Monday Ticketed Sessions: 2019 IAG Conference

IAG Conference December 8th-10th: Forty and the Future

2019 IAG Conference

Math Craft: A Math-Meets-Art Experience

Doris Fulwider


Are you looking for a way to reach beyond the limitations of a traditional elementary curriculum to ignite curiosity and inspire a love of mathematics in all of your young high ability students and, at the same time, effortlessly decorate your classroom with meaningful student artwork? If so, this session is for you! Explore exciting branches of mathematics not typically part of the elementary mathematics curriculum, including graph theory, fractal geometry, topology, and number theory - all while folding, drawing, cutting, coloring, and sewing. Among other activities, participants will reason mathematically as they color squiggle maps, draw and design fractal flowers of life, fold and cut mind-boggling shapes, morph doughnuts, and stitch stars. Activities will be interactive and hands-on, and relevant resources will be shared. Get your creative juices flowing and discover, alongside your students, what a beautiful subject mathematics is! (Audience: Elementary K-4)

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2019 IAG Conference

Selecting and Utilizing Multicultural and Culturally Relevant Picture Books to Understand Ourselves and Others

Dr. Laura Beltchenko


We live in diverse and ever-changing global society. Heighten global awareness through quality picture books and informational narrative texts will be the lens of this presentation. Together we will explore a plethora of books that will support how our learners perceive themselves and other in the world in which we live. Together we will explore how noted picture book authors and illustrators create transparency in children's literature through "mirrors, windows, and sliding glass doors", (Sims-Bishop, 1990) and disrupt stereotyping and inappropriate depictions of history. We will discuss, funds of knowledge, bias and sensitivity as well as how to select appropriate juried multicultural and culturally relevant picture books for advancing classroom instruction. A host of books will be available to review as well as websites and curated bibliographies to support classroom and school libraries. (Audience: K-5)

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2019 IAG Conference

Improving Student Motivation in Mathematics

Dr. Heather Carmody


Do students see mathematics as a puzzle and a welcome challenge or is it something to be avoided and endured? Students’ affect and motivation, their attitudes, emotions and beliefs have been a part of a part of mathematics education and gifted education research for more than 40 years. This session will present theories of affect to help frame the experiences of many of our students (Chamberlin, 2011; MacLeod, 1989; Sheffield, 2010). Participants will hear summaries of research on adolescents’ affect and specifically the influence of teachers (Bandura, 1997; Carmody, 2017; Gentry, Steenbergen-Hu, & Choi, 2011; McCoach & Siegle, 2003). At least half of the session will be spent discussing strategies teachers can use to improve student motivation. These include: opportunities for student choice, intentional reflection on progress, open-ended mathematics, and more. Strategies from recent work linking teaching to brain research (Whtiman & Kelleher, 2016) as well as mindfulness (Srinivasan, 2014) will be included. Participants will leave with strategies to try in their classrooms and resources for further research. (Audience: Middle School & High School)

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2019 IAG Conference

From Fluff N Stuff to Rigor and Relevance: Definitions and models for differentiating instruction and developing expertise

Dr. Tamra Stambaugh


Is what you are teaching different or differentiated? "Fluffy" or Challenging? How do you know? How do you develop expertise in different content areas or create rigorous yet engaging and interesting activities for your academically advanced learners? In this session we will discuss definitions and examine models for differentiating instruction for our gifted learners and practice using the models to add depth, complexity, creativity, and abstractness to our lessons in rigorous and relevant ways. (Audience: Teachers and leaders at all grades interested in ways to differentiate instruction, especially those in grades 2-10 who teach ELA, social studies, and/or science)

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2019 IAG Conference

Promoting PLACE in Rural Schools

Dr. Amy Price Azano


There are both achievement and opportunity gaps for low-income students when compared to their economically advantaged peers; and, for rural students, these gaps may be even more pronounced. This session will provide an overview of work in a 5-year, $1.9 million Jacob K. Javits grant focused on gifted education in underrepresented and high-poverty rural schools. To address issues of under-identification of gifted students in rural settings, and to investigate ways to maximize achievement, Promoting PLACE established an alternative process for identifying gifted students in rural schools and created an intervention based on units utilizing place-based pedagogy within the validated CLEAR Curriculum Model. This session will discuss how “place” informed every aspect of the research: design, theory, identification, curriculum, fidelity of implementation, communication with participants, data collection and analysis—as well as the challenges and successes with augmenting the pool of identified students and engaging teachers in implementing the curriculum. Additionally, this presentation will examine the limitations of evidence-based practice as the foundational philosophy undergirding educational policy, particularly for rural schools and present practice-based evidence as a socially just alternative in rethinking evidence within diverse and unique boundaries. (Audience: All)

