
outside and within-school experiences the gifted students have or have not had. What factors constitute experiences that gifted students need and where and when in a differentiated curriculum these experiences can be taught is the emphasis of this presentation. Audience: Administrators, Advocates/Association Leaders, Consultants, Coordinators, Counselors, Parents, Researchers, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12 Room: GWCC C307
Early Childhood
FROM QUESTIONING TO THINKING: A TAXONOMY OF CHOICES Dodie Merritt, Genoa-Kingston CUSD 424, Genoa, IL There’s no more immediate way to begin differentiating to meet the needs of your gifted students than by aligning your curriculum with questions appropriately designed for differing levels of student readiness. Refine and develop the way you pose questions in order to motivate these students, stimulate high-level thinking, encourage creativity, and enhance student self-concept. Turn those skinny, reproductive questions into fat, productive ones. Make questioning an active rather than passive activity. Consider questioning etiquette and the different stages of questioning. Explore adaptations you can make today to support learning at all levels tomorrow! Audience: Coordinators, Classroom Teachers K-5
Saturday
THE EXPERIENTIAL GAP: RESPONDING TO THE ACHIEVEMENT GAP AND UNDERACHIEVEMENT
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Designing curriculum for advanced students is a difficult task. This session focuses on viewing examples of curricular units that have been designed using the Parallel Curriculum Model. Participants view video excerpts of teachers who are using PCM to redesign their instructional units based on the principles of PCM. This session also provides an overview of PCM, snapshots of unit examples, strategies for adapting curriculum to reflect the intent of PCM, and lessons we have learned as teachers begin to redesign curriculum based on this model.
Virtual Session
Thursday
PEEKING INTO CLASSROOMS: A LOOK AT PARALLEL CURRICULUM MODEL TEACHING AND CURRICULAR DESIGN
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Recorded Session
Room: GWCC C208
Sunday
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Concurrent Sessions 7:30 AM - 8:30 AM
Georgia World Congress Center (GWCC) and Westin Peachtree Plaza (WPP)
INTENTIONALITY, SPONTANEITY, AND APPROPRIATENESS: PLANNING FOR YOUNG, GIFTED CHILDREN
Global Awareness
THE HIGHS AND LOWS OF EMOTIONAL AND SPIRITUAL GIFTEDNESS
Jeanine B. Jechura, University of Toledo, Toledo, OH Patricia Gatto-Walden, Fernandina Beach, FL Intentional teaching is thoughtful, planful, and purposeful while being responsive to the needs of gifted, young children in typical classrooms. Balancing the spontaneous nature of young, gifted children with appropriate activities can be achieved within the context of intentional design. How is this accomplished? Energetic discussions of this topic engage attendees. Audience: Administrators, Advocates/Association Leaders, Coordinators, Parents, Classroom Teachers K-5 Room: GWCC C303
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Saturday
LEARNERS WITH GREAT PROMISE: METACOGNITIVE SKILLS FOR PRIMARY GIFTED
Audience: Administrators, Advocates/Association Leaders, Consultants, Coordinators, Counselors, Parents, Researchers, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
Barbara Dullaghan, Bloomington Public Schools, Bloomington, MN Many gifted primary students are studies in contradiction. They can perform far above grade level, yet some have difficulty staying focused or initiating work. In addition, advanced primary students, in particular diverse learners, may be misdiagnosed with ADHD or other behavioral disorders, while it may just be a case of underdeveloped executive functioning skills. To ensure success, primary students should be taught these skills and strategies to ease their stress and frustration. This session discusses the six metacognitive executive functioning skills necessary for school success and offers practical strategies that work for primary students. Handouts provided. Audience: Coordinators, Counselors, Classroom Teachers K-5
The significance of emotional and spiritual giftedness in an individual’s life is paramount, but not readily understood by others. The inner world and experience of daily life is vastly different for those who feel profound depth of empathy; responsibility for others; unyielding caring about the environment, people, and animals; uncompromising morals and ethical beliefs; and intense and scrutinizing introspection. These extraordinary individuals are emissaries of peace and justice, compassion, and kindness while shouldering atrocities of our world. Utilizing three decades of clinical experience working with this population, this presentation deepens your understanding, respect, and assistance to these special children.
Room: GWCC C109
INFUSING CIVIC ENGAGEMENT INTO THE CURRICULUM Mary L. Slade, James Madison University, Harrisonburg, VA Is it enough for bright and capable students to learn skills and acquire knowledge? Why not challenge our students to become civically engaged in current and future global societies? This presentation focuses on ways to teach and encourage civic engagement (e.g., service learning, volunteering, etc.) for gifted students of all ages. Examples of curriculum integration
Room: GWCC C301
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Audience: Administrators, Advocates / Association Leaders, Consultants, Coordinators, Counselors, Parents, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12 Room: GWCC C109
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their state’s performance standards and gifted education goals. At a time when test-driven content often overshadows the needs of gifted students for learning from a rich variety of complex topics, these teachers use an innovative approach to bridge language arts and math curriculum. Is it easy? No. Is it worth the effort? Absolutely! Audience: Administrators, Coordinators, Parents, Classroom Teachers K-5, Classroom Teachers 6-8
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for Language Arts (English) and Social Studies (History and Government) are used as models. We discuss literature choices, instructional strategies, activities, and resources for infusing civic engagement into gifted education. Model activities, lessons, and course outlines are presented.
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Recorded Session
Room: GWCC C207
Kenneth John Smith, Sunset Ridge School District 29, Northfield, IL
Carol Tieso, Jeremy Stoddard, College of William & Mary, Williamsburg, VA
Research suggests that talented writers engage in a qualitatively different thought process than do more typical students. These talented writers tend to view writing as problem solving, requiring them to continually generate, solve, and integrate several small problems at one time. The presenter has recently published a curricular model designed to foster student mastery of this expert model. Learn how to use this research to develop specific instruction for talented student writers so that they transition from the beginner to the expert model.
Social studies curriculum often gets the short end of the differentiation stick with most of the attention focusing on reading and math. Join us in learning about a new project in which teachers, GT coordinators, and researchers are collaborating to develop challenging differentiated curricula to address the needs of at-risk middle school students. Four curriculum units are being developed that illustrate evidencebased practices in both gifted and social studies education. The presenters illuminate the messy process of taking a curriculum unit from textbook-boring to novel-scintillating and share sample lessons to help students develop a love of history and research. Audience: Administrators, Coordinators, Classroom Teachers 6-8, Classroom Teachers 9-12
Saturday
Audience: Coordinators, Classroom Teachers 6-8, Classroom Teachers 9-12
Friday
ARE WE TEACHING OUR BEST WRITERS TO WRITE LIKE BEGINNERS?
MOVING THE PAST FORWARD: ENHANCING AND DIFFERENTIATING MIDDLE SCHOOL SOCIAL STUDIES CURRICULUM
Middle Grades
Room: GWCC C213 Room: GWCC C206
Sunday
EXPLORING THE FUTURE IN LANGUAGE ARTS AND MATH Argen Hicks, Willene Keel, North Habersham Middle School, Clarkesville, GA A language arts/reading teacher and a math teacher enrich their gifted middle school students’ creativity, critical thinking, and images of the future by incorporating the Future Problem Solving Program model into their curriculum. Global Issues Problem Solving and Scenario Writing help the teachers meet 57th Annual Convention | November 11-14, 2010 | Atlanta, GA
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Georgia World Congress Center (GWCC) and Westin Peachtree Plaza (WPP)
Parent & Community
Professional Development
ACADEMIC ACCELERATION: STUDENT AND PARENT VOICES OF EXPERIENCE Susan Scheibel, Colorado Association for Gifted and Talented, Littleton, CO; Stuart Omdal, University of Northern Colorado, Greeley, CO This qualitative research study focused on the lived experiences of two families striving to find academic fit for their highly able children. Insight was gained regarding the academic, socialemotional, and longitudinal effects that academic acceleration had on the lives of these individuals and their families from preschool through early entrance into college. Findings include: the critical advocacy role of the parents and the difficult decisions families face to educate their children today. Parents and educators can find evidence that success is possible through academic acceleration when the academic needs of the learner remain the focus and the long-term goal. Audience: Administrators, Advocates/Association Leaders, Consultants, Coordinators, Counselors, Parents, Researchers, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
NAVIGATING THROUGH THE MAZE OF STANDARDS: LOOKING FOR APPROPRIATE INSTRUCTION FOR GIFTED AND ADVANCED LEARNERS Willard L. White, Jupiter, FL; Christine L. Weber, University of North Florida, Jacksonville, FL National and state curriculum standards, as well as local regulations, are adding to pressure placed on teachers in classrooms across the country. In an effort to improve education, the majority of these standards as well as the NCLB focus on the lowest performing students. What about appropriate instruction for gifted and advanced learners? Where are the performance standards for this group of students? Florida’s Frameworks for K-12 Gifted Learners, developed in 2007 by the Florida Department of Education are presented in this session. Participants are introduced to the Frameworks and examples are presented of how these frameworks are used to provide a challenging and rigorous curriculum for gifted students. Audience: Administrators, Coordinators, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
Room: GWCC C209 Room: GWCC C203
BE REASONABLE! HOW TO ASK FOR THE POSSIBLE FROM YOUR CHILD’S TEACHER Carol S. Malueg, University of St. Thomas, Minneapolis, MN Why does my child’s teacher ignore my emails, cut my phone calls short, and hide under the desk when she sees me coming? This is MY CHILD we’re talking about! If this sounds like you, let’s talk, one parent to another. We’ll look at things from another angle. Discover ways to get your child’s needs met while keeping in mind the three major obstacles to change in the classroom: time, training, and resources. Fill your advocacy tool kit with tried and true ideas from beenthere-done-that parents and teachers and learn how to ask for a little to get a lot! Audience: Parents Room: GWCC C204
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NCSSSMST - EMPOWERING THE TEACHING PROFESSIONAL THROUGH PROJECT MANAGEMENT PLANNING Jennifer Carter, Society for Science & the Public, Washington, DC This presentation exposes the teaching professional to the concepts of project management and the development of a comprehensive project management plan. The session targets high school teachers, science fair directors and other persons engaged in running scientific research programs. Learn how project management concepts can empower the teaching professional and how they help professionalize the teacher resulting in better management of everyday challenges in their scientific research programs. Developing a Project Management Plan helps the teacher to minimize risk, pain, frustration, surprises, and extra work. The PMP
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Audience: Administrators, Coordinators, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
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simStudents and demonstrated fewer gains in teaching skills than graduate students, presumably because undergraduates lacked understanding of the needs of gifted learners. Simulation activities and evaluation processes have been recently modified in order to better understand the implications of these findings. This presentation demonstrates how simulations can be used to effectively deliver muchneeded instruction in the area of gifted education.
Thursday
is replicable, creates sustainability, provides a good program foundation to gain funding, and is a well-defined way to transfer knowledge about a program from one teacher to another. This presentation guides teachers on how to integrate project management skills and processes into their academic environment.
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Recorded Session
Audience: Administrators, Advocates/Association Leaders, Consultants, Coordinators, Counselors, Researchers
Room: GWCC C211
Wendy A. Behrens, Minnesota Department of Education, Roseville, MN; Donnajo G. Smith, Florida Department of Education, Tallahassee, FL
USING FILM TO TEACH CULTURAL BIAS IN A GIFTED TEACHER ENDORSEMENT PROGRAM Deborah Burnette, Savannah Chatham County Public School System, Savannah, GA Perceptions created by popular culture influence teacher, student, and parent views concerning the existence of minority gifted students. A search of cinema, especially widely distributed films, shows a shocking lack of minority gifted students. This session explores how a district gifted teacher endorsement program used films to expose teachers to their own cultural bias and to expand their understanding of the characteristics of gifted minority students.
Audience: Administrators, Advocates/Association Leaders, Consultants, Coordinators
Audience: Administrators, Coordinators, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
Room Name: WPP Atlanta Ballroom D
Room: WPP Atlanta Ballroom B
Sunday
USING A COMPUTERIZED CLASSROOM SIMULATOR TO PREPARE EDUCATORS OF GIFTED STUDENTS: YEAR 2 UPDATE Amber McEnturff Ellison, Sita Periathiruvadi, Tandra TylerWood, University of North Texas, Denton, TX This presentation details one university’s efforts to develop gifted education learning activities for pre-service teachers using simSchool, a computerized classroom simulator available online. In past research, undergraduate students expressed frustration when attempting to teach gifted 57th Annual Convention | November 11-14, 2010 | Atlanta, GA
Saturday
Professional development should be different, innovative, cost effective, efficient, and results oriented. How is it possible for school, district, and state administrators to provide updates, current research, and the latest information on successful practices with increasingly limited funds? It is critical that educators receive the latest updates in the field. When travel budgets are tight or nonexistent, what strategies are effective for reaching out to share information? Two state directors have developed a menu of options that could be easily replicated.
Room: WPP Atlanta Ballroom C
Friday
PROFESSIONAL DEVELOPMENT ON A BUDGET
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Georgia World Congress Center (GWCC) and Westin Peachtree Plaza (WPP)
Research & Evaluation
DISCOVERING CHILDREN WHO ARE PASSIONATE ABOUT LEARNING: PARENTS AND CHILD’S VIEW Laurence J. Coleman, Aige Guo, University of Toledo, Toledo, OH Declarations to follow one’s passion are plentiful in gifted education; yet surprisingly there is little agreement about the definition of passion, instances of its manifestation, and studies of gifted children. We decided to study this phenomenon to determine how passion is manifested in childhood. We searched for children who acted on their passion persistently over 12 months. Our goals were to document the existence of passion in various domains, to discover the child’s experience, and to determine what it is like to be the parent of such a child. Using phenomenological interviews and principles of grounded theory, we analyzed transcripts, artifacts and field notes. The voices of the children and the parents tell the story of living with a passion. We found children impelled, but unable to explain their motivation, to learn something. The two major findings were that children considered their extreme interest to be natural and the parents were supportive of their children, even as they questioned their behavior. The implications for further research and education are discussed. Audience: Coordinators, Counselors, Researchers Room : WPP Augusta I
EXAMINING THE EFFECTS OF TOTAL SCHOOL CLUSTER GROUPING ON STUDENT ACHIEVEMENT, IDENTIFICATION, AND TEACHING PRACTICES
Midwestern elementary schools comprised the sample. Extant achievement scores were analyzed using growth curve models, and identification categories were examined to determine how TSCG affected student achievement. Qualitative interview data were analyzed to explore teachers’ perceptions of this model. Results showed improvement in achievement scores, increased numbers of children identified as high achieving, and positive teacher perceptions. Audience: Administrators, Coordinators, Researchers Room: WPP Atlanta Ballroom H
SELF-CONCEPT AND ACADEMIC PERFORMANCE IN GIFTED HIGH SCHOOL STUDENTS IN KENYA: A CLUSTER ANALYSIS Felicia A. Dixon, Wilfridah M. Mucherah, Ball State University, Muncie, IN We examined 240 high performing high school students in two schools in Kenya to see how self-concept related to academic achievement using the Marsh Self Description Questionnaire III. Cluster Analysis found four interpretable clusters and discriminant function analysis revealed cluster differences. Cluster 1(n=27) was predominantly female and had low self-concept scores; Cluster 2 (n=69) was predominantly female, had conforminGTraditional values, and was shy; Cluster 3 (n=66) was older and more outgoing; Cluster 4 (n=78) was predominantly male and the most self-confident. We found no significant cluster differences in mathematics or English achievement, but gender differences were found. Audience: Administrators, Advocates/Association Leaders, Consultants, Coordinators, Counselors, Researchers, Classroom Teachers 9-12
Rachelle Miller, Nielsen Pereira, Purdue University, West Lafayette, IN
Room: WPP Atlanta Ballroom G
TSCG involves a whole-school approach to student placement and methods typically found in gifted education programs to improve the achievement of all elementary children. TSCG focuses on helping educators enhance students’ strengths, skills, and confidence by using achievement grouping and enriched instruction. Two rural 124
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CLOSING THE SOCIOECONOMIC (DIS)ADVANTAGE GAP IN GIFTED IDENTIFICATION Geoffrey Moon, Gallup-McKinley County Schools, Gallup, NM; Pamela Sutcliffe, Albuquerque Public Schools, Albuquerque, NM
Virtual Session
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NCSSSMST Session
Reasons why parents homeschool and their personal disappointments and successes with educating their gifted children are shared. Audience: Advocates/Association Leaders, Consultants, Parents, Researchers, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
Thursday
Special Populations
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Recorded Session
Room: GWCC C202
Audience: Advocates/Association Leaders, Consultants, Coordinators, Researchers, Classroom Teachers K-5
EXERCISING THEIR OPTIONS: AFRICANAMERICAN PARENTS HOMESCHOOLING THEIR GIFTED AND HIGH-ABILITY LEARNERS
Monika Schuler, Kimbell Elementary School; Vyrtice Cross, Robles Elementary, Tampa, FL It is rare to have a Javits-Frasier Scholar from one school district, but what about two? Come and learn how two gifted educators who received Javits-Frasier honors in consecutive years were determined to build their gifted programs at their Title I elementary schools in Florida during a turbulent time of budget cuts and a national economic crisis. The results were a dramatic increase of identified gifted students of underrepresented populations. Attend this session and discover what tools contributed to the success of building the programs at their schools and the importance of applying for the Javits-Frasier Scholarship. Audience: Administrators, Coordinators, Counselors, Classroom Teachers K-5 Room: GWCC C106
Joy Lawson Davis, University of Louisiana at Lafayette, Lafayette, LA
57th Annual Convention | November 11-14, 2010 | Atlanta, GA
Sunday
An estimated 15% of students being homeschooled across the nation are African-American. While the general public is aware of homeschooling among the majority population, little is known about this educational option being used by the Black community. This session discusses the recent trend and shares the results of an initial survey of Black parents who homeschool their children. Among the children are those who have either formally been identified as gifted or those whose parents believe they demonstrate gifted characteristics.
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Room: GWCC C110
JAVITS-FRASIER SCHOLARS MAKING A REAL DIFFERENCE IN OUR SCHOOLS
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Students with socioeconomic disadvantages are frequently underrepresented in gifted programs. Using multiple identification instruments to comprehensively measure Frasier’s Traits, Aptitudes, and Behaviors and a new combinatorial computer program based on the Frasier Talent Assessment Profile to calculate the rarity of a student’s above-average performances, representation of disadvantaged gifted students has increased. Educators are invited to learn about the results of this initiative, how they can use it to increase socioeconomic proportionality in their program, and how they can use it to design programs for students. Participants receive a copy of the software and instructions for use.
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Concurrent Sessions 7:30 AM - 8:30 AM
Georgia World Congress Center (GWCC) and Westin Peachtree Plaza (WPP)
PREPARING FOR LIFE AFTER HIGH SCHOOL: BRIGHT KIDS WITH LD AND THE COLLEGE SETTING
TWICE-EXCEPTIONAL: STUDENTS WITH BOTH GIFTS AND DISABILITIES Valerie Schorzman, Idaho State Department of Education, Boise, ID
Kevin J. O’Connor, Providence College, Providence, RI The transition from high school to college is a tremendous one that brings about major shifts in responsibility and independence. This presentation discusses areas of competence that bright students with learning disabilities should develop as they prepare for their college years. Perspectives from college students with learning disabilities on the people and provisions that helped them prepare for college are shared. Questions about the college landscape for bright kids with learning disabilities are welcomed. Audience: Counselors, Parents, Classroom Teachers 6-8, Classroom Teachers 9-12
The State Department of Education in Idaho is writing a manual to identify and serve students who are twice-exceptional, defined as being gifted and talented and also having one or more disability or condition, diagnosed or undiagnosed. The manual includes information for educators, parents, and students. The manual will be online on our website, which enables access for a nationwide audience. During the session, the presenters address how the manual can be used by a wide variety of people, including administrators, teachers, GT facilitators, parents, and students. Audience: Administrators, Advocates/Association Leaders, Consultants, Coordinators, Counselors, Parents, Researchers, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
Room: GWCC C210
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Room: GWCC C103
SWIMMING UPSTREAM: URBAN SCHOOLS, UNDERREPRESENTED GIFTED CHILDREN, AND THE STRUGGLE FOR GIFTED EDUCATION Linda Emerick, Towson University, Towson, MD; Bertha Knight, Baltimore City Public Schools, Baltimore, MD
Special Schools & Programs
LIVING THE DREAM: CREATING AND GROWING A SCHOOL FOR GIFTED LEARNERS Donna B. Hulsey, Karen Sims Langdon, ACE Academy, Austin, TX
Developing the talents of gifted children in urban schools is a challenge. Issues confounding education include poverty, limited resources, underrepresentation of minorities, low student participation, and turnover of personnel. The Baltimore City Public Schools’ vision and struggle for gifted education is representative of many urban districts. For six years, the district has tackled systemic change in gifted education, although progress has not been easy. In this session, the presenters share detailed information and ideas in an exchange with participants to identify the successes, near misses, backward steps, and ongoing problem solving that are features of gifted education in urban settings. Audience: Administrators, Advocates/Association Leaders, Coordinators, Classroom Teachers K-5, Classroom Teachers 6-8
This session is for anyone who has ever dreamed of creating the right school for gifted learners. Challenges include scheduling for ability-based classes, recruiting specialist teachers, funding, screening and recruiting students, managing growth, and shaping public perception. Benefits include autonomy in curriculum design, use of proven best practices, and flexibility to modify as needed. Observations and outcomes support marked student progress in behavior, emotional development, and skill development. Gifted children grouped with other divergent thinkers ALL day EVERY day show dramatically different levels of social and emotional confidence, as well as academic advancement. Audience: Administrators, Advocates/Association Leaders, Consultants, Coordinators, Counselors, Parents, Researchers, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
Room: GWCC C108 Room: GWCC C105
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Wednesday
Poster Sessions 7:30 AM - 8:30 AM
Posters are on display at the GWCC Level 1 Concourse through Saturday, November 13. Presenters will be available at the session time indicated to present and answer questions.
6.3 G REAT MINDS AT RISK: WHO’S LISTENING? Patricia Schuler, Creative Insights, Castleton, NY
Audience: Administrators, Advocates/Association Leaders, Consultants, Coordinators, Counselors, Parents, Researchers, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
Erika L. Crumley, Dallas Price, Rogers Park Elementary, Anchorage, AK
36.2 T HE IMPORTANCE OF INDIVIDUAL CREATIVE EXPERIENCES IN DEFINING CREATIVITY FOR PROGRAMS FOR TALENTED STUDENTS Susan E. Jackson, University of Houston, Houston, TX To support the creativity of students in gifted programs appropriately, it is important to recognize how students understand and experience creativity in their own lives. Session participants use initial findings from an ongoing study of high school students in a highly competitive visual arts program to examine the creative experiences of adolescents as well as their own creative experiences. Using insights from interviews with these students and their teachers, discussion includes the impact of creative experiences on decisions regarding the physical, curricular, psychological, and emotional aspects of programs to enhance and foster the creativity of talented students. Audience: Administrators, Coordinators, Counselors, Researchers, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
57th Annual Convention | November 11-14, 2010 | Atlanta, GA
Sunday
Learn engaging and motivating activities to teach students strategies to deal with perfectionism, risk-taking, stressmanagement, underachievement, and bullying. Participants move beyond basic teambuilding with this innovative affective curriculum. Everyday objects are used to introduce challenging group problems. These activities allow teachers to gain insight and use specific questioning strategies to address student social-emotional learning needs. Through
Creativity
Saturday
8.3 X GAMES: PURPOSEFUL SELFREFLECTION OPPORTUNITIES FOR INTENSE STUDENTS THROUGH EXCITING ACTIVITIES
Audience: Administrators, Advocates/Association Leaders, Consultants, Coordinators, Counselors, Parents, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
Friday
Why are some adolescents who seem to have an abundance of gifts at risk for emotional issues such as loneliness, anxiety, stress, depression, and suicide? This session helps participants recognize signs and symptoms of emotional turmoil in gifted adolescents. Two therapists, one from Ireland and the other from the U.S., provide case studies that illustrate the turmoil that gifted adolescents face in two cultures. Strategies are given for parents, educators, and counselors to assist gifted adolescents who struggle with lack of empathy, loss of intimacy, and rejection in their daily lives.
motivating authentic group experiences, students draw on real emotions to learn how to positively deal with others and how to deal with failure.
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Counseling & Guidance
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7:30 AM - 8:30 AM
Posters are on display at the GWCC Level 1 Concourse through Saturday, November 13. Presenters will be available at the session time indicated to present and answer questions.
10.3 D IFFERENTIATING INSTRUCTION TO INCREASE THE COMPLEXITY AND MULTICULTURAL LEVELS OF LESSONS
Audience: Administrators, Coordinators, Parents, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
Michelle Frazier Trotman Scott, University of West Georgia, Carrollton, GA NCLB dictates that schools must have high expectations for all, yet many lessons in general and gifted education classrooms do not require a higher level of thinking, nor do they meet the cultural needs of minority students. This may be attributed to teachers’ limited knowledge of differentiation and diversity; however, teachers must incorporate a variety of information within the curriculum. This session describes how to infuse multicultural curriculum and instruction to differentiate instruction and increase the complexity and multicultural levels of lesson plans for all gifted students. Audience: Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
12.3 E MPOWERING GIFTED STUDENTS WITH DIFFERENTIATED RESEARCH PROJECTS Kristi Lynn Ward, Gwendolynn Millen Combs, Little Rock School District, Little Rock, AR Gifted learners view issues with more passion, analyze situations with more insight, and seek information with more voracity. Students are capable of making a difference, and you can empower them! Capture energy and ability with engaging, empowering, realworld research projects that begin with problem statements, interject student-developed solutions, and measure real-world results in science and expand content knowledge in social studies. Learn strategies
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for implementing authentic research projects, gain insight on finding and utilizing resources, and glean tips for collaborating with colleagues and community members. Walk away with clear-cut flow charts, assessment checklists, and rubrics to make the process manageable.
Curriculum Studies
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Poster Sessions
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Global Awareness
16.3 D OES IMMERSING DIVERSE CULTURE BENEFIT TO BE CREATIVE? HOW AND WHY? Hang Eun Lee, University of Georgia, Allen, TX; Kyung Hee Kim, College of William & Mary, Williamsburg, VA Creativity takes various shapes and forms across cultures. Culture can have an effect both on levels of creativity and on how creativity is evaluated. In the culturally diverse classroom, it can be assumed that students’ multicultural experiences, including bilingualism and immigration, may influence their way of thinking. To provide empirical justification of the beneficial effects of cross-cultural immersions on creativity, this study addresses how the ability to speak two languages, Korean and English, which represent Eastern and Western cultures, may influence Korean American participation, creative abilities, and the factors that contribute to beneficial interactions. Audience: Administrators, Advocates/Association Leaders, Coordinators, Counselors, Parents, Researchers, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
Great Minds Leading the Way
Zeb Kai Kok Lim, Meg Givens, University of Kansas, Lawrence, KS
Audience: Advocates/Association Leaders, Coordinators, Counselors, Parents, Classroom Teachers 9-12
38.2 T HE FUSION OF CREATIVITY AND DIFFERENTIATION TO ENGAGE GIFTED MIDDLE SCHOOL LEARNERS
NCSSSMST Session
Parent & Community
40.2 T HE ATTITUDES OF KOREAN PARENTS AND ADOLESCENTS TOWARD ACADEMIC BRILLIANCE Dong Gun An, University of Georgia, Athens, GA This study analyzed the attitudes of Korean parents and adolescents toward intelligence as a replication of studies by Cramond and Martin and Lee et al. The presenter shows which components among academic ability, studiousness, and athleticism are considered most valuable from the viewpoints of American adolescents and teachers as well as Korean teachers. In addition, participants learn how parents’ educational backgrounds, occupations, and income levels affect the parents’ perceptions. The presenter suggests how to help Korean parents and adolescents understand giftedness better to solve Korean education problems that result from their unsound attitudes toward intelligence. Audience: Coordinators, Counselors, Parents, Researchers, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
Michelle Satterfield, Sterling School, Greenville, SC
Sunday
This presentation utilizes Renzulli’s Enrichment Triad Model to explore Chinese Dynasties in sixth grade social studies. Differentiation enrichment is used to meet the numerous levels of giftedness in an all gifted social studies class. Attendees gain a better understanding of how to differentiate for the many levels within their classroom with little or no preparation on the teacher’s part. Audience: Classroom Teachers 6-8
57th Annual Convention | November 11-14, 2010 | Atlanta, GA
Saturday
Middle Grades
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Friday
The paradox of living in a globally connected world is that we feel more isolated. In this session, through didactic and practice of mindfulness and loving kindness meditation, re-connect to the global human connections. These practices help us be accepting of self and others, deepen our compassion to the suffering in the world, maintain openness to the resilient human spirit, and keep us balanced regardless of outcome. Participants take away new skills to practice formally or informally that enhance social connection and engage positively in a global world.
Virtual Session
Thursday
18.3 E NHANCING SOCIAL CONNECTION AND POSITIVE ENGAGEMENT IN A GLOBAL WORLD THROUGH MINDFULNESS AND LOVING KINDNESS PRACTICE
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Recorded Session
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Poster Sessions 7:30 AM - 8:30 AM
Posters are on display at the GWCC Level 1 Concourse through Saturday, November 13. Presenters will be available at the session time indicated to present and answer questions.
Research & Evaluation
42.2 I NCREASING CULTURALLY DIVERSE REPRESENTATION IN GIFTED PROGRAMS: ARE WE OVERIDENTIFYING WHITE STUDENTS IN THE PROCESS? Sharon Dole, Lori Unruh, Western Carolina University, Cullowhee, NC
Audience: Administrators, Advocates/Association Leaders, Coordinators, Counselors, Parents, Researchers, Classroom Teachers K-5, Classroom Teachers 6-8
44.2 T HE GIFTED MILITARY CHILD--ON THE MOVE Cassandra Pete, University of Colorado at Colorado Springs, Colorado Springs, CO More than 1.7 million American children under the age of 18 have at least one parent serving in the military-- many having one or more parents deploying multiple times. It is estimated that approximately 85,000 military dependants are potentially gifted;
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This session presents the results of a study conducted in a small, inner-city school system in the southeastern U.S. due to concerns regarding continued underrepresentation of minority, particularly AfricanAmerican, students. The primary purpose of the study was to examine the referral, screening, assessment, and identification process for the gifted program and make recommendations for increasing the number of African American students in the program. Both quantitative and qualitative data were collected and eligibility criteria were examined.
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however, factors beyond their control often prevent states, districts, and schools from recognizing their gifts and talents. The presenter describes the impact that high-mobility, military culture, and deployments have on a student’s academic achievement, and provides recommendations for identification, assessment, and services. Audience: Administrators, Advocates/Association Leaders, Coordinators, Counselors, Parents, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
46.2 D ARE TO DREAM: PROMOTING THE SUCCESS OF ELEMENTARY GIFTED ETHNIC MINORITY STUDENTS Isabelle Crowder, University of Georgia, Athens, GA; Katherine B. Brown, J.J. Harris Elementary School, Athens, GA Ethnic minority gifted students are at greater risk for attrition from gifted programs and high school dropout when compared to their peers. This session focuses on a classroom project aimed at promoting ethnic minority elementary students’ continued participation in gifted/advanced programs throughout their school years by motivating them to begin planning for their future. The presenter shares an applied example of the Dare to Dream project undertaken with gifted-identified ethnic minority students in a 5th grade, pull-out gifted resource class. Examples of student products and steps for replicating the Dare to Dream project are shared. Audience: Counselors, Parents, Classroom Teachers K-5, Classroom Teachers 6-8
Great Minds Leading the Way
Derek A. Davis, University of Georgia, Athens, GA
Audience: Administrators, Advocates/Association Leaders, Coordinators, Counselors, Parents, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
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NCSSSMST Session
STEM
30.2 T HE DAVIDSON FELLOWS: CASE STUDIES IN SCIENCE TALENT DEVELOPMENT Ann Batenburg, Salem College, Winston-Salem, NC The Davidson Fellowship, a national talent award competition founded by the Davidson Institute in 2001, awards grants to students under the age of 18 who have completed a significant piece of work in one of six academic areas. Interviews were conducted with the students, their parents, and their mentors to answer the question, how have the different facets of the talent development process, as described by Gagne’s DMGT, interacted to produce such a high level of competence at such a young age in the Davidson Fellows science winners?
Friday
This session presents a conceptual and practical background for identifying and serving highability students with Autism Spectrum Disorder. Special education methodology and practices can be incorporated with gifted strategies that focus on strengths and interests. Students with ASD require individualized instruction to support social and adaptive development, but also benefit from the opportunity to concentrate on an area of interest. One of the hallmarks of ASD is having a preoccupation or strong interest in something. This trait accompanied by above-average intelligence and motivation can be used to facilitate high levels of achievement and functioning for this population.
Virtual Session
Thursday
48.2 A UTISTIC SPECTRUM DISORDER OR GIFTED? MEETING THE NEEDS OF HIGH-ABILITY STUDENTS WITH ASD
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Recorded Session
Audience: Administrators, Advocates/Association Leaders, Coordinators, Counselors, Parents, Researchers, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
Saturday
Don’t miss the Saturday General Session 8:50 AM - 10:20 AM Mindsets, Praise, and Gifted Education: How Our Messages Can Help or Hinder the Development of Talent” with Carol Dweck GWCC, Level Three, Georgia Ballroom
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Concurrent Sessions 10:40 AM - 11:40 AM
Georgia World Congress Center (GWCC) and Westin Peachtree Plaza (WPP)
SIGNATURE SERIES
Arts
CHOKECHERRIES, GENDER, THE PYRAMID, “MY TEEMING BRAIN,” POETRY, AND CREATIVITY
USING MUSIC TO BUILD CREATIVE & DIVERGENT THINKING: AUDITORY THINKING STRATEGIES
Jane Piirto, Ashland University, Ashland, OH
Stephen T. Schroth, Daniel O. Gonshorek, Knox College, Galesburg, IL
Friday
This session recounts the NAGC 2010 Distinguished Scholar’s 44-year research and literary career. She discusses her interwoven literary and research trajectories from her more than 40-year teaching career and multiple published works. Audience: Administrators, Advocates/Association Leaders, Consultants, Coordinators, Counselors, Parents, Researchers, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12 Room: GWCC C102
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THIS WE STAND FOR...SOCIALEMOTIONAL NEEDS AND THE GIFTED
Audience: Administrators, Coordinators, Parents, Classroom Teachers K-5, Classroom Teachers 6-8
Robert A. Schultz, University of Toledo; Jim Delisle, Kent State University, Toledo, OH A panel of distinguished experts discuss their unwavering beliefs about the social-emotional needs of the gifted. Whether you consider yourself a sage in the field or a novice, this session is sure to enlighten, entertain, and engage you in thinking about and understanding the antecedents to historical experiences that ground a concentration in the social-emotional needs of the gifted. Audience: Administrators, Advocates/Association Leaders, Consultants, Coordinators, Counselors, Parents, Researchers, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12 Room: GWCC C101
What are effective ways for non-musical teachers or parents to explore music with gifted children? Auditory Thinking Strategy allows elementary school students and teachers to explore challenging curriculum that is easy to plan and implement in the classroom. ATS supports teachers and parents who seek to build gifted children’s aesthetic percipience, writing, and critical-thinking skills. ATS is especially useful to teachers and parents possessing limited proficiency with music. A variety of resources are shared that allow ATS to be easily implemented in enrichment settings, gifted classrooms, or with mixed-ability classrooms.
Room: GWCC C204
Computers & Technology
THE POWER OF PODCASTING: THE WORLD IS YOUR STAGE! Cindy Sheets, Shawnee Mission Schools, Shawnee Mission, KS Have you ever wished that the work your students create could be published for a larger audience? Or are you looking for a creative, motivating way to share student learning? Podcasting opens up a world-wide audience for students and provides a platform for learning new skills as well as to share previous learning. See what software tools are available, how to plan and create a podcast, and see examples of studentcreated work. If time permits, we’ll even create a podcast of our own during the session. Audience: Administrators, Coordinators, Parents, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12 Room: WPP Atlanta Ballroom E
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Virtual Session
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NCSSSMST Session
DOCUMENTARIES: MOTIVATING THE TECH-GENERATION TO RESEARCH & WRITE
Tisha Admire Duncan, Meredith College, Raleigh, NC Dallas Price, Rogers Park Elementary, Anchorage, AK
Audience: Consultants, Parents, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
Students learn digital citizenship, media literacy, web-safety, precise writing, visual literacy, and teamwork by being challenged to create their own documentaries. Students learn and apply the National Educational Technology Standards in a meaningful way. See examples of student work and learn the methods used to teach documentary writing to 6th grade highly-gifted students. Attendees also receive information and guidelines for publishing student media online and information about entering the National History Day contest. Audience: Administrators, Classroom Teachers 6-8, Classroom Teachers 9-12
Room: WPP Atlanta Ballroom D
Friday
The parents of today’s students use social networking sites, texting, chat rooms, Wikipedia, blogs, and websites to find out what is happening in the world. Why not meet them where they are and turn your classroom into a virtual realm of interest? Participants are introduced to a variety of methods that integrate technology, the classroom, communication, and the community. Leave with resources that are engaging and challenging for students and can be implemented immediately in the classroom.
Thursday
BRIDGING THE TECHNOLOGY DIVIDE BETWEEN CLASSROOM AND COMMUNITY
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Recorded Session
Room: GWCC C305
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Concurrent Sessions 10:40 AM - 11:40 AM
Georgia World Congress Center (GWCC) and Westin Peachtree Plaza (WPP)
NCSSSMST - FOSTERING FULL PARTICIPATION: USING TECHNOLOGY TO FACILITATE GROUP PROJECTS AND INDIVIDUALIZED STUDENT LEARNING
PYRAMIDS OF INTERVENTION OR PEAK EXPERIENCES? THE CONCEPT OF RTI IN A TALENT DEVELOPMENT MODEL
Michelle Brenner, Katie Moulder, North Carolina School of Science and Mathematics, Durham, NC
Sally Krisel, Hall County Schools, Gainesville, GA; Celita Allen, Davis Middle School, Flowery Branch, GA
Many teachers see technology as something new to learn or something to squeeze into classes already packed with curriculum and testing. In this session see how technology can enrich the students’ experience, bridge the logistic barriers to interdisciplinary projects, and help teachers facilitate group projects and individualized learning more easily. The “BackStory Podcast Project,” where our students created interdisciplinary American Literature and History podcasts in small groups is showcased. In this project, students modeled the BackStory Radio podcasts created by the Virginia Foundation for the Humanities, which aim to take current events and provide historical context in a fun and engaging format with music, callers, experts, and debate. We explain the project, how we used technology to facilitate and enrich student learning holding each member of the group accountable for his or her progress, provide examples of student projects, and supply student reflection on the process. We will also explain other ways that technology can be used to facilitate individualized and differentiated instruction including podcasts, blogs, digital storytelling, and Google applications.
Response to Intervention was developed as a method for identifying children with disabilities, but now it is being adopted widely as an approach to planning for all students, including those who are gifted. While many concepts associated with RtI are good for all students, it is still a deficit model; thus the advanced learning needs of gifted students are often ignored. In this session, learn how one school district has reconceptualized RtI, basing interventions on strengths and interests to promote rigor for all. The handout includes specific strategies in the areas of assessment, curriculum, and professional learning.
Conceptual Foundations
Audience: Administrators, Advocates/Association Leaders, Consultants, Coordinators, Counselors, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12 Room: WPP Atlanta Ballroom G
Audience: Coordinators, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
Sunday
Room: C103
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Great Minds Leading the Way
Annette Eger, Georgia Department of Education; Sonya Porcher, Gifted Education Consultant, Atlanta, GA
Audience: Administrators, Advocates/Association Leaders, Consultants, Coordinators, Counselors, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
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sensitivity, intensity, and overexcitabilities, which have been associated with giftedness. Significant adults’ awareness that change means loss, and loss means grief, can help them respond appropriately to gifted children and adolescence experiencing loss. Brief attention to listening and responding skills concludes the session. Audience: Administrators, Advocates/Association Leaders, Consultants, Coordinators, Counselors, Parents, Researchers, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12 Room: GWCC C302
Creativity
SYNTHESIS OF CREATIVITY, ART, AND ENGINEERING: AN INTERDISCIPLINARY JOURNEY
Friday
The New South! The population of the southeastern United States has changed dramatically in the past 10 years. The South is now one of the country’s most diverse regions. The Southern Education Foundation reported in 2009 that for the first time in history, children of color represent 50% of public school students in the region. Many of these students come from low-income families and may not speak English as a first language. This panel session explores how three Georgia school districts are changing their gifted education procedures to better serve their changing communities.
Virtual Session
Thursday
THE CHANGING FACE OF GIFTED EDUCATION IN GEORGIA
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Wednesday
Recorded Session
Isabelle Crowder, Bonnie Cramond, University of Georgia, Athens, GA
Room: GWCC C110
Counseling & Guidance
Jean Sunde Peterson, Purdue University, West Lafayette, IN
Audience: Administrators, Coordinators, Researchers, Classroom Teachers 9-12 Room: GWCC C201
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This session explores change and loss related to a number of life circumstances, including changes in the family constellation, death of a loved one, family relocation, parental unemployment or deployment, friendship losses, trauma, developmental transitions, trust and security, innocence, boundary violations, and decision making related to multipotentiality. Of particular interest is the overlay of
Saturday
CHANGE, LOSS, AND GIFTEDNESS: A COUNSELOR EXAMINES THE INTERSECTION
Individuals from three distinct disciplines (Art, Educational Psychology, and Engineering) have joined together to devise an interdisciplinary curriculum that promotes academic development through critical and creative thinking, resulting in an undergraduate Synthesis and Design Studio. The theoretical basis for the curriculum was drawn from the various disciplines with a focus on the importance of creative thinking in ways that transcend disciplines. This session presents research findings related to students’ creative problem-solving skills. Presenters also disseminate strategies that foster creative thinking, and share a curriculum model that implements practices promoting creativity.
Wednesday Thursday Friday
Concurrent Sessions 10:40 AM - 11:40 AM
Georgia World Congress Center (GWCC) and Westin Peachtree Plaza (WPP)
Curriculum Studies
CARPE DIEM! TOOLS FOR IMPLEMENTING THE STUDY OF LATIN FOR GIFTED STUDENTS Frances R. Spielhagen, Mount Saint Mary College, Newburgh, NY; Ariel Baska, Fairfax County Public Schools, Centreville, VA The study of Latin has always been regarded as the gold standard for those who could and should pursue serious studies that would enhance both verbal capacity and understanding of the human condition. Should gifted students study Latin? The answer is an enthusiastic and well-documented, yes! Unfortunately, traditional Latin courses are difficult to find. Nevertheless teachers of gifted students are returning to Latin as appropriate curriculum extension for their students. This session explores how these teachers can implement the study of Latin in sound curriculum planning for gifted students.
Room: GWCC C211
Saturday
David C. Williams, Indiana Academy for Science, Mathematics, and Humanities; Margot Williams, Ball State University, Muncie, IN This session focuses on the purposeful teaching of wisdom through critical thinking, using lessons created through Understanding by Design. As Robert Sternberg explains, students need to do more than think critically about the content of the subjects they learn, but also to think wisely about it. Wisdom, as defined by Sternberg, is explained and participants learn the critical-thinking skills essential for developing wisdom. Using UbD, learn how to embed these critical-thinking skills in questions that allow students to explore understandings important to the subject matter being studied. Audience: Administrators, Consultants, Coordinators, Counselors, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
Audience: Coordinators, Classroom Teachers 6-8
Sunday
DEVELOPING WISDOM USING UNDERSTANDING BY DESIGN AND CRITICAL THINKING
CATALYST CARDS AND CURRICULUM GRIDS: A NEW ANGLE ON DIFFERENTIATION
Room: GWCC C306
Michael Cannon, El Paso ISD, El Paso, TX; Sandra N. Kaplan, University of Southern California, Los Angeles, CA
Sue Harvey, Joan K. Jacobs, Lincoln Public Schools, Lincoln, NE
Rx FOR SUCCESS: STRATEGIES 101
Differentiating curriculum is often a serious challenge for the teacher of gifted learners. This interactive session demonstrates two innovative curriculum tools that can provide both content and strategies for differentiating curriculum in elementary and middle classrooms. Participants have the opportunity to interact with content Catalyst Cards in such fields of anthropology and aesthetics, while learning to develop original cards. In conjunction with the Catalyst Cards, the Curriculum Grids provide a context for the cards that relates differentiated content to important concepts and skills including argumentation, discussion, logical thinking, and accessing information. Audience: Consultants, Coordinators, Classroom Teachers K-5, Classroom Teachers 6-8
When teachers are new to gifted instruction, they may become overwhelmed by the breadth of what they suddenly need to know. This session provides participants who are new to gifted pedagogy a wealth of strategies for differentiation, including Frayer Model, Venn Diagrams, dialectical journals, graphic organizers, morphological synthesis, Johari Window, SCAMPER, and synectics. Presenters provide examples and applications across curricular areas in K-12 so that participants learn to select strategies that are congruent with the contextual purpose, teacher style, and student needs. Audience: Administrators, Consultants, Coordinators, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12 Room: GWCC C307
Room: GWCC C208
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Virtual Session
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Middle Grades
A BONDING EXPERIENCE
The stereotypical approach to grammar instruction is to present the elements of grammar in a convergent, rightanswer form, in the context of a prescriptive ethic about what grammar is correct. This presentation, while honoring the conventions of academic writing, examines how a Socratic approach to four-level grammar analysis transforms the subject into an appropriately differentiated subject for gifted children by moving through the surface definitions of grammar into an inquiring, investigative experience that gives gifted children a permanent fascination with the border zone, where what we know about language trails off, and its mysteries begin.
Babs Stapleton, Carol Latour, East Baton Rouge Parish Schools, Baton Rouge, LA
Audience: Administrators, Coordinators, Classroom Teachers 6-8, Classroom Teachers 9-12
Imagination! Creativity! Passion!!! Do these words identify the arts or the sciences? What is at the heart of these disciplines? The similarities are significant. Examine methods and techniques embraced in both disciplines to construct meaning from the world and society as you construct your own vessel. Explore how to develop critical thinking, decision making, and process skills in students as the presenters guide participants along units that address national standards in both disciplines. The tapestry woven by these complimentary subjects stimulate you to extend your curricular boundaries. Rethink your subject area using fresh eyes and a different perspective. Audience: Coordinators, Parents, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
Room: GWCC C308
Early Childhood
Room: GWCC C207
I READ, THEREFORE I AM: BIBLIOTHERAPY AND IDENTITY FORMATION IN MIDDLE SCHOOL Bill McCauley, Howard County Public Schools, Ellicott City, MD
Laura Beltchenko, Wauconda CUSD #118, Wauconda, IL
Audience: Administrators, Advocates/Association Leaders, Consultants, Coordinators, Counselors, Parents, Classroom Teachers K-5
We know that middle-schoolers struggle to establish a sense of identity. Rampant peer pressure combines with physical changes to present the middle-schooler with challenging obstacles to forming a realistic self-image. Add the GT traits of perfectionism, asynchronous development, and intensified sensitivity, and parents and teachers can feel helpless. Developmental bibliotherapy, using books to help students understand that they are not alone, offers an excellent way to help. This presentation briefly covers the theory of developmental bibliotherapy and then offers practical, hands-on approaches with several books that have helped GT students who are facing the challenge of identity formation. Audience: Coordinators, Counselors, Parents, Classroom Teachers 6-8 Room: GWCC C206
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This presentation focuses on the social-emotional and behavioral learning of our primary, advanced, and gifted students through the use of quality children’s literature and picture books. An emphasis is placed on the affective domain and social-emotional learning. Teacher friendly, developmental bibliotherapy lessons are shared in our lively book discussions. A bibliography of books is presented that supports the social and emotional well-being of our advanced and gifted primary school learners.
Saturday
USING CHILDREN’S LITERATURE DIFFERENTLY..... SUPPORTING THE SOCIAL-EMOTIONAL LEARNING AND WELL-BEING OF PRIMARY-AGED CHILDREN
Room: GWCC C210
Friday
Michael Clay Thompson, Northwestern University, Evanston, IL
Thursday
THE POWER OF SOCRATIC GRAMMAR
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Wednesday
Recorded Session
Wednesday Thursday Friday
Concurrent Sessions 10:40 AM - 11:40 AM
Georgia World Congress Center (GWCC) and Westin Peachtree Plaza (WPP)
PARENTS AND PRIMARY STUDENTS LEARNING INTELLECTUAL GROWTH STRATEGIES: COLLABORATING WITH CULTURAL VENUES
Parent & Community
GETTING (& STAYING) TOGETHER: CREATING A SUPPORT AND ADVOCACY GROUP THAT WORKS
Kelly A. Hedrick, Virginia Beach City Public Schools, Virginia Beach, VA
Nan Janecke, Partners in Learning for Unlimited Success of Southwest Michigan; Kelly Schultz, Western Michigan University, Kalamazoo, MI At its heart, advocacy and support for gifted children and their families is a grassroots effort, making local chapters 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.
