Monday Ticketed Sessions: 2021 IAG Conference

IAG Conference December 5th-7th: Innovation + Technology

2021 IAG Conference

The Top 20 Psychological Principles of Learning and Instruction Applied to Gifted Learners

Paula Olszewski-Kubilius


The question of whether gifted students learn differently than other students has long been of interest to the psychology and education communities. On the one hand, the field of gifted education has promoted special programs that capitalize on gifted children's individual abilities and needs. At the same time, evidence from rigorous studies supports the notion that gifted children, like their age peers, learn optimally in classrooms that apply proven psychological principles. Are gifted students unique or not? In this presentation, we rely on two versions of recent publications of the American Psychological Association on teaching and learning to make the case that gifted students may be simultaneously unique learners and the same as typical students. Gifted students are the same as other students in that their learning hinges on general psychological learning principles. However, to be effective, the application of those principles may be different for gifted students than for their classmates. We give examples of important psychological principles that are critical to creating optimal learning environments and how these specifically apply to gifted learners.

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2021 IAG Conference

Cognition, Conation, and Affect: A Crash Course in Mathematical Psychology for Teachers of the Gifted

Scott Chamberlin


Many teachers of gifted are familiar with cognition, yet some are not quite as familiar with the power of conation (one's willingness to engage in a task) and affect (one's feelings, emotions, and dispositions). In this session, attendees will investigate the interrelationship between the three psychological constructs and learn what influence they may have on mathematical learning episodes. As a system that is perpetually dynamic, they are difficult to track, but teachers have stunningly accurate intuition of their levels. To illustrate their importance in problem solving situations, a task will be completed after the discussion and attendees will gain insight on the model of the three constructs.

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2021 IAG Conference

Using Bloom's Taxonomy to Turn a Lesson Plan into a Differentiated One

Tracy Inman


Teachers mistakenly believe differentiating curriculum for diverse learners means creating completely differentiated lessons for each topic. Not so! Differentiation begins with tweaking favorite lessons; focusing on content, process, and product and students' needs, interests, and abilities. Most educators are familiar with Bloom's Taxonomy. By looking through the Bloom's lens, teachers are able to transform regular lessons into differentiated ones so that lessons are engaging and challenging to all learners including the gifted and talented.

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2021 IAG Conference

How Our Brains Learn, Feel, Behave, and Socialize When There is Adversity and Trauma

Lori Desautels


In this session we will explore brain development through an educator's lens. We will learn how adversity and trauma affect the way we learn, behave, and perceive the world, addressing specific brain aligned strategies that regulate our nervous systems and help us to connect with one another. We will begin to understand that traditional discipline works the best for kids who need it the least and works the least for kids who need it the most. When we are dysregulated, our brains do not respond to words, lectures, consequences, or rewards. Relational discipline is not something we do to children; it is something we want to create within them.

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2021 IAG Conference

The Twice-Exceptional Brain

Michael Postma


Twice-exceptional (2e) children experience atypical brain development that affects how they interact within different situational contexts (i.e. school, relationships, communications, home, work, etc.).  Experts refer to this as asynchrony, given the difference in growth rates between intellectual and social/emotional maturity. In order to truly understand the twice-exceptional person, one must understand this atypical brain development and how it impacts the development of schema (the understanding of self and how one fits into the world). This session will examine this atypical neurodevelopment and illuminate strategies on how to better understand and serve the twice-exceptional child/student at home and in the classroom. Join Dr. Michael Postma as he explores the intricacies of the 2e brain.

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2021 IAG Conference

Vertical Differentiation: Strategies to Stretch and Challenge High-Potential Students

Emily Mofield


This session highlights the use of engaging critical and creative thinking stretch prompts that can be used to stimulate and challenge gifted students in their learning. These strategies can be used as vertical differentiation to dial up instruction, assignments, and tasks to ignite inquiry and deeper learning. Learn to apply these ideas with concrete examples applied across various content areas and grade levels. An emphasis is placed on providing scaffolds and supports for students from underrepresented groups.

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2021 IAG Conference

Suburban, Gifted, Black, and Male: An Overview of School, Psychological, and Social Factors

James Moore


The research literature is replete with publications that highlight school experiences of gifted, suburban students, but there is very little research attention placed on suburban, gifted, Black males. Thus, according to this scarce body of research, these students often underachieve or low achieve. Numerous theories have been offered to explain these students' school experiences and academic outcomes. These explanations can be placed in the following categories: school factors and communal/familial factors. This session will focus on these factors and how to reduce them to ensure academic success for suburban, gifted Black males.

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2021 IAG Conference

Equity and Social Justice in Gifted and Talented Education

Tarek Grantham


Historically, many school districts that provide services for students with gifts and talents struggle to identify and meet the needs of racially underrepresented groups, particularly Black and Brown students.  This old problem requires new energy and vision, and now is prime time to boldly redress racial inequities in gifted and talented education.  This session includes a charge and opportunity to connect educators, parents, and advocates with a national movement to promote social justice in gifted and talented education and to increase Black and Brown students’ access to and success in advanced programs and services.

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