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2019 IAG Conference

Designing Curriculum for Advanced Thinking Using the Parallel Curriculum Model

Dr. Jann Leppien


Calling all curriculum "geeks!" This session will examine how the Parallel Curriculum Model guides teachers in designing a quality unit of study that can challenge advanced learners and address required standards. Learn how the focus of each Parallel of the model provides another lens to push students' understanding of the big ideas of a discipline, as well as, how to use a variety of lesson components that can aid in creating engaging and effective learning experiences. Bring ideas for a topic you would like to develop into an exemplary unit to use with your students or a unit you want to revise and see how this model provides a structure that enhances students' learning. (Audience: Elementary-High School Teachers, Coordinators of Gifted)

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2019 IAG Conference

Why? Why? Why? Asking High Level Questions to Promote Critical and Creative Thinking

Dr. Ellen Honeck


As educators, sometimes it is difficult to decide what questions are best to ask students to promote continued engagement with a topic. In this session various types and purposes of questions will be discussed in order to foster meaningful differentiation. Strategies using higher level Blooms Taxonomy, Depth of Knowledge, Critical Thinking tools, creative thinking strategies, Sandra Kaplan’s Depth and Complexity Framework and Hilda Taba’s questioning tools will be introduced and curriculum examples shared. Specific questioning techniques and stems will be provided to use with ANY topic. As children today have access to an immense amount of information it is imperative that educators know how to promote problem-solving skills. Utilizing appropriate questioning techniques is imperative for higher-level thinking. Participants will walk away with guidance and the opportunity to create a personalized questioning tool. Imagine the possibilities of asking quality questions in every classroom and across all content areas! (Audience: All teachers, GT and Curriculum Coordinators, Administrators)

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2019 IAG Conference

Time is Up: Gifted Students from Culturally or Linguistically Different and/or Economically Disadvantaged Families

Dr. Mary Ruth Coleman


Mindset Matters: am I “at risk” or “at potential.” This session will address ways that we can recognition and nurture potential in gifted students who have been historically overlooked. We will look at our current understanding of “intelligence” and what this means in terms of using authentic ways to identify student’s strengths. See me: I am here in your classrooms. We will explore the difference between recognition and identification – and the special need to address the outstanding abilities of students from economically disadvantaged and culturally/linguistically different families. Reach me: I deserve to be challenged! The five components of U-STARS~PLUS (Using Science Talents and Abilities to Recognize Students ~ Promoting Learning in Under-served Students, Jacob Javits Grant) will be described as key pillars for change. An action planning template will guide final discussions taking the talk to the walk – because time is up!!! (Audience All, K-3 Early Recognition, Counselors)

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2019 IAG Conference

Worry and the Gifted: How Much Is Too Much?

Dr. Edward R. Amend


How likely is the gifted child or adolescent to worry or experience anxiety? Are they more likely to worry than the typical child or adolescent? There is conflicting evidence about these questions, and this session explores the prevalence of worry and other forms of anxiety in the general population and among the gifted. The types and severities of anxiety, from everyday worry and mild perfectionist tendencies to generalized anxiety and obsessive-compulsive thoughts and behaviors, are also reviewed. Case examples are used to highlight the ways worry can manifest itself in the gifted child and adolescent. Tips for management are reviewed. (Audience: All)

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2019 IAG Conference

Breaking the Cycle of Trauma in Our Kids and in Our Schools

Ginger Lewman


We know that the effects of trauma cut across all boundaries into all communities, whether or not we recognize it. And it’s having a profound impact on the quality of life of our kids and our teachers. Let’s dig a little deeper into specific tools, resources, and strategies that we can use right now to make a difference. (Audience: K-12 teachers, administrators, students, parents)

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2019 IAG Conference

Addressing Social and Emotional Characteristics and Needs

Dr. Kristie Speirs Neumeister and Dr. Ginny Burney


There is more to giftedness than cognitive precocity. Gifted students bring unique social and emotional characteristics to the learning environment that need to be understood and respected to maximize their psychological well-being and academic development. In this session, presenters will share common social and emotional characteristics and potential issues they may cause. Strategies and tips for addressing these needs in the classroom will be shared. (Audience: K-12 Teachers and Counselors)

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2019 IAG Conference

Professional Learning Strategies for Seeing and Serving Underserved Gifted Students

Dr. Jennifer Ritchotte


Giftedness can be found in all student populations, including students from all socioeconomic, ethnic, and cultural populations. In this session, professional learning strategies for seeing, understanding, teaching, and challenging underserved gifted learners will be shared. Additionally, you will identify professional learning priorities for supporting underserved gifted learners at your school and create a personalized action plan that can be implemented immediately.

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