Session Descriptions

 Coffee Break & Exhibit Hall - 10:00 - 10:20 a.m. Matoaka

Breakout Sessions 1 

10:20 - 11:20 a.m.

Featured Session: Brain-Based Approach to Closing Achievement Gaps 

• Dr. Dornswalo Wilkins-McCorey 
• The purpose of this session is to provide teachers with a brain-based approach to learning utilizing neuroscience and help teachers understand how to maximize the potential of all students. During this session the presenter will link brain research and gifted pedagogy with teaching students from various subpopulations. This session will address what components need to be in place to create a safe learning environment for all students.
• According to the Zaretta Hammond’s research (2015), students do not learn when they do not feel safe. How does an educator create a safe learning environment for all the students in his/her classroom? Each student brings with them a plethora of lived-experiences, family situations, values and beliefs which shapes their mindset. Fortunately, when an educator makes a connection, aligns it to the curriculum and implements it into the classroom, they provide a safe place for students to learn. Gifted pedagogy and resources allow for students to build their critical, creative, logical, and problem- solving skills to elicit high intellectual performance. In addition, participants will learn about cultural archetypes in conjunction with the brain research to create safe spaces so students can thrive emotionally and academically. The participants will engage in a foundational activity to explore this concept and share best practices.
• Dogwood

A Curriculum Road Map: The Interaction Among the NAGC Standards and the Content Standards 

• Dr. Cheryll Adams
• Why do we need standards? The simple answer is so that we know where we are going and when we get there—in a unit, in a lesson, in a content area, or in a field. Experts in a content area or field delineate the set of evidence-based knowledge, skills, and understandings critical for providing direction, depth, and focus in those areas. Curriculum alignment occurs when the standards are matched to curriculum, instruction, and assessment to create a coherent system to support student achievement (Johnsen, 2016). Standards in a field, such as gifted education, provide guidance for designing, developing, and implementing curriculum, programs, and services at all levels.
• The interaction among the 2019 NAGC Pre-K–Grade 12 Gifted Education Programming Standards , NGSS , CCSS-M, and CCSS-ELA  is necessary to provide a road map for designing challenging curriculum and instruction for gifted learners and underscores the need for collaboration among educators rather than continuing to teach in separate silos. The NAGC Programming Standards and the content-area standards are aligned with and supported by a strong research base, but the content standards need to be differentiated for gifted learners. There are common threads across all four standards, allowing educators to use the standards in tandem to develop programming and design learning experiences for gifted learners. For example, all the standards address 21st Century Skills such as critical thinking, creativity, collaboration, communication, and information literacy, and there is an underlying thread of problem solving and investigations running through these sets.  
• Holly

Connecting Gifted Students to STEM: Using Real-World Problems to Inspire

• Anne Horak, Ph.D.
• Kimberley Daly, Ph.D.
• Engaging students in STEM topics is paramount for the U.S. to recruit talent in science, technology, engineering, and mathematics later. Using real-world scenarios, problem-based learning units connected to STEM topics offer gifted students opportunities to design solutions, consider complex ideas, and build critical and creative thinking skills. Learn specific ways to connect the 5E inquiry process and develop interdisciplinary thinking.
• 1056

Navigators: Each unit helps you Navigate a Novel with your Advanced Learners

• Jennifer Callison
• William & Mary's Navigators series is designed as a supplemental curriculum which provides scaffolding and differentiated strategies and pacing for advanced learners around novels. There are over 50 Navigators for grades 1–12. Features include group or independent study tasks; skills in analyzing and interpreting; structured questions and activities highlighting themes and concepts, literary elements, and real-world connections; exploring and emulating the language and style of authors, and Interdisciplinary research opportunities. William & Mary teaching and learning models are also used. Example novels in the series include: A Wrinkle in Time. Harry Potter and the Sorcerer’s Stone, Esperanza Rising, The Giver, and others.
• 2030

Breakout Sessions 2 

11:30 a.m. - 12:30 p.m.