Audience: Administrators, Advocates/Association Leaders, Consultants, Coordinators, Counselors, Parents, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
Audience: Consultants, Coordinators, Parents
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Saturday
Room: GWCC C303
PARENT/TEACHER EXPECTATIONS: CROSSING THE CHASM
Room: GWCC C212
Arlene R. DeVries, Drake University, Des Moines, IA; Pauline Bowie, Raising the Gifted Child, Seattle, WA; Valerie Davis, Littleton, CO Parents and teachers share common goals in nurturing a gifted child’s social and academic growth; however, the expectations often fail to be communicated. This panel of teachers and parents with many years experience 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 provides specific guidelines in communicating these expectations to close the parent/teacher chasm. Audience: Advocates/Association Leaders, Coordinators, Parents, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12 Room: GWCC C209
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What if schools and cultural venues partnered with parents to help them develop the cognitive abilities of their children? In one school district in Virginia, students and parents participate in a Saturday trip to a museum, parents learn strategies for engaging their children and increasing communication skills. Parents are encouraged to be partners in the cognitive development of their children. The program includes first and second-grade experiences, but could be modified for any level. Participants see the program in action, learn the strategies used in the program, and understand how cultural venues can be a resource for parents.
WHY WOULD YOU WANT TO MISS THE PROM? DECIDING ON EARLY COLLEGE Alessa Giampaolo, Hand In Hand Homeschool, Reisterstown, MD; Carolyn Kottmeyer, Hoagies’ Gifted Education Page, Downingtown, PA College at the age of ten? You don’t even have a high school diploma! Explore early college entrance research from University of Washington’s Early Entrance Program and Hopkins Center for Talented Youth. Discern which academic indicators most accurately predict success in early college; you may be surprised! Look beyond the intellectual and examine the social-emotional concerns that stem from immersing adolescents in a college atmosphere. Break radical accelerants into pre- and post-pubescent groups and discuss the pros and cons of early college and why it is the best choice for some highly and profoundly gifted kids. Audience: Advocates/Association Leaders, Counselors, Parents Room: GWCC C105
Great Minds Leading the Way
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Virtual Session
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NCSSSMST Session
Alison Blaine, NC School of Science and Mathematics, Durham, NC
Case studies providing data and stories from professional situations that end in a dilemma in order to engage participants in a reflective analysis of teaching, learning, and curriculum can help prepare teacher educators to work with GT children. Thus, educators can draw from case studies that situate learning in authentic and meaningful contexts to better identify and provide services for gifted and talented students. Participants explore issues and recognize concerns related to identifying and serving GT children in case studies employing examples and non-examples with discussion questions, extension activities, and suggestions for further reading.
This session focuses on how to make a world religions class interactive and memorable for advanced STEM high school students. The session explores how teachers can build connections between world religions and modern science topics--biology, environmental science, and physics--as well as issues of social concern and social networking. The goal is to create an interactive, discussion-based classroom. The presentation format is PowerPoint lecture and a discussionbased activity.
Audience: Administrators, Advocates/Association Leaders, Consultants, Coordinators
Audience: Administrators, Advocacy/Associations Leaders, Coordinators, Counselors, Parents Room: WPP Atlanta Ballroom F
Maricruz Aguayo Tabor, Jason Flowers, Liberal Arts & Science Academy, Austin, TX
You may have heard this question, “how can this child be gifted?” This K-12 session examines what data may have lead to identification and how this may guide programming. Gifted characteristics are elevated, and assessment data is examined to guide educators with meaningful programming. A guide for creation of SMART goals provides a vehicle for an action plan based on student strength areas. Progress monitoring using academic achievement assessments including: diagnostic, formative, and summative is examined as well as a suggested lifecycle for monitoring identified gifted students.
The session begins with an overview detailing the value of using simulations and debates, moves to presenting simulations and debates (with clips and handouts explaining the framework and assessments for those activities), and ends with suggestions for ways in which individual teachers might create or tailor simulation and debate lessons to fit their own teaching situations. Audience: Administrators, Coordinators, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12 Room: GWCC C109
Audience: Administrators, Advocates/Association Leaders, Consultants, Coordinators, Counselors, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12 Room: WPP Atlanta Ballroom B
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Blanche M. Kapushion, Colleen Anthony, Jefferson County Public Schools, Golden, CO
Saturday
HOW CAN THIS STUDENT BE GIFTED?
NCSSSMST - TEACHING “REAL” HISTORY: USING SIMULATIONS & DEBATES IN THE HISTORY CLASSROOM
Room: WPP Atlanta Ballroom A
Friday
Christine L. Weber, University of North Florida, Jacksonville, FL; Cecelia Boswell, Austin Creek Education Systems, De Leon, TX
Thursday
CASE STUDIES: EXPLORING ISSUES IN GIFTED EDUCATION
NCSSSMST - INTERACTIVE APPROACHES IN TEACHING WORLD RELIGIONS TO STEM AND GIFTED STUDENTS
Professional Development
Wednesday
Recorded Session
Wednesday Thursday Friday
Concurrent Sessions 10:40 AM - 11:40 AM
Georgia World Congress Center (GWCC) and Westin Peachtree Plaza (WPP)
OBSERVING INSTRUCTION FOR EVIDENCE OF DIFFERENTIATION Kristie Speirs Neumeister, Virginia Burney, Ball State University, Muncie, IN Differentiation is the answer when school leaders are asked how they are meeting the needs of their high-ability learners; however, how do you know the curriculum and instruction are being differentiated? What do you look for? Is the differentiation appropriate for gifted learners? This session shows you a revision of a free tool developed as a part of a Javits Grant to use to observe learning experiences of gifted children in regular classroom settings or to contrast the experiences of any two groups of learners. Participants practice using the tool to gain understanding of its application. Audience: Administrators, Classroom Teachers K-5, Classroom Teachers 6-8
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Saturday
Room: GWCC C205
USING THE NATIONAL GIFTED TEACHER PREPARATION STANDARDS AND NAGC PROGRAM STANDARDS TO INFORM PROGRAM PRACTICE E. Wayne Lord, Augusta State University, Augusta, GA; Alicia Cotabish, University of Arkansas at Little Rock, Little Rock, AR Newly adopted national standards for the preparation of gifted teachers offer a framework for supporting all teachers who work with gifted learners. Connecting the National Gifted Education Standards for University Teacher Preparation Programs, and for PreK-12 Professional Development and the NAGC Pre-K Grade 12 Gifted Programming Standards, recommendations are offered to increase teacher effectiveness and improve program planning.
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Additionally, participants learn strategies for determining professional development needs based on these standards and practice developing an effective professional development plan at the district level that addresses activities at the district, school, and individual levels. Audience: Administrators, Advocates/Association Leaders, Consultants, Coordinators, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12 Room: WPP Atlanta Ballroom C
Research & Evaluation
A COMPARISON OF ADOLESCENT AND PARENT REPORTS OF OVEREXCITABILITY R. Frank Falk, Institute for the Study of Advanced Development; Linda K. Silverman, Gifted Development Center, Denver, CO With the availability of new instrumentation, research on Dabrowski’s concept of overexcitability has increased in gifted education. Most studies have been conducted with the Overexcitability Questionnaire II. Another new instrument, the Overexcitability Inventory for Parents, was designed to assess parents’ perceptions of their children’s overexcitability. This validity study conducted an item-by-item comparison of the OIP and the OEQ-II on a sample of 30+ adolescents, aged 12 to 19. Results indicated strong similarity between adolescent self-report and parent perceptions, with the exception of sensual and imaginational. Audience: Counselors, Parents, Researchers, Classroom Teachers 6-8 Room: WPP Atlanta Ballroom H
Great Minds Leading the Way
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Virtual Session
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NCSSSMST Session
Rachel Boren, Tonya R. Moon, University of Virginia, Charlottesville, VA
Dennis Higgins, Elizabeth Nielsen, University of New Mexico, Albuquerque, NM
Problem-Based Learning is an instructional approach that presents students with authentic problems they must work together to research, test, and ultimately solve that has not been widely utilized in K-12 settings, particularly that focus on gifted students and engagement or efficacy. The current study utilized a randomized control trial to examine the impact of PBL units on high-achieving second grade students’ math and science engagement and efficacy. Findings can provide useful tools for educators to best serve the needs of the highest achieving students by fostering interest and enthusiasm in math and science.
Just as there are rules for punctuation and sentence formation, there are “rules” for social behavior. As the population of gifted students with disabilities rises, teachers of the gifted face new challenges. How can educators help these twiceexceptional learners acquire the powerful “social grammar” rules necessary for successful interaction with adults and peers? Based on the work of Mechelle Garcia-Winner and Dr. Temple Grandin, this session presents classroom-tested, social-thinking strategies. These cognitively sophisticated strategies can be used as stand-alone or “content-based” interventions. Examples of how to embed “social grammar” lessons into science and social studies are shared.
Audience: Researchers, Classroom Teachers K-5
Friday
ENHANCING SOCIAL GRAMMAR — SOCIAL THINKING SKILLS AMONG TWICE-EXCEPTIONAL LEARNERS
Thursday
FOSTERING STUDENT ENTHUSIASM FOR MATH AND SCIENCE: RESULTS FROM A PROBLEM-BASED LEARNING UNIT
Wednesday
Recorded Session
Audience: Consultants, Coordinators, Parents, Classroom Teachers K-5, Classroom Teachers 6-8
Room: WPP Augusta III
Special Populations
Room: GWCC C202
RESPONSE TO INTERVENTION AND GIFTED EDUCATION
Jennifer Beasley, University of Arkansas, Fayetteville, AR
Susan Johnsen, Baylor University, Waco, TX; Mary Ruth B.Coleman, University of North Carolina at Chapel Hill, Chapel Hill, NC This session provides an overview of RtI and its impact on the field of gifted education. Topics include RtI’s implications for twice-exceptional students and its practical implications at the local, state, and national levels. Case studies that have adopted an integrated model are highlighted. Audience: Administrators, Coordinators, Counselors, Parents, Classroom Teachers K-5 Room: GWCC C304
Audience: Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12 Room: GWCC C108
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What do educators need to know about language acquisition to support English language learners in the gifted classroom? A brief overview of language acquisition theory is presented as it relates to powerful instruction for ELL. Learn how research is translated into practice to deliver differentiated instruction for English language learners from a talent development perspective that will elevate student thinking to the highest levels of understanding. This session is designed for classroom teachers seeking to provide rigorous yet differentiated instruction for language minority students in a heterogeneous setting.
Saturday
BUILDING SCAFFOLDS AND BRIDGES: RESPONSIBLE TEACHING FOR DIVERSITY
Wednesday Thursday Friday
Concurrent Sessions 10:40 AM - 11:40 AM
Georgia World Congress Center (GWCC) and Westin Peachtree Plaza (WPP)
SUPPORTING GIFTED HISPANIC STUDENTS THROUGH CHILDREN’S LITERATURE
a clear definition of the need, a business plan, location, and funding sources. The benefits and pitfalls of a variety of different approaches are discussed and compared, as well as resources to be used in researching the possibilities. The presenters represent more than 60 years of experience with public school gifted programs and charter and private schools for the gifted.
Thomas Hébert, Luisa Abellan, University of Georgia, Athens, GA Educators working with young, gifted Hispanic students enjoy using multicultural children’s literature to support them in their social and emotional development. This literature offers true-to-life situations that are portrayed honestly and sensitively. Books featuring Hispanic children include themes such as cultural pride and empowerment, celebrating one’s intelligence and creativity, developing resilience to overcome adversity, and appreciating individual differences. To assist elementary teachers and counselors in preparing to use books to foster emotional growth in gifted Hispanic children, the presenters demonstrate several lessons and provide an annotated bibliography of recommended literature. Audience: Counselors, Classroom Teachers K-5
Saturday
Room: GWCC C203
SPECIAL SCHOOLS & PROGRAMS
STARTING A SCHOOL OR PROGRAM FOR GIFTED STUDENTS: DO YOUR HOMEWORK FIRST! Christine S. Neville, Cheetah Advocacy Project, Milford, OH; Barbara Mitchell Hutton, Barbara Mitchell Hutton Consulting, Broomfield, CO
Audience: Administrators, Advocates/Association Leaders, Consultants, Coordinators, Counselors, Parents, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12 Room: WPP Augusta I
STEM
PROJECT GEMS: JAVITS GRANT SUPPORTING PROBLEM-BASED INSTRUCTION FOR MATH AND SCIENCE Janet Lynne Tassell, Tracy Ford Inman, Western Kentucky University, Bowling Green, KY Learn from lessons of Project GEMS (Gifted Education in Mathematics and Science). Targeting 3rd-6th grades, the goals are to increase interest and improve achievement in science and mathematics. Problem-based math and science lessons are the focus of instruction in target classrooms and in the oneday-a-week magnet program. This Javits project has a research design that involves six elementary schools. All schools have more than one-half of their children qualifying for free
Sunday
This presentation provides the realistic planning strategies for designing, funding, opening, maintaining, and growing a school or program for gifted students. Such a venture begins with
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Great Minds Leading the Way
Audience: Administrators, Advocates/Association Leaders, Consultants, Coordinators, Counselors, Parents, Researchers, Classroom Teachers K-5 Room: GWCC C213
STALKING THE WILD POLYHEDRON
Virtual Session
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NCSSSMST Session
architecture. Even the world of dance and athletics reveal the subtleties of geometry through movements. This session covers the concept of dimensions, infinity, story-telling with geometry, and Greek and Latin geometric vocabulary. Participants receive a PowerPoint on Geometry in Our World, learn how to use compass protractors, and walk away with a labeled circle, hexagon, and tetrahedron along with their own op-art designs.
Thursday
and reduced lunch. Project GEMS highlights strategies for developing talent early, including talents of children from low-income backgrounds and those from minority groups who are underrepresented in STEM careers.
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Recorded Session
Audience: Coordinators, Classroom Teachers K-5, Classroom Teachers 6-8 Room: GWCC C301
Friday
Lyle Wilder, Blount Elementary; Michael Deloney, Wilson Elementary/Davis Elementary, Montgomery, AL Geometry should be so much more than basic shape identification in the pre-K/primary grades and memorizing proofs and theorems in high school. No other area of mathematics permeates so many apsects of nature, art, and
Exhibitor Workshops: Inspire Future Entrepreneurs and Investors
Kimberley Chandler, Center for Gifted Education, College of William & Mary
Peyton Pickenpaugh & April Bond, BizWorld Foundation Light the entrepreneurial spirit in your students by teaching them how to run a business. This workshop takes participants through hands-on sessions from project-based programs BizWorld and BizWiz. The BizWorld Foundation provides interdisciplinary curricula that addresses standards and inspires students through the real-world context of entrepreneurship and investing.
Sunday
A Navigator is a collection of questions and activities intended to support group or independent study of a selected novel or picture book. The Navigator series was developed by the Center for Gifted Education as a language arts resource for teachers and students. Novel studies should encourage advanced readers to develop their skills at analyzing and interpreting literature through structured questions and activities that highlight themes and concepts, literary elements, and real-world connections contained within the books. In addition, novel studies are opportunities for students to develop their own vocabulary and writing skills by exploring and emulating the language and style used by authors.
Workshop Area: B
Workshop Area: A
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William and Mary Center for Gifted Education Navigators
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10:40 AM - 11:40 AM
Posters are on display at the GWCC Level 1 Concourse through Saturday, November 13. Presenters will be available at the session time indicated to present and answer questions.
awareness of these barriers can lead to effective efforts for educator training/development, basic program funding, and program expansion.
Computers & Technology
3.4 S ERVING GIFTED LEARNERS IN ONLINE CLASSES/VIRTUAL ENVIRONMENTS
Audience: Consultants, Coordinators, Parents, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
Lorna Bryant, K12 Inc, Greenwood, AR The World Future Society, in what is widely regarded as the best forecast data, identifies virtual education as #8 among the top 10 breakthroughs transforming life over the next 20-30 years. Virtual schools and online programs can provide the kind of learning environment ideally suited to this generation’s “digital natives,” a description particularly apt for gifted learners, many of whom will move into careers as knowledge or technical workers and into an environment increasingly dominated by rapidly changing technology.
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Thursday
Poster Sessions
Conceptual Foundations
1.4 T HE POWER OF NEGATIVE THINKING
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Saturday
Audience: Administrators, Consultants, Coordinators, Counselors, Parents, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
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Counseling & Guidance
7.4 H ELPING YOUR STUDENT THROUGH THE HIGH SCHOOL MAZE Beverly A. Fink, Manhattan High School, Manhattan, KS This session includes practical information that high school students need to find and evaluate what is necessary to be ready for college and a career. Audience: Administrators, Consultants, Coordinators, Counselors, Parents Creativity
35.3 B ILINGUALISM AND IMMERSION IN DIVERSE CULTURES: BENEFITS TO CREATIVITY
Terence Paul Friedrichs, Friedrichs Education, Mendota Heights, MN
Daehyun Kim, Hang Eun Lee, University of Georgia, Athens, GA
With its positive thinking, gifted education often maintains that its educators and parents (like its students) can do it themselves -- whatever it may be. Yet, such thinking may ignore imposing obstacles standing between parent and educator advocates and their substantial goals for gifted students. Hear how negative thinking can help gifted advocates to understand our field’s marginalized role in education, as well as these advocate’s own sometimes-inadequate (albeit noble) individual efforts for gifted-program maintenance and expansion. Learn how advocates’
Creativity can take place in various times and places. Taken from the findings in the extant literature suggesting that creativity is not uni-dimensional and prone to be influenced by various environmental factors, this study reviews the roles and effects of a particular sociocultural factor, bilingualism, on enhancing individuals’ creativity. This study explores how bilingualism and immersion into diverse cultures as sociocultural factors shape one’s creative potential at a variety of levels.
National Association for Gifted Children |
Audience: Administrators, Coordinators, Researchers, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
Great Minds Leading the Way
Meihua Qian, Jonathan A. Plucker, Indiana University, Bloomington, IN
Audience: Administrators, Consultants, Researchers, Classroom Teachers 6-8, Classroom Teachers 9-12
5.4 R ELEVANT ENRICHMENT FOR GIFTED KIDS: SPATIAL AND PLACE ANALYSIS Laurie J. Croft, University of Iowa, Iowa City, IA
NCSSSMST Session
education across the world, including economically developing nations. Participants receive resources, including websites appropriate for geographic and interdisciplinary explorations. Audience: Consultants, Coordinators, Parents, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
19.3 E NRICHMENT CLUSTERS IN PUBLIC SCHOOLS BECOME REALITY Brian Michael Weaver, Denver Public Schools; Julia Shepherd, Cory Elementary School, Denver, CO Enrichment Clusters revive the love of learning in us all. The notion that the schoolwide enrichment is a luxury primarily enjoyed by the private or privileged sector is proven untrue Learn how the Renzulli Model was implemented across an urban, public K-8 campus as we detail the steps, challenges, and rewards of interest grouping. More than reawakening the call to teaching or instructional leadership, more than meaningful professional development, and bigger than any budget or time constraint, reexamining the implementation of student-driven, real-world enrichment clusters is a useful treat for most anyone in our field today. Audience: Administrators, Advocates/Association Leaders, Consultants, Coordinators, Counselors, Parents, Researchers, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
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Spatial analysis and place analysis are appropriate and relevant strategies for academic enrichment. Originating in geographic studies, both forms of analysis have the potential to enrich content that students have mastered in other contexts. Both forms are student-centered, encourage self-direction and independence, and maximize student desire to both critically and creatively explore complex ideas. Session participants have the opportunity to practice spatial and place analysis with data related to gifted
Saturday
Curriculum Studies
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Friday
Given the nationwide basic education reform emphasizing students’ creativity development in China in the past two decades, it is surprising that very little research is available regarding Chinese students’ creativity and how creativity is cultivated in schools so far. This study explored the relationships among Chinese adolescents’ creativity, their socio-economic status, their autonomy in choosing study content, learning strategy, time management, process, feedback, and environment and student-teacher interaction. A path model clearly displays these variables influence on students’ creativity development. The potential impact on educational research and practice is discussed in detail.
Virtual Session
Thursday
39.3 I S THERE A VALID WAY TO ENHANCE CREATIVITY IN CHINESE CLASSROOMS?
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Recorded Session
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10:40 AM- 11:40 AM
Posters are on display at the GWCC Level 1 Concourse through Saturday, November 13. Presenters will be available at the session time indicated to present and answer questions.
9.4 H OW TO RATIONALIZE, DEVELOP, AND SUPPORT PROBLEM-BASED, INTERDISCIPLINARY UNITS
Middle Grades
37.3 S HAKESPEARE: OLD WORLD MEETS NEW AGE TECHNOLOGY
Lara Walker Kessler, Charlottesville City School System, Charlottesville, VA The following presentation seeks to lead participants through the rationale, development, and support necessary to create and sustain problem-based, interdisciplinary units. Participants leave the presentation understanding why problem-based interdisciplinary units are appropriate and meaningful for gifted learners, learning how to develop said units for classroom incorporation, and understanding how to provide the appropriate student scaffolding and support necessary to lead students through interdisciplinary units.
Friday
Thursday
Poster Sessions
Audience: Administrators, Consultants, Coordinators, Researchers, Classroom Teachers K-5
21.3 E XPLORING YOUR WATERSHED
Saturday
Join the journey as middle school students unravel the world of Shakespeare through movie-making, online blog discussions, and the creation of wiki pages. Watch as background information, monologues, sonnets, and plays come to life for a new generation of readers. Gifted middle school students are sometimes filled with trepidation as they tip-toe into the murky waters of Shakespeare. By utilizing current technology to immerse into Elizabethan culture, students can emerge with new understanding and appreciation. Audience: Coordinators, Parents, Classroom Teachers K-5, Classroom Teachers 6-8
Global Awareness
Parent & Community
Susie Throop, Marietta Center for Advanced Academics, Marietta, GA How is your schoolyard affecting the local watershed? Can you identify the trees and birds that live on your campus? In this session, gain ideas on how to help your students understand their role in keeping the watershed clean. Learn about chemical water testing and how you can partner with your local water authority to obtain free supplies for water quality testing. Walk away with lesson plans, examples of engineering design briefs, and many valuable resources used in a STEM school.
Sunday
Kristy Kowalske Wagner, Henderson County Schools; Melissa Waycaster, Rugby Middle School, Hendersonville, NC
Audience: Coordinators, Parents, Classroom Teachers K-5
41.3 P ARENTING GIFTED CHILDREN: WHAT PARENTS NEED & WANT TO KNOW Lori J. Flint, East Carolina University, Greenville, NC Parenting gifted children is not a task for the faintof-heart or the unenlightened. Years of research on underachieving gifted students from multiple backgrounds and high achieving African-American gifted students reveals that parents, particularly those with less formal education, need help to successfully raise gifted children. This session describes the research, summarizing ways parents can promote high achievement, high academic self-esteem, and a love of learning in their children. Also discussed are: how parents successfully advocate for their children, how to start and sustain advocacy groups, and their role in educating parents throughout the community. Audience: Advocates/Association Leaders, Consultants, Coordinators, Counselors, Parents
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Virtual Session
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Research & Evaluation
23.3 H OW CAN THIS CHILD BE GIFTED? Lisa B. Alexander, Caddo Hills School District, Norman, AR; MaryLin McNeill, University of Arkansas at Little Rock, Little Rock, AR
Audience: Administrators, Parents, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
Spatial ability has been valued as one talent domain and as an assessment free from cultural, linguistic, and socialeconomic status biases, yet little is known of the spatial ability of students in gifted programs compared to those in general education. This study explored the spatial ability of 393 undergraduate students. The data revealed significant differences in spatial ability by education program (gifted versus general), gender, and majors though non-significant differences by age and race/ethnicity. The results are discussed in terms of identification procedures for gifted programs and the role of spatial ability in student’s choices of major by gender. Audience: Researchers
Saturday
25.3 IT’S INCREDIBLE! IT’S ONLINE! IT’S FREE! BECOMING A PROFESSIONAL DEVELOPMENT SUPERHERO IN 5 EASY STEPS
So Yoon Yoon, Eric Mann, Purdue University, West Lafayette, IN
Friday
“How can this child be gifted?” is a comment often made to educators of the gifted and talented. Regular classroom teachers may be surprised or even disbelieving when certain students are identified for gifted services. This presentation goes beyond test scores to present a user-friendly staff development unit designed to increase awareness of regular classroom educators of the characteristics and identification processes used for the selection of students for gifted services.
43.3 A SSESSING SPATIAL ABILITY OF UNDERGRADUATE STUDENTS PLACED IN GIFTED VERSUS IN GENERAL PROGRAMS
Thursday
Professional Development
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Wednesday
Recorded Session
Brian C. Housand, Katherine O’Connor, East Carolina University, Greenville, NC
Sunday
Is high quality professional development attainable in an era of budget cuts and rapidly changing technology? In addition to providing strategies and suggestions of free, web-based tools for supercharging the professional development that you offer your teachers, this session explores the benefits and demonstrates the how-to of using webinars, websites, video-conferencing, online discussion forums, and other online environments. Recycle your overhead transparencies, grab your cape, and soar into an online world full of Professional Development Heroes that will fend off the evil staff development nemeses - boredom, isolation, and expense! Audience: Administrators, Advocates/Association Leaders, Consultants, Coordinators, Researchers, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
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10:40 AM- 11:40 AM
Posters are on display at the GWCC Level 1 Concourse through Saturday, November 13. Presenters will be available at the session time indicated to present and answer questions.
Special Populations
27.3 P REDICTING ACADEMIC SUCCESS AND PERSONAL WELL-BEING IN COLLEGE STUDENTS
Patricia Schuler, Creative Insights, Castleton, NY; Edward R. Amend, Amend Psychological Services, Lexington, KY The incidence of Asperger’s Disorder has dramatically increased in the past decade. A gifted child who is quirky or is socially inept may be misdiagnosed as having Asperger’s Disorder. In this session, learn how to use an innovative checklist to determine if a gifted child with unusual characteristics needs pre-referral interventions before a more thorough psychological evaluation for Asperger’s Disorder is necessary. Strategies and techniques to examine issues of memory and attention, speech and language, social and emotional, behavioral, and motor skills in relation to giftedness and AS arexplored. Audience: Administrators, Advocates/Association Leaders, Consultants, Coordinators, Counselors, Parents, Researchers, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
47.3 S UPPORTING SCHOOLS WITH IDENTIFICATION OF UNDERSERVED POPULATIONS: A TEAM DECISION-MAKING MODEL FOR IDENTIFICATION Cathy Huffines, Mary Nichols, Poudre School District, Fort Collins, CO Poudre School District is attempting to increase the representation of underserved populations in gifted. The district has formed a team to support schools in the identification of minority students, English language learners, and students from poverty. We will share information about forming a team, communicating with schools, and our experiences in interpreting identification data.
Sunday
Saturday
Special Schools & Programs
45.3 GIFTEDNESS AND ASPERGER’S DISORDER: SORTING OUT THE DIFFERENCES
Friday
Thursday
Poster Sessions
Audience: Administrators, Advocates/Association Leaders, Consultants, Coordinators, Counselors, Researchers
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National Association for Gifted Children |
Janette Boazman, University of North Texas, Denton, TX This session reports on a fourth cohort in the continuation of a series of studies that seek to understand academic, psychological, and environmental factors related to academic, career, and personal success of highly gifted college students. The research presented gives analysis of the psychological levels of hope, gratitude, general self-efficacy, religiosity, cheerfulness, seriousness, and bad mood, along with the influence these psychological constructs have on personal well-being and academic success in Honors College students and early-college entrance populations. This presentation builds upon and extends understanding of academic success, life satisfaction, and personal well-being in gifted college students. Audience: Counselors, Parents, Researchers
29.3 GIFTED SERVICES AND SCHOOL REFORM: A YEAR-ROUND AND MAGNET SCHOOL PERSPECTIVE Lena G. Deskins, Holt Elementary School, Durham, NC In a day and age where we are talking about educational reform, we need to step outside of the box. Decision makers need to consider options for our students that take us away from the traditional way of thinking about education. Parents and students deserve choices about how we educate the students in the schools today. Two options to consider is the calendar and school structure. In Durham, North Carolina, parents have the choice of placing their child in year-round schools, magnet schools, or traditional schools. Explore these options and how they benefit the gifted child. Audience: Administrators, Advocates/Association Leaders, Consultants, Coordinators, Parents, Researchers, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
Great Minds Leading the Way
33.3 T EACHING ECONOMICS THROUGH CHILDREN’S LITERATURE AND HANDS-ON ACTIVITIES Teresa Locke Godbey, Decatur City Schools, Decatur, AL; Wanda McAbee, Alabama Council on Economic Education, Birmingham, AL
Virtual Session
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NCSSSMST Session
right now. All you need to know now is how to do it! This session showcases both hands-on activities and children’s literature that can foster economic knowledge in students of all ages. With a little bit of preparation, a few good books, and a middle school gifted economics unit, you’ll be set for a fun time with economics!
Thursday
STEM
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Wednesday
Recorded Session
Audience: Parents, Classroom Teachers K-5, Classroom Teachers 6-8
Teaching economics concepts can be fun, easy, and cost-effective! Why, you probably have a majority of the books and materials needed in your classroom
Friday
A Light Lunch A light lunch will be available to attendees on Saturday.
Saturday
When attendees check in at the NAGC Registration Desk, they will receive a coupon for lunch in the Exhibit Hall for Saturday. On Saturday, the lunch coupon may be redeemed for your choice of: •
Pizza (two slices, cheese or pepperoni)
•
Hamburger and Chips
•
Hot Dog and Chips
Saturday Lunch 11:30 AM - 1:15 PM
All options include a beverage. For best selection, please don’t delay in picking
Exhibit Hall C-1
Sunday
up your lunch. The lunch coupon is not redeemable for cash or the purchase of other food items. Please keep the coupon in a safe place, as they cannot be replaced.
After you eat, be sure to “feed your mind,” by learning about the many resources available from our exhibitors. 57th Annual Convention | November 11-14, 2010 | Atlanta, GA
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Wednesday Thursday Friday
Putting It Into Practice 11:55 AM - 12:40 PM Georgia World Congress Center (GWCC) and Westin Peachtree Plaza (WPP)
ARTS
Counseling & Guidance
ART ENGAGEMENT: OVERCOMING PERFECTIONISM
BUILDING A GLOBAL PERSPECTIVE THROUGH CHILDREN’S LITERATURE
Patricia Hollingsworth, Marilyn Cox, University School, Tulsa, OK
Bob Seney, Mississippi University for Women, Columbus, MS
Perfectionists often make efforts that do not live up to their expectations of themselves. Then they become fearful of trying. With some clear explanations and guidance, students can begin to look at their efforts in a different way.
The heightened sensitivities of gifted learners make them more aware of the world and especially sensitive to injustices, political and economic problems, and environmental issues. How can we help direct their energies (and frustrations) into paths in which they can make a difference? The growing genre of picture books provides a rich resource to guide gifted learners in discovering our world, investigating avenues for problem solving, and learning about great minds who have made a difference. In short, through picture books we can help our gifted learners become Great Minds Leading the Way. A book list is provided.
Audience: Administrators, Consultants, Coordinators, Counselors, Parents, Classroom Teachers K-5, Classroom Teachers 6-8 Room Name: GWCC C101
Audience: Counselors, Parents, Classroom Teachers K-5
Computers & Technology
ROBOTICS FOR THE CLASSROOM, CLUBS, AND COMPETITIONS
Saturday
Vivian Huntoon, Butler Elementary Schools, Savannah, GA This session provides insight to educators of students in grades 4 through 8 to the benefits of robotics and creative engineering. This primer educational tool is appropriate for a technology classroom, robotics club, or competition opportunities. Participants learn how robotics give students the opportunity to gain hands-on experience in problem solving and computer programming while constructing and programming robots. Participates learn the basics of robotics as they program robots to complete a series of mini-missions. Audience: Classroom Teachers K-5, Classroom Teachers 6-8
Sunday
Room Name: GWCC C206
Room Name: GWCC C109
BUILDING RESILIENCY NECESSARY TO OVERCOME DISABILITIES IN TWICEEXCEPTIONAL LEARNERS Beverly A. Trail, Regis University, Henderson, CO Twice-exceptional learners are at increased risk in an education system that does not understand their dual exceptionalities. Asynchronous development results in academic failure and intensifies social and emotional issues. Advanced cognitive abilities and hidden disabilities means students are out-of-sync with the school curriculum. Dealing with both exceptionalities can be confusing, and limited social skills contribute to their social vulnerability. Resiliency is the capacity to cope with adversity and overcome risk factors. Participants leave with a checklist to assess risk and resiliency factors influencing their students’ achievement and specific classroom strategies they can implement to increase students’ resiliency. Audience: Administrators, Advocates/Association Leaders, Consultants, Coordinators, Counselors, Parents, Researchers, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12 Room Name: GWCC C108
150
National Association for Gifted Children |
Great Minds Leading the Way
Virtual Session
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NCSSSMST Session
SYNERGY BETWEEN CREATIVITY AND SUSTAINABILITY: THE CREATIVE RECYCLING CENTER
Sal Mendaglio, University of Calgary, Calgary, AB, Canada
Audience: Counselors, Classroom Teachers 6-8, Classroom Teachers 9-12
Shannon B. Jones, Ellen Honeck, Institute for the Development of Gifted Education, Denver, CO The Creative Recycling Center is home to a multitude of discarded materials. Filled with unused manufacturing and medical supplies, bits of Plexiglas, tile, fibers and fabrics, beads, wood scraps, and more, the CRC is an evolving school resource. Use of this unique center stimulates and supports creativity and critical thinking while developing an increased understanding of environmental issues. Learn more about how a CRC can build skills and confidence and develop creative responses. Participants learn how to begin their own CRC, manage the center over time, and how to work with teachers and students to use this amazing resource.
Friday
In addition to experiencing types of school-related anxiety (such as test anxiety), common to all students, gifted students may experience forms of anxiety associated with giftedness itself. Support for this contention is found in the literature dealing with the perceptions of giftedness, with emphasis on the social stigma of giftedness; the big-fish-little-pond effect, with its negative impact on self-concept; perfectionism, with its potential debilitating effect; and academic underachievement, with its unique application to gifted students. These topics are explored and recommendations made using the presenter’s model of giftedness.
Thursday
SCHOOL-RELATED ANXIETY OF GIFTED STUDENTS
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Wednesday
Recorded Session
Audience: Administrators, Coordinators, Classroom Teachers K-5, Classroom Teachers 6-8
Room Name: GWCC C302
Creativity
Room: GWCC C202
Gara B. Field, University of Georgia, Athens, GA
Audience: Administrators, Consultants, Coordinators, Parents, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
A SECOND LOOK AT PRIMARY SOURCES Linor Thomas, Cathy Drake, University of Arkansas at Little Rock, Little Rock, AR Academically gifted and talented students are often served through AP courses for which the study of primary sources is required, however, many students do not possess the requisite skill sets for interpreting the deeper meanings of documents such as portraits and cartoons. This session suggests ways to include engaging primary source study in a variety of curricular settings from kindergarten through high school. Come join us and be involved in several hands on activities that are ready to take to school and use to help your students deepen their abilities to engage with primary source documents. Audience: Consultants, Coordinators, Parents, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12 Room: GWCC C213
Room Name: GWCC C201
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Sunday
Dr. Ted Sizer, best known for his role in educational reform, once uttered a simple yet thought-provoking axiom, “The school’s schedule is a series of units of time; the clock is king.” Teachers often wish for more time in the day or less information to be covered. This workshop focuses on effective uses of time and take-home strategies to instill a love of learning, enhance creativity, promote critical thinking, and encourage what Csikszentmihalyi identified as flow. Various aspects of learning and motivation inspire participants to engage in deep and creative thinking, as well as hands-on learning.
Curriculum Studies
Saturday
HELPING STUDENTS TO THINK CRITICALLY & CREATIVELY: FINDING TIME TO DO IT
Wednesday Thursday Friday Saturday Sunday
Putting It Into Practice 11:55 AM - 12:40 PM Georgia World Congress Center (GWCC) and Westin Peachtree Plaza (WPP)
DIFFERENTIATED INSTRUCTION — THE “HOW” NOT JUST THE “WHAT”
LEADING AND CHALLENGING GREAT LITERARY MINDS: STRATEGIES FOR TALENTED READERS
Jodi O’Meara, Parrish, FL Founded in research from great minds of past and present such as Taba and Tomlinson, this session explores beyond the definitions and basic accommodations to address specific management and instructional strategies used to meet the needs of gifted students. Participants gain an understanding of differentiation as a systematic approach that moves from the identification of standards and desired learning outcomes through the development of summative assessments and products. At each step of the process, participants receive strategies and tools to differentiate in order to provide rigor and create appropriate learning experiences and teaching methods for gifted students. Audience: Administrators, Classroom Teachers K-5, Classroom Teachers 6-8
Camille Grabb, Virginia Beach City Public Schools; Anita Parker, Old Donation Center, Virginia Beach, VA Talented readers are often left to fend for themselves or to assist other students in the classroom because they are already reading significantly above grade level. What do the talented readers in our classrooms need? What can teachers do to advance their reading growth and further their cognitive development? What programs provide the necessary challenge for these readers? A look at the current literature and research on best practices provides the framework for the practical classroom strategies shared by two teachers who work in a full-time public gifted elementary school. Audience: Administrators, Coordinators, Classroom Teachers K-5
Room: GWCC C307
Room: GWCC C209
GREAT MINDS LEADING THE WAY: DESIGNING CHALLENGING RESEARCH PROJECTS FOR ELEMENTARY GIFTED STUDENTS
TRIPLE THREAT: USING STERNBERG’S TRIARCHIC THEORY OF INTELLIGENCE TO ENHANCE TEACHING & LEARNING Jennifer Kumpost, University of Virginia, Charlottesville, VA
Kimberley Chandler, College of William & Mary, Williamsburg, VA Research projects offer a unique opportunity for young, gifted students to participate in authentic learning experiences. Gifted student needs are the context for a discussion about original research in which real-world problems are investigated. The presenter provides a metacognitive scaffold for developing challenging research projects for elementary-aged gifted students. The session includes an emphasis on research-based strategies, information about a specific model of reasoning for guiding student investigations, and an introduction to digital tools that are appropriate for use with young, gifted children. A handout contains management ideas, project guidelines, assessment ideas, and a bibliography of online resources. Audience: Consultants, Classroom Teachers K-5, Classroom Teachers 6-8
Understanding our own learning preferences as teachers can go a long way in helping us to recognize and capitalize on our student’s learning preferences, thereby creating more powerful teaching and learning in our classrooms. In this session, explore differentiation by learner profile using Sternberg’s Triarchic Theory of Intelligence. Participants gain the opportunity to discover their own learning preferences, participate in a differentiated Triarchic lesson, learn about the potential uses for and benefits of this theory in teaching and learning, and begin brainstorming ways to apply this approach to their own lessons. Audience: Coordinators, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12 Room: GWCC C306
Room: GWCC C105
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Great Minds Leading the Way
ACADEMIC ACCELERATION: PARENTS AS EARLY CHILDHOOD ADVOCATES Susan Scheibel, Colorado Association for Gifted and Talented, Littleton, CO
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NCSSSMST Session
YOUNG CHILDREN’S DESIGNS FOR OUTDOOR LEARNING SPACES Rebecca Johnson, Marcia V. Burns, University Primary School, Champaign, IL Early childhood teachers may underutilize the learning opportunities available in their own back yard. Presenters share how 3-7 year-olds transformed their playground into an Outdoor Learning Laboratory by creating spaces and structures to investigate the natural world around them. See how young children designed an insect observation table, a squirrel nester, a birdbath sculpture, a pond, a hoop house garden, a stage, and a ramp and slide water feature. You will be amazed at the critical thinking involved in their engineering. Discover ways to bring this project to your own classroom or school! Audience: Coordinators, Parents, Classroom Teachers K-5
Friday
This qualitative research study focused on the lived experiences of two families striving to find academic fit for their high ability children. Insight was gained regarding the academic, socialemotional, and longitudinal effects that academic acceleration had on the lives of these individuals and their families beginning with pre-school. Findings include: the critical advocacy role of the parents during early childhood and the difficult decisions families face to educate their children today. Parents and educators find evidence that success is possible through academic acceleration when the academic needs of the learner remain the focus and the long-term goal.
Virtual Session
Thursday
Early Childhood
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Wednesday
Recorded Session
Room: GWCC C211
Audience: Administrators, Advocates/Association Leaders, Consultants, Coordinators, Counselors, Parents, Researchers, Classroom Teachers K-5
CREATING A PROFILE: A PROCESS FOR IDENTIFYING PRIMARY STUDENTS FOR GIFTED PROGRAMS Linda Hall, Virginia Beach City Public Schools, Virginia Beach, VA
STORYTELLING: PROMOTING GLOBAL AWARENESS AND APPRECIATION THROUGH STORIES FROM INDIA, CHINA, OMAN, & GHANA Gail N. Herman, Lesley University, Swanton, MD; Sally Dhruva Stephenson, Frostburg State University, Frostburg, MD
Audience: Administrators, Advocates/Association Leaders, Consultants, Coordinators, Parents, Classroom Teachers K-5
Audience: Coordinators, Counselors, Parents, Classroom Teachers K-5, Classroom Teachers 6-8
Room: GWCC C304
Room: GWCC C102
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Identification of young students is a difficult task as there is limited information available on which to base decisions. In an effort to ensure that all children are given equal access to gifted services, all first-grade students are screened utilizing a culture-fair ability test from which an applicant pool is established. This session provides an overview of the screening and referral processes currently in place for primary students and offers suggestions on how to implement a program of early identification by creating a profile of the primary student.
Understanding how cultural information and kernels of wisdom are transmitted from generation to generation through the oral tradition is one of the goals of this presentation. The presenters who taught and performed in India, Oman, China, and Ghana provide participants with handouts of story scenarios. Participants are involved in a series of activities and demonstrations of storytelling and story adaptation strategies that involve students in recognizing and discussing cultural heritage, traditions, and deep cultural aspects of stories. Participants also practice techniques for retelling and using the stories within their reading-writing, language arts, character, and social studies curriculum.
Saturday
Room: GWCC C303
Global Awareness
Wednesday Thursday Friday
Putting It Into Practice 11:55 AM - 12:40 PM Georgia World Congress Center (GWCC) and Westin Peachtree Plaza (WPP)
WAYS TO INCLUDE GLOBAL EDUCATION K-12 Kathleen J. Steele, Crawfordsville Community Schools, Crawfordsville, IN High-ability students have the opportunity to travel the globe for business and pleasure. It is our responsibility to prepare them for the future by infusing global curriculum K-12. This session focuses on practical activities that are cost-effective, easy, meaningful, and fun. Suggestions are given to incorporate community resources, utilize literature, blend art and music, create project-based learning units, travel on educational trips, and connect with Skype. An extensive list of activities and resources is provided. Audience: Administrators, Coordinators, Parents, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12 Room: GWCC C110
Saturday
Marla Read Capper, University of Virginia, Charlottesville, VA; Jennifer Beasley, University of Arkansas, Fayetteville, AR Many high-achieving students are preoccupied with grades. How do we, teachers keep them focused on the learning process? Due to their label, gifted students are susceptible to behaviors that can lead to underachievement such as: opting out and avoiding challenges. What messages are we sending our students about intelligence and achievement? In this session, presenters share sample lessons that promote the growth mindset. Time is provided for participants to apply the principles learned while mapping out their own curricular ideas. Finally, presenters provide a list of classroom practices and behaviors that support or undermine a mindset for growth. Audience: Coordinators, Counselors, Classroom Teachers 6-8
Middle Grades
Sunday
MAPPING MINDSETS: USING DWECK’S WORK TO REINFORCE EFFORT AND REFLECTION IN THE MIDDLE GRADES CLASSROOM
KNOWING YOUR ADOLESCENT READER: INDIVIDUALIZED ASSESSMENT IN THE MIXED-ABILITY CLASSROOM
Room: GWCC C207
Joe B. Helbling, Jenna J. Bachinski, University of Connecticut, Storrs, CT
NURTURING CREATIVITY AT HOME: A GUIDE FOR PARENTS AND GRANDPARENTS
Assessment in the differentiated classroom is inevitably a hot topic in today’s classrooms. This session examines how powerful formative assessments can be conducted through short yet purposeful individual conferences. The Schoolwide Enrichment Model Reading Framework focuses on enrichment for all students through engagement in challenging, self-selected reading, accompanied by differentiated instruction in higher-order thinking during individualized conferences. Participants leave with ready-to-go assessment tools and guidelines for strategy-focused reading conferences. Formative assessment can truly be individualized even with 30+ students in a classroom. Reinvigorate your reading assessment while increasing joy in the classroom.
Parent & Community
Gae Anderson-Miller, Edinboro University of Pennsylvania, Erie, PA As school priorities include less and less emphasis on use of the creative mind, parents and grandparents find that they are the major catalyst to practice and reward creativity. Participants receive sample activities from an upcoming book, originally co-authored by E. Paul Torrance. Based on survey results from a sample of 400 creative children, this workshop is designed to empower families to be the creative, accepting force so desperately needed by creative children. These ideas can be used by families at home, teachers who wish to hold parent workshops, or coordinators to include in their parent newsletters.
Audience: Administrators, Consultants, Coordinators, Classroom Teachers K-5, Classroom Teachers 6-8
Audience: Advocates/Association Leaders, Consultants, Parents, Classroom Teachers K-5, Classroom Teachers 6-8
00Room: GWCC C210
Room: GWCC C208
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National Association for Gifted Children |
Great Minds Leading the Way
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Virtual Session
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NCSSSMST Session
Audience: Administrators, Coordinators, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
RtI, described by the Council for Exceptional Children as a true opportunity for all students to grow, has quickly become a hot topic for gifted educators. We know what it is, but how do we actually empower administrators, teachers, and other school staff to successfully implement RtI for gifted students? What specific professional development experiences will develop the will and the skills for effective RtI? Come with curiosity and questions and leave with training outlines, ideas, and resource lists to help you begin implementing RtI for gifted in your schools!
Room: GWCC C203
Audience: Administrators, Consultants, Coordinators, Classroom Teachers K-5 Room: GWCC C205
Lori C. Bland, College of William & Mary, Williamsburg, VA Performance tasks provide gifted students with the opportunity to show what they know and can do. For gifted students, it is essential that the rubrics used to evaluate the performance tasks do not create a ceiling. A professional development model focusing on strategies that show teachers how to develop performance tasks and rubrics for classroom
Karen L. Lindebrekke, Jane G Seidel, Illinois Mathematics and Science Academy, Aurora, IL Knowledge of methods alone will not suffice: there must be desire and the will to employ them. The desire is an affair of personal disposition. Participants are immersed in real-world problems, followed by discussion of the process of problem solving through the lenses of learners and coaches. The value of embedded intellectual processes of critical and creative-thinking skills is seen in challenging context. After the immersion experience, participants are asked to reflect on methods of nurturing learning dispositions of academic excellence, life-long learning, inquisitiveness, collaboration, openness, and integrity. For without these dispositions we have no journey; we are going nowhere. Audience: Administrators, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
Saturday
HELPING TEACHERS DEVELOP CLASSROOM ASSESSMENT AND RUBRICS FOR GIFTED STUDENTS
NAVIGATING THE 7 C’S WITH PROBLEMBASED LEARNING: APPLICATIONS OF CONSTRUCTIVIST THEORY AND SELFDIRECTED LEARNING
Friday
Lauri Kirsch, Hillsborough County Public Schools; Elizabeth Shaunessy, University of South Florida, Tampa, FL
Thursday
EMPOWERING EFFECTIVE RtI FOR GIFTED STUDENTS: A FRAMEWORK FOR PROFESSIONAL DEVELOPMENT
assessment are provided. This workshop also provides specific guidelines to develop classroom assessments and rubrics that measure the full range of gifted students’ performance. Participants are provided with opportunities for practice in implementing aspects of the model.
Professional Development
Wednesday
Recorded Session
Room Name: C204
Sunday
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Wednesday Thursday Friday
Putting It Into Practice 11:55 AM - 12:40 PM Georgia World Congress Center (GWCC) and Westin Peachtree Plaza (WPP)
higher on the PSAT in verbal, math, or writing. In addition, students may be recognized Duke TIP scholars. This session shares strategies for tapping the talent of leadership in youth.
Special Populations
EXPERIENCES OF GIFTED AFRICANAMERICAN FEMALES: DAMNED IF YOU ARE AND DAMNED IF YOU AREN’T
Audience: Administrators, Coordinators, Classroom Teachers 6-8, Classroom Teachers 9-12
Deborah A. Harmon, Eastern Michigan University, Ann Arbor, MI; Donna Ford, Vanderbilt University, Nashville, TN Gifted African-American females perform better in school than gifted African-American males, have higher grade-point averages, are identified by teachers as better students, believe that achievement leads to upward mobility, and have high self-esteem, yet they are at a greater risk of underachieving and dropping out of school than gifted white females and gifted AfricanAmerican males. Research on African-American females has been minimized to issues related to African-American males or White females. Research on gifted African-American females is almost non-existent. This session focuses on their unique experiences and challenges along with supportive strategies.
