Tuesday's Ticketed Sessions
IAG Conference 2018 / December 9th-11th
Academic Acceleration: Going Beyond Research and Practice
Academic acceleration is both a delivery system and a curriculum intervention. Research support for the effectiveness of the various forms of acceleration has been well documented. Acceleration is also a practice that can help educators address the excellence gap. In this session, the 18 forms of acceleration are reviewed within the context of the research support for the various forms. Specifics considerations related practice will be discussed with an emphasis on the decision-making process for whole-grade acceleration as well as subject-based acceleration. Addressing the importance of an acceleration policy will include a small-group activity that considers the dimensions of acceleration and the areas of consideration for establishing a policy.
Audience: Teachers K-12, Administrators // Session Type: Lecture
Teachers’ Influence in Students’ Motivational Responses to Mathematics
“I know that a dedicated math teacher can change the trajectory of any student’s math career.” Comments like this came from high ability middle and high school students in a research study. This session will share the results of students’ ideas about motivation and mathematics and the strong connections to teachers. Although none of the survey questions emphasized teacher influence, this emerged as a dominant theme. Students wrote of the importance of time to meet with teachers outside of class, teachers as motivators, and the long-reaching influence teachers can have. Beyond the study results, participants in this session will receive ideas for their own classroom interactions and recommendations for administrators. This session will include strategies drawing on the self-efficacy work of Bandura (1997), the Achievement Orientation Model (McCoach & Siegle, 2003), exemplary teachers (Gentry, Steenbergen-Hu, & Choi, 2011) and other theorists. This session focuses on the importance of teachers of mathematics through the eyes of their students.
Audience: Mathematics teachers, administrators, parents // Session Type: Informational Lecture with Small Group Discussions
Dr. Paula Olszewski-Kubilius
Equitable Identification Strategies and Program Models for Low Income Gifted Students
In this session, we will discuss some of the challenges in identifying students with gifted potential who come from low income backgrounds as well as strategies that have proven effective and equitable. Strategies include the use of local norms. universal screening, nonverbal tests, and domain- oriented tests. We will also discuss the implications of these identification strategies for selection of program models and illustrate several programs models with an eye towards identifying that critical components of successful interventions and adapting them to various local contexts.
Audience: K-12 // Session Type: Moderately Interactive
Bright vs Gifted: Why Isn’t Bright Enough?
In 1989, Challenge Magazine published two columns of descriptors; the editor labeled one column “bright” and the other “gifted.” The author hadn’t provided the labels, nor had she done research to suggest that either list was more or less descriptive of gifted students. Nevertheless, the list has become very popular, and teachers sometimes admit they don’t really want those kids who are “just” bright in their gifted programs. The words in the columns don’t distinguish between “truly” gifted students; they are correlated to personality types (e.g. Myers Briggs Personality Types). This presentation will explain why bright really IS enough and will suggest ways teachers can reflect on their own preferences in engaging with the world around them, and how teacher preferences can conflict with some gifted/talented children. “Bright vs Gifted” hurts talented learners, especially well-adjusted and more autonomous gifted and talented children, often girls. This presentation will share a much better way of understanding differences among gifted learners, as well as supporting their social and emotional needs.
Audience: All age levels; applies to identification // Session Type: Informational presentation, with opportunities to share ideas with others
Understanding the Social-Emotional Needs of Gifted Children and Teens
Participants in this session will delve into the social and emotional challenges faced by gifted children and teens throughout their lives, from early childhood through the teenage years. Giftedness is a lot more than just a test score; it impacts the whole child and the way he or she experiences the world. Once aware of these challenges, parents, teachers and other school personnel can better design school experiences that take these characteristics into consideration. There will be time for questions at the end of the presentation.
Audience: K-12 // Session Type: Informational Lecture
Infusing Social-Emotional Learning in the Classroom
How can we help students develop resilience to persevere in the face of setbacks? How can we ignite a drive that will inspire them to sustain effort through difficulty? How do we teach students to develop academic tenacity to stick to their goals? Dr. Mofield will share lesson ideas for promoting these social-emotional skills including guiding students to take intellectual risks, use self-regulation strategies, develop self-awareness of how emotions can paralyze or catalyze pursuits towards achievement, use problem-solving to cope with setbacks, and reflect and appropriately respond to criticism. Participants will receive sample lesson plans and learn ideas for integrating social-emotional learning with the academic content.