Jacob's Ladder: An Advanced Reading and Thinking Curriculum for Learners

• Dr. Joyce VanTassel-Baska
• This breakout session will engage participants in the process of creating differentiated activities in language arts that focus on higher level thinking in the areas of critical, creative, and problem-solving.  Using the Jacob's Ladder program as the basis, participants will build question trees for classroom discussion and construct projects for individual and group work.  Discussion of the process will be encouraged as the session proceeds.
• Dogwood

Impacting Classroom Instruction through High Leverage Practices in Gifted Education

• Dr. Vicki Phelps
• High Leverage Practices provide a toolbox of critical practices to further support gifted and high-potential learners. Come learn how to implement the four aspects of HLPs (collaboration, assessment, social/emotional/behavioral, and instruction) to further professional learning and improve instructional practice focused on improving student outcomes in gifted education.
• Holly

Supporting Gifted Writers With LGBTQIA+ and BIPOC Mentor Texts

• Jennifer Gottschalk
• Looking for a way to not only increase the inclusivity but also the joy in your writer’s workshop? This session is designed for educators hoping to grow their collection of authors and exemplars to use in narrative and non-fiction writing instruction. Book lists for elementary, middle, and high school along with many additional resources will be provided.
• 1056

Get Your THINK On! Using Higher Level Thinking Tasks in the Classroom

• Christan Martin
• Dawn King
• Raise the thinking level and engagement of students by using tasks that spark higher level thinking and rich discussion. Leave the session with new and practical ideas and tasks to push students’ thinking in reading, writing, math, social studies, and science!
• 2030

Networking Session

•  Tables in the Exhibit Hall will be set up for networking opportunities. Come and connect.
  • Matoaka

Breakout Sessions 3 

1:25 p.m. - 2:25 p.m.

Vertical Differentiation: Strategies that Stretch Student Thinking

• Dr. 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.
• Dogwood

Creating a Better World: Fostering Conversations about Global Issues through Problem-Based Learning 

• Kimberley Daly, Ph.D.
• Anne Horak, Ph.D.
• How can we help gifted students understand global issues, develop skills as peacemakers and advocates, and help them solve real-world problems? Highly engaging and rigorous problem-based learning (PBL) units can offer opportunities for students to take a deep dive and develop the skills they need to be successful later. Learn how to inspire students to think about global issues while also developing critical thinking, global citizenship, and problem-solving skills. 
• Holly

A Residential STEM focused Summer Program for Low-income, Secondary High-ability Students: Camp Launch

• Dr. Mihyeon Kim
• Educational enrichment opportunities, parental support, and financial issues contribute to the achievement gap between students of various backgrounds. This session introduces a residential summer program designed for high-ability middle and high school students from low-income backgrounds and focused in the area of science, technology, engineering, and math (STEM). This session examines the process of designing a program, the components of the program, the research results showing successful implantation of the program, and the lessons from the 10 years of experience. Also, implications for counselors and educators to support this population will be discussed.
• 2030

W&M's Language Arts New Editions - Elementary Units Preview and Highlights

• Jennifer Callison
• Dana L. Lockhart
• Join us as we showcase the new and improved features of W&M Center for Gifted Education revised Language Arts curriculum units. The 3rd edition units maintain the same trusted and award winning unit elements ( theme-based, field-tested, and thinking model-focused). However, they are now updated to include more culturally-representative literature, guidance for technology integration, differentiated student products, and additional alternative novels and activities. This session will highlight and preview the following 3rd edition elementary units:
  Beyond Words: Grades 1-2
  Worldly Words: Grades 1-2 (Formerly A World of Wild, Wacky, Wonderful Words)
• 1056

Author Table Chats

• Various
• Each author will be sitting at a table with their book or curriculum unit(s). Participants are encouraged to freely move from table to table meeting the author, asking questions, and having conversation. 
• Matoaka

Breakout Sessions 4 (75 minutes)

2:45 - 4:00 p.m.

Resource Toolbox to Meet the Needs of Diverse Gifted Learners

• Dr. Dornswalo Wilkins-McCorey 
• The purpose of this session is to provide teachers with a toolbox of strategies and resources to reach all students. During the past three years, one school division applied several strategies to close gaps within the school division. The division provided a task force and consulted experts in the field. Based on the previous Local Plan for the Education of the Gifted, the VBCPS Gifted department implemented several components to provide equitable representation of gifted students throughout the school division. The Office of Gifted Programs attended various workshops and consulted with experts in the field. As a result of this comprehensive effort, the school division utilized various evidence-based interventions from experts like Dr. Geneva Gay, Dr. Gloria Ladson-Billings, Dr. Yvette Jackson, etc. to enhance the kindergarten and first grade talent development lessons. Additionally, the Gifted Resource Teachers (GRTS) developed learning plans for the 2nd -12th grade curriculum to meet the needs of all students. Not only did The Office of Gifted Programs utilize Dr. Donna Ford’s Equity formula to analyze the identification data throughout the school division but also implemented the online application process to provide longitudinal data. GRTs participated in professional learning opportunities to compare their actual results of their identification data to their school population to see if the data was in alignment. This session will highlight the strategies/resources used and some of the lesson plans created as a result of this work. The presenter will provide video footage and resources used to meet the diverse population in one school division.
• Holly