Sunday
Saturday
Audience: Administrators, Advocates/Association Leaders, Consultants, Counselors, Parents, Researchers, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
Room: GWCC C308
GROWING GREAT KIDS - PLANT A SMALL GARDEN PROGRAM THAT YIELDS BIG RESULTS Jo E. Dale, Remeka Little, Bessemer City Schools, Bessemer, AL Two elementary gifted specialists describe how they started a small gardening program for 150 gifted students at five Title I elementary schools on a very limited budget. Come learn about curriculum connections (science, math, art, language arts, social studies, health), grant resources, community resources, and a gardening library. This is a “how to” session with the focus on resources and practical suggestions for successfully creating a small school or community garden project with big results. Audience: Advocates/Association Leaders, Coordinators, Counselors, Parents, Classroom Teachers K-5, Classroom Teachers 6-8
Room: GWCC C103
Special Schools & Programs
AWAKENING YOUTH LEADERSHIP DEVELOPMENT
Room: GWCC C106
Jean Chandler, Junior Scholars Institute, Charleston, SC The Junior Scholars Institute in Berkeley County School District in South Carolina sponsors a summer program in leadership for middle and high school students with exceptional academic talent. The purpose of the program is to identify students and to facilitate their intellectual growth, broaden their individual interests, and promote their scholastic achievement through the development of leadership skills. Eligible students score 50 or
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National Association for Gifted Children |
Great Minds Leading the Way
EXPLORING MEASUREMENT WITH TALENTED YOUNG MATHEMATICIANS: PROVIDING CHALLENGE ACROSS THE ELEMENTARY GRADES Katherine Gavin, Tutita Casa, University of Connecticut, Storrs, CT
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NCSSSMST Session
HOW TO PLAN AND INCORPORATE PROBLEM SOLVING FOR GIFTED STUDENTS IN A MAINSTREAM CLASSROOM Janet Lynne Tassell, Western Kentucky University, Bowling Green, KY All students should be engaged in authentic problem solving; however, many teachers are using “word problems” rather than true problem solving to teach “problem solving” in the classroom. Learn from this session what true problem solving is along with ways to help teachers develop a scaffolded problem-solving plan to address the needs of all learners daily. Gifted children rarely have the opportunity to experience any problem solving, let alone problems that are at the appropriate rigor. Audience: Administrators, Advocates/Association Leaders, Consultants, Coordinators, Classroom Teachers K-5
Friday
By ranking measurement as one of only five curriculum standards, NCTM recognizes the importance of this content area, yet, on national and state tests our students consistently score poorly. Perhaps this is because they learn about measurement as a set of formulas or procedures. Come explore advanced curriculum units that help talented young students develop a deep understanding of measurement as they think and act like practicing mathematicians. Students are immersed in interesting problems from creating a measurement fair to a Himalayan expedition in search of the Yeti. Classroom discussions, student written work, and research results are highlighted.
Virtual Session
Thursday
STEM
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Wednesday
Recorded Session
Room: GWCC C301
Audience: Consultants, Coordinators, Classroom Teachers K-5
Saturday
Room: GWCC C212
Sunday
57th Annual Convention | November 11-14, 2010 | Atlanta, GA
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Wednesday Thursday Friday
Putting It Into Practice 11:55 AM - 12:40 PM Georgia World Congress Center (GWCC) and Westin Peachtree Plaza (WPP)
RACE TO THE TOP: DEVELOPING MATHEMATICALLY PROMISING MIDDLE GRADES STUDENTS
Lunch-n-Learns: Pearson
Linda Jensen Sheffield, Northern Kentucky University, Highland Heights, KY Middle grades are a critical time for mathematically promising students. National initiatives such as the Race to the Top grants and the Common Core State Standards have implications for all our students. Join us in the session for a focus on implications for our top students including a look at the new NCTM/NAGC/NMSA book, The Peak in the Middle, and explore activities from a full spectrum of challenging and articulated middle grades mathematics designed to help students become enthusiastic and engaged in mathematics, develop their mathematical talent, and enable them to make continuous progress throughout their academic careers. Audience: Administrators, Consultants, Coordinators, Classroom Teachers 6-8
Jack Naglieri, Pearson Workshop Area: A
Radical Acceleration: Finding the Right Fit With PEG Stephanie K. Ferguson, Program for the Exceptionally Gifted Proper educational placement can mean the difference between gifted students reaching their potential or just simply “doing their time in school.� This presentation will discuss the research surrounding radical acceleration and how the Program for Exceptionally Gifted at Mary Baldwin College utilizes it effectively. Workshop Area: B
Sunday
Saturday
Room: GWCC C305
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Wednesday
Concurrent Sessions 1:15 PM - 2:15 PM
Georgia World Congress Center (GWCC) and Westin Peachtree Plaza (WPP)
EXPLORING IDEAL ELEMENTS OF TESTS OF ABILITY FOR GIFTED STUDENTS Barbara J. Gilman, Linda K. Silverman, Gifted Development Center, Denver, CO
information related specifically to their journals. If you want to learn about how to translate your research and ideas into publishable articles, this is the session for you. Audience: Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12 Room: GWCC C101
Audience: Administrators, Advocates/Association Leaders, Consultants, Coordinators, Counselors, Researchers, Classroom Teachers K-5, Other
THE PEAK IN THE MIDDLE: PERSPECTIVES ON MATHEMATICALLY PROMISING MIDDLE SCHOOL STUDENTS Susan Assouline, University of Iowa, Iowa City, IA A new publication by the National Council of Teachers of Mathematics and NAGC offers support to middle school teachers, principals, supervisors, and administrators who are engaged in work with students who are advanced in or who have the capacity to perform at advanced levels in mathematics. Chapters are written by researchers and classroom teachers and also from outside the usual academic or educational institutions. Presenters give examples of their work described in the volume.
Room: GWCC C210
JOURNAL EDITORS SPEAK: HOW TO PUBLISH YOUR WORK IN GIFTED EDUCATION JOURNALS
Room: GWCC C102
Carolyn M. Callahan, University of Virginia, Charlottesville, VA; Tracy Cross, College of William & Mary, Williamsburg, VA; Don Ambrose, Rider University, Lawrenceville, NJ; Betsy D. McCoach, Del Siegle, University of Connecticut, Storrs, CT; Susan Johnsen, Baylor University, Waco, TX
57th Annual Convention | November 11-14, 2010 | Atlanta, GA
Sunday
Do you have an instructional idea that you would like to share with others? Have you done research involving gifted children, but the thesis is still sitting on your bookshelf? In this panel session, editors from four of the major peer-reviewed journals in gifted education share insights and tips for publishing your work. The editors provide general guidance, as well as
Saturday
Audience: Administrators, Coordinators, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
Friday
Comprehensive, individual intelligence tests provide the gold standard of assessment for gifted children underestimated by intelligence screeners; yet, insufficient item difficulty and scoring range, and over-emphasis on processing skills (memory and processing speed) plague even comprehensive tests and confound measurement of the full range of ability. Join test developers, psychologists, advocates, and program personnel to explore needed improvements in test design for the identification of gifted children, especially the highly, exceptionally, and profoundly gifted who must be identified at a young age. Discussion includes how to choose available tests and report test results with current insufficiencies that underestimate ability.
Thursday
SIGNATURE SERIES
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Wednesday Thursday Friday
Concurrent Sessions 1:15 PM - 2:15 PM
Georgia World Congress Center (GWCC) and Westin Peachtree Plaza (WPP)
GIFTED AND THE VISUAL ARTS
HIGHER-LEVEL THINKING SKILLS AND COMPUTERS: PROJECTS THAT INTEGRATE AND CAPTIVATE
Sandra I. Kay, Monroe-Woodbury Central Schools, Central Valley, NY
Carol Netz, Caledonia Community School/Christian Leaning Center, Grand Rapids, MI
Review of the research and practices of working with students with visual arts talent (e.g. special issue of Gifted Child Today) and some of the challenges some talented visual artists face are discussed. Resources and strategies for this population of gifted students are shared.
Wondering how to keep the attention of middle school students in this digital age, when learning the basics is still important? Looking for ways to incorporate higher-level thinking skills into lesson plans? Integrated technology projects provide the solution. This session presents several projects that combine critical and creative thinking, a variety of computer applications, and core subjects such as language arts and history. Participants also learn how differentiation and Bloom’s Taxonomy are woven into the fabric of integrated technology projects that enrich and challenge gifted students.
Arts
Audience: Researchers, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12 Room: WPP Atlanta Ballroom A
Audience: Consultants, Coordinators, Parents, Classroom Teachers K-5, Classroom Teachers 6-8
Computers & Technology
Sunday
Saturday
DIGITAL DIVAS: USING TECHNOLOGY, PROBLEM SOLVING, & CREATIVITY TO CHANGE THE WORLD
Room: WPP Atlanta Ballroom F
Jennifer Troester, O’Neill Elementary School, O’Neill, NE Do you want your students to make a difference in the world through the use of technology? Come and hear for yourself from the Digital Divas about podcasting, blogging, and music making with students across the world! During this session learn the steps of Challenge-Based Learning from finding the challenge to creating solutions. You will be inspired by the creative uses of technology and problem-solving skills. Learn how Julia Bauer and I collaborated with students around the world to create a final product. Audience: Administrators, Advocates/Association Leaders, Consultants, Coordinators, Parents, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12 Room: WPP Atlanta Ballroom E
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Great Minds Leading the Way
Virtual Session
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NCSSSMST Session
Counseling & Guidance
GIFTED EDUCATION GOES HOLLYWOOD: A FILM-LOVERS GUIDE TO OUR FIELD’S FUTURE
SCHOOLS FOR SCHOLARS Nora Ho, Berryessa Union School District, San Jose, CA; Marilyn Lane, Santa Clara University, Crescent City, CA
James Delisle, Growing Good Kids, North Myrtle Beach, SC
Audience: Administrators, Advocates/Association Leaders, Consultants, Coordinators, Counselors
Audience: Administrators, Consultants, Coordinators, Counselors, Classroom Teachers K-5, Classroom Teachers 6-8
Room: GWCC C207
Room: GWCC C301
TRENDS AND ISSUES IN RESEARCH ON GIFTED EDUCATION: 1998-2009
THE PSYCHOLOGICALLY HEALTHY, FULLY FUNCTIONING, 21ST CENTURY GIFTED ADOLESCENT
David Yun Dai, University at Albany - SUNY, Albany, NY George Betts, University of Northern Colorado, Greeley, CO
Audience: Administrators, Advocates/Association Leaders, Coordinators, Researchers
This session covers a new, synthesized approach to facilitate psychologically healthy, fully functioning, 21st century adolescents. An extensive review of literature in the fields of adolescent psychology and gifted education, as well as an analysis of presentations at national and state conferences during the past 15 years, has shown that most of the available literature focuses on the problems and issues of being gifted, rather than on the strengths of the gifted adolescent. It is essential to provide a positive, nurturing environment for facilitating a healthy approach to social and emotional development. Audience: Coordinators, Counselors, Parents, Classroom Teachers 6-8, Classroom Teachers 9-12
Room: WPP Atlanta Ballroom G Room: GWCC C302
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Sunday
This presentation is based on a survey of a large body of empirical research (1068 studies) during 1998-2009 on giftedness and gifted education. Four main research topics emerged: achievement/underachievement, identification, talent development, and social-emotional, account for 61 percent of the total studies. A rich and broad conceptual space is explored in this body of research. Several prominent trends, conceptual as well as methodological, are identified. There still seems to be a gap between theory and practice, between efforts of psychological understanding of gifted development, and those of promoting such development through education.
Saturday
Schools for Scholars create a scholarly, caring environment by focusing on academic rigor, relevance, and relationships. Students become scholars with high expectations from teachers who validate their intelligence and help them to find personal meaning and relevance in their curriculum and instruction. Teachers model caring and respectful relationships that build trust and a risk-free environment that encourages innovation and creativity, which maximizes the potential of all students. In this interactive session, participants use icons, and the strategies the icons represent, to create such an environment.
Friday
Bill Murray in “Groundhog Day,” Matthew Broderick as Ferris Bueller, Brad Pitt as Benjamin Button: all fictional figures, yet they and many other movie characters have a lot to teach us about the past, present, and future of the field of gifted child education. This session is the equivalent of a backstage tour of important issues that continue to be neglected by advocates of gifted child education. The inclusion debacle, underachievement ignored, gifted teachers losing their jobs; come see how film characters just might teach us how we need to grow.
Thursday
Conceptual Foundations
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Wednesday
Recorded Session
Wednesday Thursday
Concurrent Sessions 1:15 PM - 2:15 PM
Georgia World Congress Center (GWCC) and Westin Peachtree Plaza (WPP)
ideas constructively and builds the consensus needed to move promising solutions forward. Explore how to develop criteria, narrow your focus, and make positive choices, while affirming the differing viewpoints of participants in the process.
Creativity
CULTIVATING CREATIVITY: TRANSFORMING INSTRUCTIONAL APPROACHES TO ENCOURAGE IMAGINATION, INVENTION AND ORIGINALITY
Audience: Consultants, Coordinators, Parents, Researchers, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
Friday
Magdalena Fitzsimmons, Baltimore County Public Schools, Baltimore, MD
Room: GWCC C202
Brian Aldiss wrote, “Whatever creativity is, it is in part a solution to a problem.” In today’s increasingly complex and changing society, it is imperative that educators help students develop and strengthen creative-thinking skills that foster innovation, invention, and originality. This session explores various definitions of creativity and strategies for designing lessons to encourage creativity in the classroom. Hands-on activities and sample lesson plans outlining these strategies in a variety of content areas and formats are provided.
Sunday
Saturday
Audience: Administrators, Advocates/Association Leaders, Coordinators, Classroom Teachers K-5, Classroom Teachers 6-8 Room: GWCC C105
SUPPORTING CREATIVITY WITH CRITICAL THINKING THROUGH AFFIRMATIVE JUDGMENT Edwin C. Selby, Donald J. Treffinger, Center for Creative Learning, Sarasota, FL Too often the focusing side of creativity, critical thinking, is neglected, or if it is included in instruction it is often seen as narrow, judgmental, or even negative thinking, and shuts down the creative process. This session examines methods and tools for critical thinking that are designed to move the creative process forward in a data-supported way that builds
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Curriculum Studies
CONCEPTS, RIGOR, AND RELEVANCE IN 21ST CENTURY: GETTING TO THE HEART, THE INTERACTION, AND THE OUTCOME Carol Ann Williams, Norma Blecker, Richard Stockton College of New Jersey, Pomona, NJ What teachers ask students to think about and do plays an important role in the level of learning taking place. By focusing on concepts found in standards, teachers can change what and how they plan instruction and raise the level of rigor through tasks assigned. How can teachers make student learning relevant while also linking it to 21st century needs? Participants learn how to identify key concepts, and what technological applications give their students access and opportunity to analyze up-to-date information, be creative, generative, and interact with and possibly test their ideas with wider audiences. Audience: Administrators, Consultants, Coordinators, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12 Room: GWCC C306
Great Minds Leading the Way
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Virtual Session
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NCSSSMST Session
K-5 CURRICULUM STATIONS FOR GIFTED LEARNERS
Michael Clay Thompson, Northwestern University, Evanston, IL
Jan Jacobsen, Jennifer Wynn, Houston County Board of Education, Perry, GA
Audience: Administrators, Coordinators, Classroom Teachers 6-8, Classroom Teachers 9-12
Audience: Administrators, Coordinators, Parents, Classroom Teachers K-5
Room: GWCC C308
Room: GWCC C206
HASTEN SLOWLY: THOUGHTFULLY PLANNED AND CAREFULLY MONITORED ACCELERATION
LIMITS OF CURRENT LITERACY MODELS
Miraca U.M. Gross, GERRIC, Sydney, NSW, Australia
Most districts are adopting new models of literacy instruction. Find out which aspects of these models match the creative and analytic needs of gifted students and especially where the gaps are. Most gifted students spend the majority of their time in regular classrooms or with teachers who are not GT trained; it is imperative that we recognize the deficits and understand ways to fill the void. Specific classroom strategies and resources for these unmet aspects (including multi-media literacy) are presented and included in handouts. Audience: Administrators, Consultants, Coordinators, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12 Room: GWCC C213
Audience: Administrators, Advocates/Association Leaders, Consultants, Coordinators, Counselors, Parents, Researchers, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12 Room: GWCC C307
57th Annual Convention | November 11-14, 2010 | Atlanta, GA
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Sunday
Eighty years of international research has endorsed acceleration as a highly effective vehicle for the delivery of developmentally appropriate instruction to academically gifted learners. However, acceleration requires thoughtful planning in terms of timing and also in terms of the form(s) of acceleration selected. This session introduces two sets of practical guidelines that can assist schools and parents, working together, to design individualized programs of acceleration for gifted students who would benefit, academically and socially, from accelerated provisions and placement.
Suzanne McPherson, Van Buren School District, Van Buren, AR
Saturday
James Gallagher states, “The emphasis in the special programs for gifted learners is on the stimulation of the thinking processes of creativity, originality, problem solving, and of increasing the content depth and sophistication.” In this session, participants discover a variety of instructional strategies, materials, and resources for teaching gifted learners. Visit curriculum stations highlighting a variety of engaging K-5 interdisciplinary units and differentiated activities. Takehome packets of information and ideas are available at each station. Come see how one Georgia school system engages gifted minds!
Friday
Although there are numerous valuable genres of writing, few are central to gifted children’s academic success. Advanced academic writing, the kind required on research papers in most subjects, is a life-or-death genre; gifted children must be able to write academically if they are to succeed in most honors high school and college courses. The pedagogy of academic writing instruction for gifted children is replete with assessment methods that would seem alien to a professional writer. This presentation presents four-level assessment, a highly professional, simple, classroom-tested method that emphasizes real writing principles, and that develops gifted students’ writing talent.
Thursday
FOUR-LEVEL ASSESSMENT FOR ADVANCED ACADEMIC WRITING
Wednesday
Recorded Session
Wednesday Thursday Friday
Concurrent Sessions 1:15 PM - 2:15 PM
Georgia World Congress Center (GWCC) and Westin Peachtree Plaza (WPP)
developing and assessing products that incorporates consistent indicators and components, a performance scale that removes the learning ceiling, and a three-tier system that encourages differentiation.
Early Childhood
UNLOCKING TALENTS IN PRIMARY SPECIAL POPULATIONS THROUGH THINKING SKILLS
Audience: Coordinators, Classroom Teachers 6-8 Dodie Merritt, Genoa-Kingston CUSD 424, Genoa, IL; Beth Carnes, Rogers Public Schools, Rogers, AR
Room: GWCC C205
Discover how reaching young, GT students regardless of traditional cultural, linguistic, or socio-economic roadblocks can be facilitated by incorporating an engaging primary education thinking skills enrichment program into your curriculum. See how behavioral checklists aligned to convergent, divergent, evaluative, and visual thinking strategies highlight talents that many standard measures miss. Four years of data from a large school district reflecting a 16% increase in the identification of students from underserved Hispanic and poverty sub-populations, an overview of the program, and an effective talent pool process are shared. Audience: Administrators, Coordinators, Classroom Teachers K-5
Sunday
Saturday
Room: GWCC C209
Middle Grades
Parent & Community
PROMOTING EXCELLENCE WITHOUT FOSTERING PERFECTIONISM Thomas S. Greenspon, Greenspon Associates, Minneapolis, MN Perfectionism can sap emotional energy, cause difficulties in relationships, and actually interfere with performance. Perfectionism is not about doing one’s best or about pursuing excellence; it’s about the desire to be perfect, the fear of imperfection, and the emotional conviction that perfection is the only route to acceptability as a person. It is never being good enough. Find out more about what perfectionism is, where it comes from, how it might relate to giftedness, and how to build an environment of acceptance in which excellence can be encouraged without seeming to demand perfection.
MAKING PRODUCTS POWERFUL IN THE MIDDLE GRADES
Audience: Counselors, Parents, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
Tracy Ford Inman, Julia Link Roberts, Western Kentucky University, Bowling Green, KY
Room: GWCC C208
ACT data show that fewer than two in ten eighth graders are on target to be ready for college-level work by the time they graduate from high school! Two in ten! One way to prepare middle-schoolers for successful high school and college experiences is by implementing authentic assessment through challenging products. This session explores the power in products, including an introduction to a protocol for
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Great Minds Leading the Way
Deborah Hazelton, Judith Roseberry, California Association for the Gifted, Orangevale, CA
Audience: Administrators, Parents, Researchers Room: GWCC C303
JAMMIES, COFFEE, AND PROFESSIONAL DEVELOPMENT Cheryll M. Adams, Rebecca Pierce, Ball State University, Muncie, IN With the current budget crisis, most school districts do not allow teachers to attend PD during the school day. Summer training doesn’t allow classroom practice. We have found a solution that works through Project CLUE-Plus.
NCSSSMST Session
Use technology to allow teachers to access PD during the academic year at their own convenience (even on Saturday in their jammies), interact among themselves and project leaders, and be more accountable for their professional learning. Presenters share the format for the PD, samples of the digitized learning modules, and input from the teachers who have worked with the modules. Audience: Administrators, Consultants, Coordinators, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12 Room: WPP Atlanta Ballroom C
PLANNING FOR SUCCESSFUL SCHOOLWIDE DIFFERENTIATION Kathy Balsamo, Carolyn Coil, Pieces of Learning, Marion, IL Gifted students need a differentiated curriculum whether they are in a classroom filled with gifted students, in a cluster grouping of gifted kids, or are the only gifted student in the class. How can we provide professional development that results in differentiation being used by teachers every day? In this session, discuss a long-term schoolwide approach with several important components: a motivational introduction to the concept of differentiation; ongoing training showing practical strategies for differentiation; time to write differentiated lessons/units and to gather resources; practice and implementation in the classroom; and regular online or face-to-face follow-up sessions and/or sharing in professional learning communities. Audience: Administrators, Advocates/Association Leaders, Consultants, Coordinators
Saturday
Professional Development
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Friday
It is often stated that the consumer, gifted students, are the least involved in understanding and/or reacting to the differentiated curriculum and instruction that has been designed for them. Comments related to the difficulty and the lack of purpose for the curriculum as well as the perceived unfairness related to their involvement in the curriculum represent some of the many comments made by these consumers about the nature and scope of the differentiated curriculum responsive to their needs, interests, and abilities. The findings and the strategies used to educate parents and teachers are presented in this session.
Virtual Session
Thursday
VOICES FROM GIFTED STUDENTS: HELPING TEACHERS AND PARENTS UNDERSTAND DIFFERENTIATED CURRICULUM AND INSTRUCTION
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Wednesday
Recorded Session
Room: WPP Atlanta Ballroom B
Sunday
57th Annual Convention | November 11-14, 2010 | Atlanta, GA
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Wednesday Thursday Friday Saturday
Concurrent Sessions 1:15 PM - 2:15 PM
Georgia World Congress Center (GWCC) and Westin Peachtree Plaza (WPP)
A MIXED-METHODS COMPARISON OF VOCATIONAL AND IDENTIFIED GIFTED ADOLESCENTS ON THE OVEREXCITABILITY QUESTIONNAIRE
discussion between researchers and content experts on the topic of best practices in gifted education identification in the following areas: early childhood identification, how to do multiple measures, and the use of non-verbal measures in identification. All Network members are invited to attend and contribute to this dialogue.
Jane Piirto, Ashland University, Ashland, OH
Audience: Administrators, Coordinators, Researchers
A comparison study (N=114) of identified gifted (N=61, M=22, F=39, mean age 15.9) and vocational adolescents (N=53, M=27, F=26, mean age 16) was conducted using the Overexcitability Questionnaire. Each of the five types of OE scores was subjected to two-way ANOVA. The analyses produced the following results: (a) gifted males were higher than gifted females, vocational males, and vocational females in Imaginational and Intellectual overexcitabilities, and (b) there were no differences among the Psychomotor, Sensual, and Emotional means of the four groups. A qualitative textual analysis of high coded responses for both groups was conducted to illustrate these findings.
Room: GWCC C304
Research & Evaluation
Audience: Administrators, Advocates/Association Leaders, Consultants, Coordinators, Counselors, Parents, Researchers, Classroom Teachers 9-12 Room: WPP Augusta III
BEST PRACTICES IN GIFTED AND TALENTED IDENTIFICATION: A FIRESIDE CHAT AMONG RESEARCHERS AND NETWORK EXPERTS
Sunday
Scott J. Peters, University of Wisconsin - Whitewater, Whitewater, WI; Laura Beltchenko, Wauconda CUSD #118, Wauconda, IL; Nancy Hertzog, University of Washington, Seattle, WA Several recent publications have highlighted identification as the most debated and complicated issue in GT education. Despite this challenge, effective methods do exist in the research literature and in the day-to-day practices of many NAGC Network content experts. This session presents a
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SCHOOL CONNECTEDNESS: WHAT GIFTED HIGH SCHOOL STUDENTS ARE SAYING ABOUT THEIR CLASSES, TEACHERS, AND SCHOOLS Kimberly M. McCormick, Jonathan A. Plucker, Indiana University, Bloomington, IN Researchers find that when a student is actively engaged in their learning and connected to their school that this is a strong predictor of success. This concept is called school connectedness. With so much evidence supporting its positive effects, one area that has not been delved into is school connectedness pertaining to gifted and talented students. Through a national dataset from the High School Survey of Student Engagement, gifted and talented students’ responses about school connectedness are analyzed. This session shows support for increasing school connectedness for these students and how it can be done in the current educational system. Audience: Administrators, Researchers, Classroom Teachers 9-12 Room: GWCC C204
SUCCESS AS THEY SEE IT: AFRICANAMERICAN STUDENTS IN ADVANCED MATHEMATICS Heather Gramberg Carmody, Park Tudor Middle School, Beech Grove, IN This session presents results from a qualitative study of factors contributing to the success of African-American and multi-racial students in advanced mathematics classes. Indepth interviews were done with several middle and high school students and their parents. Participants in this session
Great Minds Leading the Way
Audience: Administrators, Parents, Researchers, Classroom Teachers 6-8, Classroom Teachers 9-12 Room: WPP Atlanta Ballroom D
Special Populations
Reshma Ahmed, McHenry County Mental Health Board; Noah Yosif, Palatine High School, Palatine, IL
NCSSSMST Session
CASE STUDIES IN TWICEEXCEPTIONALITY: HELPING THESE LEARNERS SURVIVE AND THRIVE IN ELEMENTARY GIFTED CLASSROOMS Karen B. Rogers, Carol S. Malueg, University of St. Thomas, Minneapolis, MN With its first year’s work through a Javits grant, Project 2EXCEL may have cracked the code of finding/ accommodating twice-exceptional learners in self-contained gifted classrooms. How the children were found, how their teachers have been supported with training and resources, how these children have responded to the accommodations their teachers have provided, and how these children are doing (Surviving? Thriving? Or Not?) are shared in this casestudy approach. Individual stories of 8 children with varying degrees of autism, or learning, attention, or emotional/ behavioral disorders are told and the lessons learned from each child are shared. Audience: Administrators, Advocates/Association Leaders, Consultants, Coordinators, Counselors, Parents, Researchers, Classroom Teachers K-5
Saturday
This presentation highlights the successful journey of three twice-exceptional children (Noah, Zane, and Sabrina Yosif ) through the academic, social-emotional, extracurricular, and community realms to reach personal and professional goals without resorting to medication. This personal story told from the developers’ and designees’ perspectives should inspire one and all to think outside the box and create programs that can be tailor-made to fit the youth vs. fitting into an existing nonviable program.
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Friday
A SPECIAL FAMILY, A SPECIAL JOURNEY: WHAT WORKS AND WHY?
Virtual Session
Thursday
view excerpts of the interviews and have a chance to hear about some of the students’ and parents’ experiences as an underrepresented population in an elite private school. This session presents some of the findings, including the impact of high expectations, supportive adult involvement, and quality education in the retention of students in advanced classes.
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Wednesday
Recorded Session
Room: GWCC C201
Audience: Administrators, Advocates/Association Leaders, Consultants, Coordinators, Counselors, Parents, Researchers, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12 Room: GWCC C108
Sunday
57th Annual Convention | November 11-14, 2010 | Atlanta, GA
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Wednesday Thursday Friday
Concurrent Sessions 1:15 PM - 2:15 PM
Georgia World Congress Center (GWCC) and Westin Peachtree Plaza (WPP)
LONGITUDINAL STUDY ON SOUTH CAROLINA GIFTED STUDENTS: WHERE ARE THEY FOUR YEARS LATER? Julie D. Swanson, College of Charleston, Charleston, SC; E. Wayne Lord, Augusta State University, Augusta, GA This session shares results of a follow up study on 37 gifted students from a 2004-05 case study. This study builds upon previous research by collecting performance and attitudinal data on this cohort of students four years later as they complete high school and move into college. Results are shared via PowerPoint and discussion. Participants learn more about diverse gifted students over time (e.g., their attitudes, academic performance, and development). Particularly salient is comparison of traditionally identified youth’s performance with nontraditionally identified. Audience: Advocates/Association Leaders, Consultants, Coordinators, Researchers
PROGRAMMING GIRLS FOR CONTINUED TECHNOLOGICAL SUCCESS
Special Schools & Programs
Saturday
Audience: Administrators, Coordinators, Researchers, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12 Room: GWCC C211
Room: GWCC C203
NCSSSMST - CONNECTIONS: A CLASSROOM WITHOUT BORDERS Patty Griffin, Sherry Pettyjohn, Chesapeake Bay Governor’s School, Tappahannock, VA Students at Chesapeake Bay Governor’s School spend one third of their academic year involved in rigorous and in-depth field studies. Students at CBGS balance an intense workload
Sunday
spending one-half a day at CBGS and the other half at their home high school in 1 of 14 districts. We have found that not only do our students demand a quality education in the classroom, they also strive to be involved in the community. Our students spend time after school, on weekends, and in the summer with other students making a difference in their own education, with their peers or in making the community stronger. Learn how this was developed, how it is maintained, how to get school buy-in, and what is next. We started with a few field trips and have now developed a full three year sequence that is integrated across the curriculum. Many colleges have given credit for the research and have allowed students to expand the research under the guidance of a mentor at the college.
Amy Gyarmathy, Vicky Blanas, Northwestern University, Evanston, IL Despite the fact that the gender gap in performance on the College Board’s AP Computer Science tests has narrowed significantly over the past 5 years, the percentage of women taking the exams remains consistently low. Why do girls, even those who are highly able, continue to shy away from technology courses? What effect do teaching methods and classroom atmosphere have on their attitudes toward technology, perceptions of ability, and desire to pursue additional technology coursework? In this session, the presenters compare the experiences of gifted girls who participated in girls-only technology courses to those in heterogeneous classrooms. Audience: Administrators, Coordinators, Researchers, Classroom Teachers K-5, Classroom Teachers 6-8 Room: GWCC C110
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National Association for Gifted Children |
Great Minds Leading the Way
BEYOND WORD PROBLEMS: USING RICH MATH PROBLEMS TO REACH ALL LEARNERS
Virtual Session
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NCSSSMST Session
NCSSSMST - BIOTECHNICAL ENGINEERING: INNOVATION, ENGAGEMENT, AND INTEGRATION IN THE STEM CLASSROOM Nicole Culella, Brooklyn Technical High School, Brooklyn, NY
Claire Schmidt Mead, Drexel University, Philadelphia, PA; Anne Geraty, Stony Point Elementary School, Keswick, VA
Audience: Administrators, Consultants, Coordinators, Parents, Classroom Teachers K-5, Classroom Teachers 6-8
Audience: Coordinators, Researchers, Classroom Teachers 9-12
Saturday
Room: GWCC C212
Friday
With current emphases on high-stakes testing and teaching all learners in heterogeneous classrooms, meeting instructional needs of gifted children in the classroom presents significant challenges. By their very nature, rich, authentic mathematics problems provide an effective vehicle for accommodating a range of levels and learning styles - and for engaging the minds and imaginations of bright children. Rich problems invite a variety of solution strategies, offer opportunities for higherorder thinking, and provide learners with opportunities to engage in authentic applications of mathematics. The presenters share differentiation strategies for using problem solving to provide appropriate challenge for gifted.
Brooklyn Technical High School offers Biotechnical Engineering to seniors in both the Gateway to Medicine and Biomedical Engineering Majors. Biotechnical Engineering is one of the specialty courses in the Project Lead The Way pre-engineering curriculum. It applies an interdisciplinary approach to teaching biology, physics, technology, and mathematics. Participants focus on supplemental curriculum created by the presenter to enhance this course and gain a clear understanding of biotechnical engineering as well as its relationship to the traditional fields of civil, mechanical, chemical, and electrical engineering. The target audience includes engineering, technology, math, and science teachers. Any of these disciplines can learn the basics of the class and add their knowledge to the course. Prior knowledge of biotechnical engineering is not required.
Thursday
STEM
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Wednesday
Recorded Session
Room: GWCC C205
Sunday
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Wednesday Thursday Friday
Concurrent Sessions 1:15 PM - 2:15 PM
Georgia World Congress Center (GWCC) and Westin Peachtree Plaza (WPP)
SUMMER ENRICHMENT
Exhibitor Workshop:
Geni Akridge, Wanda Jones, Colquitt County Schools, Moultrie, GA
Teach Problem-Solving with Chess Steve Schneider, Championship Chess
It’s summer school, and they actually want to come! Colquitt County Gifted Services offers a summer gifted enrichment camp to foster and develop creativity and allow students to select areas in which they have talent and/or interest. This benefits students by immersing them into creative areas that are not provided during the school term. Students in grades three through eight may choose one of two sessions. Many students begin to explore their future careers. Learn how we utilize system personnel, artists in residence, and higher education institutions to provide unique offerings at minimum cost.
Championship Chess Director Steve Schneider will demonstrate how chess can provide puzzles and problems that will enhance cognitive outcomes--visualization, thinking ahead, thinking concretely or abstractly, weighing options, focusing, and planning. Whether or not you play chess, you can learn successful teaching strategies that will motivate and challenge gifted students. Workshop Area: B
Audience: Administrators, Coordinators, Parents, Classroom Teachers K-5, Classroom Teachers 6-8
Saturday
Room: GWCC C106
NAGC CENTRAL NEW at NAGC Central
Booth 325
Parenting Gifted Children: The Authoritative Guide From the National Association for Gifted Children
Sunday
by Jennifer L. Jolly, Donald J. Treffinger, Tracy F. Inman, Joan Franklin Smutny
Developing Math Talent, 2nd ed.
by Susan Assouline, Ann Lupkowski-Shoplik
Special Populations in Gifted Education: Understanding Our Most Able Students From Diverse Backgrounds by Jaime A. Castellano, Andrea Dawn Frazier
Plus books by General Session Speakers Carol Dweck and Ron Clark 170
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Wednesday
Poster Sessions 1:15 PM - 2:15 PM
Posters are on display at the GWCC Level 1 Concourse through Saturday, November 13. Presenters will be available at the session time indicated to present and answer questions.
2.4 P OETRY IN MOTION Gwendolyn Faye, Myriad Communications, Anchorage, AK
Audience: Advocates/Association Leaders, Counselors, Parents, Classroom Teachers 6-8, Classroom Teachers 9-12 Conceptual Foundations
Sue Savage Sakashita, Salt Lake City School District; Paul Shepherd, Granite School District, Salt Lake City, UT
6.4 G UIDING GIFTED ADOLESCENTS: ANXIETY, PERSONALITY CHARACTERISTICS, AND MENTAL ABILITY Merla Hammack, Sycamore Middle School, Sycamore, IL Are there common relationships for guiding gifted adolescents? Using the Revised Children’s Manifest Anxiety Scale-2, the Myers-Briggs Type Inventory, and mental ability numbers, a correlation study was recently completed with gifted adolescents. The surprising findings concerning anxiety are discussed along with profiles of gifted adolescents and their uniqueness as found in the MBTI. Gifted adolescents have an MBTI profile that is distinctive and unlike the general population. Mental ability played a minimal part in either anxiety or personality characteristics of gifted adolescents. The information presented can help those guiding gifted adolescents accomplish tasks and find out about themselves. Audience: Administrators, Advocates/Association Leaders, Coordinators, Counselors, Parents, Researchers, Classroom Teachers 6-8
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Sunday
A bright child forgets something and hears the sarcastic remark from an adult, “I thought you were gifted!” A gifted education administrator is announced as the gifted principal to colleagues’ laughter in meetings. There are countless examples of anti-intellectualism that permeate the lives of gifted students and educators who serve them. Explore the overt and subtle forms of systemic hostility generated
Counseling & Guidance
Saturday
4.4 M ARGINALIZATION OF THE GIFTED: THE DARK SIDE TO INTELLIGENCE
Audience: Administrators, Advocates/Association Leaders, Coordinators, Counselors, Parents, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
Friday
Poetry in Motion is a hands-on experience designed to expose students (grades 6-12) to poetry. Created by a performance poet and accompanied by a kalimba master, these two alternative art forms are masterfully combined to ignite creativity. Practical poetry exercises (with live music) are used to inspire personal expression. Volunteers read their creations aloud then with live background music. Walk away with an understanding of how you can apply these simple exercises to interest your gifted students in poetry.
from perceptions of privilege that send gifted children underground, unable to deal openly with their differences. Investigate the underpinnings to the marginalization of the gifted. Discuss strategies to help gifted children confront anti-intellectualism and regain their dignity in society.
Thursday
Arts
Wednesday
1:15 PM - 2:15 PM
Posters are on display at the GWCC Level 1 Concourse through Saturday, November 13. Presenters will be available at the session time indicated to present and answer questions.
Creativity
8.4 C URRICULUM COMPACTING: A PRACTICAL DIFFERENTIATION TOOL FOR GIFTED LEARNERS
Libby Young, Charlotte-Mecklenburg Schools, Charlotte, NC
Angela Marie Novak Lycan, Summer Institute for the Gifted, Stamford, CT
Creativity is as much a part of giftedness as any other area, and students in Title I schools are no different. As a former Javits-Frasier Scholar, I carry on Mary’s work in the area with which I am most acquainted: underserved gifted students. In my Title I school, students are allowed to foster their creativity by voraciously researching the state of the environment, developing inventions to address the problems, and engaging in innovations to conserve our resources; all while fostering their creative giftedness!
Curriculum compacting is an effective differentiation strategy for gifted students. This presentation shares the practical steps in curriculum compacting, informed by current research as well as the presenter’s personal experiences from the classroom. This presentation is geared towards teachers in grades K-8, though teachers in high school could easily adapt the information to their needs. This hands-on session gives participants an understanding of compacting and how to implement it in their classrooms.
Audience: Administrators, Advocates/Association Leaders, Consultants, Coordinators, Counselors, Parents, Researchers, Classroom Teachers K-5
Audience: Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
40.3 C REATIVE ENHANCEMENT THROUGH EARLY ENTRANCE TO COLLEGE
20.3 T EACHING IN THE HANDS-ON CLASSROOM Laura Magner, Gwinnett County Board of Education, Stone Mountain, GA
Christina Yim, Johns Hopkins University, Baltimore, MD Early entrance to college has been shown to be an effective and beneficial form of academic acceleration for gifted high school students who are ready to get a head start on college; however, there is little research on the enhancement of creativity through early entrance to college. Data collected through early entrant survey responses demonstrate how the college environment provides greater opportunities for creative thought and how early entrance to college can be a viable alternative to high school in regards to addressing the needs of highly gifted and creative students.
Sunday
Saturday
Curriculum Studies
36.3 W E REMEMBER MARY: THE LEGACY OF THE GUARDIAN OF UNDERSERVED GIFTED STUDENTS
Friday
Thursday
Poster Sessions
Increase interest and engagement by planning hands-on lessons using common classroom objects. This session provides numerous ideas for simple, flexible, and effective ways to teach core concepts by manipulating everyday objects. Innovative math, science, social studies, and language lessons can be taught using cards, shower curtains, stickers, jigsaw puzzles, shoes, paper plates, and more. Audience: Classroom Teachers K-5
Audience: Administrators, Advocates/Association Leaders, Consultants, Coordinators, Counselors, Parents, Researchers, Classroom Teachers 9-12
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Heather Sondel, Thomas Jefferson High School for Science and Technology, Alexandria, VA
Audience: Administrators, Advocates/Association Leaders, Coordinators, Researchers, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
NCSSSMST Session
Middle Grades
38.3 B RIDGING LANGUAGE ARTS AND SCIENCE IN THE GIFTED CLASSROOM Tina G. Gay, Gwinnett County Public Schools, Suwanee, GA Shakespeare in science class! Robert Frost in a physics lecture! If you are trying to implement meaningful, interesting writing in to your non-language arts classes, this may be just what you’re looking for to help. In this session, investigate and create science poetry to use in the classroom. Audience: Classroom Teachers K-5, Classroom Teachers 6-8 Parent & Community
42.3 S TRATEGIES FOR CULTURALLY RESPONSIVE FAMILY INVOLVEMENT
24.3 T HE PEACE PROJECT: CULTIVATING A CULTURE OF PEACE IN THE CLASSROOM AND THE COMMUNITY Jenna Thiel, Gaines Elementary School, Athens, GA
Audience: Advocates/Association Leaders, Parents, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
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The presenter shares how a group of gifted students were moved to take action in their community while learning about individuals who have promoted peace throughout the world. Participants learn strategies to teach community and global awareness through social studies themes and the study of world peacemakers. Handouts provided.
While several books and articles exist on parenting gifted students, few of these materials address the unique/specific issues related to parenting students of color with dual exceptionalities. The presenter contends that students of color with dual exceptionalities and their families share the same needs as other gifted students, but additional needs and issues must be acknowledged and addressed. In this session, discuss needs and issues that gifted students with dual exceptionalities face, along with recommendations and resources for supporting and working with parents of African-American students.
Saturday
Michelle Frazier Trotman Scott, University of West Georgia, Carrollton, GA
Global Awareness
Audience: Classroom Teachers K-5
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Friday
Critical thinking is tied to American schools, educational psychology, and gifted children. Historically, gifted students were the first, and the only students, to receive formal instruction in critical thinking due to their needs and professional paths. Today, however, there is a compelling need to expose all students to critical thinking because all students, are expected to demonstrate such proficiency for No Child Left Behind, the NAEP, the SAT and other national assessments. Critical thinking is appropriate for all students and students at all levels can obtain these skills. Classroom strategies and results are shared.
Virtual Session
Thursday
22.3 T HE EFFECTS OF CURRICULAR PROGRAMS ON ASPECTS OF CRITICAL THINKING AS APPLIED TO WRITING
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Wednesday
Recorded Session
Wednesday
1:15 PM - 2:15 PM
Posters are on display at the GWCC Level 1 Concourse through Saturday, November 13. Presenters will be available at the session time indicated to present and answer questions.
34.3 N O CHILD LEFT UNCHALLENGED: DESIGNING PROFESSIONAL DEVELOPMENT OPPORTUNITIES TO SUPPORT COLLABORATIVE SERVICES FOR ADVANCED LEARNERS
Professional Development
28.3 W HAT FAMILIES SAY AND WHAT TEACHERS CAN DO FOR HIGHLY GIFTED STUDENTS Laurie J. Croft, University of Iowa, Iowa City, IA; Michelle Muratori, Johns Hopkins University, Baltimore, MD
Gail Fischer Hubbard, Joan P. Brownlee, Prince William County Public Schools, Manassas, VA
Extensive experience with highly gifted students and their families has resulted in greater understanding of common concerns about their educational needs. Families are a rich source of information, and insights about their gifted children about this rich data can be most helpful to teachers. Families frequently express concerns about the needs of young gifted children: perfectionism and its impact on achievement; uneven achievement and social development; stress; and the absence of understanding peers for students. This presentation summarizes the issues and reviews relevant strategies and resources for teachers, brainstorming plans to cultivate best practices to respond to common concerns.
Just as advanced learners need a continuum of educational options, teachers of those learners need a continuum of professional development opportunities. Session participants learn how to design, implement, monitor, and evaluate an outcome-based professional development process that provides such a continuum. The process includes the use of a system-wide, standards-based unit design that aligns collaborative planning by classroom and resource teachers. The process also includes support for teachers to prepare and implement differentiated services plans that document their collaborative services for diverse identified gifted learners. Participants receive electronic copies of all documents used in the process.
Audience: Administrators, Advocates/Association Leaders, Consultants, Coordinators, Counselors, Parents, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
Audience: Administrators, Coordinators, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
Sunday
Saturday
Friday
Thursday
Poster Sessions
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Great Minds Leading the Way
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NCSSSMST Session
Special Populations
44.3 P ERCEIVED BARRIERS AND ACADEMIC ACHIEVEMENT IN ACADEMICALLY TALENTED ADOLESCENTS Frank C. Worrell, University of California, Berkeley, CA
46.3 WHAT ARE THE ALTERNATIVES? Kirsten Reitan, Shirley Paulson, Green Bay Area School District, Green Bay, WI This poster shows a timeline, development, and revision of the tools used to identify underrepresented gifted students. Comparison of gifted and talented enrollment data from 2008 and 2010 will reveal a growth in the percentages of students identified, in keeping with the overall enrollment data of the district. Audience: Administrators, Coordinators, Counselors, Classroom Teachers K-5, Classroom Teachers 6-8
48.3 C REATING AFRICAN-AMERICAN AVIATORS AND ASTRONAUTS
Friday
In this study, we examined self-perceptions and their relationship to academic achievement in a sample of secondary school students attending a summer program for academically talented youth. Students completed questions on perceived gender and ethnic barriers on the job in the future. Females reported higher perceived gender barriers than males, and underrepresented minority groups reported higher perceived ethnic barriers than groups that were not underrepresented. However, perceived barriers did not predict academic achievement. Rather, achievement in both the school and the summer program were predicted by perceived academic standing in that specific environment for most subgroups.
Tanya Diaz, Leslie Longfield, Miami-Dade Public Schools, Miami, FL An interdisciplinary unit of study for elementary school students learn about aerodynamics, aerospace history, airplane model construction and the contributions African-Americans made to these fields through interactive activities that integrate reading/ language arts, social studies, math, science, art, and technology. This unit of study provides a rare and special opportunity to examine the aerospace and aviation industries, as well as high technology, which most students of underrepresented areas lack.
Saturday
Audience: Counselors, Researchers
Virtual Session
Thursday
Research & Evaluation
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Wednesday
Recorded Session
Audience: Coordinators, Classroom Teachers K-5
Sunday
57th Annual Convention | November 11-14, 2010 | Atlanta, GA
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Wednesday Thursday
Poster Sessions 1:15 PM - 2:15 PM
Posters are on display at the GWCC Level 1 Concourse through Saturday, November 13. Presenters will be available at the session time indicated to present and answer questions.
STEM
30.3 I T IS JUST THAT SIMPLE: SIMPLE MACHINES & WeDo LEGO ROBOTICS Mandy J. Collins, Gwinnett County Public Schools, Suwanee, GA
Audience: Administrators, Parents, Classroom Teachers K-5
Sunday
Saturday
Friday
Are you searching for ways to make Science and Math come alive? WeDo LEGO robotic designs that actually move and speak are utilized in this session to do just that. According to the National Science Standards,
children in grades K-4 should develop abilities of technological design. Creating simple machines utilizing robotics is engaging, stimulating, and relevant to the lives of children in the 21st century. One of the many invigorating teaching ideas that are shared in this presentation is an instructional unit called Amazing Mechanisms, focused on robotic design, program analysis, and science investigation.
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Great Minds Leading the Way
Wednesday
Concurrent Sessions 2:30 PM – 3:30 PM
Georgia World Congress Center (GWCC) and Westin Peachtree Plaza (WPP)
Computers & Technology
DIGITAL STORYTELLING: A CREATIVE OPTION FOR HIGH SCHOOL STUDENTS
Pat Johnson, U.S. Department of Education, Washington, DC; Ann Robinson, University of Arkansas at Little Rock, Little Rock, AR; Rena Subotnik, American Psychological Association, Washington, DC; Carolyn M. Callahan, University of Virginia, Charlottesville, VA
Digital storytelling is a tool that blends writing and technology. Many high school teachers are reluctant to devote the time necessary for students to develop a digital story; however, devising assignments that appeal to students’ intelligence strengths is a way to incorporate digital storytelling in the classroom in addition to appealing to talented students who rarely get to demonstrate their understanding in creative ways. This session focuses on ways to design high school activities so that students are engaged in activities that appeal to their intelligence strength and creative thinkers utilize a technology venue (digital storytelling).
Recent developments in the behavioral and social sciences provide insights into best practices for developing the talents of our young people from pre-school to high school. This session provides an overview of a U. S. Department of Education collaborative Javits project with NAGC, the American Psychological Association, and the National Research Center on the Gifted and Talented. The goal of the project is to apply new research on human abilities and our beliefs about these abilities to real-world issues facing gifted and talented educators. What can we learn from understanding how the malleable mind develops and how children and adolescents view their own abilities?
Room: GWCC C102
THE TORRANCE CENTER: CREATIVITY PAST, PRESENT, AND FUTURE Elizabeth Connell, University of Georgia, Athens, GA
Room: GWCC C212
NCSSSMST - TEACHING ENGINEERING COURSES IN THE HIGH SCHOOL SETTING Linda Patterson, Center for Advanced Studies at Wheeler High School, Marietta, GA Trying to integrate an engineering focus in you high school curriculum? At Wheeler we have been able to provide courses in chemical, material, civil, aeronautical, and biomedical engineering. Learn what works and where our challenges have been. We’ll provide you with a blueprint for starting something similar at your school. Come find out how! Presentation details courses, flowcharts, materials and books, pacing guides, and all of this will be provided to attendees in a DVD. Audience: Coordinators, Classroom Teachers 9-12 Room: GWCC C103
Audience: Administrators, Coordinators, Researchers Room: GWCC C101
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Since its inception in 1986, the mission of the Torrance Center has been to continue and expand upon the work of its namesake, E. Paul Torrance. The Torrance Center has a full-time director and a coordinator of educational programs to investigate, implement, and evaluate techniques to enhance creative thinking and facilitate systems that support creative development. The presenters discuss the history, current programs, and future vision of the Torrance Center in order to share information and welcome collaboration.