Audience: Teachers Grades 4-10 // Session Type: Group discussion, group activity
Selecting Problem Solving Activities to Facilitate Creativity in Upper Elementary/Middle Grade Classrooms
Mathematical problem solving has become commonplace in mathematical standards and its relationship to creativity is often a highly theoretical discussion. Unfortunately, this discussion is rarely explicated clearly with teachers. Applications of mathematical problem solving are critical, given the history of giftedness and creativity. Moreover, creative output should not be left to chance and can be dramatically enhanced with careful selection of mathematical problem solving activities. Open-endedness, as an example, is paramount to facilitating divergent thinking among mathematical problem solvers. In this session, attendees will gain a deeper, and highly pragmatic, appreciation for what constitutes open-endedness and how problems that do not meet expectations can be altered to meet the needs of GT learners in mathematics.
Audience: Teachers/curriculum coordinators (grades 4-9) // Session Type: Interactive
Examining Primary Sources: A Springboard to Historical Thinking
Students conduct historical research that incorporates information literacy skills such as forming appropriate research questions; evaluating information by determining its accuracy, relevance and comprehensiveness; interpreting a variety of primary and secondary sources; and presenting their findings with documentation (Indiana Department of Education Academic Standards for History Standard 9 — Historical Thinking). Across grade levels and in varied courses Indiana’s Academic Standards for the Social Studies emphasize skills related to historical thinking. Frameworks that inform instruction in Indiana and across the nation emphasize higher-order thinking skills, or “cognitive demand.” Without doubt, engaging students with primary sources ensures advanced cognitive demand. Primary sources, raw and rich evidence of the past, beg for interpretation. When students examine primary sources such as public records, personal documents, artifacts, epitaphs, maps, and photographs, the fascination is immediate, the curiosity is powerful; the natural outcomes are meaning-making questions driven by each student’s personal interests and points of reference. What one student dismisses, another finds intriguing. High levels of student engagement provide fertile ground for the development and pursuit of essential questions in historical inquiry, leading to authentic student research in the discipline of history. This hands-on session will focus on engaging students’ curiosity to jump-start research questions and on utilizing the natural markers for differentiating instruction to facilitate students’ historical research process at varied readiness levels and varied ages.
Audience: Educators working with students in grades 3-12, specialists in the Social Studies and Language Arts, curriculum coordinators // Session Type: Analyze primary sources and collaborate in small groups
Scott J. Peters
Equity and Excellence: The Proactive Identification of Underrepresented Learners for Gifted Services
In this session, attendees will explore various options for locating larger numbers of students from traditionally underrepresented populations for high ability services. These options will include how using different tests and using common assessments differently can result in greater numbers of low-income, limited English proficient, and racial/ethnic minority students being identified for advanced academic interventions. The former includes tools such as nonverbal ability tests (e.g., Naglieri Nonverbal Ability Test, Universal Nonverbal Intelligence Test) and structured performance protocols (e.g., Young Scholars). The latter includes strategies such as universal screening and building-specific normative criteria. Overall program size, racial / ethnic / economic diversity, program structure / curriculum and diversity of educational need of the identified populations will also be considered as this session focuses on how to best locate all learners who have unmet needs.
Audience: Administrators, program coordinators, curriculum directors, resource teachers // Session Type: Attendees will apply concepts to their own settings
Essential Understandings for Social and Emotional Curriculum
Affective curriculum is essential for talented students to make choices to optimize their potential, relate well to others, express themselves, fully, and reflectively understand their abilities. As a result, affective curriculum should be more than fragmented collections of affective activities. Just as gifted students need differentiated academic curriculum, they require differentiated social and emotional learning experiences for their unique affective needs. Curriculum to develop the affective and conative dimensions of gifted individuals should be soundly based upon a foundational framework. Using the theoretical and applied foundations from both curriculum and counseling work in gifted education (Cross, 2015; Olenchak, 2008; Renzulli, 2014; VanTassel-Baska, 2006, 2009, 2017), session participants will be presented with specific information about how to make interdisciplinary connections between academic and psychosocial content. With an emphasis on social and emotional development and based on educational literature and research-based findings, this session will purposefully link curricular theory and instructional application to the affective development of gifted learners. With increasing emphasis on social and emotional development, participants will be able to apply the curriculum and instruction ideas presented to integrate affective learning experiences into gifted students’ academic studies. Practical C&I techniques will be presented within the Social Emotional Learning (SEL) context to illustrate application of strategies to develop learners’ SEL skills.
Audience: K-12 // Session Type: Moderately Interactive
Michael Clay Thompson
Literature Trilogies for Gifted Children
A strong literature program not only exposes students to literary themes and stories, it also builds the strong foundation of vocabulary, grammar, punctuation, and writing that makes students stronger in every subject. This presentation will provide a practical strategy for cumulative literature trilogies, with multiple options for high-level evaluation. Teachers will receive a differentiated approach for presenting literature to gifted children. They will learn methods for teaching cumulatively and for emphasizing exciting Socratic essay questions that identify common themes and similar characters, taking literature to a higher order of thinking than simple novels in isolation can do.
Audience: Teachers of Grades 3-12 // Session Type: Lecture