Audience: Classroom Teachers 9-12
Saturday
Audience: Administrators, Coordinators, Researchers, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
Susan Wynn, Kristen Stephens, Duke University, Durham, NC
Friday
MALLEABLE MINDS: TRANSLATING INSIGHTS FROM THE BEHAVIORAL AND SOCIAL SCIENCES TO GIFTED EDUCATION
Thursday
SIGNATURE SERIES
Wednesday Thursday Friday
Concurrent Sessions 2:30 PM – 3:30 PM
Georgia World Congress Center (GWCC) and Westin Peachtree Plaza (WPP)
USING TECHNOLOGY TO SUPPORT DIFFERENTIATION
Counseling & Guidance
ONE-ON-ONE WITH SEM-R: HOW AN INSTRUCTIONAL MODEL AFFECTS THE EMOTIONAL LIVES OF BRIGHT STUDENTS
Jann H. Leppien, University of Great Falls, Great Falls, MT Have you ever wondered how to better use technology to address the diverse learning needs of students in your classroom? This session presents how the Internet and other technology tools help teachers locate meaningful curricular resources that require students to apply critical and creative thinking as they solve problems, explore complex decisions, or respond to meaningful text. Participants view interesting sites, discuss criteria for selecting resources for advanced students based on the principles of differentiated instruction, and investigate technology tools teachers can use to design challenging learning tasks. Audience: Advocates/Association Leaders, Consultants, Coordinators, Parents, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
Jenna J. Bachinski, Joe B. Helbling, University of Connecticut, Storrs, CT Can an instructional model have significant social and emotional implications for gifted students? Implementation of the Schoolwide Enrichment Model Reading framework has influenced not only reading achievement, but also students’ relationships with teachers and teacher understanding of individual learners. This session delves deeply into the effect the individual conferences of SEM-R have had on the emotional lives of students. Attendees leave with practical resources for maximizing their one-on-one time with students, while gaining insight into the power of listening. The affective benefits of the SEM-R can be transferred to any classroom, and this session explains how.
Sunday
Saturday
Room Name: WPP Atlanta Ballroom D
WEB-BASED SOCIAL NETWORKING TOOLS FOR ADVOCACY, PROFESSIONAL DEVELOPMENT, AND COMMUNICATIONS Joel McIntosh, Prufrock Press, Austin, TX; Carolyn Kottmeyer, Hoagies’ Gifted Education Page, Downingtown, PA
Audience: Administrators, Advocates/Association Leaders, Consultants, Coordinators, Counselors, Parents, Researchers, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12 Room: GWCC C301
Web-based social networking tools allow parents and teachers to coordinate advocacy efforts, learn about gifted education resources and share ideas about gifted education and parenting with a global community. Social networking tools like Twitter, Facebook, blogs, and web-based discussion groups offer a rich source of support and information about children who are gifted. This panel discussion explores how parents and teachers of gifted children can use these tools to coordinate advocacy efforts and improve classroom practice. Audience: Advocates/Association Leaders, Parents, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12 Room Name: WPP Atlanta Ballroom E
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Virtual Session
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NCSSSMST Session
Jennifer Riedl Cross, Tracy Cross, College of William & Mary, Williamsburg, VA
Sara Newell, Charles Townes Center, Linda Reynolds, Sterling School, Greenville, SC
This presentation describes a study of the effect of achievement goal orientation and coping strategies on the suicidal ideation of more than 300 honors college students from a mid-size Midwest university. The study found a direct positive effect of a performance goal orientation, a desire to achieve in the eyes of others, on suicidal ideation. Coping strategies did not have a direct effect on suicidal ideation, but the strategy of being indifferent to popularity mediated the effect of a performance goal orientation on suicidal ideation. Implications of the findings for counselors are discussed.
Discover how busy teachers have developed a unique opportunity for students to engage in creative writing. The writing club format encourages interaction among students from multiple grade levels as they explore the creative writing process. Students work together to form a club that is distinctly theirs. From the name to the logo to the weekly activities, this club is the direct result of the students’ creative thinking. This session is designed to provide teachers with the tools they need to recreate this experience for their own students.
Audience: Counselors, Researchers
Audience: Administrators, Parents, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
Room: GWCC C302
Room: GWCC C202
Curriculum Studies
Creativity
CHALLENGING GIFTED LEARNERS IN COMPUTATIONAL MATHEMATICS
Dale Dlouhy, University of Houston, Houston, TX Rachel McAnallen, University of Connecticut, Storrs, CT
Audience: Administrators, Advocates/Association Leaders, Consultants, Coordinators, Counselors, Parents, Researchers, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
Many gifted students memorize mathematical procedures without the conceptual understanding that underlies the algorithm. Consequentially, they equate mathematics with computational memorization and believe that math is dull and boring. This session demonstrates how computational mathematics can be both algebraically exciting and downright beautiful, and helps teachers motivate mathematically talented students to fall in love with mathematics without the use of multiple worksheets. The final outcome of the workshop is to understand that arithmetic is answering the question whereas mathematics is questioning the answer. Audience: Administrators, Advocates/Association Leaders, Consultants, Coordinators, Counselors, Parents, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12 Room: GWCC C305
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Participants examine the nature of creativity by considering some recent research in which the presenter employed the Delphi method to achieve a consensus among several leading researchers about what creativity is as a construct. Framed against the various and often conflicting definitions of creativity, the presenter discusses the need for a common and unified definition. Ultimately, participants see how the Delphi method was used to achieve agreement among leading creativity researchers to arrive at an operational definition that can serve as the definitional foundation for research and practice.
Saturday
DEFINING CREATIVITY
Room: GWCC C201
Friday
THE BUSY TEACHER’S GUIDE TO BUILDING A STRESS-FREE CREATIVE WRITING CLUB
Thursday
THE EFFECTS OF ACHIEVEMENT GOAL ORIENTATION AND COPING STRATEGIES ON SUICIDAL IDEATION
Wednesday
Recorded Session
Wednesday Thursday Friday
Concurrent Sessions 2:30 PM – 3:30 PM
Georgia World Congress Center (GWCC) and Westin Peachtree Plaza (WPP)
CHALLENGING TALENTED READERS (GRADES 2-8) Sally M. Reis, University of Connecticut, Storrs, CT This session summarizes research on talented readers’ experiences in American classrooms. Attention is focused on the special needs of this group as well as differentiated instructional and content strategies to enable them to progress in reading. The research-based Schoolwide Enrichment Model Reading Framework is also introduced in this session. The SEM-R involves three phases: selections to stimulate reading interest through high interest readaloud by classroom teachers accompanied by differentiated questioning; opportunities for sustained, independent reading of self-selected high interest, high challenge reading materials accompanied by differentiated conferences; and self-selected enrichment opportunities in reading. Audience: Administrators, Consultants, Coordinators, Parents, Classroom Teachers K-5, Classroom Teachers 6-8
WRITING A WINNING CURRICULUM: GUIDELINES FOR CURRICULUM STUDIES COMPETITION Christine Briggs, University of Louisiana at Lafayette, Lafayette, LA; Carol Ann Williams, Richard Stockton College of New Jersey, Pomona, NJ Educators use curriculum every day to guide their teaching and challenge their students. The Curriculum Studies Network seeks to honor authors of high quality, challenging, and differentiated curriculum designed to meet the diverse
Audience: Administrators, Consultants, Coordinators, Researchers, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12 Room: GWCC C307
Early Childhood
MAKE LITERATURE COME ALIVE IN YOUR EARLY CHILDHOOD CLASSROOM Patricia Hollingsworth, Carol Carter, University School, Tulsa, OK In this session teachers with decades of experience in gifted education will bring you their expertise and passion for teaching classic literature to young children. Various authors from Jan Brett to Tomie DePaola are used to help you learn ways to introduce active learning with classic literature in your early childhood classroom. Create simple plays and puppet shows and learn how to use literature partners in dramatic play to further synthesize the literature experience. Attendees gain ideas, motivation, materials, and participate in Making Literature Come Alive. Audience: Administrators, Counselors, Parents, Classroom Teachers K-5 Room: GWCC C210
Sunday
Saturday
Room: GWCC C306
learning needs of gifted students. This session outlines the rules and requirements for the annual competition. Participants learn how to submit a unit, the timeline for the review process, and the assessment rubrics. If you have a unit you would like to submit, this session provides the information you need.
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Steve Coxon, Bruce Bracken, College of William & Mary, Williamsburg, VA
Audience: Coordinators, Parents, Classroom Teachers K-5 Room: GWCC C213
STONES INTO SCHOOLS: A CONVERSATION ABOUT POSITIVE SOCIAL ACTION Belinda Veillon, Nippersink School District 2, Richmond, IL; Michele Kane, Regional Office of Education #9, Rantoul, IL
building relationships to foster positive social action. Now, in the fifth year, this book club discussion group provides participants the opportunity to share their own reactions and impressions of this work as well as to reflect on personal experiences in creating peaceable schools and communities. Audience: Administrators, Advocates/Association Leaders, Coordinators, Counselors Room: GWCC C109
WORLDLY WISE: INTERNATIONAL TRENDS, PRACTICES AND ADVOCACY Gillian I. Eriksson, University of Central Florida, Orlando, FL; Julia Link Roberts, Western Kentucky University, Bowling Green, KY The World Council for Gifted and Talented Children has advocated for gifted children since 1977 and established a diverse network of educators, teachers, researchers, and parents all over the world. Its activities include conferences, a newsletter, and a journal. This panel of USA delegates examines trends, practices, and advocacy in comparative gifted education and global education and present collaborative international projects in gifted education including work in Africa, Asia, and Europe. Teachers and parents concerned with education for global citizenship will find this presentation invaluable and a wonderful resource for networking and collaborative international projects. Audience: Administrators, Advocates/Association Leaders, Consultants, Coordinators, Counselors, Parents, Researchers, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12 Room: GWCC C106
57th Annual Convention | November 11-14, 2010 | Atlanta, GA
Sunday
“If you just fight terrorism, it’s based in fear. If you promote peace, it’s based in hope,” says Greg Mortenson. In the popular book Three Cups of Tea, Mortenson chronicles his journey of promoting peace through education. The sequel, Stones into Schools: Promoting Peace with Books, Not Bombs, in Afghanistan and Pakistan, continues his story of
NCSSSMST Session
Saturday
Global Awareness
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Friday
Engage your students as meteorologists! Experiments and hands-on activities involve students in observations and data collection, helping students to see change from a scientific perspective in Weather Reporter, a researched-based unit developed through a federally funded Javits grant, Project Clarion. The unit makes use of the macroconcept of change. A conceptual understanding makes learning about new topics easier for young children. In Weather Reporter, students learn content by investigating changes in weather and in the instruments used to measure weather. While receiving an overview of the unit, session participants engage in activities that involve the concept of change.
Virtual Session
Thursday
THE CHANGING WEATHER: DEVELOPING A CONCEPTUAL UNDERSTANDING OF WEATHER PHENOMENA IN YOUNG CHILDREN
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Wednesday
Recorded Session
181
Wednesday Thursday Friday
Concurrent Sessions 2:30 PM – 3:30 PM
Georgia World Congress Center (GWCC) and Westin Peachtree Plaza (WPP)
Middle Grades
GROWING GOOD WRITERS: 12 LESSONS FOR REFLECTIVE WORDSMITHS AND THEIR TEACHERS James Delisle, Growing Good Kids, North Myrtle Beach, SC So many writing activities in today’s middle schools follow a standard format that is neither interesting nor purposeful for students. This session changes that. Participants are provided with a dozen writing lessons that focus on enhancing character, creativity, and self-awareness. While some of the activities are brief and humorous, others are extended and introspective in design. One thing for sure: each of these classroom-tested lessons turns even your most reluctant writers into wordsmiths. Audience: Classroom Teachers 6-8
Saturday
Shelagh Gallagher, Engaged Education, Charlotte, NC Ever notice how curriculum reforms are sort of like eggs on Teflon? It doesn’t take much to make them slide out of sight. Not so in Fairfax County where the middle grades Advanced Academics program has used a systematic approach to introduce and integrate problem-based learning into the core curriculum of their gifted magnet schools. Listen as stakeholders (teachers, administrator, consultant) describe how a very different approach to curriculum and instruction came to be accepted as a mainstay of the program. Audience: Administrators, Consultants, Coordinators, Classroom Teachers 6-8 Room: GWCC C206
Parent & Community
Room: GWCC C203
Sunday
NOT LIKE AN EGG ON TEFLON: MAKING CURRICULUM CHANGE STICK
MIDDLE SCHOOL AND THE DEMOGRAPHIC, RESEARCH, AND ETHICAL BASIS FOR DIFFERENTIATION
“EDUSPEAK”: MASTERING THE FOREIGN LANGUAGE OF EDUCATORS
Carol Tomlinson, University of Virginia, Charlottesville, VA
Wendi Schirvar, University of Minnesota – Twin Cities, Stillwater, MN
Differentiated instruction is an approach to teaching with particular relevance for the middle grades philosophy that advocates attention to affective and academic needs of all learners in the context of heterogeneous classrooms. At times, the relationship between the fields of gifted education and middle level education has been tense because of differing perspectives on heterogeneous vs. homogeneous grouping of students. Nonetheless, the two areas share many fundamental goals. This session examines demographic, research-based, and ethical arguments for differentiation with a focus on ways in which differentiation can move forward the goals of both gifted education and middle grades education.
Participants acquire practical skills to speak more effectively with educational professionals. There’s no memorization in Eduspeak, so you’ll learn naturally and build continuously on what you’ve learned. This 60-minute interactive program keeps you engaged and motivated throughout your languagelearning journey. Utilizing the experiences of a 20-year veteran school psychologist and parent of gifted children, you’ll hear to the voices of native speakers to refine your pronunciation and speak confidently. Specifically, you learn strategies and terms to assist your understanding of student assessments, and streamline conferences to efficiently advocate your child’s needs.
Audience: Administrators, Advocates/Association Leaders, Consultants, Coordinators, Counselors, Classroom Teachers 6-8
Audience: Advocates/Association Leaders, Consultants, Coordinators, Counselors, Parents
Room: GWCC C205
Room: GWCC C209
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Great Minds Leading the Way
P. Susan Jackson, Daimon Institute for the Highly Gifted, White Rock, BC, Canada
Audience: Consultants, Coordinators, Counselors, Parents, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12 Room: GWCC C207
Cindy Sheets, Shawnee Mission School District, Shawnee Mission, KS; Kathy Jones, Kansas Association for the Gifted, Talented, and Creative, Chanute, KS
Audience: Administrators, Coordinators, Counselors, Parents, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
WORKING WITH PARENTS TO SUPPORT GIFTED EDUCATION Carol Swalley, Danel Lins, Thompson School District, Loveland, CO This presentation covers the fundamentals of setting up a parent organization/advocacy group in a school district. Learn how one district has included parents more in their child’s educational career and discover effective strategies for getting parents involved. Participants leave with topics that parents have found most engaging and enlightening. Audience: Administrators, Advocates/Association Leaders, Coordinators, Parents Room: GWCC C108
Professional Development
THE LEARNING CENTERS Lucy K. Hunt, LaRoyce Bell, Los Angeles Unified School District; Sandra Kaplan, University of Southern California, Los Angeles, CA The transfer from what is presented in a professional development environment to what is actually taught in a differentiated classroom for gifted learners has always been problematic; the transfer of professional development concepts can parallel a game of telephone where key concepts are lost in the transfer of knowledge. Learning centers that provide differentiated curriculum for gifted students also provide teachers with a clear pathway to implement best practices discussed during in-services. The use of learning centers emphasizes the avenue by which theory can be realized into practice. Materials and data to support this approach to in-service are presented. Audience: Administrators, Consultants, Coordinators, Researchers, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12 Room: WPP Atlanta Ballroom F
Room: GWCC C303
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Praise can be effective - a positive motivating force, but not all praise is created equal. In fact, some types of praise may harm more than they help. This session is based primarily on the work of Dr. Carol S. Dweck whose research has provided new insights into the effects of praise on the types of effort and motivation that lead to student success. Parents and educators can use this information in supporting their own efforts in raising and teaching their children to work toward success.
NCSSSMST Session
Saturday
THE PROBLEM WITH PRAISE: ENCOURAGING EFFORT AND MOTIVATION IN CHILDREN
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This presentation addresses the critical need for an integrated and holistic approach to fully supporting our gifted children. Research in science and psychology guide the discussion on the practice of mindfulness, optimal nutrition, and specific lifestyle practices that honor the mind-body-soul connection. The presenter brings extensive experience in applying these essential Integral Practices to the unique needs of the gifted child. Learn how to help your children reduce anxiety as they increase vitality, resilience, and creativity and develop life-long skills for optimal well-being in all areas of their lives.
Virtual Session
Thursday
21ST CENTURY PARENTING: OPTIMAL MIND-BODY PRACTICES TO FULLY SUPPORT THE CHILD AND THE GIFTS
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Recorded Session
Wednesday Thursday Friday
Concurrent Sessions 2:30 PM – 3:30 PM
Georgia World Congress Center (GWCC) and Westin Peachtree Plaza (WPP)
NCSSSMST - MAKING THE GRADE: A LOOK AT TRADITIONAL AND DIGITAL ASSESSMENT Brandi Richey, Kendra Young, Liberal Arts and Science Academy, Austin, TX As teachers of Electronic Magazine (a course that combines non-fiction writing with technology), much time is spentinside and outside of class critiquing student work and striving to give valuable feedback. During the presentation, learn methods and rubrics for assessing assignments, discuss the results of how each type of assessment (written, conference, and digital) impacts our students and the quality of their subsequent drafts. Examples of students’ work and the assessment method used, as well as measurable data derived from student feedback regarding their thoughts on each assessment method are shared. Materials are posted on www. lasaezine.org so that the audience can have ready access to resources and feedback when they return to their own schools.
Sunday
Saturday
Audience: Coordinators, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12 Room: GWCC C211
PERSUADING INSTRUCTORS OF PRESERVICE TEACHERS TO INCLUDE GIFTED EDUCATION Pamela Clinkenbeard, Scott J. Peters, University of Wisconsin Whitewater, Whitewater, WI The recent reauthorization of the Higher Education Opportunity Act contains language that requires teacher education programs to include the needs of gifted and talented students in the coursework that all teacher candidates receive. NAGC has approved three standards for what ALL teachers should know and be able to do for gifted students and has been working on materials to help regular education
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professors and instructors include this information in their classes. Members of the HEOA workgroup provide a “sneak peek” at the upcoming book targeted to instructors of general education foundations, methods, and field experience classes. Audience: Administrators, Advocates/Association Leaders, Consultants, Coordinators, Researchers Room: WPP Atlanta Ballroom B
PROFESSSIONAL DEVELOPMENT MODEL: PARENTS AND PROFESSIONALS WORKING TOGETHER Ana G. Miro-Mejas, University of Puerto Rico; Ro Piedras, Hector Rivera, Parent Association of Gifted Children, San Juan, PR Parent Association for Gifted Children designed, developed and evaluated a professional development model, which was implemented with teachers from two schools. During the first semester, the teachers attended 7 classes covering several topics including: identification, characteristics, curriculum, team work, creativity, social-emotional skills, and administration of programs for gifted students. In the second semester, participants developed and implemented a project at their school related to the topics previously covered. Assistance was provided during this semester through monthly meetings and ongoing communication. Research data was collected to assess knowledge gains, effectiveness of the professional development and adequacy of the projects is shared with attendees. Audience: Administrators, Advocates/Association Leaders, Consultants, Coordinators, Counselors, Parents, Researchers, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12 Room: WPP Atlanta Ballroom C
Great Minds Leading the Way
A 15-YEAR QUALITATIVE CASE STUDY OF TRAUMA AND GIFTEDNESS: THE SUBJECT’S RESEARCH EXPERIENCE Jean Sunde Peterson, Purdue University, West Lafayette, IN; Mariam Razian Willis, Appalachian State University, Boone, NC
Audience: Counselors, Researchers
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NCSSSMST Session
GIFTED STUDENTS’ PERCEPTIONS OF THEIR INTERPERSONAL COMPETENCE AND PEER RELATIONSHIPS Seon-Young Lee, Yonsei University, Seoul, Korea; Paula Olszewski-Kubilius, Northwestern University, Evanston, IL This session presents a study regarding gifted students’ social competence. Over 1,500 gifted students completed an online survey examining their social competence including interpersonal abilities, peer relationships, and social selfconcept. Major results included that these gifted students were above average on the social competence scale, compared to the norm; fairly competent socially; and positively perceived their peer relationships. They did not regard their giftedness as a hindering factor in building friendships, though they rated their social self-concept significantly lower than their scholastic self-concept. Differences between students of high versus low social competence are also presented.
Friday
A study of the development of a gifted female who experienced trauma was unusual in its length, qualitative methodology, and focus; it required commitment and perseverance in both researcher and subject. After a presentation of purpose, methods, findings, and implications for educators and clinicians, the last as related to the asset-burden paradox of giftedness, the subject herself offers perspectives about being the subject of such a case study, which involved extensive interviews and written correspondence. The study became functional, offering a nonjudgmental blank slate on which to “write through” the process of positive disintegration.
Virtual Session
Thursday
Research & Evaluation
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Wednesday
Recorded Session
Audience: Administrators, Coordinators, Parents, Researchers, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
Saturday
Room: WPP Atlanta Ballroom H Room Name: WPP Augusta III
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Concurrent Sessions 2:30 PM – 3:30 PM
Georgia World Congress Center (GWCC) and Westin Peachtree Plaza (WPP)
of a 4-day therapeutic outdoor adventure on the social skills and self-perceptions of four gifted adolescents with AS. The adventure is described using the words of the young men, providing participants a greater understanding of this population, as well as providing a promising avenue for improving social skills.
Special Populations
ASSESSING, IDENTIFYING, AND SERVICING LOW-INCOME, CULTURALLY AND LINGUISTICALLY DIVERSE GIFTED STUDENTS: GIFTED 101 Peter C. Laing, Arizona Department of Education, Phoenix, AZ; Jaime A. Castellano, Ganado Unified School District, Ganado, AZ
Audience: Advocates/Association Leaders, Counselors, Parents, Researchers, Classroom Teachers 9-12
Saturday
Friday
Room: GWCC C110
This session is designed for teachers of the gifted, coordinators and administrators of gifted education programs, and other related personnel in districts that serve low-income, culturally and linguistically diverse students and are expected to assess, identify, and serve them in a gifted education program. Best practices, research-based recommendations, and practical solutions are provided. Multiple characteristic checklists and an observational protocol used to inform gifted education classrooms are also presented. Get the knowledge you need to make a difference. A must-attend session for districts seeking to increase historically underrepresented students in their gifted education programs. Audience: Administrators, Advocates/Association Leaders, Consultants, Coordinators, Counselors, Parents, Researchers, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12 Room: GWCC C304
EFFECTS OF A THERAPEUTIC ADVENTURE ON GIFTED TEENS WITH ASPERGER’S SYNDROME
Sunday
Catherine Schreiber, Henry County Schools, McDonough, GA
Special Schools & Programs
THE SCHOLAR IDENTITY MODEL: GT COORDINATORS & TEACHERS WORKING WITH YOUNG BLACK MALES Gilman W. Whiting, Vanderbilt University, Nashville, TN Teacher, coordinators, administrators and policy makers have been struggling with issues of recruitment, retention, and just generally motivating gifted minority children, particularly black males. This session addresses the Special Population Network’s goals and objectives of decreasing the underrepresentation of African-American males and other culturally different males in gifted education. Families and educators must understand these factors and then find substantive solutions that promise changes. A Southeast Regional Emmy award-winning video is shown, along with a discussion of the Scholar Identity Model. Audience: Administrators, Counselors, Coordinators, Classroom Teachers K-5, Classroom Teachers 6-8. Classroom Teachers 9-12 Room: GWCC C105
Adolescents with Asperger’s syndrome are often isolated, or even bullied, because of their social differences. Though the need is great for social skills interventions for this population, relatively few exist. This presentation shares the results and implications of a unique study that investigated the effects
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Great Minds Leading the Way
DO GENDER DIFFERENCES IN MATH AND SCIENCE PERSIST AND HOW CONCERNED SHOULD WE BE? Linda Brody, Johns Hopkins University, Baltimore, MD Gender differences in math and science achievement have generated much controversy over the years, resulting in numerous hypothetical explanations and interventions to increase females’ interest in STEM disciplines and careers. This session describes the current representation of women in
Virtual Session
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NCSSSMST Session
STEM careers and summarizes research on achievement by males and females in math and science. The results suggest improvement, but not equal representation of females in STEM careers and initiatives. Participants discuss the factors that enhance or inhibit participation by gifted females in math and science and whether more interventions are needed to help gifted girls achieve their potential.
Thursday
STEM
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Recorded Session
Audience: Coordinators, Counselors, Parents, Researchers, Classroom Teachers 6-8, Classroom Teachers 9-12 Room: GWCC C308
Saturday
2011 New Orleans, Louisiana November 3-6, 2011
Friday
Thanks for joining us in Atlanta! Mark Your Calendar for these Upcoming NAGC Conventions
2012 Denver, Colorado November 15-18, 2012 The session proposal submission process will begin in December. Registration details are available in late March.
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www.nagc.org/nagcconvention.aspx 57th Annual Convention | November 11-14, 2010 | Atlanta, GA
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2:30 PM - 3:30 PM
Posters are on display at the GWCC Level 1 Concourse through Saturday, November 13. Presenters will be available at the session time indicated to present and answer questions.
11.4 B IBLIOTHERAPY FOR GIFTED AND TALENTED PERFECTIONISTS: PERFECTIONISM, WHAT’S BAD ABOUT BEING TOO GOOD? Miriam Renee Adderholdt, Randolph Community College, Asheboro, NC
Audience: Researchers, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
Perfectionism is a problem for many teenagers today. Here’s first-aid for workaholics, procrastinators, overachievers, and caring adults. This thoughtprovoking, encouraging book helps teens discover if they’re perfectionists, explore possible reasons why they are, and try useful strategies for learning how to ease up on themselves and get their perfectionism under control. It also gives adults valuable insights into how their behavior and expectations can contribute to perfectionism in teens they parent and teach. Audience: Administrators, Advocates/Association Leaders, Consultants, Coordinators, Counselors, Parents, Researchers, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12 Creativity
39.4 C REATIVITY IN THE MOVIES Nur Cayirdag, Selcuk Acar, University of Georgia, Athens, GA The research on creativity using movies has mostly examined cinematic quality and creativity; however, the way creativity is defined in the movies is ignored in the literature. Highly creative characters in the movies both affect the perception of creativity among lay people and how they define and understand creativity.
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Movies including character(s) with high creativity also offer opportunities for creativity researchers to examine common debates of the field from a different perspective. In this study, implicit definitions of creativity in the movies are examined. This study presents an empirical perspective to teachers and researchers about the creativity in fiction.
Counseling & Guidance
Friday
Thursday
Poster Sessions
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Curriculum Studies
13.4 C REDIT FLEXIBILITY - SHIFTING FROM SEAT TIME TO PERFORMANCE Beth Hahn, Ohio Department of Education, Columbus, OH One state requires districts to create policies that allow students to earn units of high school credit based on the demonstration of subject area competency rather than “seat time.” The policies allow students to earn credit in three ways: completing traditional coursework; testing out or otherwise demonstrating mastery of the course content; or pursuing one or more “educational options” (e.g. distance learning, educational travel). State guidance documents are reviewed and participant questions will be addressed about how credit flexibility can help gifted students customize their learning around interests and needs. Audience: Administrators, Consultants, Coordinators, Counselors, Parents, Classroom Teachers 9-12
Great Minds Leading the Way
Lanore Larson, Interact, Culver City, CA
Audience: Classroom Teachers K-5, Classroom Teachers 6-8
17.4 C REATIVITY, CULTURE, AND CONTENT MAKE GOOD SOUP
NCSSSMST Session
21.4 S CHOOLWIDE ENRICHMENT MODEL IN AN ACHIEVEMENT-ORIENTED EDUCATION ENVIRONMENT: AN EMPIRICAL ANALYSIS OF KOREAN STUDENTS Dong Gun An, Daehyun Kim, University of Georgia, Athens, GA How effective is Renzulli’s Schoolwide Enrichment Model when the educational system in a society focuses more on achieving high test scores and GPA rather than fostering children’s interests and creative potentials? Findings from a case study using Korean elementary students whose educational environment is highly achievement-oriented provide various important insights for the implementation of SEM in different cultures. Implications related to several issues of education in Korea and Asia in general are discussed based on the findings from the Type I, II, and III enrichment activities of SEM in Korea. Audience: Administrators, Coordinators, Parents, Researchers, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
Abraham Maslow is credited with saying, “A first-rate soup is more creative than a second-rate painting.” This presentation has nothing to do with our unskilled painting, but, instead, deals with ways to synectically combine the elements of critical thinking, creativity, culture, and content to enhance student engagement and achievement. Theoretical underpinnings and practical applications are also addressed.
Saturday
Lori J. Flint, East Carolina University, Greenville, NC
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Differentiation strategies build gifted ELL academic proficiency by giving students tools to overcome language barriers to learning. In this workshop, challenging, hands-on activities that demonstrate effective differentiation strategies using a lesson on the Declaration of Independence as a model are presented. Participants use multiple learning styles, including visual, auditory, kinesthetic, and textual-analytic to synthesize this key primary source. Brain-based research that supports each method of differentiation is presented.
Virtual Session
Thursday
15.4 G IFTED ENGLISH LANGUAGE LEARNERS ACHIEVE WITH DIFFERENTIATION
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Wednesday
Recorded Session
Audience: Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
Sunday
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2:30 PM - 3:30 PM
Posters are on display at the GWCC Level 1 Concourse through Saturday, November 13. Presenters will be available at the session time indicated to present and answer questions.
Global Awareness
Middle Grades
19.4 G IFTED & TALENTED MINORITY STUDENTS: UNDERSTANDING AND HELPING UNDERSERVED & UNDERREPRESENTED
37.4 S CIENCE IN ACTION: HOW MIDDLE SCHOOL STUDENTS ARE CHANGING THEIR WORLD THROUGH STEM SERVICE-LEARNING PROJECTS
Stuart M. Knapp, Nyack College, Nyack, NY
Jane Lumpkin Newman, April Newman Coleman, University of Alabama, Tuscaloosa, AL
Minorities have been historically underrepresented, ergo underserved as gifted. Several conceptual distinctions are provided and clarified (e.g. gifted, talented, minority, underserved, underrepresented). Learning characteristics and social interaction patterns of several minority groups are described. Research findings are presented that suggest multiple precipitating factors (e.g. processes of referral and/ or processes of assessment). Characteristics, nature, and degree of giftedness are considered possible variables resulting in the disproportionately small number of minorities found eligible for gifted services. Recommendations are offered to provide for more authentic identification of minorities, as well as more culture free/fair assessment practices.
Saturday
Friday
Thursday
Poster Sessions
Audience: Administrators, Advocates/Association Leaders, Consultants, Coordinators, Counselors, Parents, Researchers, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
Sunday
Audience: Administrators, Advocates/Association Leaders, Coordinators, Counselors, Parents, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
Are your middle school students unmotivated and disengaged? Service-learning can provide the spark they need to attain success! Science teachers can learn about STEM-based S-L science projects representing 21 middle schools of diverse populations in Alabama and Georgia. Participants learn about sub-grantees participating in Science in Action, an innovative project funded by the Corporation of National and Community Service and how to teach students to solve problems integrating the Schoolwide Enrichment Model inquiry process, Talents Unlimited thinking skills model, professional learning communities, technology, and standards-based S-L strategies. Databased results for achieving quality are highlighted.
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Great Minds Leading the Way
41.1 T APPING INTO PARENT POTENTIAL Cathy Singletary, Louisiana State University in Shreveport, Shreveport, LA
Audience: Parents, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12 Professional Development
NCSSSMST Session
25.4 N EW HORIZONS FOR LEARNING – CREATING VIRTUAL ROUNDTABLES FOR COLLABORATION BETWEEN EDUCATORS AND RESEARCHERS Jennifer E. Carinci, Johns Hopkins University, Baltimore, MD New Horizons for Learning is an award-winning research website originally designed to give visibility to effective teaching and learning practices that have not yet reached mainstream. A new launch is creating a virtual roundtable where interdisciplinary professionals can form partnerships to further educational research, policy, and practices. Participants learn how they can benefit by becoming contributors to this synergetic community professionally developing and empowering teachers, researchers, and other professionals utilizing differentiated media formats to combine research, policy, and practice to enable users to apply research in practical ways and on multiple levels. Audience: Administrators, Advocates/Association Leaders, Coordinators, Parents, Researchers, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12 Special Populations
Vicki DeMao, Centerville-Abington Community Schools, Centerville, IN
Audience: Administrators, Advocates/Association Leaders, Consultants, Coordinators, Counselors, Parents, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
Marla Read Capper, University of Virginia, Charlottesville, VA The presenter details an established university-based mentoring program that services at-risk adolescent girls from urban, suburban, and rural settings. The program uses curriculum founded on the self-determination theory of Deci and Ryan, which is intended to foster competence, connection, and autonomy. Activities from the program that provide opportunities for girls to develop skills and talents are shared. Audience: Administrators, Coordinators, Counselors, Parents, Classroom Teachers 6-8
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Learn how to link the NAGC Program Standards to program evaluation and professional development for all stakeholders in your school or district. If you need to develop awareness of, sensitivity to, and support for programs and services for gifted students in your school or district, learn how to use self-assessment program evaluation for professional development. Participants leave with a customized strategic plan, based upon the logic model, to present to the stakeholders in their school or district in order to support gifted students in the short term and improve programs and services in the longer term.
35.4 D EVELOPING TALENT IN AT-RISK ADOLESCENT GIRLS USING A MENTORING MODEL
Saturday
23.4 P ROGRAM EVALUATION AS A FORM OF PROFESSIONAL DEVELOPMENT
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This practical session offers collaborative techniques and examples of documents. Parents often want to participate in creating learning activities for their gifted students. Tap into that desire, but manage the rich array of expertise available. Examine triedand-true examples. Documents allow a teacher to draw upon parental knowledge and skills while meeting demands of classroom accountability. Participants leave with methods and materials to increase the effectiveness of parental interaction within instructional settings.
Virtual Session
Thursday
PARENT & COMMUNITY
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Wednesday
Recorded Session
Wednesday
2:30 PM - 3:30 PM
Posters are on display at the GWCC Level 1 Concourse through Saturday, November 13. Presenters will be available at the session time indicated to present and answer questions.
43.4 M INDING THE GAP: HELPING GIFTED RESOURCES STRETCH ACROSS RURAL AREAS
47.4 O HIO’S GIFTED: STUDYING BLACK AND WHITE ACHIEVEMENT Julie Lenner McDonald, Sandusky City Schools, Sandusky, OH; Laurence J. Coleman, University of Toledo, Toledo, OH
Melissa Mitchell, Jaclyn Chancey, University of Connecticut, Storrs, CT Want to meet the needs of the gifted learners in your rural classroom in a way that is time efficient, cost effective, and most importantly, rewarding to both the teacher and the gifted student? Resources such as cell phones and flip cameras, traveling animation studios, and cloud computing can provide a tool bag of research-based resources that enable you to meet the needs of your rural gifted digital natives.
Friday
Thursday
Poster Sessions
Audience: Administrators, Advocates/Association Leaders, Consultants, Coordinators, Counselors, Parents, Researchers, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
45.4 B LACK STUDENTS’ VIEWS OF THE ACTING WHITE PHENOMENON IN THE OBAMA ERA
At all levels of education, educators concern themselves with achievement gaps and what they represent. Everything from how gaps are measured, who is being measured, why the gaps exist, who is harmed, and who is at fault is scrutinized in literature and mass media. This presentation takes a different view: the lack of achievement gaps. Case studies about districts where gaps are minimal or do not exist between identified Black and White gifted students are shared. Identification practices, service plans, and implications for policy and evaluation are discussed. Audience: Administrators, Advocates/Association Leaders, Consultants, Coordinators, Counselors, Parents, Researchers, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
Saturday
Special Schools & Programs Winfred G. Harris, Tarek C. Grantham, University of Georgia, Athens, GA
Sunday
The most politically powerful person in the world is Black. Before President Obama’s election, many Black students perceived intense participation in a predominantly White social, academic, or political setting to be only for White children. Gifted Black children who engaged in these settings were accused of acting White. Now with a Black president, is this kind of participation still considered acting White? This session redresses the acting White phenomenon and provides recommendations for promoting gifted Black students’ academic and leadership success.
27.4 A CROSS-CULTURAL EVALUATION OF A SUMMER RESIDENTIAL PROGRAM FOR INDIAN AND U.S. TALENTED STUDENTS Matthew C. Makel, Martha Putallaz, Duke University, Durham, NC With the continued flattening of society, the globalization of educational models to develop worldwide talent has become increasingly important. This presentation describes the implementation and evaluation of an academically rigorous three-week
Audience: Administrators, Advocates/Association Leaders, Consultants, Coordinators, Counselors, Parents, Researchers, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
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Survey Toolkit presents the survey research process used with his sixth-grade math Extended Learning Program students integrating TinkerPlots technology. The methodology for this constructivist, projectbased learning experience is provided along with examples of student-completed poster board projects. The presentation includes use of TinkerPlots and developed supplemental teaching resources.
Audience: Advocates/Association Leaders, Coordinators, Researchers
Audience: Administrators, Coordinators, Parents, Researchers, Classroom Teachers K-5, Classroom Teachers 6-8
Karen Smits, Jennifer Hernandez, Marietta Center for Advanced Academics, Marietta, GA
Audience: Administrators, Researchers, Classroom Teachers K-5
Pau-San Hoh, Marist College; Kieran B. Haruta, Our Lady of Lourdes High School, Poughkeepsie, NY For the middle or high school teacher with limited class time for differentiated math instruction, a new type of enrichment material is proposed. The student works independently through reading-and-activity kits to learn about the math involved in contemporarily significant topics such as ID number systems and cost engineering. Short thinking exercises lead into open-ended writing assignments. Written feedback during drafting and revision allows for student-teacher dialogue freed from class time. The teacher is shown how to create such kits, translate critical-thinking strategies to writing assignments, and assess them. Student models demonstrating creativity in problem identification and solution are presented.
Saturday
Marietta Center for Advanced Academics is a unique public school offering an advanced education focused on science, technology, engineering, and mathematics to students in grades 3-5. The school serves an ethnically and economically diverse population that lives up to its motto of “Learning without Limits.” Approximately 60% of the students are gifted and all are high achieving. This session focuses on the history of the school, how the school has developed its many strong community partnerships, the unique instructional programs available to students, and the successes and impact of the school.
33.4 R EAL-WORLD WRITING, REAL-WORLD MATH
Friday
29.4 C HANGING CHILDREN’S LIVES: HOW AN ELEMENTARY STEM MAGNET SCHOOL IS MAKING THE DIFFERENCE FOR STUDENTS
Thursday
summer residential program originally developed in the U.S. for gifted students in India. The transfer of the educational model was assessed by how the students rated the program and how students performed in their classes. Changes in how gifted students from India perceive themselves, giftedness, and set goals relative to a U.S. comparison group are also discussed.
Wednesday
Recorded Session
Audience: Parents, Classroom Teachers 6-8, Classroom Teachers 9-12
STEM
Sunday
31.4 T HE SURVEY TOOLKIT: INTEGRATED CURRICULUM RESEARCH PROJECTS Thomas Walsh, Ames Community Schools, Ames, IA How about teaching math in the context of Hinduism, Chinese culture, alternative fuels, ophthalmology, working physics, nanotechnology, and other integrated curriculum areas? The author of The 57th Annual Convention | November 11-14, 2010 | Atlanta, GA
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Georgia World Congress Center (GWCC) and Westin Peachtree Plaza (WPP)
GETTING INVOLVED: LEADERSHIP DEVELOPMENT IN NAGC Ginny Burney, Ball State University, Muncie, IN; Catherine Little, University of Connecticut, Storrs, CT; Scott Hunsaker, Utah State University, Logan, UT NAGC is committed to developing leadership among its members to advance service to the field and the ongoing work of the organization. In this session, a panel describes the roles and responsibilities of various leadership positions within NAGC including Committee, Network, and Board positions, as well as opportunities for parent, teacher, and state-level involvement. The panel shares suggestions regarding paths to leadership development for members of all backgrounds and discusses questions from participants about involvement in NAGC leadership. The primary purpose is to provide information and resources for individuals interested in becoming more involved in NAGC leadership. Audience: Administrators, Advocates/Association Leaders, Consultants, Coordinators, Counselors, Parents, Researchers, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12 Room: GWCC C102
THE JAVITS-FRASIER SCHOLARS PROGRAM: LESSONS APPLIED TO CULTURALLY AND LINGUISTICALLY DIVERSE GIFTED STUDENTS Tiombe-Bisa Kendrick, Miami-Dade County Public Schools, Miami, FL
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training and how they felt empowered to identify diverse students and provide them appropriate services. They relate how they saw their students’ abilities in a different light and created additional programs in their schools and districts. These included the establishment of a gifted resource center that provides support for parents and assistance to students to prepare for and enter district high school gifted programs.
SIGNATURE SERIES
The NAGC Javits-Frasier Scholars Program supports educators in identifying and working with culturally and linguistically diverse students who are typically underrepresented in gifted programs. During this session, several scholars talk about their experiences subsequent to their
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Audience: Administrators, Advocates/Association Leaders, Consultants, Coordinators, Counselors, Parents, Researchers, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12 Room: GWCC C101
Computers & Technology
CLOUD COMPUTING: A FREE TECHNOLOGY OPTION TO PROMOTE COLLABORATIVE LEARNING Del Siegle, University of Connecticut, Storrs, CT In a time of budget cuts and limited funding, purchasing and installing the latest software on classroom computers can be prohibitive for schools. Many educators are unaware that a variety of free software options exist – one of the more recent being cloud computing. Learn about a variety of free production tools on the Internet that do not require software to be purchased or installed on the users’ computers. A few of the options include word processing, spreadsheet, presentation, video conferencing, data collection and analysis, and image editing programs. See how these programs can be used to enhance learning. Audience: Administrators, Advocates/Association Leaders, Consultants, Coordinators, Researchers, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12 Room: GWCC C303
Great Minds Leading the Way
Pat Sanders, Deborah Long, Randall Middle School, Lithia, FL
Audience: Advocates/Association Leaders, Parents, Classroom Teachers 6-8 Room: GWCC C207
Conceptual Foundations
Reva Friedman-Nimz, University of Kansas, Lawrence, KS The term “Tipping Point” refers to the critical mass needed to spark powerful social change. In his popular book, The Tipping Point, Malcolm Gladwell analyzes the components of tipping points in a variety of human contexts. He concludes that seemingly inconsequential actions can lead to powerful outcomes under certain conditions, from Sesame Street
NCSSSMST Session
revolutionizing educational television to reducing crime in New York City. The question is: has there been a tipping point towards talent development? If so, how would we experience it? If not, what would make it happen? Join the conversation; plan a tipping point for talent development. Audience: Advocates/Association Leaders, Consultants, Coordinators, Parents, Researchers Room: GWCC C205
WHAT CONTRIBUTES TO TALENT DEVELOPMENT IN EMINENT WOMEN? Leonie Kronborg, Monash University, Clayton, Victoria, Australia The lives of eminent Australian women across seven talent domains were explored to gain knowledge from the women’s reflections as to what contributed to their talent development. Themes that emerged in this feminist research provide support for the Model of Adult Female Talent Development, which was used to frame the collection of data. Additionally, an expanded Model of Talent development emerged from the lives of these eminent women. The objectives of this session are for teacher, parent, and researcher participants to gain a conceptual understanding of talent development in gifted girls and women. Audience: Consultants, Coordinators, Counselors, Parents, Researchers, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
Saturday
A TIPPING POINT FOR TALENT?
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Friday
Through the use of virtual manipulatives and online presentations, educators become facilators engaging a techno-savvy generation of students in a world of rigorous mathematics instruction. This presentation introduces middle-school educators to resources that provide another instructional voice to present topics to students. Manipulatives that are game-like instructional tools are also introduced. The featured resources are excellent for all students, especially the underserved student or the multipotential child who may have missed out on classroom instruction because the resources provide a no-cost tutor on the `Net.
Virtual Session
Thursday
TECHNOLOGY: A POWERFUL TOOL TO INCREASE RIGOR IN MATHEMATICS
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Wednesday
Recorded Session
Room: GWCC C211
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Georgia World Congress Center (GWCC) and Westin Peachtree Plaza (WPP)
Counseling & Guidance
Creativity
TOWARD A NEW SCIENCE OF EDUCATION, COUNSELING AND GUIDANCE Stephanie S. Tolan, Institute for Educational Advancement, South Pasadena, CA
Carol Tieso, College of William & Mary, Williamsburg, VA; Patti Wood, Samford University, Birmingham, AL
We can best support, guide, and nourish the extraordinary minds of our gifted population as the world changes by familiarizing ourselves with what leading-edge science is discovering about the power that lies in the very nature of mind itself. This session provides an overview of the findings of the field of study many call noetics (introduced to millions by the best-selling novel, The Lost Symbol), and discusses how these findings about consciousness may be used in working with the gifted. A bibliography is provided for further study.
Saturday
Audience: Consultants, Coordinators, Counselors, Parents, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
Sunday
INFUSING CREATIVITY INTO YOUR CONTENT AREAS: IT’S EASIER THAN YOU THINK!
Why is it that administrators cringe when teachers talk about creativity? In the rush to address state standards, creative-thinking skills have been cast aside, to be replaced by a robotic adherence to skill development. In this session, we discuss evidence-based, best practices in the areas of creative thinking and dramatics. Learn to use these skills to address content standards in your classroom and meet the intellectual and affective needs of gifted students, especially those at risk for underachievement and perfectionism. Bring your best thinking cap and learn to take risks while keeping one foot rooted in content. Audience: Administrators, Coordinators, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
Room: GWCC C301
Room: GWCC C305
TWICE DIFFERENT: MEETING AT THE INTERSECTION OF GIFTED AND GLBT
VOICES OF THE CHILDREN Sharon Dole, Lisa A. Bloom, Western Carolina University, Cullowhee, NC
Shawn R. Cherry, Jaclyn Chancey, University of Connecticut, Storrs, CT Populations of gifted students and gay, lesbian, bi-sexual, transgendered students experience similar social-emotional issues, and when a student is a member of both populations, the issues are compounded. This interactive presentation provides participants with a firm understanding of the literature on gifted GLBT students as well as an opportunity to actively participate in a role-play scenario meant to demonstrate the challenges faced by a gifted GLBT student during a normal school day.
This session presents results of interviews conducted with children attending the Cullowhee Creativity Camp, a oneweek day camp held on the campus of Western Carolina University each summer. During the camp, the children work in groups of 4-5 on problems or projects of their choice. Each group is facilitated by a team of two teachers. The interviews focus on the learning process--how children learn best and how learning in creativity camp differs from learning in school. Results shed light on why problem and project-based learning captures the hearts and minds of young learners.
Audience: Administrators, Advocates/Association Leaders, Consultants, Coordinators, Counselors, Parents, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
Audience: Administrators, Advocates/Association Leaders, Coordinators, Parents, Researchers, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
Room: GWCC C302
Room: GWCC C201
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Great Minds Leading the Way
ABILITY AND STUDENT OUTCOMES IN INQUIRY CLASSES: TEACHERS’ PERSPECTIVES Petra D. T. Gyles, Olivia N. Leung, McGill University, Montreal, QC, Canada
Virtual Session
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NCSSSMST Session
future studies and the rationale for including a future twist to instruction. Participants leave with the tools of the futurist that extend and enrich their existing curriculum, add meaning to research, and develop creative and imaginative thinking. Audience: Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
Thursday
Curriculum Studies
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Wednesday
Recorded Session
Room: GWCC C306
Audience: Researchers, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
LEADING THE WAY TO THE FUTURE USING THE TOOLS OF A FUTURIST Abigail McKinnon, Atlanta Public Schools, Atlanta, GA Adding a future’s perspective to instruction enables students to understand the relationship between the present and the future. Understanding this relationship helps students visualize their ability to shape and create a more desirable future. Teachers in grades 4-12 examine the framework of
HOW HIGH CAN A GRASSHOPPER JUMP? CHALLENGING CHILDREN MATHEMATICALLY IN EARLY CHILDHOOD EDUCATION Jinju Kang, University of Illinois at Urbana-Champaign, Champaign, IL Number counting, recognition, and writing are common mathematical concepts in early childhood education, but how are these tasks challenging for young precocious mathematicians? The presenter shares authentic mathematical strategies embedded in an investigative project related to insects that addressed children’s different mathematical readiness, interests, and learning styles. Most importantly, the presenter demonstrates how young children collected, analyzed, synthesized, and evaluated data to pursue answers to their own questions about insects. The presenter also shares how her personal reflections of the documentation process facilitated planning more meaningful activities to meet the diverse mathematic learning needs of young children.
Saturday
Room: GWCC C307
Early Childhood
Friday
Inquiry in education, traditionally used in the sciences, is emerging in numerous multidisciplinary curriculum reform efforts across North America, such as International Baccalaureate programs. Inquiry is an element highly recommended in gifted programming. Despite many theories supporting the value of inquiry-based instruction, there have been few empirical studies of the diverse potential benefits for students engaging in inquiry. The present study examines the wide range of potential student outcomes of inquiry, including problem-solving skills, creativity, collaboration, and intrinsic motivation from the perspective of classroom teachers working with different levels of inquiry and gifted or non-gifted classes.
Audience: Coordinators, Parents, Classroom Teachers K-5 Room: GWCC C210
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Georgia World Congress Center (GWCC) and Westin Peachtree Plaza (WPP)
identifying untapped learning talent from diverse populations, recruiting learning talent to the program, servicing, and retaining high-ability students through the middle school years. Participants leave with practical ideas ways to approach and serve underrepresented populations.
Global Awareness
TOWARDS THE DEVELOPMENT OF WORLD-CLASS SCHOOLS: EDUCATING THE GLOBAL CITIZEN FOR 2020 Martin Lawrence Kokol, Touro College, New York, NY For the development of the global economy that is now well underway, we have reached the moment where we are overdue in educating the global citizen. While STEM coursework offers competitive solutions for the former, it is history, culture, foreign languages and civics that offer cooperative responses for the latter. In this presentation, a new type of school is proposed for the GT students with stunning changes offered at the curricular level, and only substantive changes offered regarding the calendar, teacher contracts, and the flow of work and play. Come and see! Audience: Administrators, Parents, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12 Room: GWCC C109
IDENTIFYING AND RETAINING UNDERSERVED POPULATIONS: MAKING THE MOST OF MIDDLE SCHOOL YEARS Christine Deitz, University of Arkansas at Little Rock, Little Rock, AR; Faye Hanson, Little Rock School District, Little Rock, AR
Room: GWCC C304
PARENT & COMMUNITY
CLASSICAL HOMESCHOOLING FOR GIFTED CHILDREN Jennifer Foreman, University of Connecticut, Storrs, CT Homeschooling has been referred to as the ultimate pullout program for gifted children. Little research has been done on the vastly diverse population of families who educate their gifted children at home. Why do they do it? What methods do they use? What does their family life look like? This presentation enables parents of gifted children to: identify trends in homeschooling practices in the U.S., differentiate levels of home education (i.e. partial, full, and afterschooling), distinguish among major homeschooling curricular paradigms, and examine the variables impacting family decisions to homeschool their gifted children. Audience: Advocates/Association Leaders, Parents, Researchers
African-American and Hispanic students are underrepresented in most gifted programs; yet a program for gifted middle school students thrives within a historically rich, low socioeconomic, and culturally diverse community. This session shares promising practices and effective strategies for
Room: GWCC C303
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Saturday
Middle Grades
Audience: Administrators, Advocates/Association Leaders, Consultants, Coordinators, Counselors, Parents, Researchers, Classroom Teachers 6-8
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Great Minds Leading the Way
Gail Fischer Hubbard, Joan P. Brownlee, Prince William County Public Schools, Manassas, VA
Audience: Administrators, Advocates/Association Leaders, Coordinators, Parents
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Professional Development
BUILDING A BRIDGE BETWEEN GIFTED AND GENERAL EDUCATION: AN EFFECTIVE CONSULTATION AND DIFFERENTIATION TRAINING PROGRAM April Newman Coleman, University of Alabama; Lori White, Tuscaloosa County Schools, Tuscaloosa, AL If you are a gifted specialist or coordinator who consults with and trains teachers, a general education teacher seeking to meet the needs of high-ability learners, or an administrator searching for ways to organize and deliver effective consultative services on a budget, this session is for YOU! Gain practical strategies for Building Relationships in Developing Gifted Education, including modules for monthly in-service training on differentiated instruction, a plan for consulting with general education teachers, and strategies for identifying primary gifted students from diverse socio-economic backgrounds. Data-based results from the pilot year of BRIDGE are also presented.
Friday
An effective gifted education advisory committee can make a significant difference in the services provided for gifted learners. Session participants examine the structure and function of one such effective advisory committee. This committee gathers and analyzes qualitative and quantitative data and incorporates the data in an annual report that has a direct impact on funding for program services and has influenced the development of school system policy and regulation. Participants receive electronic copies of all documents needed to establish and maintain such an advisory committee.
Virtual Session
Thursday
THE GIFTED EDUCATION ADVISORY COMMITTEE: ADVOCATING FOR GIFTED LEARNERS THROUGH DATA-INFORMED REPORTING
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Wednesday
Recorded Session
Room: GWCC C208
Audience: Administrators, Coordinators, Classroom Teachers K-5
Saturday
Room: GWCC C209
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Concurrent Sessions 3:45 PM - 4:45 PM
Georgia World Congress Center (GWCC) and Westin Peachtree Plaza (WPP)
INSTRUCTIONAL COACHING WITHIN GIFTED EDUCATION: BUILDING CAPACITY AROUND DIFFERENTIATED INSTRUCTION
THE ONLINE BARGAIN BASEMENT TAKES ON PROFESSIONAL DEVELOPMENT Carolyn Kottmeyer, Hoagies’ Gifted Education Page, Downingtown, PA; Kathi Kearney, MSAD #60, Berwick, ME
Kris H. Joannes, Stoughton Area Schools, Stoughton, WI This session combines adult learning theory with instructional coaching techniques to provide GT coordinators, unit/ department leaders, and staff-development leaders with tools to build capacity for quality differentiated instruction to support high-ability students. Topics include: supporting adult learning, language of coaching protocol and practice; self-assessment tools to use with teaching staff; and ideas and methods for GT professional development. In addition to theory, participants are introduced to coaching protocols and engage in low-risk coaching and feedback practice sessions so that they may feel confident in engaging in conversations about instructional practice to support high-ability learners.
In this era of economic challenge, professional development for gifted education is often on the chopping block, but it doesn’t need to be! High quality professional development content is available online for free! Whether you need an introductory course in giftedness, a soup-to-nuts professional development series, or specific topic training, there is something in the Online Bargain Basement for you: courses, self-study, listservs, videos, TED Talks, articles, research, social networking, and podcasts. Learn how to pull from a wide variety of online resources to create comprehensive professional development opportunities at absolutely no cost.
Audience: Administrators, Coordinators, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
Audience: Administrators, Advocates/Association Leaders, Consultants, Coordinators, Counselors, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
Room: GWCC C204
Room: GWCC C203
NORMALIZING DATA FOR IDENTIFICATION OF GIFTED STUDENTS Sharon Ryan, Avoca School District, Wilmette, IL School districts use various types of data in their gifted identification matrix: ability tests, achievement tests, teacher evaluation checklists, student work samples; however, they often make errors why attempting to normalize this data. Considering best practices in gifted identification and statistics, you will learn how to normalize these different types of data using student screening and selection procedures that are mathematically accurate. Audience: Administrators, Coordinators, Researchers, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
Research & Evaluation
A MODEL OF ACADEMIC SELF-CONCEPT: PERCEIVED DIFFICULY AND SOCIAL COMPARISON AMONG ACADEMICALLY ACCELERATED SECONDARY SCHOOL STUDENTS Hope Wilson, Austin State University, Nacogdoches, TX How talented students view themselves as learners and as students has important implications for their future aspirations and goals. This presentation outlines the results of a study investigating how ability, achievement, social comparisons, and perceived difficulty of the curriculum work to form the academic self-concept of students in AP
Room: GWCC C308
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Great Minds Leading the Way
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Virtual Session
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NCSSSMST Session
Audience: Administrators, Advocates / Association Leaders, Coordinators, Researchers
Elizabeth Shaunessy, Shannon Suldo, University of South Florida, Tampa, FL
Room: GWCC C106
Findings from a study of International Baccalaureate and general education students indicate that IB students have lower maladaptive perfectionist tendencies and higher adaptive perfectionist tendencies than general education peers. The trends for adaptive and maladaptive perfectionism differed from grades nine through twelve for IB and general education students, such that maladaptive perfectionism appears to increase with age while adaptive perfectionism decreases for IB students only. Among the sample of IB learners, results indicated statistically significant positive correlations between anxiety and maladaptive perfectionism, global life satisfaction and adaptive perfectionism, and adaptive perfectionism and academic achievement.
GIFTED AND TALENTED STUDENT IDENTIFICATION USING BEHAVIOR CHECKLISTS, NOMINATIONS, AND RATING FORMS: PSYCHOMETRICS, RESEARCH, and PRACTICE Marcia Gentry, Purdue University, West Lafayette, IN; Scott J. Peters, University of Wisconsin - Whitewater, Whitewater, WI
Audience: Administrators, Advocates/Association Leaders, Consultants, Coordinators, Counselors, Parents, Researchers, Classroom Teachers 9-12
Saturday
This session reviews the variety of behavior checklists, student-rating forms, and teacher-nominations tools used to identify gifted and talented students. Specifically, this session focuses on tools that involve teachers as part of the identification process. Participants learn about several psychometrically strong instruments and an even larger number of less promising tools frequently used to identify children for gifted education services. Research related to successful and unsuccessful teacher nominations and ratings are also shared with implications for practice.
Friday
PREVALENCE AND CORRELATES OF PERFECTIONISM IN INTERNATIONAL BACCALAUREATE STUDENTS
Thursday
and IB Programs. Differences between the programs, as well as gender differences, were analyzed using multiple-group comparisons of structural equation models.
Wednesday
Recorded Session
Room: GWCC C108
Audience: Administrators, Advocates/Association Leaders, Consultants, Coordinators, Counselors, Parents, Researchers, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12 Room: WPP Augusta III
Sunday
57th Annual Convention | November 11-14, 2010 | Atlanta, GA
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Wednesday Thursday Friday Saturday Sunday
Concurrent Sessions 3:45 PM - 4:45 PM
Georgia World Congress Center (GWCC) and Westin Peachtree Plaza (WPP)
Special Populations
PRESIDENT OBAMA’S ROLE MODEL EFFECTS ON RECRUITMENT AND RETENTION OF GIFTED BLACK STUDENTS
THE SCHOOLWIDE CLUSTER GROUPING MODEL: EMBRACING DIVERSITY AND EXPANDING GIFTED SERVICES DURING LEAN FINANCIAL TIMES Dina Brulles, Paradise Valley Unified School District, Peoria, AZ
Tarek C. Grantham, Thomas Hébert, University of Georgia, Athens, GA As a role model, President Barack Hussein Obama is an accomplished Black politician, intelligent Black scholar, loyal Black husband, and loving Black father. His presidency offers hope to reshape Black student identity and motivation. How do Black students perceive their ability in light of Obama’s presidency? Do Black students believe that they can work hard, navigate, and be successful in predominantly White advanced programs and universities like President Obama? Are advanced programs more important to Black students because of Obama’s presidency? The presenters address these questions through vignettes of Black students and offer recommendations for recruitment and retention. Audience: Advocates/Association Leaders, Coordinators, Counselors, Parents, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
Nationally, schools are experiencing changing populations, shrinking budgets, and increasing accountability, oftentimes diminishing services for our most capable learners. The Schoolwide Cluster Grouping Model represents an inclusive, practical option serving all gifted students and enfranchising the under-served. SCGM allows for full-time services and facilitates achievement for all, yet requires no significant funding. Gifted students learn together all day with an appropriately trained teacher, increasing the likelihood of being challenged in all subjects. Learn to implement and support SCGM, group students for maximum achievement potential, prepare cluster teachers to teach in the model, and build staff and parental support. Audience: Administrators, Advocates/Association Leaders, Coordinators, Parents, Classroom Teachers K-5, Classroom Teachers 6-8 Room: GWCC C103
Room: GWCC C110
“ If we’re going to find them, we need to look at the attributes that we associate with gifted people and then look at how those attributes look in atypical children. It is our job as educators to take those attributes and to develop them.” —Mary Frasier
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Great Minds Leading the Way
Wednesday
Poster Sessions 3:45 PM - 4:45 PM
Posters are on display at the GWCC Level 1 Concourse through Saturday, November 13. Presenters will be available at the session time indicated to present and answer questions.
10.4 V YGOTSKY’S ZONE OF PROXIMAL DEVELOPMENT IN THE CONTEXT OF EARLY ADVANCEMENT Clifton J. Wigtil, Purdue University, West Lafayette, IN
Audience: Researchers Counseling & Guidance
Cathy Singletary, Louisiana State University in Shreveport, Shreveport, LA Globalization requires workforce diversity in industry around the world. Companies must assimilate and synthesize the knowledge of their individual members, so gifted youth should possess cosmopolitan leadership, communication, and affect-management skills. Gifted learners have the capacity
Curriculum Studies
14.4 W RITTEN EDUCATION PLANS FOR GIFTED STUDENTS Beth Hahn, Ohio Department of Education, Columbus, OH Communications among teachers, administrators, parents, and students regarding educational goals and assessments of learning are often difficult to keep clear and focused. A personalized plan for gifted students has been developed in one state and required for reporting service to identified students. This session shares statewide data regarding implementation practices in districts. Examples of effective plans are presented along with recommendations about goal setting related to state standards, process skills, and product and performance development. Participants view models and have the opportunity to ask questions related to the development of written education plans for gifted students.
Saturday
12.4 C ULTIVATING CAPACITY FOR TEAMING
Audience: Counselors, Parents, Classroom Teachers 9-12
Friday
Current theoretical justification for acceleration in gifted education proposes that gifted students are capable of more and higher-quality work. Another possible justification comes from a Vygotskyan perspective, which suggests that all students have a range of task difficulty in which they are only capable of working successfully with the assistance from others. Using this approach, one may justify acceleration on the grounds that it places gifted individuals in their zone of proximal development. Support for the latter view may be found from the literature on social and emotional effects of acceleration.
to contribute to international settings, but benefit from direct instruction to develop their potential. The presenter provides an overview of current research on expectations of those seeking members for global teams. Strategies for building personal and professional competencies are also provided. Participants consider a comprehensive list of qualifications of a leader within an international work environment.
Thursday
Conceptual Foundations
Audience: Administrators, Consultants, Coordinators, Counselors, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
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Wednesday
3:45 PM - 4:45 PM
Posters are on display at the GWCC Level 1 Concourse through Saturday, November 13. Presenters will be available at the session time indicated to present and answer questions.
20.4 S TRATEGIES FOR WORKING WITH TWICE-EXCEPTIONAL STUDENTS Paige Hendricks, Loudoun County Public Schools, Ashburn, VA Working with twice-exceptional students in the classroom can be twice the fun and twice the challenge; but educators don’t need a magic hat for answers to their day-to-day classroom needs. Instead, a simple, four-square approach toward integrating individualized strategies, teaching methods, and curriculum modifications can help all students, especially twice-exceptional students to be successful. This presentation supports teachers with learning about student’s individual gifts and challenges, working with colleagues, creating a plan, and reflecting on successes and challenges throughout the school year. Good techniques and good curriculum result in twice the magic and twice the fun- guaranteed!
Friday
Thursday
Poster Sessions
Global Awareness
16.4 C REATING A COMPREHENSIVE AND ECONOMIC GIFTED SOCIAL STUDIES CURRICULUM THAT UTILIZES CONNECTIONS TO YOUR LOCATION
Audience: Administrators, Advocates/Association Leaders, Classroom Teachers K-5, Classroom Teachers 6-8
18.4 O NCE UPON A TIME: CREATING DIGITAL STORIES WITH STUDENTS Susan L. Zimlich, University of Alabama, Tuscaloosa, AL Digital stories are a motivating modern form of storytelling that uses a multimedia presentation to briefly present the topic or story. Digital stories can be used to address gifted students’ affective needs or to help develop awareness and compassion in gifted students. The process of creating digital stories can be easily mastered by students to create a product to be shared with a wider audience. Use of digital stories can help develop students’ voice in creating a more understanding world and in providing students with an acceptable outlet for their feelings. Audience: Counselors, Parents, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12 Middle Grades
Janet S. Leffard, Mobile County Public Schools, Mobile, AL Our program is geography-based where we “travel” to a different continent each year. The curriculum has been fine tuned through the years and encompasses higher order (essential understandings and goals) that connect to each continent. This is an interdisciplinary curriculum that enables students to explore the globe
Sunday
Saturday
Audience: Administrators, Parents, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
and make connections to their location. Handson and real-world learning experiences are integral components. Student research and development of products are possible with few finances. Underserved populations benefit from the non-verbal, creative activities.
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38.4 S EX, DRUGS, AND ROCK-N-ROLL: MATCHING MIDDLE GRADES TALENTED READERS WITH BOOKS Elizabeth A. Fogarty, East Carolina University, Greenville, NC When left to their own devices, what do talented middle grades students read? Recent data indicate that these readers often choose books that are unchallenging for them. These readers may also choose books that contain content that is too mature for them at least in the eyes of parents and teachers. Navigating the sea of young adult literature can be a difficult voyage. This session explores the challenges
Great Minds Leading the Way
Audience: Coordinators, Counselors, Parents, Classroom Teachers K-5, Classroom Teachers 6-8
Virtual Session
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NCSSSMST Session
Professional Development
26.4 T HE EFFECTIVENESS OF ONLINE PROFESSIONAL DEVELOPMENT AMONG EDUCATORS IN GIFTED EDUCATION Candyce R. Briggs, Laurie J. Croft, University of Iowa, Iowa City, IA
Parent & Community
40.4 B UILDING COMMUNITIES FOR A 21ST CENTURY ECONOMY: IT’S NEVER TOO EARLY OR TOO LATE
Audience: Administrators, Advocates/Association Leaders, Consultants, Coordinators, Counselors, Parents, Researchers, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
Audience: Administrators, Advocates/Association Leaders, Coordinators, Parents, Classroom Teachers K-5, Classroom Teachers 6-8
Saturday
How can we equip our students with the 21st Century Skills they need to navigate economic uncertainty? The president of the National Endowment for Financial Education describes the current financial crisis, as “one of the greatest teachable moments that’s ever happened.” Successful teachers have brought business-savvy parents, community leaders, and industry specialists into the classroom as consultants for interdisciplinary projects that connect teachers and gifted students to the economic world. Gain the knowledge and curricula needed to incorporate an authentic audience into Math and Social Science, as well as offer a model for collaboration between the classroom and community.
Friday
Peyton A. Pickenpaugh, April Bond, BizWorld Foundation, San Francisco, CA
In the 21st century, the use of the Internet has become an excellent tool for communicating and receiving information. The use of online learning communities offers a new model for professional growth in teachers. This study examines the effectiveness of online learning communities among educators and others who are interested in gifted education and are specifically subscribed to an online community called Gifted-Teachers listserv. Results of this study determine what type of learning community is more effective and what can be done to improve professional development among educators specifically in the area of gifted education.
Thursday
of matching students in grades 4-8 with appropriately challenging books and provides specific strategies for doing so. Booklists for readers in grades 4-8 are provided.
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Recorded Session
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Wednesday
3:45 PM - 4:45 PM
Posters are on display at the GWCC Level 1 Concourse through Saturday, November 13. Presenters will be available at the session time indicated to present and answer questions.
28.4 P ROMOTING PROFESSIONAL COMMUNICATION AMONG THE STAKEHOLDERS IN GIFTED EDUCATION
Research & Evaluation
Gokhan Oztunc, Jeremiah-Alec Roy Pina, University of Georgia, Athens, GA How does the evolving face of communication affect professionals and stakeholders in the field of gifted education? Technological and social changes in the post dot-com era have changed how professionals interact with one another, sometimes in surprising ways. It is becoming increasingly important for professionals in gifted education to learn to effectively communicate with colleagues at all levels of the educational hierarchy. This presentation demonstrates models of communication that go beyond traditional unidirectional methods. Several models are discussed in an effort to enhance the quality of communication among gifted professionals, including bidirectional and networking communication models.
Friday
Thursday
Poster Sessions
Lori J. Flint, Linda Crane Mitchell, East Carolina University, Greenville, NC The purposes of this research study are to assess preservice teachers’ backgrounds, attitudes, knowledge, and comfort levels in relation to working with children who have disabilities or intellectual giftedness; to assess the attitudes, knowledge, and comfort levels of their assigned in-service teachers; and to compare attitudes, knowledge, and comfort levels for each of the student teacher/mentor dyads to determine similarities and differences between pre-service and practicing (inservice) teachers. Audience: Administrators, Advocates/Association Leaders, Consultants, Coordinators, Counselors, Parents, Researchers, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
Sunday
Saturday
Audience: Administrators, Coordinators, Counselors, Researchers, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
42.4 I N-SERVICE/PRE-SERVICE TEACHER ATTITUDES, KNOWLEDGE, & COMFORT LEVELS TOWARD INCLUSION OF GIFTED & TWICEEXCEPTIONAL STUDENTS
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44.4 C URRICULUM ENGINEERING: SHORTCIRCUITING EXCLUSIVITY IN GIFTED EDUCATION Shirley Chodakiewicz, Jessica Mainhart, Loudoun County Public Schools, Ashburn, VA
Audience: Administrators, Advocates/Association Leaders, Coordinators, Classroom Teachers K-5
Michelle Frazier Trotman Scott, University of West Georgia, Carrollton, GA; Donna Ford, Vanderbilt University, Nashville, TN
be conducive to their needs. This session discusses factors that effect the under-identification of AfricanAmerican students with dual exceptionalities and makes recommendations to provide students with a meaningful and fulfilling education and the support that they need in order to have successful academic experiences. Audience: Advocates/Association Leaders, Coordinators, Parents, Researchers, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
48.4 N EW OPPORTUNITIES AND CHALLENGES: SUPPORTING GIFTED STUDENTS WITH ASPERGER’S IN UNIVERSITIES AND UNIVERSITYBASED SPECIAL PROGRAMS Melissa A. Kistler, Liz Albert, Johns Hopkins University, Baltimore, MD The Americans with Disabilities Act has opened doors for gifted students with Asperger’s syndrome and other autism spectrum disorders. Increasing numbers of these students are enrolling in special programs for the gifted and are being admitted to selective universities. Representatives from a summer program for the gifted and the sponsoring university’s Office of Disability Services share tools they have developed to help families work together with program leaders to identify and implement appropriate supports for K-12 students in special programs. They also describe how families and institutions can help prepare gifted students with ASD for the transition to higher education. Audience: Administrators, Parents
57th Annual Convention | November 11-14, 2010 | Atlanta, GA
Sunday
African-American students are underrepresented in academic tracks, high-ability groups, and academic programs at all educational levels. African-American students also are over-represented among high school and college dropouts, as well as in special education and the lowest ability groups and tracks. Furthermore, when an African-American student has dual exceptionalities, the education delivered may not
NCSSSMST Session
Saturday
46.4 U NDER-IDENTIFICATION OF AFRICAN-AMERICAN GIFTED STUDENTS WITH DUAL EXCEPTIONALITIES
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Friday
Children from economically and linguistically diverse backgrounds have long been underrepresented in gifted programs. The Loudoun County Public Schools system seeks to make a significant transformation on this front with a unique curriculum targeting these students in the first three years of school and to assist classroom teachers in nurturing their potential. This session features a curriculum overview of the Loudoun specialized enrichment program and a demonstration of activities that can be used in a variety of settings.
Virtual Session
Thursday
Special Populations
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Wednesday
Recorded Session
207
Wednesday
3:45 PM - 4:45 PM
Posters are on display at the GWCC Level 1 Concourse through Saturday, November 13. Presenters will be available at the session time indicated to present and answer questions.
22.4 S TEM: A SUCCESSFUL MATCH FOR GIFTED HIGH SCHOOL LEARNERS Heather Sondel, Thomas Jefferson High School for Science and Technology, Alexandria, VA; Jerald Thomas, Aurora University, Aurora, IL Specialized high school STEM programs have it all for gifted students: challenging curricula, interdisciplinary connections, real-world problem solving, and opportunities for independent research. STEM programs excite students because they combine rich content, critical-thinking processes, and produce unique, data-rich products worthy of university scholars. Across the nation there are different programmatic emphases and models each successful in their own right, and flavored with local influence. This session is an opportunity for practitioners and researchers alike to come together and learn about successful programs, how they operate, and how they set the standard for gifted secondary students in STEM fields.
Saturday Sunday
34.4 A COMPREHENSIVE COLLEGE PLANNING PROGRAM AT A GOVERNOR’S SCHOOL FOR SCIENCE AND TECHNOLOGY
Special Schools & Programs
Friday
Thursday
Poster Sessions
Ellen Fithian, Hampton Roads Educational Consulting, Poquoson, VA Financial aid opportunities at top colleges have never been so outstanding, but getting into those colleges has never been more difficult. Dramatic changes in the landscape of competitive college admissions have left many parents and students misinformed about what is affordable and how top colleges evaluate applicants. In addition, students applying to specialized science programs face unique challenges. To address these issues, a comprehensive college planning program involving parents, students, and faculty has been instituted at a regional Governor’s School. This session describes the program, discusses how it has been implemented, and reports on the first-year outcomes. Audience: Administrators, Consultants, Coordinators, Counselors, Parents, Classroom Teachers 9-12
Audience: Administrators, Advocates/Association Leaders, Coordinators, Counselors, Parents, Researchers, Classroom Teachers 9-12
“ I’ve always remembered that Plato talked about observing children being placed in situations where they can be fooled. Those who can’t be fooled are those who q uestion and wonder what if. In gifted education, we should wonder what if ? ”—Mary Frasier
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Virtual Session
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NCSSSMST Session
30.4 F INDING MATH IN MUSIC Laura Magner, Tiffany English, Gwinnett County Board of Education, Suwanee, GA Beyond the typical patterning found in music, the presenters show creative lessons that incorporate listening skills in music and math concepts. The main lessons teach students the relationship between fractions, decimals, percents, and ratios using musical melodies.
Looking for an innovative approach to the application of math skills? Math contests have proven to be a great way to incorporate fun into the classroom with the incentive of students winning scholarships/ prizes/prestige. Without sacrificing lunch, planning, or personal time, regular classroom teachers can manage the contests based on the MathCounts Model. Following this inspiring technique, participants leave with the ability to manage student movement, math exercises, grading, and credit. Audience: Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
For the first time, all Convention attendees have access to recorded sessions FREE. Now you really can be two places at once! You will have access to the sessions (audio synced to PowerPoint slides) and handouts for six months.
Saturday
Ready? Set? Learn!
Friday
Audience: Classroom Teachers K-5
Kim Allen, Sarah Lee, Athens Meigs Educational Service Center, Athens, OH
Thursday
32.4 M ANAGING MATH CONTESTS IN THE REGULAR CLASSROOM
STEM
Wednesday
Recorded Session
The NAGC Live Learning Center gives you “just-in-time”, 24/7 access to content by topic, all at YOUR convenience. You’re just a click away.
Live Learning Center™
The NAGC Live Learning Center is also “home” to the NAGC Webinars on Wednesdays.
www.nagc.org
57th Annual Convention | November 11-14, 2010 | Atlanta, GA
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Sunday
Visit today.
E. Paul Torrance Creativity Lecture Saturday, November 13 5:00 PM – 6:30 PM Georgia World Congress Center, Level Three, Georgia Ballroom
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Sponsored by :
The Gifted Empire Strikes Back: What Role Does Gifted Education Play in the 21st Century? Almost daily, news sources report declines in programs for gifted and talented students; new developments in theory and research in both gifted and general education and the field of creativity have caused me to reexamine the purposes and role of gifted education. Historically, many of the innovations first developed or adopted in gifted education have been “appropriated” by general education – indeed, general education has stolen our thunder! I view as favorable the adoption of things like thinking skills, creative problem solving, and problem-based learning into the highly publicized 21st Century Thinking Skills movement, but we now need to reexamine what makes our field necessary and unique. Infusing some of our favorable practices into general education testifies to the leadership our field has taken in the past, but it is now time to ask once again:
Joe Renzulli, National Research Center on the Gifted and Talented, Storrs, CT
Robert RootBernstein, Michigan State University, East Lansing, MI
• What do we stand for? • What is unique about gifted education? • What are our ideas and responsibilities for remaining true to our mission to targeted students and the preparation of highly specialized teachers of the gifted? • Do some of our “sacred cows” and misguided national policies need to be reexamined? • What are our responsibilities for improving general education? And are there policies, programs, and practices of gifted education that can be infused into general education? Joe Renzulli, director of the National Research Center on the Gifted and Talented at the University of Connecticut, will convene a panel of responders to answer these questions during this afternoon general session.
Jim Gallagher, University of North Carolina at Chapel Hill, Chapel Hill, NC
Arthur M. Horne, University of Georgia, Athens, GA
“I have often described our field as “the secret laboratory of American education.” It’s time for us to again put on our lab coats! This session is intended to examine how we can continue to maintain our role as innovators and creators and how we can address some of the issues and questions above. I hope it will be a start for the agendas of future think tanks, position papers, and political action that may hold promise for restoring our leadership role.” —Joe Renzulli 210
National Association for Gifted Children |
Great Minds Leading the Way
Wednesday
Sunday Highlights November 14, 2010
Convention attendees will want to rise and shine for the two sets of “Super Sessions” on Sunday, November 14. NAGC Network leaders have culled some of the most current topics and provocative content for these morning sessions. And we think that’s “SUPER!” Take a look at the line up of sessions and speakers.
Schedule At A Glance Information Desk Open
7:30 AM – 8:30 AM
Network “Super” Sessions
8:45 AM – 9:45 AM
Network “Super” Sessions
* “Let the Good Times Roll”
10:00 AM – 11:30 AM Closing General Session with Ron Clark Teaching for Adversity: Facing Challenges and Making a Difference Book signing immediately following session
Saturday
7:30 AM – 11:00 AM
Friday
Make plans now to “laissez les bons temps rouler”* in New Orleans in 2011. Join us November 3-6 for the NAGC 58th Annual Convention. Work has already begun to ensure your experience there is enlightening and engaging, with a little Cajun spice thrown in!
Thursday
Actually, it’s 30 Super Sessions you have to choose from on Sunday, November 14.
Sunday
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Closing General Session
Thursday
Sunday, November 14 10:00 AM – 11:30 AM GWCC, Level Three, Georgia Ballroom
| Sponsored in Part by
Teaching for Adversity: Facing Challenges and Making a Difference
Ron Clark Founder, Ron Clark Academy, Atlanta, GA
Friday
No wonder this energetic and charismatic powerhouse is known as “America’s Educator.” Ron Clark is the 2000 Disney American Teacher of the Year, a New York Times Bestselling author, the subject of a television movie, and the founder of the Ron Clark Academy. A guest on numerous network and cable television shows, Clark wrote The Essential 55, which includes his 55 expectations of students - as well as all individuals - young and old.
Saturday
The Ron Clark Academy, an inner-city school serving students from across metro Atlanta, is a privately funded institution is unique for its innovative teaching methods and curriculum based on worldwide travel. Teachers from around the world visit the Academy to observe the innovative and “out-of-the-box” methods for achieving student success.
Sunday
Clark will share the uncanny adventures he has had in the classroom and deliver a heart-felt message relevant to each of us. It is a message of hope, dedication and the never-say-never attitude required to achieve goals and dreams. Please join us for a book signing immediately following the session.
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National Association for Gifted Children |
Great Minds Leading the Way
Wednesday
Network Super Sessions 7:30 AM - 8:30 AM All sessions take place at the Georgia World Congress Center
MAESTRO! MAESTRO! USING TECHNOLOGY TO ASSIST GIFTED CHILDREN’S MUSICAL DEVELOPMENT Daniel O. Gonshorek, Stephen T. Schroth, Knox College, Galesburg, IL
developing a web-based creativity class for gifted students participating at WCATY Virtual Academy and discuss how experiences with constructive web tools influence students learning and their definition of a creative person. Audience: Coordinators, Parents, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
Thursday
Arts
Room: GWCC C304
Conceptual Foundations
LOOKING BACK 44 YEARS: DID IT MAKE A DIFFERENCE? Alexinia Y. Baldwin, University of Connecticut, Storrs, CT This presentation features the students of the first class for black gifted students in Birmingham, Alabama, what made the difference, and their updated views on gifted programs. Audience: Administrators, Advocates / Association Leaders, Coordinators, Counselors, Classroom Teachers 6-8, Classroom Teachers 9-12
Room: GWCC C105
Room: GWCC C205
Saturday
Audience: Administrators, Coordinators, Parents, Classroom Teachers K-5, Classroom Teachers 6-8
Computers & Technology
iCREATE: DEVELOPING CREATIVITY WITH INTERACTIVE WEB 2.0 TOOLS Olha Skyba, University of Wisconsin, Madison, WI
Sunday
Voicethread, ArtPad, Fontpark, Wordcount, Wordle, Vimeo, VUE, Jing, Scribbler, ImmaginationCubed, Photosynth, Flowgram. If you recognize less than two programs above, this presentation is for you. During this session, explore a variety of recently developed interactive creativity enhancing web tools and share practical examples and ideas for incorporating them in your teaching. Attendees learn the process of
57th Annual Convention | November 11-14, 2010 | Atlanta, GA
Friday
Many parents and teachers ask, “How can I help my child or student when I am not comfortable with musical concepts and terminology?” Fortunately, recent software developments have greatly increased and enhanced the opportunities available. This session: 1) explores the importance of composition as a means to strengthen gifted children’s involvement with and opportunities in music; 2) provides brief cases that answer questions parents and teachers commonly experience; 3) highlights specific software packages, including hardware and software requirements, that parents and teachers may use to better assess equipment needed for compositional activities.
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Network Super Sessions 7:30 AM - 8:30 AM
All sessions take place at the Georgia World Congress Center
SOCIAL-EMOTIONAL UNDERPINNINGS OF ACADEMIC ACHIEVEMENT (AND UNDERACHIEVEMENT) Richard Olenchak, John P. Gaa, University of Houston, Houston, TX Despite widespread discussion about the need for differentiated curriculum and instruction for gifted and talented learners, there is increasing tension between research and classroom practices. While the majority of differentiation strategies focus on cognitive development, there is mounting evidence that specific attention to affective adjustment is pivotal for maximizing talent development of any kind. In this session, participants explore the social and emotional foundations necessary for academic and other kinds of human achievements; learn about several studies investigating social and emotional differentiation; and examine techniques for addressing content and social-emotional issues in an integrated, comprehensive fashion. Audience: Administrators, Advocates / Association Leaders, Consultants, Coordinators, Counselors, Parents, Researchers, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12 Room: GWCC C302
Creativity
NURTURING CREATIVITY IN YOUNG, GIFTED CHILDREN Susan Daniels, California State University - San Bernardino, San Bernardino, CA
Sunday
century. This session provides strategies for nurturing creativity in young gifted children both at home and at school, including best practices for recognizing and supporting children’s natural curiosity and creativity traits, fostering specific divergent thinking and questioning skills, developing a supportive classroom climate, and celebrating and integrating creativity at home and within the family.
Counseling & Guidance
Audience: Consultants, Coordinators, Counselors, Parents, Classroom Teachers K-5 Room: GWCC C201
Curriculum Studies
THE PARALLEL CURRICULUM MODEL AND 21ST CENTURY SKILLS Carol Tomlinson, University of Virginia, Charlottesville, VA Many attributes of 21st Century Skills are familiar to advocates of gifted education, yet the kind of high-level, complex curriculum envisioned by both educators of the gifted and advocates of 21st Century Skills are less common in classes designed for gifted learners than one might assume. This session examines the degree of match between goals of curriculum for gifted learners and goals of 21st Century Skills. It also explores the potential of the Parallel Curriculum Model to provide a framework for curriculum design that integrates rich content and complex thought to benefit both advanced and high-potential learners. Audience: Administrators, Advocates / Association Leaders, Consultants, Coordinators, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12 Room: GWCC C306
We stand at a crossroads, perhaps a sea change, where the strict content standards of No Child Left Behind are contrasted with the skills of creativity, innovation, and problem solving essential for learning and life in the 21st
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Extreme Classroom Makeover: Primary Classroom Edition Nancy Hertzog, University of Washington, Seattle, WA
Room: GWCC C210
Global Awareness
THE BIOLOGY OF GLOBAL AWARENESS Stephanie S. Tolan, Institute for Educational Advancement, South Pasadena, CA
NCSSSMST Session
make such a shift in consciousness. This session presents new information that the capacity to make this shift is built into the structure of our brains, and explores ways to help children access this capacity. Audience: Administrators, Advocates / Association Leaders, Consultants, Coordinators, Counselors, Parents, Researchers, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12 Room: GWCC C109
Middle Grades
Patti Drapeau, Maine Department of Education, Augusta, ME Students use systems thinking to make judgments and decisions, analyze evidence, synthesize connections between information and arguments, interpret information, and solve problems. Quality high-level questioning encourages systems thinking and is an effective tool. However, a steady diet of questioning can easily turn into passive learning. See how critical-thinking skills come alive with active instructional strategies such as choral montage, mantle of the expert, missing manuscript, symbolic representation, artist trading cards, and more. These innovative instructional strategies are guaranteed to get middle school students out of their chairs and engaged in complex content and depth of reasoning.
Saturday
Audience: Classroom Teachers K – 5; Classroom Teachers 6 – 8; Classroom Teachers 9 – 12
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Friday
Tired of the same old clutter lining your classroom shelves and walls? Are you sick of the same old math activities or enrichment units that you’ve used for years? Come to this session to “make your room over from the foundation to the accents!” The presenters will challenge participants to think differently about their physical, emotional, and instructional environment. See how the schools of Reggio Emilia in Italy have influenced and inspired early childhood educators to create aesthetically pleasing environments for young children. Discover how science, math, engineering, and technology can be integrated into project-based learning. Examine reward systems and unintended outcomes of instructional patterns. Get involved in redesigning your classroom by taking nine challenges!
Virtual Session
Thursday
EARLY CHILDHOOD
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Wednesday
Recorded Session
CONNECTING 21ST CENTURY SKILLS WITH ACTIVE ENGAGEMENT STRATEGIES FOR MIDDLE LEARNERS
Audience: Classroom Teachers 6-8, Coordinators Room: GWCC C206
57th Annual Convention | November 11-14, 2010 | Atlanta, GA
Sunday
We know that at crisis points like the earthquake in Haiti, many people suddenly perceive and experience humanity not solely as a collection of separate (and competing) individuals, groups, nations and cultures, but as beings inextricably connected in a larger unity. This powerful and usually temporary experience of global awareness motivates them to offer help. The good news is that a crisis isn’t needed to
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Parent & Community
INTERACTING WITH THE SENSITIVE GIFTED CHILD: WHAT YOU SAY MATTERS Kristie Speirs Neumeister, Virginia Burney, Ball State University, Muncie, IN
Saturday
Audience: Administrators, Consultants, Coordinators Room: GWCC C203
Research & Evaluation Intensity and sensitivity are characteristics of the gifted; what we say shapes their view of themselves and our relationships with them. While it is obvious that certain comments may lead gifted individuals to conclude they are not normal or acceptable as they are, parents and teachers can make well-meaning remarks that can be misinterpreted by gifted children, leading to the development of potentially problematic issues such as perfectionism, denying preferred career interests, sibling comparisons, or withholding feelings on sensitive issues. Presenters facilitate interactive discussion; participants identify problematic statements and construct alternative responses more likely to foster positive development. Audience: Counselors, Parents, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
Sunday
to use the framework in planning professional development activities relevant to their own local contexts.
Room: GWCC C208
Professional Development
QUALITY PROFESSIONAL DEVELOPMENT: A TOOL FOR PLANNING AND EVALUATION Catherine A. Little, Kristina Ayers Paul, University of Connecticut, Storrs, CT
National Association for Gifted Children |
Paula Olszewski-Kubilius, Northwestern University, Evanston, IL; Frank Worrell, University of California, Berkeley, CA; Laurence Coleman, University of Toledo, Toledo, OH; Jonathan Plucker, Indiana University, Bloomington, IN Moderator: Cheryll Adams, Ball State University, Muncie, IN What are the most pressing research issues in the field? How do we best advance the research agenda in the field of gifted education over the next 10 years? What can researchers in our field learn from the way scholarship is conducted in other fields of study? How do we more effectively disseminate the results of our research both within and outside the field of gifted education? This “research retreat� session will give research and evaluation members and other interested attendees an opportunity to discuss these issues. Audience: Administrators, Advocates/Association Leaders, Coordinators, Researchers Room: GWCC C110
Planning professional development requires careful attention to key goals and standards, the needs of educators in the local context, and research-based features of effective professional learning opportunities. Given the limited time often allocated to professional development in gifted education, careful planning is especially important. This session shares a framework of key criteria to consider in planning and evaluating professional development across a variety of formats. Participants apply evaluation criteria to video clips from professional development sessions and consider ways
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UNANSWERED QUESTIONS IN GIFTED EDUCATION: A PANEL DISCUSSION WITH SENIOR SCHOLARS
Special Populations
GET THEM ALL THINKING: CRITICAL REASONING FOR THE 21ST CENTURY Richard Cash, Bloomington Public Schools, Bloomington, MN You can use advanced curricula to develop intellectually disciplined learners, but to develop disciplined thinkers, we must purposefully teach the art of critical reasoning. Proficiency in higher order and
Great Minds Leading the Way
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Virtual Session
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NCSSSMST Session
in student performance, achievement, behavior, and attitude. This presentation outlines those results based on parental and student surveys as well as other measures such as NWEA achievement data.
Audience: Administrators, Parents, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
Room Name: C103
Audience: Administrators, Advocates / Association Leaders, Consultants, Coordinators, Counselors, Parents, Researchers, Classroom Teachers K-5, Classroom Teachers 6-8
Thursday
creative thinking are keys to success in this rapidly changing world. For students who are culturally and linguistically diverse, learning these skills is essential to their success in higher level/advanced courses. This presentation assists teachers in skillfully infusing critical reasoning into the classroom to enhance the learning of underrepresented populations of gifted students. Participants receive a menu of effective thinking templates, as well as strategies and ideas to utilize in any content area.
Wednesday
Recorded Session
STEM Room: GWCC C108
EDUCATIONAL EDEN: STUDENT AND PARENT PERSPECTIVES ON LIFE IN A GIFTED MAGNET SCHOOL
A TALENT DEVELOPMENT PERSPECTIVE ON EDUCATING MATHEMATICALLY GIFTED STUDENTS Rena F. Subotnik, American Psychological Association, Washington, DC; Susan Assouline, University of Iowa, Iowa City, IA
Friday
Special Schools & Programs
Michael Postma, Minnetonka Public Schools, Minnetonka, MN
Research and Evaluation Network’s
“Research Retreat 2010”
Audience: Administrators, Advocates / Association Leaders, Consultants, Coordinators, Counselors, Parents, Researchers, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
Sunday
The NAGC Research and Evaluation Network offers two panel sessions for both novice and seasoned researchers that they hope will set the research agenda in gifted education for the next decade. There will be time at the end of each of the sessions for questions and comments from the audience. As an additional motivator to leave your warm bed early on Sunday morning, free continental breakfast and coffee will be served at the Research Retreat!
The trajectory of talent development in mathematics extends from early childhood through late adolescence into professional careers. Optimally, the pre-professional component takes place both inside and outside of classrooms housed in schools. This panel brings a developmental perspective to the education of mathematically gifted students, highlighting similarities and differences in effective instructional approaches and psychosocial support over time. The panelists address the needs of audience members by focusing their remarks on the best ways to coordinate formal and informal education, coaching, and career guidance in developing mathematical talent.
Room: GWCC C213
57th Annual Convention | November 11-14, 2010 | Atlanta, GA
Saturday
This presentation focuses on the educational impact of an exceptionally gifted magnet school from a student and parent perspective. The Minnetonka Navigator Program became operational in the fall of 2009 and has seen dramatic results
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Network Super Sessions 8:45 AM - 8:30 AM All sessions take place at the Georgia World Congress Center
Arts
Conceptual Foundations
UNFOLDING WINGS: THE ROLE OF ARTS IN GROWING UP GIFTED Lou Lloyd-Zannini, Henry Barnard School, Providence, RI Just how important are the graphic, performing, and literary arts in the growth and development of gifted children as whole, happy, creative, and successful adults? Despite funding cutbacks at every level, recent research appears to support that the arts are essential to the growth of gifted children as creative, artistic people. In this panel discussion, findings are shared and participant concerns about arts and the gifted are discussed. Audience: Administrators, Advocates/Association Leaders, Parents, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12, Coordinators Room: GWCC C105
Sunday
Saturday
Computers & Technology
SPEED GEEKING 2.0
DOGMATISM AND GIFTED EDUCATION: HOW SHORTSIGHTED, NARROW-MINDED THINKING CAN WARP AND STUNT HIGH ABILITY Don Ambrose, Rider University, Lawrenceville, NJ; Diane Montgomery, Oklahoma State University, Stillwater, OK Interdisciplinary investigations reveal that dogmatism plagues most disciplines and some forms of dogmatic thinking can have profound impact on the aspirations and talent development of the gifted. Dogmatism in economics and political science creates socioeconomic contexts that strongly warp or suppress the development of gifted children and corrupt the behavior of many gifted adults. This session explains some warping and suppressing influences from today’s socioeconomic context and explores possible forms of dogmatic thinking within our own field. Implications for curriculum, instruction, and counseling include the need for more attention to critical awareness of dogmatism and the problems it foments. Audience: Administrators, Advocates / Association Leaders, Coordinators, Counselors, Parents, Researchers, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
Brian C. Housand, East Carolina University, Greenville, NC Are you stuck in the 20th century when it comes to technology integration? Looking to update your technology resources, but cannot find the time to keep up with email? Let the Computers and Technology Network help! Self-professed “tech geeks” rocket through a series of 5-minute presentations designed to introduce participants to educational uses of some of today’s best free technology resources. You do not want to miss this lively and interactive session that helps you to energize and update your teaching.
Room: GWCC C205
Audience: Administrators, Coordinators, Parents, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12 Room: GWCC C304
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Great Minds Leading the Way
GIFTED PSYCHOLOGY IN THE 21ST CENTURY: INTEGRAL PRACTICE FOR THE GIFTED P. Susan Jackson, Daimon Institute for the Highly Gifted, White Rock, BC, Canada
Room: GWCC C302
Creativity Division
ESSENTIAL PARTNERS FOR TEACHING 21ST CENTURY SKILLS: CREATIVE TEACHING AND TEACHING CREATIVITY Susan Keller-Mathers, Buffalo State College, Buffalo, NY
NCSSSMST Session
creativity into content, examine examples designed for different audiences (K-12, university, adult training) and literature to support participants’ practice. Audience: Coordinators, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12 Room: GWCC C201
Curriculum Studies
MATHEMATICS CURRICULUM GROUNDED IN MODELS OF GIFTED EDUCATION: STRATEGIES TO CHALLENGE ALL LEARNERS Shelbi Cole, E. Jean Gubbins, University of Connecticut, Storrs, CT How can implementation of a fully differentiated mathematics curriculum developed by The National Research Center on the Gifted and Talented affect instructional practice across disciplines? Teachers and administrators on this panel discuss their involvement in a national research study utilizing curriculum grounded in differentiation of instruction, depth and complexity, and Schoolwide Enrichment models. Elementary teachers, principals, and gifted education specialists are invited to hear how this implementation has changed the way teachers and administrators view and work with gifted students in general education classrooms. Panelists give specific examples to highlight how good curriculum ensures that all students are appropriately challenged.
Saturday
Audience: Advocates / Association Leaders, Consultants, Coordinators, Counselors, Parents, Researchers, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
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Friday
Our work in gifted education has largely ignored the essential unity of body-mind-spirit. To truly respond to the fullness of the gifted experience, we must include cognitive, physical, emotional, instinctual, aesthetic, moral, social, spiritual, and talent-based dimensions. Research in neuropsychology, mind-body dynamics, and advanced development combine with Dabrowski’s and Roeper’s work while embracing the remarkable insights of Integral Psychology. Interactive and provocative, this presentation offers preventive strategies and a fresh, stimulating perspective for promoting optimal development. Parents, teachers and mental-health practitioners can all use this multidimensional, dynamic framework designed specifically for these extraordinary learners.
Virtual Session
Thursday
Counseling & Guidance
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Wednesday
Recorded Session
Audience: Administrators, Consultants, Coordinators, Researchers, Classroom Teachers K-5 Room: GWCC C306
Sunday
This session explores the nature of teaching creatively and teaching creativity. With the call for 21st Century Skills to adapt, imagine, problem solve, and transform one’s thinking, educators need effective ways to build a culture of rich thinking in the classroom and integrate creativity into their practice. To achieve this, educators must consider their creative strengths, pedagogical practices, and their desire to grow creatively. In this session, participants explore creative strengths, engage in a learning episode designed to integrate 57th Annual Convention | November 11-14, 2010 | Atlanta, GA
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a step-by-step framework to help gifted students examine issues of intolerance, inequity, corruption, and humanitarian need, Learn how to develop an action-plan, that uses song, film, or the written word to confront these issues and build global awareness and understanding.
Early Childhood
A MULTI-TIERED APPROACH FOR RECOGNIZING AND RESPONDING TO YOUNG CHILDREN OF PROMISE
Audience: Administrators, Advocates / Association Leaders, Consultants, Coordinators, Parents, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
Sneha Shah-Coltrane, North Carolina Department of Public Instruction, Raleigh, NC Early recognition and nurturing of children of promise is critical to closing the achievement gap ensuring equity within gifted education. U-STARS~PLUS, works with K-3 teachers to create nurturing classrooms, recognize children with highpotential, engage families in academic support, improve science instruction, and respond to students’ strengths with challenging opportunities. U-STARS~PLUS fits within multitiered supports and services (RtI), focusing on nurturing children’s potential and building a body of evidence showing the child’s strengths for formal identification.
Saturday
Audience: Administrators, Advocates / Association Leaders, Coordinators, Counselors, Parents, Researchers, Classroom Teachers K-5 Room: GWCC C210
Global Awareness
SHINING A LIGHT ON INTOLERANCE: THE POWER OF MUSIC, BOOKS, FILMS, AND IMAGES
Room: GWCC C109
Middle Grades
TEACHING CREATIVELY, TEACHING FOR CREATIVITY: STRATEGIES FOR MIDDLE SCHOOL CLASSROOMS Diane Heacox, St. Catherine University, Edina, MN With a focus on standards-based education, many middle school teachers lament the loss of opportunities to both teach creatively and teach for creativity. Designated a crucial 21st Century Skill, creativity engages students in a process that encourages collaboration, welcomes diverse thoughts, applies knowledge and skills, and capitalizes on inspiration and imaginative insights. Gifted students have tremendous creative capacities that demand to be nurtured. Instructional strategies for creative teaching as well as ideas for systematically enhancing both the skills of creative thinking as well as the personal creativity of gifted learners are shared. Audience: Coordinators, Classroom Teachers 6-8
Dorothy A. Sisk, Lamar University, Beaumont, TX; Elizabeth Nielsen, University of New Mexico, Albuquerque, NM
Sunday
Room: GWCC C206
“Injustice anywhere is a threat to justice everywhere.” Historically, song, film, and written media have been used to “shine a light” on issues of intolerance. This multimedia session is designed to help teachers and parents empower gifted students to actively respond to Martin Luther King’s call to stand up for justice and tolerance. This session provides
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“EVERYBODY NEEDS AN EDNA” AND OTHER ADVICE FROM MRS. INCREDIBLE Kathi Kearney, MSAD #60, Berwick, ME; Rachel Morris, Marquette University, Milwaukee, WI
Audience: Advocates / Association Leaders, Consultants, Counselors, Parents
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NCSSSMST Session
certification process. This presentation examines how gifted and talented educators can approach the National Board Certification process and utilize gifted research, resources, and best practices to achieve certification. Audience: Administrators, Advocates / Association Leaders, Consultants, Coordinators, Counselors, Researchers, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12 Room: GWCC C203
Research & Evaluation
SETTING A RESEARCH AGENDA IN GIFTED EDUCATION FOR THE NEXT DECADE (AND BEYOND) Carolyn M. Callahan, University of Virginia, Charlottesville, VA; Sally Reis, University of Connecticut, Storrs, CT; Rena F Subotnik, American Psychological Association, Washington, DC; Joyce VanTassel-Baska, College of William & Mary, Williamsburg, VA
Room: GWCC C208
Professional Development
HIGHLY ACCOMPLISHED: ACHIEVING NATIONAL BOARD CERTIFICATION BY TAPPING WHAT GIFTED TEACHERS KNOW AND DO Christine Deitz, University of Arkansas at Little Rock, Little Rock, AR
Audience: Administrators, Advocates / Association Leaders, Consultants, Coordinators, Counselors, Parents, Researchers, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
Sunday
National Board Certification offers one of the most effective professional development opportunities available to educators. Of the 25 certificates available, none directly assess the accomplished teaching practices of gifted and talented educators, yet teachers trained in the art of creative and differentiated instruction and who hold an appreciation for diverse learning populations are highly qualified candidates for the National Board for Professional Teaching Standard
What DONT we know about gifted education? What are the most pressing research needs in the field of gifted education? Are these unknowns answerable through empirical research? What are the most challenging issues facing researchers who want to try to answer the fields most important questions? Are there unknowns that cant be answered through empirical research? How can we move the research within our field forward? Our panel of distinguished scholars will answer these and other provocative questions during this interactive and thought-provoking session.
Room: GWCC C110
57th Annual Convention | November 11-14, 2010 | Atlanta, GA
Saturday
Moderator: D. Betsy McCoach, University of Connecticut, Storrs, CT
Friday
The 2004 Disney Pixar movie “The Incredibles” portrays several situations that confront the gifted family. Decisions about use of one’s superpowers, the consequences of hiding ones gifts, advocacy, and even occasional Jack-Jack attacks from gifted offspring are all realities faced by gifted and superfamilies alike. In this presentation, a real-life Mrs. Incredible and Edna discuss life in the gifted family, including underutilization of talent, the divergent ways giftedness emerges in children within the same family, outsiders, and constructive discipline. Effective self-advocacy and coping skills for the whole family are also addressed. Leave with ideas for creating your own superhero suits!
Virtual Session
Thursday
Parent & Community
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Wednesday
Recorded Session
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Wednesday Thursday Friday
Network Super Sessions 8:45 AM - 9:45 AM All sessions take place at the Georgia World Congress Center
If you Dream it, and you Believe it, you can Achieve It.
Special Populations
RECRUITING AND RETAINING GIFTED AFRICAN AMERICAN MALE STUDENTS: PERSPECTIVES FROM EXPERTS IN THE FIELD
Audience: Administrators, Coordinators, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12 Room: GWCC C103
James L. Moore, Ohio State University, Columbus, OH; Tarek C. Grantham, University of Georgia, Athens, GA The purpose of this session is to bring together a cross-section of scholars to discuss issues germane to gifted education for African American male students. Furthermore, the goal of the session is to provide a forum for these scholars to present their research and scholarly ideas to practicing gifted education educators, administrators, researchers, and consultants. It is intended that this panel discussion will promote frank and candid dialogue between the moderator, panelists, and the audience.
Sunday
Saturday
Audience: Administrators, Advocates / Association Leaders, Consultants, Coordinators, Counselors, Parents, Researchers, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12 Room: GWCC C108
STEM
CHILDREN WITH SPATIAL STRENGTHS: OVERLOOKED ENGINEERS, MATHEMATICIANS, AND SCIENTISTS Rebecca L. Mann, Purdue University, West Lafayette, IN The need for engineers, mathematicians, and scientists in the U.S. is profound. Gifted children with spatial strengths are natural candidates for these positions, yet their areas of strength are often not addressed in school. Many of these children appear to wrestle with easy concepts, but thrive on complexity. Strength-based instruction is needed to help these gifted students succeed in our verbally based schools. This presentation gives specific instructional strategies for use with these children and shares techniques for working with spatial learners to develop basic competencies while using strengths in imagery, creativity, and higher level thinking. Audience: Administrators, Coordinators, Parents, Classroom Teachers K-5, Classroom Teachers 6-8, Classroom Teachers 9-12
Special Schools & Programs
UNITING TALENT AND PASSION
Room: GWCC C213
Jeanne M. Knouse, Sheila Abruzzo, State College Area School District, State College, PA Uniting talent and passion for all students is our compelling purpose. The district’s nine learning enrichment program specialists provide services to over 7000 students and support for more than 1000 teachers annually. The Learning Enrichment Program is structured according to Renzulli’s three-tier approach, and embraces Gardner’s theory of multiple intelligences. Our program’s documented success has resulted in the Pennsylvania Department of Education’s decision to formally designate our program “experimental,” and grant us an exemption from formal gifted services and its paperwork. Our students are empowered to discover their strengths, actively engage in their educational program planning, and compelled to pursue their passions. Our motto: 222
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Your Personal Convention Planner WHEN
WHAT
WHERE
4:00 PM – 5:15 PM
General Session – “Reaching for the Stars: Perspectives on Finding the Next Generation of STEM Innovators”
GWCC, Level Three,
5:30 PM – 7:00 PM
Exhibit Hall - Opening Reception/NCSSSMST Affiliate Event/NAGC Networks Social
GWCC, Level One,
7:15 PM – 9:15 PM Times Vary
NAGC Network Evening Events
Omni
Thursday, November 11 Georgia Ballroom Exhibit Hall C-1
Friday, November 12
7:30 AM – 8:30 AM 8:50 AM – 10:20 AM
Mini-Keynotes (3)
9:00 AM – 5:00 PM
Exhibit Hall Open
Exhibit Hall C-1
10:40 AM – 11:40 AM 11:30 AM – 1:15 PM
Lunch on Your Own/Exhibits Break
11:55 AM – 12:40 PM 1:15 PM – 2:15 PM 2:30 PM – 3:30 PM NEW - NAGC Game Time - Exhibit Hall Break with Dessert
GWCC, Level One,
5:45 PM – 7:00 PM
NAGC Awards Ceremony, Annual Assembly and Presidential Address
GWCC, Level One,
7:15 PM – 9:15 PM Times Vary
NAGC Network Evening Events
Omni
8:50 AM – 10:20 AM
General Session – “Mindsets, Praise, and Gifted Education: How Our Messages Can Help or Hinder the Development of Talent”
GWCC, Level Three,
9:00 AM – 4:00 PM
Exhibit Hall Open
Exhibit Hall C-1
Lunch Provided/Exhibits Break
Exhibit Hall C-1
3:30 PM – 4:30 PM
Exhibit Hall C-1
4:30 PM – 5:30 PM C101/Auditorium
Saturday, November 13
7:30 AM – 8:30 AM Georgia Ballroom
10:40 AM – 11:40 AM 11:30 AM – 1:15 PM 11:55 AM – 12:40 PM 1:15 PM – 2:15 PM 2:30 PM – 3:30 PM Saturday, November 13
7:30 AM - 8:30 AM 8:45 AM - 9:45 AM 57th Annual Convention | November 11-14, 2010 | Atlanta, GA
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Network Evening Events All events held at the Omni Hotel, CNN Center. Don’t miss a chance to meet and mingle with others who share your special interest/s within the field of gifted education. The NAGC Networks events on Thursday and Friday evenings are open to all. Great timing, since all NAGC members receive membership in three Networks as part of their annual membership dues. The Convention offers you a great opportunity to explore what the Networks have to offer.
Thursday, Nov. 11
SPECIAL SCHOOLS & PROGRAMS 7:00pm – 9:15pm Special Schools and Programs Consortium Meeting of Gifted Schools
Special Populations 7:00pm – 9:00pm Network Evening Reception – Special Populations
Omni Hotel, International B
Omni Hotel, International E
All NAGC convention attendees are encouraged to meet and honor the leaders and trailblazers who have championed the needs of special and underserved populations over the years. This celebration will honor the legacy of Mary Frasier, a illustrious leader who brought to light the academic power and promise of African American and other underrepresented groups in education, and who brought about profound change in the way people think about gifted children. We will also recognize the accomplishments of Alexinia Baldwin, this year’s NAGC Legacy Series honoree. Meet the 2010 class of Frasier Scholars, and the donors who make this program possible. Raise a glass to our trailblazers of the past, present and future...and then dance the night away!!
In order to better serve NAGC, the Special Schools and Programs Network would like to host a meeting of the consortium of gifted schools. All NAGC members are welcome, but NAGC members who are a part of a gifted school or program will find the meeting specifically geared toward them. The plan for the evening is for this population of NAGC members to share ideas, collaborate, and network with others involved in gifted schools and programs from around the nation.
Friday, November 12
Research & Evaluation 7:15pm – 9:15pm Research Gala and Crackerbarrel Omni Hotel, International A
Party is hosted by the NAGC Special Populations Network with support from the University of Georgia
This event showcases graduate student research at the Gala. The Crackerbarrel focuses on assisting graduate students will various aspects of their research.
Middle Grades 7:00pm – 9:00pm Books with Potential to Ignite and Delight: New Books for Gifted Middle School Readers Omni Hotel, International A
Susannah Richards and Robert Seney will highlight dozens of books and provide suggestions for how to connect them with gifted middle school students. With over 6700 books for youth published annually, this presentation will feature dozens of high-quality young adult novels, picture books, poetry collections, and nonfiction.
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Curriculum Studies
Global Gala
7:15pm – 8:30pm Curriculum Awards Night
7:00pm -9:15pm Global Awareness
Omni Hotel, International C
Omni Hotel, International D
Come meet this year’s award winners! Every year the Curriculum Studies Network celebrates the authors of outstanding curriculums with an evening devoted to showcasing their talents/work and its effect on the student populations who participated in the learning activities. Participants are invited to hear from the authors themselves, who are more than willing to share lessons and answer questions about their individual units. All of our award winners received outstanding evaluations based on our rubric for writing curriculums based on the needs of the gifted learner. Please join us in celebrating their hard work!
The Global Gala will be a joyful gathering for all participants who wish to support gifted learners connection to a global community. Isaac Farris, Jr., vice president and uplifting leader of the Martin Luther King Center, will be our guest speaker. The mission of the Global Awareness Network and the Martin Luther King center overlap, with shared values of interdependence among all people, honoring nonviolent conflict resolution, and engaging in positive social action. Additionally, in a multimedia presentation we will celebrate our first annual Action Lab of Global Awareness participants, partnered with our host city’s Habitat for Humanity of Atlanta. Please come meet new Global friends, and enjoy this enriching and inspiring evening.
Creativity 7:30pm – 9:15pm Creativity Night
Conceptual Foundations
Omni Hotel, International E
Come and exercise the creative side of your mind! Experience interactive presentations and hands-on activities designed for you to apply with every student in every content area. Unlock your students’ creative potential through innovative instruction and student activities inspired by tonight’s presenters. Ratchet up your own creativity at this high-energy event and return to the classroom bursting with ideas for inspiring your students to lead the way!
4:00pm – 5:30pm The Legacy Series Continues: An Afternoon with Alexinia Baldwin Georgia World Congress Center, Georgia Ballroom
Through the efforts of the NAGC Conceptual Foundations Network, the Legacy Series creates a permanent record in image and voice, of prominent individuals who have devoted their energy and professional talents to enhancing the lives of our nation’s most able learners. Join us for the taping and learn more about this year’s honoree, Alexinia Baldwin. NAGC Convention attendees are encouraged to attend.
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Sponsors Please join us in thanking these sponsors for their support.
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Strand index Arts Friday, November 12
Dim the Lights and Illuminate the Arts
7:30 AM - 8:30 AM
1.1 Scenes With No Names: A New Approach to Teaching Character-Driven Creative Writing
7:30 AM - 8:30 AM
2.3 Arts Avenues: Applying Talents for a Greater Good
10:40 AM -11:40 AM
Integrating “The Arts” Into Your Gifted Curriculum
11:55 AM - 12:40 PM
Artistic Ways of Knowing - Talent Identification and Development in the Arts
11:55 AM - 12:40 PM
The New Art Appreciation: Responding through Movement and Sound as Well as Words!
11:55 AM - 12:40 PM
Arts Infusion and the Gifted Curriculum
1:15 PM - 2:15 PM
1.2 Important Career Skills and Competencies for Artistically Gifted Students
1:15 PM - 2:15 PM
Arts All Day!
2:30 PM - 3:30 PM
Artistic Gifts and Talents: The DMGT in an Artistic Context
4:30 PM - 5:30 PM
Saturday, November 13
7:30 AM - 8:30 AM
The Art Critique Using Music to Build Creative & Divergent Thinking: Auditory Thinking Strategies
10:40 AM - 11:40 AM
Arts Engagement: Overcoming Perfectionism
11:55 AM - 12:40 PM
Gifted and the Visual Arts
1:15 PM - 2:15 PM
2.4 Poetry in Motion
1:15 PM - 2:15 PM
Sunday, November 14
Maestro! Maestro! Using Technology to Assist Gifted Children’s Musical Development
7:30 AM - 8:30 AM
Unfolding Wings: The Role of Arts In Growing Up Gifted
8:45 AM - 9:45 AM
Computers & Technology Friday, November 12
Parallel Curriculum: Approaching Level Web 3.0
7:30 AM - 8:30 AM
Surfin’ the Gifted Wave: Using Technology to Provide Professional Development to Gifted Specialists
7:30 AM - 8:30 AM
Mind The Gap! Using Technology Effectively in the Gifted Classroom
7:30 AM - 8:30 AM
3.1 Best Practices for Teaching Gifted Students Online
7:30 AM - 8:30 AM
21st Century Explorations: Using Primary-Source Songs, Film, and Images to Explore Complex Issues
10:40 AM - 11:40 AM
NCSSSMST - Using Social Media to Connect Students, Parents & Alumni
10:40 AM - 11:40 AM
2.1 Using Technology to Differentiate Instruction & Engage High Ability Learners
10:40 AM - 11:40 AM
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Strand index Science and Technology through Handheld GPS/GIS Systems in Inclusive Classrooms
11:55 AM - 12:40 PM
Matching Online Learning to Gifted Students
11:55 AM - 12:40 PM
10 Ted Talks That Will Transform Your Teaching
11:55 AM - 12:40 PM
Computer-Assisted Interactive Instruction: The Next Generation of Professional Development
1:15 PM - 2:15 PM
3.2 Got Robots? Using Robotics to Build Great Minds!
1:15 PM - 2:15 PM
Geocaching with Students- Finding Hidden Treasure Using Modern Technology
2:30 PM - 3:30 PM
Meeting of the Minds: Technology Tools to Access Shared Thinking and Strengthen Collaborations
2:30 PM - 3:30 PM
Networking: 21st Century Style
4:30 PM - 5:30 PM
3.3 Are Gifted Learners W.I.R.E.D. to be 21st Century Leaders? 4:30 PM - 5:30 PM
Saturday, November 13
Virtual TAG - Now You’re It!
7:30 AM - 8:30 AM
Multimedia and hypertext in the gifted math classroom: Tools for visualizing the problem-solving process
7:30 AM - 8:30 AM
Integrating Web 2.0 and Technology in Honors Mentorship
7:30 AM - 8:30 AM
Documentaries: Motivating the Tech-Generation to Research & Write
10:40 AM - 11:40 AM
NCSSSMST - Fostering Full Participation: Using Technology to Facilitate Group Projects and Individualized Student Learning
10:40 AM - 11:40 AM
Bridging the Technology Divide Between Classroom and Community
10:40 AM - 11:40 AM
The Power of Podcasting: The World IS Your Stage!
10:40 AM - 11:40 AM
3.4 Serving Gifted Learners in Online Classes/Virtual Environments
10:40 AM - 11:40 AM
Robotics for the Classroom, Clubs, and Competitions
11:55 AM - 12:40 PM
Digital Divas: Using Technology, Problem Solving, & Creativity to Change the World
1:15 PM - 2:15 PM
Higher Level Thinking Skills and Computers: Projects that Integrate and Captivate
1:15 PM - 2:15 PM
NCSSSMST - Teaching Engineering Courses in the High School Setting
2:30 PM - 3:30 PM
Digital Storytelling: A Creative Option for High School Students
2:30 PM - 3:30 PM
Using Technology to Support Differentiation
2:30 PM - 3:30 PM
Web-Based Social Networking Tools for Advocacy, Professional Development, and Communications
2:30 PM - 3:30 PM
Technology: A Powerful Tool to Increase Rigor in Mathematics
3:45 PM - 4:45 PM
Cloud Computing: A Free Technology Option to Promote Collaborative Learning
3:45 PM - 4:45 PM
Sunday, November 14
iCreate: Developing Creativity with Interactive Web 2.0 Tools
7:30 AM - 8:30 AM
Speed Geeking 2.0
8:45 AM - 9:45 AM
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Conceptual Foundations Friday, November 12
A new vision of gifted education
7:30 AM - 8:30 AM
Still Gifted? The Lives of Underserved Adults
7:30 AM - 8:30 AM
Genetic Studies of Genius: A Century of Questions from Lewis Terman
7:30 AM - 8:30 AM
5.1 The Multiple Definitions of Multipotentiality: Is It Common or Nonexistent, and Does It Even Matter?
7:30 AM - 8:30 AM
Connectivism as Emerging Theory and Practice for Gifted Students in the 21st Century
10:40 AM - 11:40 AM
4.1 They Know It When They See It: Or Do They? Educator Perceptions of Giftedness
10:40 AM - 11:40 AM
Hong Kong Chinese Parents’ Conceptions of Giftedness
11:55 AM - 12:40 PM
Advanced Development: A New Perspective on Adult Giftedness
1:15 PM - 2:15 PM
What neuroscience tells us about intelligence, cognitive styles and creativity, and its implication for education
1:15 PM - 2:15 PM
Contemporary models of giftedness and what they should look like
1:15 PM - 2:15 PM
5.2 Toward Flow in the Classroom: The Affective Aim of Differentiation
1:15 PM - 2:15 PM
Promoting the Dream: Secondary Gifted Adolescents in a Global Community
2:30 PM - 3:30 PM
Intelligences Outside the Normal Curve: Characteristics of People Who Have Made a Difference
2:30 PM - 3:30 PM
Barbies and Bionicles
2:30 PM - 3:30 PM
Philosophical Sense and the Gifted
2:30 PM - 3:30 PM
Response to Intervention and Gifted and Talened Education: A conceptual comparison and critique
2:30 PM - 3:30 PM
Finding John Galt: People, Politics, and Practice in Gifted Education
4:30 PM - 5:30 PM
5.3 Gifted Education Clarified Through Visual Explanations
4:30 PM - 5:30 PM
Saturday, November 13
4.3 Drawing as an Alternative Identification Strategy for Gifted Children: Using the DAP-IQ
7:30 AM - 8:30 AM
The Changing Face of Gifted Education in Georgia
10:40 AM - 11:40 AM
Pyramids of Intervention or Peak Experiences? The Concept of RtI in a Talent Development Model
10:40 AM - 11:40 AM
1.4 The Power of Negative Thinking
10:40 AM - 11:40 AM
Gifted Education Goes Hollywood: A Film-Lovers Guide to Our Field’s Future
1:15 PM - 2:15 PM
Trends and Issues in Research on Gifted Education: 1998-2009
1:15 PM - 2:15 PM
4.4 Marginalization of the Gifted: The Dark Side to Intelligence
1:15 PM - 2:15 PM
A Tipping Point for Talent?
3:45 PM - 4:45 PM
What contributes to talent development in eminent women?
3:45 PM - 4:45 PM
10.4 Vygotsky’s Zone of Proximal Development in the Context of Early Advancement
3:45 PM - 4:45 PM
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Strand index Saturday, November 14
Looking Back 44 Years: Did it Make a Difference?
7:30 AM - 8:30 AM
Dogmatism and Gifted Education: How Shortsighted, Narrow-Minded Thinking Can Warp and Stunt High Ability
8:45 AM - 9:45 AM
Counseling & Guidance Friday, November 12
Sights, Sounds, Smells, and Textures: Addressing the Sensory Sensitivities of the Gifted Child
7:30 AM - 8:30 AM
Mindfulness + Intensity + Sensitivity = Calm Gifted Kids
7:30 AM - 8:30 AM
NCSSSMST - Non-Cognitive Factors and Motivation: Attending to the Other Half of College Readiness
7:30 AM - 8:30 AM
7.1 Ego Development, Dabrowskis Theory of Positive Disintegration, and the Behavioral Characteristics of Gifted Adolescents
7:30 AM - 8:30 AM
9.1 The New Gifted GLBT Teenager
7:30 AM - 8:30 AM
Fostering Good Emotional Intelligence Along With Cognitive Intelligence Why It Is Imperative We Do So
10:40 AM - 11:40 AM
Self-injurious behavior in gifted and talented youth: What every educator should know
10:40 AM - 11:40 AM
Emotional Regulation in Gifted Students
10:40 AM - 11:40 AM
6.1 The Gifted Military Child
10:40 AM - 11:40 AM
Perfectionism: Causes and Helping Kids Build Strategies to Counter It
11:55 AM - 12:40 PM
Affective Curriculum for the Gifted: Linking Social-Emotional Needs and Content Standards
11:55 AM - 12:40 PM
Using Cinematherapy to address the social and emotional needs of gifted elementary students
11:55 AM - 12:40 PM
Test this, not that! Re-examining personality assessment of gifted/talented adolescents
1:15 PM - 2:15 PM
Gifted Girls and the Psychology of Strength
1:15 PM - 2:15 PM
Feed the Teachers So They Won’t Eat the Students: Satisfying Solutions for Building School REALationships
1:15 PM - 2:15 PM
7.2 Addressing Paradoxical Behaviors in Highly Gifted Students
1:15 PM - 2:15 PM
Contemplative Education: Alternative Strategies for Meeting Social and Emotional Needs of Gifted Learners
2:30 PM - 3:30 PM
6.2 Creating a Caring Classroom for Creative Kids: Practical Strategies for Aiding Social and Emotional Development
2:30 PM - 3:30 PM
16.2 High Achieving African-American Adolescent Students’ Perceptions of their Teachers
2:30 PM - 3:30 PM
2.2 Factors Influencing Career Choice of High-Achieving High School Students
2:30 PM - 3:30 PM
NCSSSMST - How to get your students admitted into highly selective universities
4:30 PM - 5:30 PM
The pivotal role of gifted self-experience in performance and emotional health.
4:30 PM - 5:30 PM
Interviewing to get to the root of underachievement
4:30 PM - 5:30 PM
7.3 Therapeutic Boarding School: When traditional approaches fail
4:30 PM - 5:30 PM
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Saturday, November 13
Differential diagnosis and treatment of highly gifted children with autism-spectrum-like behaviors: Psychological and physiological considerations
7:30 AM - 8:30 AM
Organizationally Challenged? How Developing Executive Function Can Help the Gifted
7:30 AM - 8:30 AM
8.3 X Games: Purposeful self-reflection opportunities for intense students through eXciting activities
7:30 AM - 8:30 AM
6.3 Great Minds at Risk: Who’s Listening?
7:30 AM - 8:30 AM
Change, Loss, and Giftedness: A Counselor Examines the Intersection
10:40 AM - 11:40 AM
7.4 Helping Your Student Through the High School Maze
10:40 AM - 11:40 AM
School-related anxiety of gifted students
11:55 AM - 12:40 PM
Building Resiliency Necessary to Overcome Disabilities in Twice-Exceptional Learners
11:55 AM - 12:40 PM
Building a Global Perspective Through Childrens Literature
11:55 AM - 12:40 PM
Schools for Scholars
1:15 PM - 2:15 PM
The Psychologically Healthy, Fully-Functioning 21st Century Gifted Adolescent
1:15 PM - 2:15 PM
6.4 Guiding Gifted Adolescents: Anxiety, Personality Chatacteristics, and Mental Ability
1:15 PM - 2:15 PM
One-On-One with SEM-R: How An Instructional Model Affects the Emotional Lives of Bright Students
2:30 PM - 3:30 PM
The Effects of Achievement Goal Orientation and Coping Strategies on Suicidal Ideation
2:30 PM - 3:30 PM
11.4 Bibliotherapy for gifted and talented perfectionists:Perfectionism, What’s Bad About Being Too Good?
2:30 PM - 3:30 PM
Toward a New Science of Education, Counseling & Guidance
3:45 PM - 4:45 PM
Twice Different: meeting at the intersection of Gifted and GLBT.
3:45 PM - 4:45 PM
12.4 Cultivating Capacity for Teaming
3:45 PM - 4:45 PM
Sunday, November 14
Social-Emotional Underpinnings of Academic Achievement (and Underachievement)
7:30 AM - 8:30 AM
Gifted Psychology in the 21st Century: Integral Practice for the Gifted
8:45 AM - 9:45 AM
Creativity Friday, November 12
Shaking Hands with the Future: Implementing Torrances Incubation Model of Teaching 20 Years Later
7:30 AM - 8:30 AM
Creative Teaching for Visual-Spatial Learners: A Difficult Balancing Act
7:30 AM - 8:30 AM
35.1 Brazilian school principals’ perception of obstacles and strategies for fostering creativity in the classroom
7:30 AM - 8:30 AM
Fostering Creativity, Individualism, and the Imaginative Spirit
10:40 AM - 11:40 AM
Nurturing Creative Thinking and Long-Term Learning
10:40 AM - 11:40 AM
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Strand index 36.1 Evaluation of Destination ImagiNation Program; Program Outcomes for Creativity, Problem-Solving and Team Building
10:40 AM - 11:40 AM
How Teachers Engage in Personal and Professional Creativity
11:55 AM - 12:40 PM
The Creativity Connection for 21st Century Learning
11:55 AM - 12:40 PM
The Intelligence Of Creativity: Developing Creative Thinkers And Innovators For The 21st Century
11:55 AM - 12:40 PM
A Renaissance in Your Classroom - Creative Encounters through Problem Solving and Arts Integration
1:15 PM - 2:15 PM
Torrance Tests, Science, and Future Problem Solving: A great mix
1:15 PM - 2:15 PM
Eureka! I’ve Got It! Using Biographies to Teach Strategies for Facilitating the Creative Process
1:15 PM - 2:15 PM
Why Is Creativity at the Top of Blooms Taxonomy?
1:15 PM - 2:15 PM
Celebrating Young Gifted Authors: The Torrance Legacy Creative Writing Awards
2:30 PM - 3:30 PM
40.1 Creativity and Differentiation: Using the Arts to Teach about Ecology
2:30 PM - 3:30 PM
Problem Solving Across the Curriculum
4:30 PM - 5:30 PM
NCSSSMST - Creating Architectural Design Projects
4:30 PM - 5:30 PM
39.2 Are Creativity Tests Susceptible to Coaching?
4:30 PM - 5:30 PM
35.2 Form Follows Function - Architecture in Action
4:30 PM - 5:30 PM
Saturday, November 13
I Imagine Therefore I Am: Promoting Imagination in Gifted Students in the Era of Creativity
7:30 AM - 8:30 AM
36.2 The Importance of Individual Creative Experiences in Defining Creativity for Programs for Talented Students
7:30 AM - 8:30 AM
Synthesis of Creativity, Art, and Engineering: An Interdisciplinary Journey
10:40 AM - 11:40 AM
39.3 Is there a valid way to enhance creativity in Chinese classrooms?
10:40 AM - 11:40 AM
35.3 Bilingualism and Immersion in Diverse Cultures: Benefits to Creativity
10:40 AM - 11:40 AM
Synergy Between Creativity and Sustainability: The Creative Recycling Center
11:55 AM - 12:40 PM
Helping students to think critically & creatively: Finding
11:55 AM - 12:40 PM
Supporting Creativity with Critical Thinking through Affirmative Judgment
1:15 PM - 2:15 PM
Cultivating Creativity: Transforming Instructional Approaches to Encourage Imagination, Invention and Originality
1:15 PM - 2:15 PM
36.3 We Remember Mary: The Legacy of the Guardian of Underserved Gifted Students
1:15 PM - 2:15 PM
40.3 Creative Enhancement through Early Entrance to College
1:15 PM - 2:15 PM
The Busy Teacher’s Guide to Building a Stress-Free Creative Writing Club
2:30 PM - 3:30 PM
Defining Creativity
2:30 PM - 3:30 PM
39.4 Creativity in the Movies
2:30 PM - 3:30 PM
Infusing creativity into your content areas: Its easier than you think!
3:45 PM - 4:45 PM
Voices of the Children
3:45 PM - 4:45 PM
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Sunday, November 14
Nurturing Creativity in Young Gifted Children
7:30 AM - 8:30 AM
Essential Partners For Teaching 21st Century Skills: Creative Teaching and Teaching Creativity
8:45 AM - 9:45 AM
Curriculum Studies Friday, November 12
Gotta See It And Feel It To Comprehend It!
7:30 AM - 8:30 AM
Using Creativity and Innovation to Revolutionize the RTI/DI Classroom
7:30 AM - 8:30 AM
The Great War--Building a Living Map
7:30 AM - 8:30 AM
11.1 Beyond the Textbooks: Making History Real for Gifted Students
7:30 AM - 8:30 AM
13.1 Gifted First Responders:RtI for Regular and Gifted Education
7:30 AM - 8:30 AM
15.1 Focused Writing: Moving Beyond Spell Check
7:30 AM - 8:30 AM
Are Your Students Future-Ready? Assessing 21st Century Skills and Knowledge through Creative Products
10:40 AM - 11:40 AM
Because State Standards are Just Not Sufficient: Developing Benchmarks to Assess Gifted Learner Growth
10:40 AM - 11:40 AM
Birds, Frogs and...Socrates???
10:40 AM - 11:40 AM
Be Armed: Research Support for Differentiated Curriculum and Instruction
10:40 AM - 11:40 AM
8.1 Classroom Practices and Perceptions of Giftedness Among Teachers in an Accelerated Summer Program
10:40 AM - 11:40 AM
10.1 Creating Differentiated Learning Choices for All Students
10:40 AM - 11:40 AM
12.1 Meaningful Grammar: Understanding the Language of Writing
10:40 AM - 11:40 AM
Effectively Serving Gifted Students in the Regular Classroom Setting
11:55 AM - 12:40 PM
Project M2 Mentoring Young Mathematicians: New Advanced Curriculum for Primary Students
11:55 AM - 12:40 PM
Our Journey into RtI and Gifted Education: Voices from the Classroom
1:15 PM - 2:15 PM
Digging Deeper into Bloom’s Taxonomy: Mining Complexity
1:15 PM - 2:15 PM
Contemporary Inclusive Programming for Talent Development: Opportunities and Directions
1:15 PM - 2:15 PM
Get Out of Your Seat! Drama Based Strategies to Promote Higher Level Thinking
1:15 PM - 2:15 PM
9.2 An Instructional Trilogy: Using Real World Problems, Rigor and Technology in the Classroom
1:15 PM - 2:15 PM
13.2 Brain Power Day: Best Practices in the General Ed. Classroom
1:15 PM - 2:15 PM
11.2 Paving Pathways for Great Minds: Constructing and Enriching Knowledge During the 90 Minutes and Beyond
1:15 PM - 2:15 PM
8.2 Universal Design for Learning : Creating Master Teachers and Master Learners
2:30 PM - 3:30 PM
12.2 Differentiation Divas: Revitalize Your Sixth Grade Curriculum with Differentiation in All Core Subjects
2:30 PM - 3:30 PM
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Strand index 10.2 A Unit of Courage: A Differentiated Literacy Unit
2:30 PM - 3:30 PM
Credit Flexibility: An entire state requires alternatives to seat time for high school credit
4:30 PM - 5:30 PM
Problem Solved!
4:30 PM - 5:30 PM
The Role of Critical and Creative Thinking in the Development of Understanding and Expertise
4:30 PM - 5:30 PM
9.3 Teaching the Scientific Method Through Literature
4:30 PM - 5:30 PM
11.3 Proficiency-Based Grading: Right for Gifted Students, Right for all Students!
4:30 PM - 5:30 PM
Saturday, November 13
Peeking into Classrooms: A Look at Parallel Curriculum Model Teaching and Curricular Design
7:30 AM - 8:30 AM
Leta was Right! The Bountiful Benefits of Biography
7:30 AM - 8:30 AM
The Experiential Gap: Responding to the Achievement Gap and Underachievement
7:30 AM - 8:30 AM
10.3 Differentiating Instruction To Increase The Complexity And Multicultural Levels Of Lessons
7:30 AM - 8:30 AM
12.3 Empowering Gifted Students With Differentiated Research Projects
7:30 AM - 8:30 AM
Developing Wisdom Using Understanding by Design and Critical Thinking
10:40 AM - 11:40 AM
Rx for Success: Strategies 101
10:40 AM - 11:40 AM
The Power of Socratic Grammar
10:40 AM - 11:40 AM
Catalyst Cards and Curriculum Grids: A New Angle on Differentiation
10:40 AM - 11:40 AM
Carpe Diem! Tools for Implementing the Study of Latin for Gifted Students
10:40 AM - 11:40 AM
9.4 How to Rationalize, Develop, and Support Problem-Based, Interdisciplinary Units
10:40 AM - 11:40 AM
5.4 Relevant Enrichment for Gifted Kids: Spatial and Place Analysis
10:40 AM - 11:40 AM
19.3 Enrichment Clusters in Public Schools Become Reality
10:40 AM - 11:40 AM
A Second Look at Primary Sources
11:55 AM - 12:40 PM
Triple Threat: Using Sternberg’s Triarchic Theory of Intelligence to Enhance Teaching & Learning
11:55 AM - 12:40 PM
Differentiated Instruction- The “How” Not Just the “What”
11:55 AM - 12:40 PM
Great Minds Leading the Way: Designing Challenging Research Projects for Elementary Gifted Students
11:55 AM - 12:40 PM
Leading and Challenging Great Literary Minds: Strategies for Talented Readers
11:55 AM - 12:40 PM
Limits of Current Literacy Models
1:15 PM - 2:15 PM
Concepts, Rigor, Relevance in 21st Century: Getting to the Heart, the Interaction and the Outcome
1:15 PM - 2:15 PM
Hasten slowly: Thoughtfully planned and carefully monitored acceleration
1:15 PM - 2:15 PM
Four-Level Assessment for Advanced Academic Writing
1:15 PM - 2:15 PM
K-5 Curriculum Stations for Gifted Learners
1:15 PM - 2:15 PM
8.4 Curriculum Compacting: A Practical Differentiation Tool for Gifted Learners
1:15 PM - 2:15 PM
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1:15 PM - 2:15 PM
22.3 The Effects Of Curricular Programs On Aspects Of Critical Thinking As Applied To Writing
1:15 PM - 2:15 PM
Challenging Gifted Learners in Computational Mathematics
2:30 PM - 3:30 PM
Challenging Talented Readers (grades 2-8)
2:30 PM - 3:30 PM
Writing a Winning Curriculum: Guidelines for Curriculum Studies Competition
2:30 PM - 3:30 PM
13.4 Credit Flexibility - Shifting from Seat Time to Performance
2:30 PM - 3:30 PM
15.4 Gifted English Language Learners Achieve with Differentiation
2:30 PM - 3:30 PM
17.4 Creativity, Culture, and Content Make Good Soup
2:30 PM - 3:30 PM
21.4 Schoolwide Enrichment Model in an Achievement-oriented Education Environment: An Empirical Analysis of Korean Students
2:30 PM - 3:30 PM
Leading the Way to the Future Using the Tools of a Futurist
3:45 PM - 4:45 PM
Ability and student outcomes in inquiry classes: Teachers perspectives
3:45 PM - 4:45 PM
20.4 Strategies for Working with Twice-Exceptional Students
3:45 PM - 4:45 PM
14.4 Written Education Plans for Gifted Students
3:45 PM - 4:45 PM
Sunday, November 14
The Parallel Curriculum Model and 21st Century Skills
7:30 AM - 8:30 AM
Mathematics Curriculum Grounded in Models of Gifted Education: Strategies to Challenge All Learners
8:45 AM - 9:45 AM
Early Childhood Friday, November 12
Literature for High Ability Kindergarten Students
7:30 AM - 8:30 AM
Taking It Higher: Challenging Early Readers in the Primary Language Arts Classroom
10:40 AM - 11:40 AM
Literary Analysis for Young Gifted Children:
11:55 AM - 12:40 PM
Integrating the STEM disciplines into Preschool and K/1 Project Investigations
1:15 PM - 2:15 PM
15.2 Differentiating for the gifted using curriculum compacting and independent study in the general classroom
1:15 PM - 2:15 PM
Bridges to Opera: Explorations using the Project Approach
2:30 PM - 3:30 PM
Growing Young Gifted Readers with Good Books and Grand Conversations
4:30 PM - 5:30 PM
A Buffet of Ideas: Creating Menus in Social Studies and Science for Gifted Primary Students
4:30 PM - 5:30 PM
Saturday, November 13
Learners with Great Promise: Metacognitive Skills for Primary Gifted
7:30 AM - 8:30 AM
Intentionality, Spontaneity, and Appropriateness: Planning for Young Gifted Children
7:30 AM - 8:30 AM
From Questioning to Thinking: A Taxonomy of Choices
7:30 AM - 8:30 AM
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20.3 Teaching in the Hands-On Classroom
Strand Index
Strand index Using Children’s Literature Differently..... Supporting the Social/Emotional Learning and Well Being of Primary Aged Children
10:40 AM - 11:40 AM
Academic Acceleration: Parents as Early Childhood Advocates
11:55 AM - 12:40 PM
Creating a Profile: A Process for Identifiying Primary Students for Gifted Programs
11:55 AM - 12:40 PM
Young Childrens Designs for Outdoor Learning Spaces
11:55 AM - 12:40 PM
Unlocking Talents in Special Populations through Primary Thinking Skills
1:15 PM - 2:15 PM
The Changing Weather: Developing a Conceptual Understanding of Weather Phenomena in Young Children
2:30 PM - 3:30 PM
Make Literature Come Alive In Your Early Childhood Classroom
2:30 PM - 3:30 PM
How High Can a Grasshopper Jump? Challenging Children Mathematically in Early Childhood Education
3:45 PM - 4:45 PM
Sunday, November 14
Extreme Classroom Makeover: Primary Classroom Edition
7:30 AM - 8:30 AM
A Multi-Tiered Approach for Recognizing and Responding to Young Children of Promise
8:45 AM - 9:45 AM
Global Awareness Friday, November 12
Global Advocates for Gifted Education
7:30 AM - 8:30 AM
Community Action: Why this is an Essential Component of the Complete Gifted Program
7:30 AM - 8:30 AM
19.1 Writing the Future in the Past: Classic Science Fiction and Its Legacy of Tolerance
7:30 AM - 8:30 AM
17.1 Changing 8th Grade GT Students’ Global Awareness One Blog At A Time
7:30 AM - 8:30 AM
The Horizons Project: Self-Directed Learning and Assessment in the Secondary Classroom
10:40 AM - 11:40 AM
The Great Trek: A Longitudinal Study of the Impact of a Gifted Education Program (1970-1995) 10:40 AM - 11:40 AM 18.1 Inquiry, International Baccalaureate and the Gifted Child: Breathing Life into a World Class, World School
10:40 AM - 11:40 AM
Educating Students for a Sustainable World
11:55 AM - 12:40 PM
Seeking their Spark: Helping Globally Gifted Kids Find Meaning & Purpose
11:55 AM - 12:40 PM
An Early Blueprint for Teaching Global Awareness: Leta Hollingworth’s Speyer School Curriculum
1:15 PM - 2:15 PM
17.2: 100,000 Hypothetical Grant Project
1:15 PM - 2:15 PM
With great talent comes great responsibility: Guiding youth to meaningful applications for their talents
2:30 PM - 3:30 PM
20.2 The Wonder of World Wisdom: Knowledge Comes But Wisdom Lingers
2:30 PM - 3:30 PM
18.2 The Dalai Lama’s Vision: Creating a Gifted Program in a Tibetan Childrens Village School
2:30 PM - 3:30 PM
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Saturday, November 13
Infusing Civic Engagement into the Curriculum
7:30 AM - 8:30 AM
The Highs and Lows of Emotional and Spiritual Giftedness
7:30 AM - 8:30 AM
16.3 Does immersing diverse culture benefit to be creative? : How and Why?
7:30 AM - 8:30 AM
18.3 Enhancing Social Connection and Positive Engagement in a Global World through Mindfulness and Lovingkindness Practice
7:30 AM - 8:30 AM
21.3 Exploring Your Watershed
10:40 AM - 11:40 AM
Storytelling: Promoting Global Awareness and Appreciation Through Stories from India, China, Oman & Ghana
11:55 AM - 12:40 PM
Ways to Include Global Education K-12
11:55 AM - 12:40 PM
24.3 The Peace Project: Cultivating a Culture of Peace in the Classroom and the Community
1:15 PM - 2:15 PM
WORLDLY WISE: International Trends, Practices and Advocacy (The World Council for Gifted and Talented Children).
2:30 PM - 3:30 PM
Stones to Schools: A Conversation about Positive Social Action
2:30 PM - 3:30 PM
19.4 Gifted & Talented Minority Students: Understanding and Helping Underserved & Underrepresented
2:30 PM - 3:30 PM
Towards the Development of World-Class Schools: Educating the Global Citizen for 2020
3:45 PM - 4:45 PM
16.4 Creating a comprehensive and economic gifted social studies curriculum that utilizes connections to your location
3:45 PM - 4:45 PM
18.4 Once Upon a Time: Creating Digital Stories with Students
3:45 PM - 4:45 PM
Sunday, November 14
The Biology of Global Awareness
7:30 AM - 8:30 AM
Shining a Light on Intolerance: The Power of Music, Books, Films, and Images
8:45 AM - 9:45 AM
Middle Grades Friday, November 12
Has Your Brain Said Thank You Today? Curriculum that Stretches Minds
7:30 AM - 8:30 AM
Self-Knowledge + Self-Expression = Self-Advocacy
7:30 AM - 8:30 AM
37.1 Don’t Just Talk About The World! Change It! The Future City Competition
7:30 AM - 8:30 AM
Escalating Language Arts/ Reading for Talented Elementary and Middle Grades Readers and Writers
10:40 AM - 11:40 AM
Encouraging Great Minds to Lead the Way in Middle School
10:40 AM - 11:40 AM
38.1 Rigor and Relevance for Middle School Students
10:40 AM - 11:40 AM
Threads and Themes in the Middle School Diverse Classroom
11:55 AM - 12:40 PM
Streamlining Planning for Differences in the Middle School Classroom
11:55 AM - 12:40 PM
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Strand index Mock Trials and Studying Supreme Court Civil Rights Decisions: Differentiating History and Language Arts Curricula
1:15 PM - 2:15 PM
Using Formative Assessments to Challenge Gifted Middle School Students
1:15 PM - 2:15 PM
Socratic Seminars: Teaching 21st Century Skills with a 4th Century BCE Technique
1:15 PM - 2:15 PM
The 10 Best Things We’ve Done This Year
4:30 PM - 5:30 PM
37.2 Have Students-Will Travel
4:30 PM - 5:30 PM
Saturday, November 13
Exploring the Future in Language Arts and Math
7:30 AM - 8:30 AM
Are We Teaching Our Best Writers to Write Like Beginners?
7:30 AM - 8:30 AM
Moving the Past Forward: Enhancing and Differentiating Middle School Social Studies Curriculum. 7:30 AM - 8:30 AM 38.2 The Fusion of Creativity and Differentiation to Engage Gifted Middle School Learners
7:30 AM - 8:30 AM
A Bonding Experience
10:40 AM - 11:40 AM
I Read, Therefore I Am: Bibliotherapy and Identity Formation in Middle School
10:40 AM - 11:40 AM
37.3 Shakespeare: Old World Meets New Age Technology
10:40 AM - 11:40 AM
Mapping Mindsets: Using Dweck’s Work to Reinforce Effort and Reflection in the Middle Grades Classroom
11:55 AM - 12:40 PM
Knowing Your Adolescent Reader: Individualized Assessment in the Mixed-Ability Classroom
11:55 AM - 12:40 PM
Making Products Powerful in the Middle Grades
1:15 PM - 2:15 PM
38.3 Bridging Language Arts and Science in the Gifted Classroom
1:15 PM - 2:15 PM
Growing Good Writers: Twelve Lessons for Reflective Wordsmiths and Their Teachers
2:30 PM - 3:30 PM
Middle School and the Demographic, Research, and Ethical Basis for Differentiation
2:30 PM - 3:30 PM
Not like an Egg on Teflon: Making Curriculum Change Stick
2:30 PM - 3:30 PM
37.4 Science in Action: How Middle School Students are Changing Their World Through STEM Service-Learning Projects
2:30 PM - 3:30 PM
Identifying and Retaining Underserved Populations: Making the Most of Middle School Years
3:45 PM - 4:45 PM
38.4 Sex, Drugs, and Rock-n-Roll: Matching Middle Grades Talented Readers with Books
3:45 PM - 4:45 PM
Sunday, November 14
Connecting 21st Century Skills with Active Engagement Strategies for Middle Learners
7:30 AM - 8:30 AM
Teaching Creatively, Teaching for Creativity: Strategies for Middle School Classrooms
8:45 AM - 9:45 AM
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Parent & Community Friday, November 12
Testing 2010: A Springboard to Effective Academic Advocacy
7:30 AM - 8:30 AM
Nature Deficit No More- Taking the Learning Outdoors
7:30 AM - 8:30 AM
21.1 Nurturing Flexible Thinkers Using the Six Thinking Hats
7:30 AM - 8:30 AM
Casting Your Social Net Into CyberSpace
10:40 AM - 11:40 AM
Humor, Heart and Hope: Gifted Advocacy Tools That Work
10:40 AM - 11:40 AM
20.1 Parenting and Teaching the Gifted
10:40 AM - 11:40 AM
Service-Learning: Leading the Way to a Better Tomorrow
11:55 AM - 12:40 PM
Parenting to Prevent and Reverse Underachievement
1:15 PM - 2:15 PM
One day Parent Convention at the District Level: If you Create It, Will They Come?
1:15 PM - 2:15 PM
21.2 Lost in the Woods: A bread crumb trail for parents
1:15 PM - 2:15 PM
19.2 Why Advocacy: Challenging and Engaging the Gifted Student
1:15 PM - 2:15 PM
The Triad Model of a Successful Program for Highly Gifted Students: Parents, Students and Educators
2:30 PM - 3:30 PM
Getting Over Overexcitabilities: Effectively Managing Family Interactions when Family Members have Different Overexcitabilities
2:30 PM - 3:30 PM
22.2 Parental Choices: Summer Programming and Enrichment Options
2:30 PM - 3:30 PM
Gifted African-American Students Need Culturally Relevant Curricula and Teachers
4:30 PM - 5:30 PM
29.2 The Wonderful and Amazing Job of Parenting the Gifted
4:30 PM - 5:30 PM
Saturday, November 13
Be Reasonable! How to ask for the possible from your child’s teacher.
7:30 AM - 8:30 AM
Academic Acceleration: Student and Parent Voices of Experience
7:30 AM - 8:30 AM
40.2 The Attitudes of Korean Parents and Adolescents Toward Academic Brilliance
7:30 AM - 8:30 AM
Getting (& Staying) Together: Creating a Support and Advocacy Group That Works
10:40 AM - 11:40 AM
Why Would You Want to Miss the Prom? Deciding on Early College
10:40 AM - 11:40 AM
Parent/Teacher Expectations: Crossing the Chasm
10:40 AM - 11:40 AM
Parents and Primary Students Learning Intellectual Growth Strategies: Collaborating with Cultural Venues
10:40 AM - 11:40 AM
41.3 Parenting Gifted Children: What Parents Need & Want to Know
10:40 AM - 11:40 AM
Nurturing Creativity at Home: A Guide for Parents and Grandparents
11:55 AM - 12:40 PM
Voices from Gifted Students: Helping Teachers and Parents Understand Differentiated Curriculum and Instruction
1:15 PM - 2:15 PM
Promoting Excellence Without Fostering Perfectionism.
1:15 PM - 2:15 PM
42.3 Strategies for culturally responsive family involvement
1:15 PM - 2:15 PM
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Strand index 21st Century Parenting: Optimal Mind-Body Practices To Fully Support The Child And The Gifts
2:30 PM - 3:30 PM
The Problem With Praise: Encouraging Effort and Motivation in Children
2:30 PM - 3:30 PM
“Eduspeak”: Mastering the foreign language of educators.
2:30 PM - 3:30 PM
Working with Parents to Support Gifted Education
2:30 PM - 3:30 PM
41.1 Tapping into Parent Potential
2:30 PM - 3:30 PM
Classical Homeschooling for Gifted Children
3:45 PM - 4:45 PM
The Gifted Education Advisory Committee: Advocating for Gifted Learners Through Data-Informed Reporting
3:45 PM - 4:45 PM
40.4 Building Communities for a 21st Century Economy: Its never too early or too late
3:45 PM - 4:45 PM
Sunday, November 14
Interacting with the Sensitive Gifted Child: What You Say Matters
7:30 AM - 8:30 AM
“Everybody Needs an Edna,” And Other Advice From Mrs. Incredible
8:45 AM - 9:45 AM
Professional Development Friday, November 12
Critical Peers: Using Online Video Sharing to Maximize the Performance of Teachers of the Gifted
7:30 AM - 8:30 AM
Fidelity of Implementation: A Tool for Gathering Data on What’s Happening in the Classroom
7:30 AM - 8:30 AM
23.1 Gifted & Talented 2.0
7:30 AM - 8:30 AM
Practical Suggestions for Sustaining and Differentiating Professional Development to Respond to Teacher Needs
10:40 AM - 11:40 AM
24.1 DI: Painless Aide for General Ed Teachers
10:40 AM - 11:40 AM
22.1 Preparing Leaders in Gifted & Talented Education: University of Colorado, Colorado Springs
10:40 AM - 11:40 AM
Providing Differentiation for the Gifted at the Unit Level - A Systematic Plan
11:55 AM - 12:40 PM
Executive Functions And Education For The Gifted: Closing The Gap Between Potential And Achievement
11:55 AM - 12:40 PM
NCSSSMST - Recipe for Vertical Alignment using performace standard (NSS) and Inquiry Based Learning
11:55 AM - 12:40 PM
Leading the Way Through Effective Professional Development in Gifted Education:
2:30 PM - 3:30 PM
26.2 Barriers to Implementation of Research-Based Language Arts Curriculum: Factors Limiting Accelerative Strategies
2:30 PM - 3:30 PM
Statewide Professional Development in Dire Economic Times
4:30 PM - 5:30 PM
15.3 The Disposition of Empathy: How Can it Be Cultivated in Future Teachers of the Gifted?
4:30 PM - 5:30 PM
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Saturday, November 13
Navigating Through the Maze of Standards: Looking For Appropriate Instruction for Gifted and Advanced Learners
7:30 AM - 8:30 AM
NCSSSMST - Empowering the Teaching Professional through Project Management Planning
7:30 AM - 8:30 AM
Using Film to Teach Cultural Bias in a Gifted Teacher Endorsement Program
7:30 AM - 8:30 AM
Using a Computerized Classroom Simulator to Prepare Educators of Gifted Students: Year 2 Update
7:30 AM - 8:30 AM
Professional Development on a Budget
7:30 AM - 8:30 AM
Observing Instruction for Evidence of Differentiation
10:40 AM - 11:40 AM
NCSSSMST - Teaching “Real� History: Using Simulations & Debates in the History Classroom 10:40 AM - 11:40 AM Case Studies: Exploring Issues in Gifted Education
10:40 AM - 11:40 AM
How Can This Student Be Gifted?
10:40 AM - 11:40 AM
Using the National Gifted Teacher Preparation Standards and NAGC Program Standards to Inform Program Practice
10:40 AM - 11:40 AM
NCSSSMST - Interactive Approaches in Teaching World Religions to STEM and Gifted Students
10:40 AM - 11:40 AM
23.3 How Can This Child Be Gifted?
10:40 AM - 11:40 AM
25.3 Its Incredible! Its Online! Its FREE! Becoming a Professional Development Superhero in 5 Easy Steps
10:40 AM - 11:40 AM
Helping Teachers Develop Classroom Assessment and Rubrics for Gifted Students
11:55 AM - 12:40 PM
Empowering Effective RtI for Gifted Students: A Framework for Professional Development
11:55 AM - 12:40 PM
Navigating the 7 Cs with Problem-Based Learning: Applications of Constructivist Theory and Self-Directed Learning
11:55 AM - 12:40 PM
Planning for Successful Schoolwide Differentiation
1:15 PM - 2:15 PM
Jammies, Coffee, and Professional Development
1:15 PM - 2:15 PM
34.3 No Child Left Unchallenged: Designing Professional Development Opportunities to Support Collaborative Services for Advanced Learners
1:15 PM - 2:15 PM
28.3 What Families Say and What Teachers Can Do for Highly Gifted Students
1:15 PM - 2:15 PM
NCSSSMST - Making the Grade: A look at traditional and digital assessment
2:30 PM - 3:30 PM
Persuading Instructors of Pre-service Teachers to Include Gifted Education
2:30 PM - 3:30 PM
Professsional Development Model: Parents and Professionals Working Together
2:30 PM - 3:30 PM
The Learning Centers
2:30 PM - 3:30 PM
23.4 Program Evaluation as a Form of Professional Development
2:30 PM - 3:30 PM
25.4 New Horizons for Learning - Creating Virtual Roundtables for Collaboration between Educators and Researchers
2:30 PM - 3:30 PM
The Online Bargain Basement takes on Professional Development
3:45 PM - 4:45 PM
Normalizing Data for Identification of GIfted Students
3:45 PM - 4:45 PM
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Strand index Instructional Coaching within Gifted Education: Building Capacity around Differentiated Instruction
3:45 PM - 4:45 PM
Building a BRIDGE Between Gifted and General Education: An Effective Consultation and Differentiation Training Program
3:45 PM - 4:45 PM
26.4 The Effectiveness of Professional Development Online Among Educators in Gifted Education.
3:45 PM - 4:45 PM
28.4 Promoting professional communication among the stakeholders in gifted education
3:45 PM - 4:45 PM
Sunday, November 14
Quality Professional Development: A Tool for Planning and Evaluation
7:30 AM - 8:30 AM
Highly Accomplished: Achieving National Board Certification by Tapping what Gifted Teachers Know and Do
8:45 AM - 9:45 AM
Research & Evaluation Friday, November 12
Use of Service Learning: A Bridge to Student Retention
7:30 AM - 8:30 AM
NCSSSMST - An Instrument for Assessing the Status of S3 Program Graduates
7:30 AM - 8:30 AM
Summer Academic Programs and Longitudinal Educational-Vocational Outcomes Among the Exceptionally Gifted
7:30 AM - 8:30 AM
Relating Perfectionism, Overexcitabilities and Depressive Symptoms in Gifted Adolescents in Paraguay
7:30 AM - 8:30 AM
An Investigation of the Efficacy of Advanced Math Curriculum Focused on Geometry and Measurement
10:40 AM - 11:40 AM
Applying Advanced Statistical Techniques to Research Giftedness: Implications for Administrators and Researchers
10:40 AM - 11:40 AM
Direct and Indirect Effects of Creativity and Personality on Suicidal Ideation among Honors College Students
10:40 AM - 11:40 AM
26.1 Academic Acceleration in Florida Elementary Schools
10:40 AM - 11:40 AM
The Influence of State Policy on Gifted Program Evaluation
11:55 AM - 12:40 PM
Project Clarion: Assessing Science Reasoning and Conceptual Understanding in the Primary Grades Using Performance Measures
1:15 PM - 2:15 PM
Elementary Teachers’ Preparednes to Differentiate Math Instruction for Gifted Learners
1:15 PM - 2:15 PM
Hearing their voices: What gifted adults say about growing up gifted
1:15 PM - 2:15 PM
The Joy of Program Evaluation!? Confessions of a Happy Coordinator
1:15 PM - 2:15 PM
43.1 Bullying and Victimization among Gifted and High-Achieving High School Students
1:15 PM - 2:15 PM
Baseline Classroom Observation Results from Project CLUE-Plus: The State of Differentiated Instruction
2:30 PM - 3:30 PM
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Implementation of a STEM Project: Teachers’ Initial Perceptions, Instructional Behaviors, and Knowledge of Science Content
2:30 PM - 3:30 PM
A Retrospective Study of an Early College Entrance Science Program in China
2:30 PM - 3:30 PM
Measuring attitudes related to underachievement
2:30 PM - 3:30 PM
44.1 Gifted kids’ time spent outside the classroom
2:30 PM - 3:30 PM
Motivation Factors and College Choice among Gifted Students: Findings from Education Longitudinal Study of 2002
4:30 PM - 5:30 PM
Students Perceptions of Classroom Activities in China and the United States
4:30 PM - 5:30 PM
41.2 Identification of Highly Gifted Five and Six Year-Old Children: Methods to Predict Academic Achievement
4:30 PM - 5:30 PM
Saturday, November 13
Self-concept and Academic Performance in Gifted High School Students in Kenya: A Cluster Analysis
7:30 AM - 8:30 AM
Examining the Effects of Total School Cluster Grouping on Student Achievement, Identification, and Teaching Practices
7:30 AM - 8:30 AM
Discovering Children who are Passionate about Learning: Parents and childs view
7:30 AM - 8:30 AM
42.2 Increasing Culturally Diverse Representation in Gifted Programs: Are We Overidentifying White Students in the Process?
7:30 AM - 8:30 AM
A Comparison of Adolescent and Parent Reports of Overexcitability
10:40 AM - 11:40 AM
Fostering Student Enthusiasm for Math & Science : Results from a Problem Based Learning Unit
10:40 AM - 11:40 AM
43.3 Assessing Spatial Ability of Undergraduate Students Placed in Gifted Versus in General Programs
10:40 AM - 11:40 AM
Best Practices in Gifted and Talented Identification: A Fireside Chat Among Researchers and Network Experts
1:15 PM - 2:15 PM
School Connectedness: What Gifted High School Students Are Saying About Their Classes, Teachers, and Schools
1:15 PM - 2:15 PM
Success as They See It: African American Students in Advanced Mathematics
1:15 PM - 2:15 PM
A Mixed-Methods Comparison Of Vocational And Identified Gifted Adolescents On The Overexcitability Questionnaire.
1:15 PM - 2:15 PM
44.3 Perceived Barriers and Academic Achievement in Academically Talented Adolescents
1:15 PM - 2:15 PM
A 15-year Qualitative Case Study of Trauma and Giftedness: The Subject ‘s Research Experience
2:30 PM - 3:30 PM
Gifted Students’ Perceptions of Their Interpersonal Competence and Peer Relationships
2:30 PM - 3:30 PM
A Model of Academic Self-Concept: Perceived Difficulty and Social Comparison Among Academically AcceleratedSecondary School Students
3:45 PM - 4:45 PM
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Strand index Prevalence and Correlates of Perfectionism in International Baccalaureate Students
3:45 PM - 4:45 PM
Gifted and Talented Student Identification Using Behavior Checklists, Nominations, and Rating Forms: Psychometrics, Research, Practice
3:45 PM - 4:45 PM
42.4 Inservice/Preservice Teacher attitudes, knowledge, & comfort levels toward inclusion of gifted & twice exceptional students
3:45 PM - 4:45 PM
Sunday, November 14
Unanswered questions in gifted education: A panel discussion with senior scholars
7:30 AM - 8:30 AM
Setting a Research Agenda in Gifted Education for the Next Decade (and Beyond)
8:45 AM - 9:45 AM
Signature Series Friday, November 12
2010 Distinguished Service Award: How to Make a Difference for Gifted Education
7:30 AM - 8:30 AM
2010 NAGC Early Leader Award: How to Become Involved in Gifted Education
7:30 AM - 8:30 AM
Creativity Imagination, and Innovation with Mark Runco
10:40 AM - 11:40 AM
Creativity Imagination, and Innovation with Sandra Russ
10:40 AM - 11:40 AM
Creativity Imagination, and Innovation with Robert Root-Bernstein
10:40 AM - 11:40 AM
Building Support for Gifted Education in AP and Secondary Settings
10:40 AM - 11:40 AM
Successful Strategies of Specialized STEM Schools: Application to Public Schools
1:15 PM - 2:15 PM
RtI for Gifted Children: A Goodness of Fit?
1:15 PM - 2:15 PM
Bullet Proofing Your Gifted Program
2:30 PM - 3:30 PM
The Revised NAGC P-12 Program Standards: The Foundation for Quality Gifted Education Services
2:30 PM - 3:30 PM
The Social and Emotional Development of Students with Gifts and Talents
4:30 PM - 5:30 PM
Mind the (Other) Gap! The Growing Excellence Gap in K-12 Education
4:30 PM - 5:30 PM
Saturday, November 13
What it Takes to Get Published: Tips From Journal Editors for Successfully Publishing
7:30 AM - 8:30 AM
How to Write a Winning NAGC Convention Proposal
7:30 AM - 8:30 AM
This We Stand For...Social/Emotional Needs and the Gifted
10:40 AM - 11:40 AM
2010 Distinguished Scholar Presents their Research
10:40 AM - 11:40 AM
Journal Editors Speak: How to Publish Your Work in Gifted Education Journals
1:15 PM - 2:15 PM
The Peak in the Middle: Perspectives on Mathematically Promising Middle School Students
1:15 PM - 2:15 PM
Exploring Ideal Elements of Tests of Ability for Gifted Students
1:15 PM - 2:15 PM
The Torrance Center: Creativity Past, Present, and Future
2:30 PM - 3:30 PM
Malleable Minds: Translating Insights from the Behavioral and Social Sciences to Gifted Education
2:30 PM - 3:30 PM
244
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The Javits-Frasier Scholars Program: Lessons Applied to Culturally and Linguistically Diverse Gifted Students
3:45 PM - 4:45 PM
Getting Involved: Leadership Development in NAGC
3:45 PM - 4:45 PM
Special Populations Friday, November 12
Building resilience among promising CLED students
7:30 AM - 8:30 AM
27.1 Differentiation Made Easy: Enrichment Resources For Diverse Students
7:30 AM - 8:30 AM
29.1 Searching For Buried Treasure; How The Evolution Of A Fashion Design Curriculum Changed Lives
7:30 AM - 8:30 AM
Dont Throw Mama From the Train: Serving Special Populations with Dwindling Funds and Resources
10:40 AM - 11:40 AM
The Need for Cross-Cultural Education: A Gifted Program Evaluation Plan
10:40 AM - 11:40 AM
32.1 South Asian students in gifted education: Importance of the home-school connection
10:40 AM - 11:40 AM
34.1 The Phenomenon of Underachievement: Listening to the Voice of a Twice Exceptional Adolescent
10:40 AM - 11:40 AM
16.1 Attracting Gifted Girls in Math & Science via Periodic Camps
10:40 AM - 11:40 AM
RtI & Twice Exceptional: A Promising Fit
11:55 AM - 12:40 PM
Practical Strategies for the Differentiation of Instruction for Underrepresented Gifted Learners
11:55 AM - 12:40 PM
GIfted Underachievement
11:55 AM - 12:40 PM
Gifted Learners have Learning Differences Too!
11:55 AM - 12:40 PM
Inviting the Uninvited to the Party: Online Learning for Gifted Students with Unique Situations
1:15 PM - 2:15 PM
Lessons Learned from Project HOPE: Recognizing Giftedness Among Children of Poverty
1:15 PM - 2:15 PM
Identifying Gifted and Talented Hispanic Students: Using a Body of Evidence to Dramatically Increase Representation
1:15 PM - 2:15 PM
45.1 Quest for the Camouflaged Gifted: Alabama Reports on the Status of Under-represented Populations
1:15 PM - 2:15 PM
47.1 Persistence to Graduation: Coordinating Transition Resources and Services for Secondary At-Risk Gifted Students
1:15 PM - 2:15 PM
The AP Challenge Program: Support and Success for All
2:30 PM - 3:30 PM
Multicultural Approaches to Engage Diverse Gifted Learners in Social Sciences
2:30 PM - 3:30 PM
46.1 I didn’t know that: Current Research in Twice Exceptional Education
2:30 PM - 3:30 PM
4.2 Dual Diagnosed: Gifted and Sensory Processing Disorder (SPD)-What Does This Mean?
2:30 PM - 3:30 PM
48.1 Regional Scholars
2:30 PM - 3:30 PM
Using a NonVerbal Ability Test: Helping All Gifted Children Learn
4:30 PM - 5:30 PM
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Strand Index
Strand index 1.3 Gifted Children in Todays Hip Hop Culture: Timely Recommendations for Teachers and Parents
4:30 PM - 5:30 PM
47.2 Mindfulness in the Gifted Classroom
4:30 PM - 5:30 PM
45.2 Tiers of Support and Challenge for Twice-Exceptional Learners
4:30 PM - 5:30 PM
Saturday, November 13
Exercising their Options: African American Parents Homeschooling their gifted and high ability learners
7:30 AM - 8:30 AM
Twice Exceptional: Students with Both Gifts and Disabilities
7:30 AM - 8:30 AM
Javits-Frasier Scholars Making a Real Difference in Our Schools
7:30 AM - 8:30 AM
Closing the Socioeconomic (Dis)advantage Gap in Gifted Identification
7:30 AM - 8:30 AM
Preparing for Life After High School: Bright Kids with LD and the College Setting
7:30 AM - 8:30 AM
Swimming Upstream: Urban Schools, Underrepresented Gifted Children, and the Struggle for Gifted Education
7:30 AM - 8:30 AM
44.2 The Gifted Military Child--On the Move
7:30 AM - 8:30 AM
48.2 Autistic Spectrum Disorder or Gifted? Meeting the needs of high ability students with ASD
7:30 AM - 8:30 AM
46.2 Dare to Dream: Promoting the Success of Elementary Gifted Ethnic Minority Students
7:30 AM - 8:30 AM
Enhancing Social Grammar/Social Thinking Skills Among Twice-Exceptional Learners
10:40 AM - 11:40 AM
Supporting Gifted Hispanic Students Through Children’s Literature
10:40 AM - 11:40 AM
Response to Intervention and Gifted Education
10:40 AM - 11:40 AM
Building Scaffolds and Bridges: Responsible Teaching for Diversity
10:40 AM - 11:40 AM
45.3 Giftedness and Asperger’s Disorder: Sorting Out the Differences
10:40 AM - 11:40 AM
47.3 Supporting Schools with Identification of Underserved Populations: A Team Decision-Making Model for Identification
10:40 AM - 11:40 AM
Experiences of Gifted African American Females: Damned If You Are and Damned If You Aren’t
11:55 AM - 12:40 PM
Longitudinal Study on South Carolina Gifted Students: Where are they Four Years later?
1:15 PM - 2:15 PM
Case Studies in Twice Exceptionality: Helping These Learners Survive and Thrive in Elementary Gifted Classrooms
1:15 PM - 2:15 PM
A Special Family; A Special Journey: What Works and Why?
1:15 PM - 2:15 PM
46.3 What Are the Alternatives?
1:15 PM - 2:15 PM
48.3 Creating African American Aviators and Astronauts
1:15 PM - 2:15 PM
Assessing, Identifying, and Servicing Low-Income, Culturally and Linguistically Diverse Gifted Students: Gifted 101
2:30 PM - 3:30 PM
Effects of a Therapeutic Adventure on Gifted Teens with Asperger’s Syndrome
2:30 PM - 3:30 PM
35.4 Developing Talent in At-risk Adolescent Girls Using a Mentoring Model
2:30 PM - 3:30 PM
43.4 Minding the Gap: Helping Gifted Resources Stretch across Rural Areas
2:30 PM - 3:30 PM
45.4 Black Students Views of the Acting White Phenomenon in the Obama Era
2:30 PM - 3:30 PM
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2:30 PM - 3:30 PM
The Schoolwide Cluster Grouping Model: Embracing Diversity and Expanding Gifted Services During Lean Financial Times
3:45 PM - 4:45 PM
President Obama’s Role Model Effects on Recruitment and Retention of Gifted Black Students
3:45 PM - 4:45 PM
44.4 Curriculum Engineering: Short-circuiting exclusivity in gifted education
3:45 PM - 4:45 PM
46.4 Under-identification of African American gifted students with dual exceptionalities
3:45 PM - 4:45 PM
48.4 New Opportunities and Challenges: Supporting Gifted Students with Asperger’s in Universities and University-Based Special Programs
3:45 PM - 4:45 PM
Sunday, November 14
Get them ALL Thinking: Critical Reasoning for the 21st Century
7:30 AM - 8:30 AM
Recruiting and Retaining Gifted African American Male Students: Perspectives from Experts in the Field
8:45 AM - 9:45 AM
Special Schools & Programs Friday, November 12
A Sea of Free Association: Best Practices from a Successful After-School Program
7:30 AM - 8:30 AM
The Da Vinci Academy: A 21st-Century One-Room Schoolhouse
10:40 AM - 11:40 AM
Considerations in Ethics
10:40 AM - 11:40 AM
University-Based Summer Camps for Gifted Students: Learning from the Professionals
10:40 AM - 11:40 AM
How Many of Them Can You Expect to Find? Finding and Serving Twice Exceptional Learners
10:40 AM - 11:40 AM
14.1 Preparing Great Minds: One School’s Journey in Implementing the School-wide Enrichment Model
10:40 AM - 11:40 AM
Creating and Sustaining a Program for Highly Gifted Learners
11:55 AM - 12:40 PM
Dreamfest: A Conference Connecting Gifted and Talented Students with Community Resources 11:55 AM - 12:40 PM Opportunities Leading to Successful Experiences: Positive Perceptions of Low-Income Students in Out-of-School Enrichment Programs
11:55 AM - 12:40 PM
Leading Extra-Curricular Academic Programs: How to Develop Talent in Your School
1:15 PM - 2:15 PM
24.4 Starting and Developing Programs for Gifted Mexican Children
1:15 PM - 2:15 PM
14.2 Breaking the Box: Innovative Programming for Gifted Middle Schoolers
2:30 PM - 3:30 PM
Saturday, November 13
Living the Dream: Creating and Growing a School for Gifted Learners
7:30 AM - 8:30 AM
Starting a School/Program for Gifted Students: Do your Homework First!
10:40 AM - 11:40 AM
29.3 Gifted Services and School Reform: a Year Round and Magnet School Perspective
10:40 AM - 11:40 AM
27.3 Predicting Academic Success and Personal Well-being in College Students
10:40 AM - 11:40 AM
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47.4 Ohio’s Gifted: Studying Black and White Achievement
Strand Index
Strand index Awakening Youth Leadership Development
11:55 AM - 12:40 PM
Growing Great Kids - Plant a Small Garden Program That Yields Big Results
11:55 AM - 12:40 PM
Summer Enrichment
1:15 PM - 2:15 PM
Programming Girls for Continued Technological Success
1:15 PM - 2:15 PM
NCSSSMST - Connections: A Classroom Without Borders
1:15 PM - 2:15 PM
The Scholar Identity Model: GT Coordinators & Teachers working with young Black males
2:30 PM - 3:30 PM
29.4 Changing Children’s Lives: How an Elementary STEM Magnet School is Making the Difference for Students
2:30 PM - 3:30 PM
27.4 A cross-cultural evaluation of a summer residential program for Indian and U.S. talented students.
2:30 PM - 3:30 PM
34.4: A Comprehensive College Planning Program at a Governor’s School for Science and Technology
3:45 PM - 4:45 PM
22.4 Science, Technology, Engineering and Mathematics (STEM) A Successful Match for Gifted High School Learners
3:45 PM - 4:45 PM
Sunday, November 14
Educational Eden : Student and Parent Perspectives on life in a Gifted Magnet School
7:30 AM - 8:30 AM
Uniting Talent and Passion
8:45 AM - 9:45 AM
STEM Friday, November 12
Engaging Elementary Students in Epidemiology: A Parallel Curriculum Unit of Study
7:30 AM - 8:30 AM
A Circle Has How Many Lines of Symmetry? Challenging Elementary Math Students to Think Beyond
7:30 AM - 8:30 AM
Without Geometry, Life Is Pointless
7:30 AM - 8:30 AM
31.1 The Images of Mathematics and Mathematical Strategies of Gifted Children
7:30 AM - 8:30 AM
33.1 Gifted Spatial Learners: Course Preference and Spatial Reasoning
7:30 AM - 8:30 AM
Come on Down: Engaging Students in the Mathematics Behind Game Shows
10:40 AM - 11:40 AM
NCSSSMST - Teacher Evaluation in a Specialized Science High School: A Case Study
10:40 AM - 11:40 AM
Building and Evaluating a STEM Pipeline: Preliminary Insights from Project STEM Starters
10:40 AM - 11:40 AM
NCSSSMST - Inventiveness in High School Curricula
10:40 AM - 11:40 AM
‘This experiment is sick!’ Girls loving hands-on STEM activities available through an NDSCS outreach program
10:40 AM - 11:40 AM
Challenging Mathematically Talented Students in the NCLB, CBI, RtI, DT->PI Environment
10:40 AM - 11:40 AM
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Great Minds Leading the Way
10:40 AM - 11:40 AM
30.1 Math for the Fun of It!
10:40 AM - 11:40 AM
The SMART Center: An Authentic Research Experience in Magnetic Resonance for Middle and High-School Students
11:55 AM - 12:40 PM
NCSSSMST - Secondary Mathematics: Depth vs. Acceleration
11:55 AM - 12:40 PM
NCSSSMST - Triangle Triage: Exploring The 3E’’s of Sustainability In The Classroom for Grades 6-12
11:55 AM - 12:40 PM
Mathematical Proof (and Counterexample)
11:55 AM - 12:40 PM
Alongside Intellect: Affect in Mathematics Learning
1:15 PM - 2:15 PM
NCSSSMST - Bridging the gap between high school and college: How to modify traditional high school and college mathematics curricula to meet the needs of talented students.
1:15 PM - 2:15 PM
NCSSSMST - Mathematics Enrichment Through Math Teams (the Georgia Way)
1:15 PM - 2:15 PM
Jump Rope Geometry
1:15 PM - 2:15 PM
NCSSSMST - Guiding Student Research: A Resource for Enhancing Student Inquiry
1:15 PM - 2:15 PM
Teaching Gifted Standards through STEM (Science, Technology, Engineering, and Mathematics)
1:15 PM - 2:15 PM
27.2 Science, Literacy, and Justice for All
1:15 PM - 2:15 PM
Combined Session (part 1) Engineering Design Challenges in the Elementary Classroom
2:30 PM - 3:00 PM
NCSSSMST - Advanced DNA/Genetics - Beyond AP - Working at a University Level
2:30 PM - 3:30 PM
Wholemovement is Folding Circles
2:30 PM - 3:30 PM
28.2 The Crazy Elizabeth Color Counting System: An Other Alternative Number Systems
2:30 PM - 3:30 PM
31.3 Yes, It is Rocket Science
2:30 PM - 3:30 PM
Combined Session (part 2) Optics, Lenses, and Telescopes for Gifted Elementary Students
3:00 PM - 3:30 PM
NCSSSMST - Physics is really fun if you don’’t tell them its physics
4:30 PM - 5:30 PM
Mathematics Achievement: Relations among teacher instruction, teacher knowledge, and student outcomes
4:30 PM - 5:30 PM
S.T.E.A.M.: Science, Technology, Engineering, Art, and Math in the Construction of a Miniature Golf Course
4:30 PM - 5:30 PM
33.2 The Relationship Between Elementary Teachers’ Mathematics Content Knowledge and Quality of Instruction
4:30 PM - 5:30 PM
25.2 Features of Gifted Students’ Performance in Creative Science Inquiry Projects in 31.2 Problem-Based Learning: Leadership Through Collaboration and Community Involvement
4:30 PM - 5:30 PM
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Strand Index
28.1 Engineering in Elementary School? Yes You Can!
Strand Index
Strand index Saturday, November 13
30.2 The Davidson Fellows: Case Studies in Science Talent Development
7:30 AM - 8:30 AM
32.2 Using Gifted High School Math Tutors for Gifted Elementary Students
7:30 AM - 8:30 AM
Project GEMS: Javits Grant Supporting Problem-Based Instruction for Math & Science
10:40 AM - 11:40 AM
Stalking the Wild Polyhedron
10:40 AM - 11:40 AM
33.3 Teaching Economics through Children’s Literature and Hands-on Activities
10:40 AM - 11:40 AM
How to Plan and Incorporate Problem Solving for Gifted Students in a Mainstream Classroom
11:55 AM - 12:40 PM
Race to the Top: Developing Mathematically Promising Middle Grades Students
11:55 AM - 12:40 PM
Exploring Measurement with Talented Young Mathematicians: Providing Challenge across the Elementary Grades
11:55 AM - 12:40 PM
NCSSSMST - Biotechnical Engineering: Innovation, Engagement, and Integration in the STEM Classroom
1:15 PM - 2:15 PM
Beyond Word Problems Using Rich Math Problems to Reach All Learners
1:15 PM - 2:15 PM
30.3 It is Just That Simple: Simple Machines & WeDo LEGO Robotics
1:15 PM - 2:15 PM
Do Gender Differences in Math & Science Persist and How Concerned Should We Be?
2:30 PM - 3:30 PM
33.4 Real-world writing, real-world math
2:30 PM - 3:30 PM
31.4 The Survey Toolkit: Integrated Curriculum Research Projects
2:30 PM - 3:30 PM
The Mother of Invention: Involving Upper Elementary Students in the Invention Process
3:45 PM - 4:45 PM
Model Eliciting Activities: A Challenging and Effective Mathematical Tool
3:45 PM - 4:45 PM
32.4 Managing Math Contests in the Regular Classroom
3:45 PM - 4:45 PM
30.4 Finding Math in Music
3:45 PM - 4:45 PM
Sunday, November 14
A Talent Development Perspective on Educating Mathematically Gifted Students
7:30 AM - 8:30 AM
Children with Spatial Strengths: Overlooked Engineers, Mathematicians, and Scientists
8:45 AM - 9:45 AM
250
National Association for Gifted Children |
Great Minds Leading the Way
Strand Index
NCSSSMST Sessions Friday, November 12
NCSSSMST - How to get your students admitted into highly selective universities
7:30 AM - 8:30 AM
NCSSSMST - An Instrument for Assessing the Status of S3 Program Graduates
7:30 AM - 8:30 AM
NCSSSMST - Non-Cognitive Factors and Motivation: Attending to the Other Half of College Readiness
7:30 AM - 8:30 AM
NCSSSMST - Inventiveness in High School Curricula
10:40 AM - 11:40 AM
NCSSSMST - Teacher Evaluation in a Specialized Science High School: A Case Study
10:40 AM - 11:40 AM
NCSSSMST - Using Social Media to Connect Students, Parents & Alumni
10:40 AM - 11:40 AM
NCSSSMST - Recipe for Vertical Alignment using performace standard (NSS) and Inquiry Based Learning
11:55 AM - 12:40 PM
NCSSSMST - Triangle Triage: Exploring The 3E’’s of Sustainability In The Classroom for Grades 6-12
11:55 AM - 12:40 PM
NCSSSMST - Secondary Mathematics: Depth vs. Acceleration
11:55 AM - 12:40 PM
NCSSSMST - Bridging the gap between high school and college: How to modify traditional high school and college mathematics curricula to meet the needs of talented students.
1:15 PM - 2:15 PM
NCSSSMST - Mathematics Enrichment Through Math Teams (the Georgia Way)
1:15 PM - 2:15 PM
NCSSSMST - Guiding Student Research: A Resource for Enhancing Student Inquiry
1:15 PM - 2:15 PM
NCSSSMST - Advanced DNA/Genetics - Beyond AP - Working at a University Level
2:30 PM - 3:30 PM
NCSSSMST - Creating Architectural Design Projects
4:30 PM - 5:30 PM
NCSSSMST - Physics is really fun if you don’’t tell them its physics
4:30 PM - 5:30 PM
Saturday, November 13
NCSSSMST - Empowering the Teaching Professional through Project Management Planning NCSSSMST - Fostering Full Participation: Using Technology to Facilitate Group Projects and Individualized Student Learning
7:30 AM - 8:30 AM 10:40 AM - 11:40 AM
NCSSSMST - Teaching “Real” History: Using Simulations & Debates in the History Classroom 10:40 AM - 11:40 AM NCSSSMST - Interactive Approaches in Teaching World Religions to STEM and Gifted Students 10:40 AM - 11:40 AM NCSSSMST - Connections: A Classroom Without Borders
1:15 PM - 2:15 PM
NCSSSMST - Biotechnical Engineering: Innovation, Engagement, and Integration in the STEM Classroom
1:15 PM - 2:15 PM
NCSSSMST - Making the Grade: A look at traditional and digital assessment
2:30 PM - 3:30 PM
NCSSSMST - Teaching Engineering Courses in the High School Setting
2:30 PM - 3:30 PM
57th Annual Convention | November 11-14, 2010 | Atlanta, GA
251
Speaker Index
Speaker index Baker, Sidney..........................................47
Boswell, Cecelia................................... 139
Baldwin, Alexinia Y............................. 213
Botkin, Ereka...................................... 101
Abellan, Luisa...................................... 142
Baldwin, Lois................................... 10, 59
Bowie, Pauline..................................... 138
Abruzzo, Sheila.................................... 222
Balsamo, Kathy............................. 70, 165
Bracken, Bruce.................................... 181
Acar, Selcuk......................................... 188
Banbury, Mary.......................................91
Brandt, Anne..........................................79
Adams, Cheryll M. ..7, 88, 103, 165, 216
Barbaza, Marisa......................................55
Breard, Nancy Starr............................. 102
Adderholdt, Miriam Renee................. 188
Baska, Ariel.......................................... 136
Brenner, Michelle................................ 134
Adelson, Jill L.................................. 40, 97
Batenburg, Ann................................... 131
Brewster, Sharon E........................ 51, 100
Ahmed, Reshma.................................. 167
Beasley, Jennifer........................... 141, 154
Briggs, Candyce R............................... 205
Akridge, Geni...................................... 170
Becker, Kurt........................................ 103
Briggs, Christine.................................. 180
Albert, Liz............................................ 207
Beckmann, Deborah..............................69
Brighton, Catherine...............................70
Albrecht, Dina Kodjayan.................... 104
Beedy, Diane M.....................................64
Brody, Linda........................................ 187
Alderdice, Corey.....................................34
Behrens, Wendy A............................... 123
Bronsoler, Raquel C...............................81
Alencar, Eunice Soriano.........................26
Beisser, Sally R........................................54
Brown, Katherine B................ 27, 50, 130
Alexander, Lisa B........................... 28, 147
Bell, LaRoyce....................................... 183
Brownlee, Joan P.......................... 174, 199
Allen, Celita......................................... 134
Beltchenko, Laura....................... 137, 166
Brulles, Dina.........................95, 102, 202
Allen, Kim..................................... 95, 209
Bernal, Ernesto.........................................8
Bryant, Lorna...................................... 144
Almarode, John......................................44
Bernstein, Robyn....................................78
Bugg, Maya............................................55
Ambrose, Don.....................115, 159, 218
Besnoy, Kevin.........................................32
Burnette, Dawn............................... 27, 47
Amend, Edward R.............................. 148
Betts, George................................... 6, 161
Burnette, Deborah.............................. 123
An, Dong Gun............................ 129, 189
Biehl, Katie...................................... 41, 91
Burney, Virginia....................82, 104, 194
Anderson-Miller, Gae.......................... 154
Blaetz, Elizabeth.....................................58
Burns, Marcia V............................. 68, 153
Anders, Ted............................................93
Blaine, Alison...................................... 139
Burt, Stacey Schlichter...........................14
Anthony, Colleen...................................67
Blair, Randee S.................................... 117
Assouline, Susan....................43, 159, 217
Blanas, Vicky....................................... 168
Azano, Amy............................................21
Blanchard, Richard.............................. 102
A
Bland, Lori C................................ 71, 155 Blecker, Norma................................... 162
B
Bloom, Lisa A...................................... 196 Bachinski, Jenna J..................86, 154, 178
Boazman, Janette................................. 148
Bailey, Carrie Lynn.................................26
Boltik, Erin.............................................41
Bain, Amy........................................... 116
Bond, April.................................. 143, 205
Bain, Sherry K........................................80
Bonina, Vincent.....................................90
Baker, Rebecca........................................87
Boren, Rachel...................................... 141
252
National Association for Gifted Children |
C Callahan, Carolyn M................. 2, 46, 89, 94, 159, 177, 221 Callahan, J. Sean................................. 108 Callard-Szulgit, Rosemary......................48 Calvert, Eric........................................ 100 Cannon, Michael................................ 136 Capper, Marla Read.................... 154, 191 Carinci, Jennifer E............................... 191
Great Minds Leading the Way
Collins, Linda E.....................................65
Davis, Joy Lawson........................... 8, 125
Carnes, Beth........................................ 164
Collins, Mandy J................................. 176
Davis, Valerie....................................... 138
Carr, Ronald L.......................................90
Collins, William J...................................65
Dechau, Pamela......................................18
Carter, Carol........................................ 180
Combs, Gwendolynn Millen.............. 128
Deitz, Christine...................118, 198, 221
Carter, Jennifer.................................... 122
Connell, Elizabeth....................... 100, 177
Delisle, James......................132, 161, 182
Casa, Tutita.................................... 40, 157
Cook, Raquel.........................................38
Deloney, Michael................................ 143
Cash, Richard................8, 10, 41, 68, 216
Cooper, Carolyn.................................. 115
DeMao, Vicki...................................... 191
Cassady, Jerrell C................................. 103
Corwith, Susan................................ 47, 73
Deskins, Lena G.................................. 148
Castellano, Jaime A......................... 8, 186
Cotabish, Alicia.................11, 42, 88, 140
DeVries, Arlene R................................ 138
Caster, Brooke..................................... 105
Courtright, Richard D...........................69
Diaz, Tanya.......................................... 175
Cayirdag, Nur..................................... 188
Cox, Gloria.............................................59
Dittmer, Lucinda................................. 109
Chae, Yoojung........................................31
Cox, Marilyn....................................... 150
Dixon, Felicia A............................. 84, 124
Chamberlin, Scott....................................7
Coxon, Steve....................................... 181
Dlouhy, Dale....................................... 179
Chancey, Jaclyn.....................25, 192, 196
Cramond, Bonnie.................93, 105, 135
Dobyns, Sally M.................................. 100
Chandler, Jean..................................... 156
Croft-Jackson, Heather..........................94
Dodd, Nancy.........................................75
Chandler, Kimberley...7, 55, 87, 143, 152
Croft, Laurie J...............19, 144, 174, 205
Dole, Sharon............................... 130, 196
Cherry, Shawn R................................. 196
Cross, Jennifer Riedl............................ 179
Drake, Cathy....................................... 151
Chin, Michael........................................25
Cross, Tracy.....................40, 97, 159, 179
Drapeau, Patti............................... 18, 215
Cho, Cynthia.........................................53
Cross, Vyrtice...................................... 125
Dullaghan, Barbara..................... 100, 120
Chodakiewicz, Shirley......................... 207
Crowder, Isabelle......................... 130, 135
Duncan, Daphne.............................. 7, 90
Church, Al..............................................16
Crowe, Edward......................................21
Duncan, Tisha Admire........................ 133
Clark, Frank R........................................56
Crowley, Debra......................................52
Clark, Ron........................................... 211
Crumley, Erika L................................. 127
Clayton-Code, Kimberly P.....................60
Culella, Nicole..................................... 169 Eger, Annette....................................... 135
Clinkenbeard, Pamela......................... 184 Clune, Amy............................................59
E
D
Ellison, Amber McEnturff............ 53, 123 Elms, Kimberly......................................95
Coil, Carolyn....................................... 165 Colangelo, Nick.....................................19
Dai, David Yun............................. 88, 161
Emerick, Linda.................................... 126
Cole, Shelbi................................... 24, 219
Dailey, Debbie........................................42
English, Tiffany................................... 209
Colelli, Joy..............................................98
Dale, Jo E............................................ 156
Eriksson, Gillian I......................... 38, 181
Coleman, April Newman......45, 190, 199
Daniels, Susan..................................... 214
Esperat, Andrea................................... 104
Coleman, Laurence J........................ 84, 97, 124, 192, 216
Daniels-Jackson, Kristy..........................55
Ewing, Vanessa.......................................48
Davidson, Janet E...................................64
Eyer, Patty...............................................30
Davis, Derek A.................................... 131
Eysturlid, Lee W.....................................41
Coleman, Mary Ruth B................ 63, 141
57th Annual Convention | November 11-14, 2010 | Atlanta, GA
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Speaker Index
Carmody, Heather Gramberg... 7, 73, 166
Speaker Index
Speaker index F
Guilbault, Keri M..................................49
G
Guo, Aige............................................ 124 Fairweather, Elizabeth................... 66, 105 Fairweather, Thomas..............................66 Falk, R. Frank...................................... 140 Farrell, Shirley J............................... 15, 80 Favata, Diana..........................................68 Faye, Gwendolyn................................ 171 Fears, Nedra Sims................................ 101 Ferguson, Stephanie K........................ 158 Ficici, Abdullah......................................49 Fiedler, Ellen D............................. 56, 118 Field, Gara B....................................... 151 Fink, Beverly A.................................... 144 Firmender, Janine...................................55 Fithian, Ellen....................................... 208 Fitzsimmons, Magdalena.................... 162 Fleith, Denise Souza...............................26 Flick, Anne.......................................... 100 Flint, Lori J..........................146, 189, 206 Flowers, Jason...................................... 139 Fogarty, Elizabeth A..........10, 14, 39, 204 Ford, Donna........................3, 8, 156, 207 Foreman, Jennifer................................ 198 Franklin-Rohr, Cheryl Lynn..................72 Frazier, Kathy C.....................................66 Fredrickson, Jenny..................................54 Friedman-Nimz, Reva................... 66, 195 Friedrichs, Terence Paul................. 26, 144 Fussell, Annemarie.................................60
254
Gaa, John P.......................................... 214
Gyarmathy, Amy................................. 168
Galbraith, Susan.....................................47
Gyles, Petra D. T................................. 197
Gallagher, Jim...................................... 210 Gallagher, Rosina.............................. 8, 23
H
Gallagher, Shelagh............................... 182 Garcia, Lisa M........................................72
Haas, Steven C................................ 17, 54
Garner, Chuck........................................75
Hager, Jennifer.......................................86
Garrett, Marge........................................19
Hahn, Beth.................................. 188, 203
Garrett, Patti...........................................54
Hahn, Edna Leticia Hernandez de...... 117
Gatto-Walden, Patricia........................ 120
Hall, Barbara..........................................98
Gavin, M. Katherine...........7, 40, 55, 157
Hall, Linda.......................................... 153
Gay, Tina G......................................... 173
Hamilton, Dave.....................................90
Gelgi, Fatih.............................................49
Hammack, Merla................................ 171
Gentry, Marcia......................72, 102, 201
Hands, Robin E.....................................49
Geraty, Anne....................................... 169
Hansen-Smith, Bradford........................86
Giampaolo, Alessa............................... 138
Hanson, Faye....................................... 198
Gilb, Merlene.........................................55
Harmon, Deborah A........................... 156
Gillespie, Patricia Ann............................35
Haroutounian, Joanne...........................52
Gilman, Barbara J......................... 20, 159
Harris, Winfred G............................... 192
Givens, Meg........................................ 129
Hart, Courtney......................................95
Gluck, Stuart..........................................61
Haruta, Kieran B................................. 193
Godbey, Teresa Locke.......................... 149
Harvey, Sue................................... 79, 136
Goertz, Jeanie...................................... 115
Hazelton, Deborah.............................. 165
Goff, II, William H......................... 70, 99
Heacox, Diane............................... 56, 220
Gonshorek, Daniel O............46, 132, 213
HĂŠbert, Thomas................3, 89, 142, 202
Gore, Paul..............................................16
Hedrick, Kelly A........................... 37, 138
Grabb, Camille.................................... 152
Helbling, Joe B......................86, 154, 178
Grantham, Tarek C.....108, 192, 202, 222
Hendricks, Paige.................................. 204
Greenspon, Thomas S................... 99, 164
Henry, Michelle......................................21
Griffin, Patty....................................... 168
Herman, Gail N............................ 52, 153
Gross, Miraca U.M............................. 163
Hernandez, Jennifer............................ 193
Gubbins, E. Jean................................. 219
Hertzog, Nancy B.................68, 166, 215
National Association for Gifted Children |
Great Minds Leading the Way
I
Hicks, Argen....................................... 121
Kane, Michele.................56, 85, 118, 181 Kang, Jinju.......................................... 197
Higgins, Dennis............................ 34, 141
Imbeau, Marcia............................... 6, 119
Kaplan, Sandra N............3, 119, 136, 183
Hillmann, Paula J...................................35
Inman, Tracy Ford....................... 142, 164
Kapushion, Blanche M....................... 139
Hines, Meg Easom.................................17 Hoh, Pau-San...................................... 193
Karnes, Frances.......................................36
J
Holbrook, Judith Anne................... 27, 47
Kauffman, John D.................................67 Kay, Sandra I....................................... 160
Holcombe, Susan C...............................18
Jackson, P. Susan..................117, 183, 219
Kearney, Kathi.................48, 69, 200, 221
Hollingsworth, Patricia............... 150, 180
Jackson, Susan E.................................. 127
Keel, Willene....................................... 121
Honeck, Ellen...................10, 14, 85, 151
Jacobsen, Jan....................................... 163
Keilty, Bill...............................................34
Ho, Nora............................................. 161
Jacobs, Joan K..................................... 136
Kelavkar, Mangala..................................57
Hoover, Susan F......................................96
Janecke, Nan....................................... 138
Keller-Mathers, Susan......................... 219
Horn, Carol............................................32
Jang, Shinho.................................. 30, 109
Kendrick, Tiombe-Bisa....................... 194
Horne, Arthur M................................ 210
Jean, Kristi..............................................44
Kessler, Lara Walker............................ 146
Hough, Carol Ann.................................52
Jechura, Jeanine B............................... 120
Killingsworth, Jennifer........................ 116
Housand, Angela............................. 16, 83
Joannes, Kris H................................... 200
Kim, Daehyun............................ 145, 189
Housand, Brian C.................... 11, 32, 78, 83, 147, 218
Johnsen, Susan..............2, 3, 82, 141, 159
Kim, Jae-Young................................... 109
Johnson, Nancy J...................................80
Kim, Kyung Hee.........8, 40, 71, 102, 128
Johnson, Pat........................................ 177
Kim, Mihyeon........................................91
Johnson, Rebecca................................ 153
Kimball, Karen.......................................93
Jolly, Jennifer L.......................................93
Kimball, Kristyn.....................................93
Jolly, Susan..............................................37
King, Renee......................................... 116
Jones, Jaimon K......................................89
Kingore, Bertie................................ 36, 64
Jones, Kathy............................ 39, 98, 183
Kirk, Joy E..............................................48
Jones, Shannon B. ............10, 14, 85, 151
Kirsch, Lauri.............................. 9, 68, 155
Jones, Wanda....................................... 170
Kistler, Melissa A........................... 43, 207
Jordan, Bob............................................58
Knapp, Stuart M................................. 190
Jordan, Katrina A...................................58
Knight, Bertha..................................... 126
Hubbard, Gail Fischer................. 174, 199 Huffines, Cathy................................... 148 Hughen, Amy........................................78 Hughes, Abby.........................................50 Hull, Michael F.................................... 102 Hulsey, Donna B................................. 126 Humphrey, Darci...................................81 Humphrey, Katherine......................... 108 Hunsaker, Scott............................... 6, 194 Hunt, Lucy K...................................... 183 Huntoon, Vivian................................. 150 Hutton, Barbara Mitchell.............. 19, 142
Knouse, Jeanne M............................... 222
K
Kokol, Martin Lawrence..................... 198 Kolar, Christopher..................................63
Kalkhoran, Iraj.............................. 43, 103
Kottmeyer, Carolyn.............138, 178, 200
Kamath, Sucheta A.................................57
Krisel, Sally C......................9, 42, 82, 134
Kampschnieder, Deborah A.......... 51, 100
Kronborg, Leonie................................ 195
57th Annual Convention | November 11-14, 2010 | Atlanta, GA
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Speaker Index
Hickey, Gail............................................49
Speaker Index
Speaker index Kumpost, Jennifer............................... 152
Little, Remeka..................................... 156
McCauley, Bill..................................... 137
Kunhardt, Erich.....................................43
Li, Yan....................................................94
McCoach, D. Betsy...........9, 89, 159, 221
Kwon, Chi-Soon................................. 109
Lloyd-Zannini, Lou....................... 20, 218
McCormick, Kimberly M............. 92, 166
Long, Deborah.................................... 195
McDonald, Julie Lenner..................... 192
Longfield, Leslie.................................. 175
McGee, Glenn........................................41
Long-Mitchell, Linda Ann.....................91
McIntosh, Joel..................................... 178
Laing, Peter C................................ 40, 186
Lord, E. Wayne........................... 140, 168
McKinnon, Abigail............................. 197
Lake, Laura.............................................61
Lycan, Angela Marie Novak................ 172
McNeill, MaryLin......................... 78, 147
Lambert, Amber D................................76
Lyons, Sue Ellen.....................................91
McPherson, Suzanne........................... 163
L
Lane, Marilyn...................................... 161 Lane, Mary Anne...................................75
Mead, Claire Schmidt......................... 169
M
Mellette, Kathy.................................... 116
Langdon, Karen Sims.......................... 126
Mendaglio, Sal............................... 97, 151
Langley, Susan Dulong...........................45
MacFarlane, Bronwyn............................28
Merritt, Dodie............................. 119, 164
Lansdowne, Kimberly A.........................87
Maghan, Margaret..................................23
Messer, David.........................................56
Lardner, Cynthia Marie-Martinovich....92
Magner, Laura.....................106, 172, 209
Messer, Patty...........................................20
Larsen, Mark..........................................29
Mainhart, Jessica................................. 207
Meszaros, Melinda........................ 65, 117
Larson, Lanore.................................... 189
Main, Kenton W....................................28
Meyer, Sally............................................19
Latour, Carol....................................... 137
Makel, Matthew C.................. 22, 94, 192
Michels, Debbie.....................................86
Latz, Amanda O. . .......................... 76, 88
Mall, Kristy............................................14
Milano, Mariel B............................. 24, 51
Leader, Wendy S.....................................67
Malueg, Carol S.......................... 122, 167
Miller, Angie L.......................................76
Lee, Hang Eun............................ 128, 145
Mann, Eric................................ 7, 73, 147
Miller, Erin.............................................83
Lee, Meg.............................................. 105
Mann, Rebecca L.......................... 31, 222
Miller, Janice..........................................45
Lee, Sarah...................................... 95, 209
Marks, Kathy..........................................30
Miller, Kim M. Berman.........................16
Lee, Seon-Young.................................. 185
Martin, Anne...................................... 105
Miller, Nancy B......................................64
Leffard, Janet S.................................... 204
Mashburn, Carol....................................56
Miller, Rachelle........................ 60, 72, 124
Leopold, Carrie......................................44
Matschiner, Ann L.................................46
Mills, Margaret.................................... 109
Leppien, Jann H..........6, 32, 36, 119, 178
Matteson, Terri.......................................20
Miro-Mejas, Ana G............................. 184
Leung, Olivia N.................................. 197
Matthews, Michael S................. 15, 33, 93
Missett, Tracy C.............................. 46, 94
Lewis, Gina......................................... 106
Mayfield, Gloria.....................................59
Mitchell, Linda Crane......................... 206
Lim, Zeb Kai Kok......................... 16, 129
McAbee, Wanda.................................. 149
Mitchell, Melissa........................... 23, 192
Lindebrekke, Karen L.......................... 155
McAnallen, Rachel........................ 24, 179
Mizell, Tiffany........................................41
Lins, Danel.......................................... 183
McBee, Matthew....................................15
Montgomery, Diane............................ 218
Little, Catherine.................................. 194
McBride, Kerri.......................................30
Moon, Geoffrey................................... 125
Little, Catherine A......................... 39, 216
McCall, Peggy........................................83
Moon, Tonya R....................... 21, 70, 141
256
National Association for Gifted Children |
Great Minds Leading the Way
P
Morales-Taylor, Miriam.........................32
Price, Debra J...................................... 106 Putallaz, Martha.................................. 192
Morgan, Michael................................. 108
Palacios-Gribben, Maria.........................76
Morris, Rachel..................................... 221
Palka, Jacqueline.....................................82
Morse, Reef............................................62
Palko, Tricia............................................68
Mortimer, Anna L..................................38
Park, Mangoo................................ 30, 109
Moulder, Katie.................................... 134
Parker, Anita........................................ 152
Mucherah, Wilfridah M...................... 124
Parker, Evalee..........................................90
Muratori, Michelle.............................. 174
Parker, Megan.........................................80
Myers, Debra Taylor...............................37
Patterson, Linda.................................. 177
Ray, Kathy....................................... 39, 98
Paul, Kristina Ayers....................... 58, 216
Raymond, Grace....................................41
Paulson, Shirley................................... 175
Reece, Jack..............................................99
Peak, Pamela...........................................53
Reis, Sally M. ......................... 6, 180, 221
Naglieri, Jack A............................ 102, 158
Pereira, Nielsen L.......................... 42, 124
Reitan, Kirsten.................................... 175
Netz, Carol.......................................... 160
Pereles, Daphne............................... 10, 59
Renzulli, Joseph S.......................... 84, 210
Neumeister, Kristie Speirs...104, 140, 216
Periathiruvadi, Sita.............................. 123
Reupert, Dana........................................79
Neville, Christine S............................. 142
Pete, Cassandra.............................. 46, 130
Reynolds, Linda.................................. 179
Newell, Sara................................... 18, 179
Peters, Scott J.................42, 166, 184, 201
Ribeiro, Marjurie........................... 88, 103
Newman, Jane Lumpkin..................... 190
Peterson, Francisca.................................77
Rich, Scott A................................... 67, 85
Nichols, Mary..................................... 148
Peterson, Jean Sunde............... 7, 135, 185
Richards, Susannah................................38
Nielsen, Elizabeth..................34, 141, 220
Pettyjohn, Sherry................................. 168
Richardson, Ashley.................................37
Phelps, Connie L....................................22
Richey, Brandi..................................... 184
Pickenpaugh, Peyton A............... 143, 205
Riehl, Holly............................................45
Piedras, Ro.......................................... 184
Riggsbee, Jan J..................................... 107
O’Brien, Heather................................ 105
Pierce, Rebecca............................ 103, 165
Rimm, Sylvia............................... 9, 38, 70
O’Connor, Katherine.................... 78, 147
Piirto, Jane................................... 132, 166
Risberg, Cathy A....................................39
O’Connor, Kevin J.............................. 126
Pikula, Karen..........................................61
Rivera, Hector..................................... 184
O’Dell, Judy........................................ 106
Pina, Jeremiah-Alec Roy.............. 118, 206
Rivet, Amy.............................................82
Olenchak, Richard.............................. 214
Plucker, Jonathan A. ....97, 145, 166, 216
Roberts, Julia Link..............3, 8, 164, 181
Olszewski-Kubilius, Paula..7, 32, 73, 185, 216
Pohlmeyer, Kerry G................................29
Robinson, Ann E. .................. 11, 88, 177
Porcher, Sonya..................................... 135
Robinson, Nancy...................................97
Postma, Michael.................................. 217
Rodriguez, Carlos............................ 43, 61
Preston, Charity.....................................48
Rodriguez, Nikki M...............................77
Price, Dallas................................. 127, 133
Rogers, Karen B........................ 2, 41, 167
N
O
Omdal, Stuart............................... 10, 122 O’Meara, Jodi...................................... 152 Oztunc, Gokhan......................... 118, 206
Q Qian, Meihua...................................... 145
R
57th Annual Convention | November 11-14, 2010 | Atlanta, GA
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Speaker Index
Moore, James L................................... 222
Speaker Index
Speaker index Rogutsky, Chris......................................34 Romey, Elizabeth....................................98 Root-Bernstein, Robert........... 32, 33, 210 Rose, Valija C.........................................87 Roseberry, Judith................................. 165 Rosenberg, Daniel M.............................73 Roush, Elizabeth....................................60 Rowlison, Teresa.....................................86 Rubenstein, Lisa DaVia................... 24, 52 Runco, Mark................................... 32, 33 Runyon, Lisa....................................... 107
Scott, Michelle Frazier Trotman...............128, 173, 207
Spielhagen, Frances R.......................... 136
Sebura, Pamela.......................................35
Stapleton, Babs.................................... 137
Seidel, Jane G...................................... 155 Selby, Edwin C.............................. 67, 162 Semanchik, Kathleen.............................77 Seney, Bob........................................... 150 Shade, Rick.............................................54 Shah-Coltrane, Sneha.......................... 220 Shapiro, Martin......................................74 Shaunessy, Elizabeth....9, 21, 32, 155, 201
Stambaugh, Tamra.......................... 53, 73 Steele, Kathleen J. ........................ 82, 154 Steenbergen-Hu, Saiying........................88 Stein, Vicki.............................................99 Stephens, Kristen R. . .......6, 36, 107, 177 Stephenson, Sally Dhruva................... 153 Stoddard, Jeremy................................. 121 Stonequist, Susan M............................ 103
Sheets, Cindy.......................... 8, 132, 183
Subotnik, Rena F...................... 21, 44, 97, 177, 217, 221
Ryan, Sharon....................................... 200
Sheffield, Linda Jensen.............. 7, 75, 158
Suldo, Shannon................................... 201
Shepherd, Julia.................................... 145
Sutcliffe, Pamela.................................. 125
S
Shepherd, Paul.............................. 72, 171
Swalley, Carol...................................... 183
Shook, Belinda.......................................82
Swanson, Julie D................................. 168
Shoplik, Ann..........................................43
Szakasits, Angela.................................. 101
Russ, Sandra.................................... 32, 33
Sakashita, Sue Savage.................... 72, 171 Sanders, Pat......................................... 195 Sanderson, Elfi.............................. 53, 117 Satterfield, Michelle............................. 129 Sauder, Adrienne E.................................71 Scheibel, Susan............................ 122, 153 Schirvar, Wendi................................... 182 Schneider, Steve................................... 170 Schofield, William..................................32 Schorzman, Valerie.............................. 126 Schreiber, Catherine............................ 186 Schroth, Stephen T................46, 132, 213 Schuler, Monika.................................. 125 Schuler, Patricia........................... 127, 148 Schultz, Chris...........................................7 Schultz, Kelly...................................... 138 Schultz, Robert A.......................... 84, 132 Schuster, Gretchen.................................68
258
Siegle, Del...............32, 89, 115, 159, 194 Silverman, Linda K.........17, 64, 140, 159
T
Singletary, Cathy......................... 191, 203 Sisk, Dorothy A............................. 85, 220
Tabor, Maricruz Aguayo...................... 139
Skorupski, William P..............................66
Tanner, Sande L. ...................................63
Skutch, Bonny........................................54
Tassell, Janet Lynne..................... 142, 157
Skyba, Olha................................... 15, 213
Terry, Alice W.........................................57
Slade, Mary L................................ 59, 120
Tettelbach, Vicky....................................30
Smith, Diane..........................................92
Thiel, Jenna................................... 81, 173
Smith, Donnajo G.............................. 123
Thomas, Jerald............................... 74, 208
Smith, Kenneth John.................. 103, 121
Thomas, Linor..................................... 151
Smits, Karen.................................. 75, 193
Thompson, Michael Clay............ 137, 163
Smutny, Joan Franklin...........................85
Thompson, Taylor..................................58
Solow, Razel............................................65
Thomson, Dana Turner................... 47, 72
Sondel, Heather........................... 173, 208
Throop, Susie...................................... 146
Southern, Thomas..................................84
Tieso, Carol............................. 9, 121, 196
Speer, Roxanne B...................................30
Tolan, Stephanie S. .................... 196, 215
National Association for Gifted Children |
Great Minds Leading the Way
Speaker Index
Tomlinson, Carol........................ 182, 214
Weaver, Brian Michael........................ 145
Trail, Beverly A............................ 108, 150
Weber, Christine L...................... 122, 139
Treffinger, Donald J....................... 67, 162
Weily, Kelly..............................................7
Zamora, Cerina Clarisse.........................76
Trinter, Christine................................. 109
Weimholt, Katrina...................................7
Zimlich, Susan L................................. 204
Troester, Jennifer................................. 160
Westberg, Karen.....................................36
Zwiers, Rebecca......................................25
Turner, Lora...........................................91
White, Cindy.........................................42
Tyler-Wood, Tandra...................... 53, 123
White, Lori.......................................... 199
Z
White, Willard L................................. 122
U
Whiting, Gilman W...................... 32, 186 Wigtil, Clifton J.................................. 203
Unruh, Lori......................................... 130
Wilder, Lyle......................................... 143 Wiley, Kristofor......................................15
V
Williams, Carol Ann................... 162, 180 Williams, David C.............................. 136
Vague, Nancy.........................................41
Williams, Margot................................ 136
Vanderploeg, Merri Kae.........................27
Willis, Mariam Razian........................ 185
Vanko, Jane............................................37
Wilson, Hope E...................... 40, 97, 200
VanTassel-Baska, Joyce....2, 7, 14, 32, 221
Winton, Beth.........................................81
Veillon, Belinda................................... 181
Wood, Patti............................. 9, 101, 196
Voskuhl, Sarah........................................74
Wood, Susannah............................. 35, 53
Vuyk, Maria Alexandra..........................22
Worrell, Frank C......................... 175, 216 Wu, Echo H...........................................53
W Wagner, Kristy Kowalske......... 78, 92, 146 Wai, Jonathan.........................................22 Walden, Anne.................................. 18, 77 Walker, Deborah J..................................66 Wall, Lindsay............................................7 Walsh, Thomas.................................... 193 Ward, Kristi Lynn................................ 128 Waterman, Craig....................................96 Waycaster, Melissa............................... 146
Wu, Yi-Chen Jenny................................16 Wynn, Jennifer.................................... 163 Wynn, Susan................................... 6, 177
Y Yang, Yang..................................... 60, 102 Yim, Christina..................................... 172 Yoon, So Yoon..................................... 147 Yosif, Noah.......................................... 167 Young, Kendra.................................... 184 Young, Libby....................................... 172
57th Annual Convention | November 11-14, 2010 | Atlanta, GA
259
Convention Maps
Georgia World Congress Center Level One
260
National Association for Gifted Children |
Great Minds Leading the Way
Georgia World Congress Center Levels Two and Three
57th Annual Convention | November 11-14, 2010 | Atlanta, GA
261
Convention Maps
Westin Peachtree Plaza Hotel
262
National Association for Gifted Children |
Great Minds Leading the Way
Westin Peachtree Plaza Hotel
57th Annual Convention | November 11-14, 2010 | Atlanta, GA
263
Convention Maps
NAGC 2010 Convention Exhibit Hall C1
264
National Association for Gifted Children |
Great Minds Leading the Way
Exhibitor Listing Albert’s Insomnia
Belin-Blank Center
3732 Galdway Dr. Snellville, GA 30039 678-787-4524 RJB3Games.com Rick Buchner Rick@RJB3games.com Booth: 618
600 Blank Honors Center Iowa City, IA 52245 (319) 335-6127 (319) 335-5151 (fax) www.education.uiowa.edu/belinblank Jerilyn Fisher jerilyn-fisher@uiowa.edu Booth: 513
ALEKS Corporation 15641 Red Hill #150 Tustin, CA 92780 (714) 245-7191 x 180 (714_ 245-7190 (fax) www.aleks.com Mike Graff mgraff@aleks.com Booth: 615
Ball State University Center for Gifted Studies
Bilingual Books 1719 W Nickerson Seattle, WA 98119 (800) 488-5068 (206) 284-3660 (fax) www.bbks.com Keith Johnson keith@bbks.com Booth: 319
Bizworld Foundation
BU 109 Muncie, IN 47306 (765) 285-5390 (765) 285-3783 (fax) www.bsu.edu/gifted Cheryll Adams cadams@bsu.edu Booth: 316
444 DeHaro Street #203 San Francisco, CA 94107 (415) 503-5880 (415) 863-2072 (fax) www.bizworld.org April Bond april.bond@bizworld.org Booth: 412
Beacon College
Borenson and Associates
105 E Main Street Leesburg, FL 34748 (352) 638-9732 (352) 787-0796 (fax) www.beaconcollege.edu Celia Corrad ccorrad@beaconcollege.edu Booth: 603
P.O Box 3328 Allentown, PA 18106 (800) 993-6284 (610) 398-7863 (fax) www.borenson.com Mary Geschel info@borenson.com Booth: 119
Brainology by Mindset Works 311 Sycamore St. San Carlos, CA 94070 (888) 344-6463 (650) 376-0125 (fax) www.brainology.us Eduardo Briceno ebriceno@mindsetworks.com Booth: 502
Brenau University 500 Washington St. SE Gainesville, GA 30501 770-534-6144 www.brenau.edu Tim Daniel tdaniel@brenau.edu
Bright Ideas/Educational Impressions/A.W. Peller 116 Washington Ave Hawthorne, NJ 07507 (800) 451-7450 x107 (973) 423-5569 (fax) www.brightideascatalog.com Neil Peller awpeller@optonline.net Booth: 301
Center for Bright Kids, Regional Talent Center 9975 Wadsworth Pkwy K2 #504 Westminster, CO 80021 (303) 428-2634 (303) 428-2638 (fax) www.centerforbrightkids.org Amy Rushnek centerforbrightkids@gmail.com Booth: 518
57th Annual Convention | November 11-14, 2010 | Atlanta, GA
265
Exhibitor Listing Center for Gifted Education College of William and Mary P.O. Box 8795 Williamsburg, VA 23187 (757) 221-2166 (757) 221-2184 (fax) www.cfge@wm.edu Kimberley Chandler cfge@wm.edu Booth: 208
Center for Gifted Education University of Arkansas at Little Rock 2801 S. University Ave. Little Rock, AR 72204 501-569-3410 501-569-3438 (fax) www.ualr.edu/gifted Paulette Edison pmedison@ualr.edu Booth: 216
Center for Gifted Studies Western Kentucky University 1906 College Heights Boulevard, #71031 Bowling Green, KY 42101 (270) 745-6323 (270) 745-6279 (fax) www.wku.edu/gifted Julia Roberts julia.roberts@wku.edu Booth: 108
Center for Talent Development Northwestern University 617 Dartmouth Place Evanston, IL 60208 (847) 491-3782 (847) 467-4283 (fax) www.ctd.northwestern.edu Susie Stephenson sstephenson@northwestern.edu Booth: 516
266
Center for Talented Youth (CTY) Johns Hopkins University 5801 Smith Ave., McAuley Hall Suite 400 Baltimore, MD 21209 (410) 735-6278 (410) 735-6220 (fax) www.cty.jhu.edu ctyinfo@jhu.edu Booth: 517
Championship Chess 3565 Evans Road Atlanta, GA 30340 (770) 939-4596 (770) 493-1115 (fax) www.championshipchess.net Steve Schneider chess@championshipchess.net Booth: 219
CLC Network
Creative Learning Press P.O. Box 320 Mansfield Center, CT 06250 (888) 518-8004 (860) 429-7783 (fax) www.creativelearningpress.com Kristina Morgan clp@creativelearningpress.com Booth: 106
Davidson Institute for Talent Development 9665 Gateway Drive Suite B Reno, NV 89436 (775) 852-3483 (775) 852-2184 (fax) www.ditd.org info@davidsongifted.org Booth: 515
de Bono for Schools
4340 Burlingame Ave SW Wyoming, MI 49509 (616) 245-8388 (616) 243-3662 (fax) www.clcnetwork.org Becky Zwiers bzwiers@clcnetwork.org Booth: 218
248 W. Loraine Street Suite 103 Glendale, CA 91202 (818) 507-6055 (818) 507-6375 (fax) www.lyndacurtin.com Lynda Curtin info@lyndacurtin.com Booth: 527
Construction Challenge
DGP Publishing
1111 S Union Ave Cherry Hill, NJ 8002 (856) 324-4685 www.constructionchallenge.org Jennifer Batchelor jbatchelor@dihq.org Booth: 529
630 Becky Rd Blairsville, GA 30512 (706) 745-1005 (706) 745-0856 (fax) www.dgppublishing.com Rod Burnette rburnette@dgppublishing.com Booth: 120
National Association for Gifted Children |
Great Minds Leading the Way
Dinah-Might Adventures, LP
El Paso ISD
Free Spirit Publishing
PO Box 690328 San Antonio, TX 78269 (830) 995-3800 (830) 995-5205 (fax) www.dinah.com Sara Potter sara@dinah.com Booth: 418
6531 Boeing Dr. El Paso, TX 79925 (915) 881-2574 (915) 772-4937 (fax) Michael Cannon mwcannon@episd.org Booth: 419
217 Fifth Ave North Suite 200 Minneapolis, MN 55401 (612) 338-2068 (612) 337-5050 (fax) www.freespirit.com Emily Allen allen@freespirit.com Booth: 207
Dinah Zike Academy PO Box 690328 San Antonio, TX 78269 (830) 995-3800 (830) 995-5205 (fax) www.dzacademy.com Sara Potter sara@dinah.com Booth: 420
Donate A Wrinkle.com 696 County Rd 287 Cullman, AL 35057 (205) 329-1499 www.donateawrinkle.com Nina Pearson pearson.nina@gmail.com Booth: 606
Duke TIP 1121 West Main Street Durham, NC 27701 (919) 668-9100 (919) 668-9141 (fax) www.tip.duke.edu Joy Baldwin jbaldwin@tip.duke.edu Booth: 519
EAI Education 118 Bauer Drive PO Box 7046 Oakland, NJ 07436 800.770.8010, x7600 www.eaieducation.com Barbara Tuzzeo btuzzeo@eaiusa.com Booth: 602
Engine-Uity, Ltd. PO Box 9610 Phoenix, AZ 85068 (602) 997-7144 (602) 997-0974 (fax) www.engine-uity.com Mary Cole engine-uityltd@qwestoffice.net Booth: 100
Florida Institute of Technology
Future Problem Solving International 2015 Grant Place Melbourne, FL 32901 (321) 768-0074 (321) 768-0097 (fax) www.fpspi.org Marianne Solomon marianne@fpspi.org Booth: 112
2202 Babcock Street Suite 101 Melbourne, FL 32901 (321) 674-8314 (321) 674-7050 (fax) www.fit.edu Silvia Barker sbarker@fit.edu Booth: 321
Georgia Humanities Council
Fox Imaging
Gifted Education Resource Institute Purdue University
98 High St. Tilton, NH 3276 (800) 397-4156 (603) 286-2113 (fax) www.foximaging.com Dave Fox dave@foximaging.com Booth: 500
50 Hurt Plaza - Suite 595 Atlanta, GA 30303 (404) 523-6220 www.georgiahumanities.org Laura McCarthy ltmc@gerogiahumanities.org
100 N. University St. BRNG 5108A West LaFayette, IN 47907 (765) 494-7243 (765) 496-2706 (fax) www.purdue.edu/geri Stacey Foyler geri@purdue.edu Booth: 118
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Exhibitor Listing Good News Travels, Inc. 141 Grace Drive Easley, SC 29640 (864) 220-3506 (864) 220-6350 (fax) www.goodnewstravels.com John Tribble Booth: 121
Great Books Foundation 35 East Wacker Drive Suite 400 Chicago, IL 60601 (800) 222-5870 x 255 (312) 407-0334 (fax) www.greatbooks.org Tom Kerschner tom.kerschner@greatbooks.org Booth: 407
Great Potential Press 7025 E. 1st Ave. - Suite 5 Scottsdale, AZ 85251 (480) 946-2314 (480) 946-2307 (fax) www.giftedbooks.com Laura Royal info@giftedbooks.com Booth: 107
Green River Preserve 301 Green River Preserve Cedar Mountain, NC 28718 (828) 698-8828 www.greenriverpreserve.org Missy and Sandy Schenck info@greenriverpreserve.org Booth: 614
Hickory Grove Press
Huntsville/Madison County CVB - Educational Escapes
Jack Kent Cooke Foundation Young Scholars Program
500 Church St. Huntsville, AL 35801 (256) 551-2230 (256) 551-2324 (fax) www.huntsville.org Pam Williams pam@huntsville.org Booth: 619
1121 W. Main St. Durham, NC 27701 919-668-0248 919-668-9141 (fax) www.jkcf.org Rod Roberson broberson@tip.duke.edu Booth: 521
Interact
Kendall-Hunt Publishing
10200 Jefferson Lane Culver City, CA 90232 (800) 421-4246 (800) 944-5432 (fax) www.teachinteract.com Willis Aaron aaron@socialstudies.com Booth: 507
4050 Westmark Drive Dubuque, IA 52002 (563) 589-1075 (563) 589-1163 (fax) www.kendallhunt.com Lynn Steines lsteines@kendallhunt.com Booth: 109
InspirEd Educators
LEGO Education
360 Waverly Hall Circle Roswell, GA 30075 (770) 649-7571 (770) 642-7568 (fax) www.inspirededucators.com Kendra Corr kendra@inspirededucators Booth: 616
PO Box 1707 Pittsburg, KS 66762 (866) 420-5346 (620) 231-4767 (fax) www.legoeducation.com Brandy Pryor brpyor@legoeducation.us Booth: 221
Invent Now Kids, Inc.
Les Penseurs, LLC
565 White Pond Drive Akron, OH 44320 (330) 849-6861 (330) 849-6738 (fax) www.campinvention.org Jim McDonald jmcdonald@invent.org Booth: 402
309 Weatherstone Lane Marietta, GA 30068 (678) 575-7052 www.lespenseurs.com Patricia Rhodes prhodes@lespenseurs.com Booth: 506
3151 Treeco Lane Bellevue, IA 52031 (563) 583-4767 (563) 583-4767 (fax) www.challengemath.com Sara and Ed Zaccaro challengemath@aol.com Booth: 309 268
National Association for Gifted Children |
Great Minds Leading the Way
Lintor Make-A-Book 6249 Presidential Court Suite A Ft. Myers, FL 339191 (866) 286-3992 (239) 939-3381 (fax) www.lintorpublishing.com Janice Miller info@lintorpublishing.com Booth: 117
MatchWare 311 S. Brevard Ave. Tampa, FL 33606 (800) 880-2810 (800) 880-2910 (fax) www.matchware.com Dave Hamilton usa@matchware.com Booth: 520
MATHCOUNTS 1420 King St. Alexandria, VA 22314-2794 (703) 299-9006 x108 (703) 299-5009 (fax) www.mathcounts.org Archana Menta archana@mathcounts.org Booth: 421
Mirman School for Gifted Children 16180 Mulholland Dr. Los Angeles, CA 90049 (310) 775-8418 (310) 471-1532 (fax) www.mirman.org Jocelyn Balaban jbalaban@mirman.org Booth: 312
Nathan Levy/Elite Education Resources
Pieces of Learning
P.O. Box 1199 Hightstown, NJ 08520 (732) 605-1643 (732) 656-7822 (fax) Nathan Levy nlevy103@comcast.com Booth: 315
1990 Market Rd Marion, IL 62959 (618) 964-9426 (800) 844-0455 (fax) www.piecesoflearning.com Kathy Balsamo piecesoflearning@verizon.net Booth: 213
The National Beta Club
Pitsco Education
151 Beta Club Way Spartanburg, SC 29306 (800) 845-8281 (864) 542-9300 (fax) www.betaclub.org Karen Gilliam kgilliam@betaclub.org Booth: 417
915 E. Jefferson Pittsburg, KS 66762 (800) 835-0686 (800) 533-8104 (fax) www.pitsco.com Ashlei Bockover bockovera@pitsco.com Booth: 220
NEAG Center for Gifted Education and Talent Development University of Connecticut
PA Publishing
2131 Hillside Road, Unit 3007 Storrs, CT 06269-3007 (860) 486-4826 (860) 486-2900 (fax) www.gifted.uconn.edu Jo Ann Easton joann.easton@uconn.edu Booth: 409
Pearson 19500 Bulverde Rd San Antonio, TX 78259 (210) 339-5380 210-339-5396 (fax) www.pearson.com Lisa Collins Lisa.Collins@Pearson.com Booth: 307
P.O. Box 28056 Austin, TX 78755-8056 (512) 335-1460 (512) 335-1460 (fax) www.kingore.com Jeffery Kingore info@kingore.com Booth: 401
Program for the Exceptionally Gifted Box 1500 Staunton, VA 24401 (540) 887-7203 (540) 887-7187 (fax) www.mbc.edu/peg Stephanie Ferguson sferguson@mbc.edu Booth: 414
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Exhibitor Listing Prufrock Press, Inc.
Scholastic Testing Service
SENG
P.O. Box 8813 Waco, TX 76701 (254) 756-3337 (254) 756-3339 (fax) www.prufrock.com Ginny Bates gbates@prufrock.com Booth: 101
480 Meyer Rd Bensenville, IL 60106 (630) 766-7150 (866) 766-8054 (fax) www.ststesting.com Scott Rich srich@ststesting.com Booth: 114
P.O. Box 488 Poughquag, NY 12570 (845) 226-4660 (845) 226-4660 (fax) www.senggifted.org Amy Price amyprice@sengfited.org Booth: 501
Renzulli Learning
School Technology Resources
Set Enterprises
1 Darling Drive Avon, CT 6001 (877) 4290-1955 x 3125 (888) 833-5044 (fax) www.renzullilearning.com Kiki Walker kwalker@renzullilearning.com Booth: 600
5274 Scotts Valley Dr. #204 Scotts Valley, CA 95066 (877) 395-1001 (831) 430-9806 (fax) www.strscopes.com Mark Hoffman mhoffman@strscopes.com Booth: 612
16537 E Laser Drive Suite 6 Fountain Hills, AZ 85268 (480) 837-3628 (480) 837-5644 (fax) www.setgame.com Customer Service setgame@setgame.com Booth: 416
School Tours of America
SimplyFun
2040 S. York St Denver, CO 80208 (303) 871-2982 (303) 871-3197 (fax) www.du.edu/ricks Ellen Honeck ehoneck@du.edu Booth: 308
P.O. Box 550379 Houston, TX 77255-0379 (866) 543-9625 (713) 722-8320 (fax) wwwschooltoursofamerica.com Garvis Green garvis@sta-mail.com Booth: 313
Royal Fireworks
Seacamp
11711 SE 8th Street Suite 110 Bellevue, WA 98005 (425) 289-0858 (425) 289-0868 (fax) www,simplyfun.com Matt Molen matt@simplyfun.com Booth: 524
P.O. Box 399 Unionville, NY 10988 (845) 726-4444 (845) 726-3824 (fax) www.rfwp.com TM Kemnitz mail@rfwp.com Booth: 201
1300 Big Pine Ave Big Pine Key, FL 33043 (305) 872-2331 (305) 875-2555 (fax) www.nhmi.org Chuck Brand info@nhmi.org Booth: 425
Ricks Center for Gifted Children
270
National Association for Gifted Children |
Society for Science and the Public 1719 N Street NW Washington, DC 20036 (202) 785-2255 (202) 822-3932 (fax) www.societyforscience.org Jennifer Carter jennifer@societyforscience.org Booth: 314
Great Minds Leading the Way
Space Camp & Aviation Challenge One Tranquility Base Huntsvile, AL 35805 (800) 637-7223 (256) 890-3373 (fax) www.spacecamp.com Kami Davis kamid@spacecamp.com Booth: 617
Tin Man Press
Wholemovement
PO Box 11409 Eugene, OR 97440 (800) 676-0459 (888) 515-1764 (fax) www.tinmanpress.com Matt Rasmussen tinman@tinmanpress.com Booth: 503
4606 N Elston #3 Chicago, IL 60630 (773) 794-9764 www.wholemovement.com Bradford Hansen-Smith brad@wholemovement.com Booth: 318
Summer Institute for the Gifted
University of Missouri Center for Distance and Independent Study
9 West Broad St. Stamford, CT 06902 (203) 399-5504 (203) 399-5455 (fax) www.giftedstudy.org Barbara Swicord bswicord@giftedstudy.org Booth: 303
136 Clark Hall Columbia, MO 65211-4200 (800) 609-3727 (573) 882-6808 (fax) www.cdis.missouri.edu Patrick Smith cdis@missouri.edu Booth: 317
Talents Unlimited
Usborne Books & More
1 Magnum Pass PO Box 180069 Mobile, AL 36618 (251) 221-5178 (251) 221-5179 (fax) Lynn Huey lhuey@mcpss.com Booth: 408
607 Tower View Drive Taylor Mill, KY 41015 (859) 431-6269 (859) 431-6405 (fax) www.usborneusa.com Nancy Ann Wartman nawartman@aol.com Booth: 116
Texas Instruments
Wesleyan College First for Women
P.O. Box 650311 Dallas, TX 75265 (800) TI-CARES www.education.ti.com ti-cares@ti.com Booth: 601
4760 Forsyth Rd. Macon, GA 31210 478-757-5263 www.wesleyancollege.edu Danielle Lodge dlodge@wesleyancollege.edu
Wisconsin Center for Academically Talented Youth University of Wisconsin - Madison Suite 264 Education BLDG 2250N. Mills St. Madison, WI 53706 (608) 890-3260 (608) 265-4309 (fax) www.wcaty.org Carole Trone wcaty@education.wisc.edu Booth: 525
World Council for Gifted and Talented Children Winnipeg, Manitoba R3B 2E9 Canada (204) 789-1421 (204) 783-1188 (fax) http://world-gifted.org Cathrine Froese-Klassen c.froese-klassen@uwinnipeg.ca Booth: 427
You Can Do the Rubik’s Cube 129 John Wise Ave. Essex, MA 01929 (978) 768-7674 (978) 768-7617 (fax) www.youcandothecube.com Holly Riehl hollyr@seventowns.com Booth: 320
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Exhibitor Workshops FRIDAY 10:40 - 11:40 am Have Your Students Publish Professional Looking, Hardcover Books Right in Your Classroom…In MINUTES! Janice Miller, Lintor Make-A-Book, Inc. Learn how to create hardcover books right in your classroom! Come see myriad publishing ideas for your K-12 students, showcasing the Lintor Make-A-Book process for EASY and AFFORDABLE classroom publishing. See how much fun it is to integrate technology and literacy and differentiate instruction while meeting national/state standards. Workshop Area: A
You CAN Do the Rubik’s Cube Math Soluation Kit Holly Riehl, You Can Do the Rubik’s Cube You CAN Do the Rubik’s Cube Math Education Kit is perfect for challenging your Gifted Child. Teach Geometry, Algebra and General Math while promoting 21st century skills like problem solving and critical thinking. Kit includes all the materials needed, including a math lesson CD with 9 lessons aligned to national and state math standards. Workshop Area: B
1:15-2:15 pm Developing Students’ MP3, Mathematical Promise, Passion and Perseverance Linda Sheffield, Kendall Hunt Publishing Put your students on a course to become mathematicians as they develop critical and creative problem-solving skills. The award-winning, USDoE Javits-funded Project M3: Mentoring Mathematical Minds for 2nd-6th grade students and the new NSF-funded Project M3: Mentoring Young Mathematicians for primary students are both challenging and motivational.
Demystifying the Learning of Algebra with Hands-On Equations® Mary Anne Lane, Borenson & Associates, Inc. Hands-On Equations® demystifies the learning of algebra. Learn about the visual and kinesthetic system for introducing algebraic concepts to young students. See how it applies to verbal problems. Workshop Area: B
2:30 - 3:30 pm Improve Advanced Communication and Research Skills with Mind Maps! Dave Hamilton, MatchWare MindView allows students to tap into developing advanced communication and research skills, creative thinking & problem solving skills and higher order critical thinking skills at all levels. Students brainstorm around central topics, add notes, images, media, and convert to an MLA document directly in Word, PowerPoint, HTML, or Timeline. Workshop Area: A
Leading the Way with Foldables® Evalee Parker, Dinah-Might Adventures In this session make and take Dinah Zike’s Foldables. Learn about these naturally differentiating 3-D graphic organizers while you see multiple applications across the curriculum. Workshop Area: B
Workshop Area: A
272
National Association for Gifted Children |
Great Minds Leading the Way
SATURDAY
11:55 am - 12:40 pm
10:40 - 11:40am
Lunch-n-Learn Session Jack Naglieri
William and Mary Center for Gifted Education Navigators Dr. Kimberley Chandler, Center for Gifted Education, College of William & Mary A Navigator is a collection of questions and activities intended to support group or independent study of a selected novel or picture book. The Navigator series was developed by the Center for Gifted Education as a language arts resource for teachers and students. Novel studies should encourage advanced readers to develop their skills at analyzing and interpreting literature through structured questions and activities that highlight themes and concepts, literary elements, and real world connections contained within the books. In addition, novel studies are opportunities for students to develop their own vocabularly and writing skills by exploring and emulating the language and style used by authors. Workshop Area: A
Inspire Future Entrepreneurs and Investors Peyton Pickendaugh and April Bond, BizWorld Foundation Light the entrepreneurial spirit in your students by teaching them how to run a business. This workshop takes participants through hands-on sessions from project-based programs BizWorld and BizWiz. The BizWorld Foundation provides interdisciplinary curricula that addresses standards and inspires students through the real-world context of entrepreneurship and investing.
Workshop Area: A
Radical Acceleration: Finding the Right Fit With PEG Stephanie K. Ferguson, Program for the Exceptionally Gifted Proper educational placement can mean the difference between gifted students reaching their potential or just simply “doing their time in school.� This presentation will discuss the research surrounding radical acceleration and how the Program for Exceptionally Gifted at Mary Baldwin College utilizes it effectively. Workshop Area: B
1:15 pm- 2:15 pm Teach Problem-Solving with Chess Steve Schneider, Championship Chess Championship Chess Director Steve Schneider will demonstrate how chess can provide puzzles and problems that will enhance cognitive outcomes--visualization, thinking ahead, thinking concretely or abstractly, weighing options, focusing, and planning. Whether or not you play chess, you can learn successful teaching strategies that will motivate and challenge gifted students. Workshop Area: B
Workshop Area: B
57th Annual Convention | November 11-14, 2010 | Atlanta, GA
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Center for Gifted Education The College of William and Mary Williamsburg, Virginia
William & Mary Research-based Curriculum for Gifted Students Winner of 12 NAGC Curriculum Studies Network Awards
Curriculum units available in language arts, science, social studies, and mathematics. Curriculum units available for purchase through: Prufrock Press (www.prufrock.com) Kendall Hunt Publishing (www.kendallhunt.com) Other curriculum products available for purchase through the Center for Gifted Education at the College of William and Mary For more information contact: 757-221-2362 or cfge@wm.edu or visit http://www.cfge.wm.edu/Curr_listing.html COME VISIT US AT BOOTH 208 IN THE EXHIBIT HALL!
Visit booth 402 to find out how you can bring the Camp Invention program to your school! Be among the thousands of schools that have partnered with Invent Now to provide summer enrichment in science, technology, engineering, and math (STEM) to promote critical-thinking skills essential to success in the 21st century. · Turn-key! All curricula, materials, training, and support included (staff stipends included in some models) · Designed for children entering grades one through six · An affordable means of professional development
www.campinvention.org • 800.968.4332
“The impact of programming of this caliber is threefold... children have fun learning 21st century life skills through STEM activities, educators receive quality professional development, and the district as a whole is invigorated – from parent accolades to a shared enthusiasm in the classroom.” – Tim James, Superintendent, Orange Elementary Schools Fourth-year Camp Invention host district In partnership with: United States Patent and Trademark Office © 2010 Invent Now, Inc. All rights reserved. Photography: © PhotoAlto/Odilon/GettyImages
NEWS FLASH!
Gifted Students of All Ages Love Learning Edward de Bono’s Six Thinking Hats and CoRT Thinking Tools “Equipping students to become excellent lifelong thinkers.”
The Official de Bono School Materials Are Now Available in North America K-College Teach Your Students How to Think: • Host a de Bono Academy Professional Development program for teachers, administrators, and board members. • Start a Learning to Love Literature with Six Thinking Hats program K-6. • Include in MBA programs. Equip students to be thorough thinkers and create the next benchmarks for business excellence. • Embed the tools in any curriculum subject to help students learn to think about what they are learning, rather than just memorize the facts for test taking.
Learn More & Shop Online: www.deBonoForSchools.com Visit our booth # 527. You will also find us online in the Gifted Resource Directory.
“The purpose of developing thinking as a deliberate skill is to enable a person to apply this skill to new and unfamiliar situations that have to be faced.” – Edward de Bono
SoE023811 GTC ad_Layout 1 8/20/10 3:18 PM Page 1
Certificate in Gifted, Creative and Talented Education Online Cohort Beginning Winter 2011 The University of St. Thomas is one of the few institutions in the U.S. that offers a comprehensive program in gifted, creative and talented education. The St. Thomas 12-credit GCT certificate program prepares educators and administrators to provide differentiated educational opportunities for GCT learners using the following competencies: � �
SoE0238_11
�
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GCT instructional design GCT curriculum development Differentiated GCT teaching strategies Identifying and assessing gifted students
Application deadline: December 15, 2010 www.stthomas.edu/education � (651) 962-4657
School of Education
Department of Special Education and Gifted Education
�
� �
�
Implementing and evaluating GCT programs Providing staff development Understanding and evaluating research
education@stthomas.edu
To thrive,
some children need a different kind of classroom.
A CLASSROOM OF ONE. The award-winning K12 curriculum is individualized to help children reach their potential. K12’s patented methodology lets students learn at the pace that’s right for them. Every subject is delivered online—complete with hands-on activities, books, and learning materials.
Our options include: • Comprehensive curriculum—single course to full time • World languages • A robust Advanced Learner Program • Summer School • Optional teacher support • An accredited, online private school available worldwide Tens of thousands of families are using K12. In fact, over 95% of parents express satisfaction and would recommend K12 to a friend.* Take a step today that can transform your child’s life. K12 will be there for you, every step of the way. * Source: Independent research by TRC, Inc.
Greater Opportunities + Bigger Challenges =
A More Stimulating Education THE K 12 ADVANCED LEARNER PROGRAM
The K12 Advanced Learner Program (ALP) provides educational advancement for your gifted, talented child across a wide spectrum of options and activities. K12 ALP will maximize your child’s learning experience with a program that includes:
“The public school couldn’t keep up with Tyler. K12 ALP is great…he loves it. He couldn’t do what he does now in a brick-and-mortar school.” –Fonda, 11 year-old Tyler’s grandmother and Learning Coach in the tuition-free, K12-powered Agora Cyber Charter School
Early entrance to school • Curriculum compacting and subject acceleration • Topic enrichment and credit by examination • Individual subject and whole-grade advancement • Mentorship, trained teachers, and specialists • Dual college/high school enrollment
Learn more about our stimulating program for your gifted child at K12.com/gifted, or call 866.968.7512.
•
K12.com/gifted
At Parrot Island, balancing parrots is child‛s play.
Dr. Henry Borenson, Inventor of Hands-On Equations ®
With Hands-On Equations, balancing equations is also child‛s play! ®
(For grades 3-9)
Visit us at booth #119 to see a demo and to enter the raffle for a class set.
Solving 4x + 2 = 3x + 9
®
Visit us online at www.borenson.com or call us at 1-800-993-6284 to schedule your on-site staff-development workshop! See www.borenson.com for a listing of public workshops.
Program for the Exceptionally Gifted T HE P ROGRAM FOR E XCEPTIONALLY G IFTED AT M ARY B ALDWIN C OLLEGE
THE
It’s one thing when you expect more from her. It’s another when she expects more from herself. The only residential program of its kind in the nation, PEG offers gifted young women as young as 13 the chance to begin their college careers early. Mary Baldwin believes in excellence for every woman, every day. Come discover how women who are ready for college instead of high school are exceeding their own expectations at MBC. To learn more call 540-887-7039 or e-mail peg@mbc.edu. www.mbc.edu/peg
Mary Baldwin College The confidence to lead… the compassion to serve… the courage to change the world.
Giftedness
Doesn’t Always Look the Same Pearson’s assessments help you identify students for gifted and talented placement from multiple perspectives. Regardless of a student’s language or cultural background, we can help you identify their strengths so you can match them to appropriate gifted program options.
Visit us at booth 307
Copyright © 2010 Pearson Education, Inc. or its affiliate(s). All rights reserved. GRS, NNAT, OLSAT, Pearson and WNV are trademarks, in the U.S. and/or other countries, of Pearson Education, Inc. or its affiliate(s). 4687 08/10 A6B
Are you identifying all your gifted students?
Use the Cognitive Abilities Test ™ (CogAT ®) and the Scales for Rating the Behavioral Characteristics of Superior Students (Renzulli Scales). Academic achievement alone doesn’t always reveal every gifted and talented student in your classroom. That’s why Riverside offers CogAT and the Renzulli Scales. When used together, these assessments give you a more complete picture for identifying gifted students. ■ CogAT assesses students in three key areas: • Verbal aptitude • Quantitative aptitude • Nonverbal aptitude
■ Renzulli Scales identify gifted students by focusing on additional areas such as learning, motivation, creativity, leadership, art, music, dramatics, planning, and communication.
Use CogAT to identify students with highly developed cognitive ability, and then use the Renzulli Scales to identify students with advanced talent in leadership, art, music, and more.
A thought-leading author. Dr. David Lohman is Professor in the department of Psychological and Quantitative Foundations in the College of Education at The University of Iowa. Dr. Lohman has
been internationally recognized, including by the NAGC, for his research on assessing
cognitive abilities and helping teachers use this information to improve student learning.
Visit www.riversidepublishing.com or www.cogat.com for more information.
MIRMAN S CHOOL
The Priceless Gift of a Confident, Compassionate and Curious Self DISCOVER MORE ABOUT US AT BOOTH
Accredited by the California Association of Independent Schools and Western Association of Schools and Colleges Member, National Association of Indepenent Schools
312
16180 Mulholland Drive Los Angeles, CA 90049 (310) 476-2868 www.mirman.org
Gateway to Learning for Highly Gifted Children
The Center for Gifted Studies
Offering Programming for Gifted Children and Young People, Educators, and Parents
Opportunities for Educators
Opportunities for Gifted Children and Young People
Leadership Institute XV December 6-7, 2010 Advanced Placement Institute June 26-July 1, 2011
Super Saturdays Fall – October 30, November 6, 13 & 20, 2010 Winter – January 29, February 5, 12, & 19, 2011
Gifted Endorsement (online, except for a two-week practicum)
Spring Break in Italy April 1-10, 2011
Dr. Julia Link Roberts Executive Director The Center for Gifted Studies Western Kentucky University 1906 College Heights Blvd. #71031 Bowling Green, KY 42101-1031 Web: www.wku.edu/gifted
•
The Summer Camp for Academically Talented Middle School Students (SCATS) June 12-24, 2011 The Summer Program for Verbally and Mathematically Precocious Youth (VAMPY) June 26-July 16, 2011
email: gifted@wku.edu
•
Phone: 270.745.6323
Experience college life... before your freshman year! Visit our website to learn about our options: 5-week credit programs 3-week non-credit institutes
High School Summer Scholars Program www.summerscholars.wustl.edu
Ready? Set? Learn!
For the first time, all Convention attendees have access to recorded sessions FREE. Now you really can be two places at once! You will have access to the sessions (audio synced to PowerPoint slides) and handouts for six months. The NAGC Live Learning Center gives you “just-in-time”, 24/7 access to content by topic, all at YOUR convenience. You’re just a click away.
Visit today.
Live Learning Center™
The NAGC Live Learning Center is also “home” to the NAGC Webinars on Wednesdays.
www.nagc.org
57th Annual Convention | November 11-14, 2010 | Atlanta, GA
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School of Education & Social Policy
Where Bright Students Truly Shine The nationally recognized Center for Talent Development (CTD) at Northwestern University offers testing services and educational programs that engage and inspire gifted students. Encourage your gifted students and their families to explore these top-notch options!
Northwestern University’s Midwest Academic Talent Search (NUMATS) (Grades 3 through 9) A cost-effective, unbiased and accurate testing program to assess a student’s academic talents and find appropriate courses, programs and scholarship opportunities.
Gifted LearningLinks
(K through grade 12) Exceptional online enrichment, honors, APÂŽ and university-level courses. New options include a family program and extracurricular clubs.
Summer Programs (PreK through grade 12)
Rigorous enrichment, honors and APÂŽ courses designed to inspire and challenge gifted students. Residential options begin in grade 4.
Civic Education Project (Grades 7 through 12)
Promotes civic responsibility through award-winning citizenship and leadership programs that combine hands-on education and service learning. Programs available in spring and summer.
Educator Opportunities
Offerings include graduate programs and an annual professional development conference. Teaching positions are also available in CTD’s educational programs.
Programs for students in the Chicago area: t Saturday Enrichment Program t Accelerated Weekend Experience
Learn more at:
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