Powerful Strategies to Enhance Learning for Gifted & Highly Able Students

• Adam Laningham, M.Ed
• Analyze proven methods to reach gifted learners in engaging ways. Participants will acquire a number of proven strategies and improved techniques that will facilitate better creative, critical thinkers through student/teacher collaboration. Additionally, an analysis of parenting and teaching techniques will be discussed to meet social and emotional needs.
• Dogwood

W&M's Language Arts New Editions - Secondary Units Preview and Highlights

• Jennifer Callison
• Amy Wallace
• Join us as we showcase the new and improved features of W&M Center for Gifted Education revised Language Arts curriculum units. The 3rd edition units maintain the same trusted and award winning unit elements (theme-based, field-tested, and thinking model-focused). However, they are now updated to include more culturally-representative literature, guidance for technology integration, differentiated student products, and additional alternative novels and activities. This session will highlight preview the following 3rd edition secondary units:
  Utopia: Grades 7-9
  Change Through Choices: Grades 10-12
• 1056

 Reception - 4:15 - 5:30 p.m. - Matoaka

 Coffee Break & Exhibit Hall - 10:00 - 10:20 a.m.

Breakout Sessions 1 

10:20 - 11:20 a.m.

Featured Session: Building Capacity through Co-Teaching and Coaching in Gifted Education

• Dr. Emily Mofield & Dr. Vicki Phelps
• Co-teaching and instructional coaching can serve as vehicles for professional learning through which general education teachers learn skills and strategies to differentiate for gifted students. Learn the tools and “how-to” steps for facilitating and sustaining collaborative teaching and instructional coaching in ways that build capacity for teachers to challenge and support gifted students all day every day.
• Dogwood

Creating an accelerated curriculum using gifted strategies

• Deb Hicks
• Developing an accelerated curriculum in which three years' worth of essential skills has been compacted into two years. The accelerated curriculum that was created also has 7 different gifted strategies embedded into the learning experiences. These learning experiences are used in a science education classroom as an instructional style to enhance the learning of gifted students. Any of these strategies can be used by general education teachers to enhance their instructional practices.
• Holly

Preparing Students to Argue with Ethics

• Carolyn Weddel, M.Ed.
• This session will guide teachers through a module which introduces students to four schools of ethical thought and provides opportunities for students to apply their knowledge of ethics to contemporary global problems. The session is relevant for high school teachers of AP Capstone, Theory of Knowledge, AICE Global Perspectives and Research, Sociology, and other courses which require similar critical thinking and problem solving.
• 1056

Building Classroom Community Through Community Circles

• Amy Wallace
• Community circles are a great social-emotional learning tool for building a positive and safe classroom environment. Students learn active listening, empathy, and building classroom community. Community circles also help the teacher learn more about each student and what the class needs for support in social-emotional or academic skills. Learn about community circle best practices to build a stronger class community.
• 2030

Networking Session

•  Tables in the Exhibit Hall will be set up for networking opportunities. Come and connect.
  • Matoaka

Breakout Sessions 2 

11:30 a.m. - 12:30 p.m.

What’s the Big Idea? Teaching with Concepts for Meaning, Depth, and Rigor

• Dr. Catherine Little
• Organizing curriculum and instruction around a strong conceptual focus promotes depth in thinking, rich questioning, and opportunities for authentic connections across disciplines. In this session, we explore specific strategies for engaging students in constructing meaning around big ideas, with applications across grade levels and subject areas.
• Dogwood

Using Tiered Supports for Gifted Education and Talent Development 

• Dr. Ann H. Colorado
• Multi-Tiered Systems of Support (MTSS) are used in schools throughout the country to assist struggling learners. However, MTSS is designed to be used with ALL students, even our gifted and potentially gifted students. Learn how teachers and schools can effectively implement differentiation by tiers in order to support gifted education and talent development.
• Holly

A Longitudinal Study for the Impacts of Enrichment Programs on Gifted Students

• Abdullah Aljughaiman, Ph.D.
• Alaa Ayoub, Ph.D.
• This study explores the effect of long-standing gifted programs on learning skills and the selection of undergraduate major at the university level.
• 1056

Growing Allyship with Teachers and Parents of Gifted LGBTQIA+ Youth

• Jennifer Gottschalk
• Gifted LGBTQIA+ students often have unique developmental needs that teachers and parents want to support, but they may not know where to start. This session is for people interested in growing their knowledge and skills as allies. We’ll talk about everything from pronouns to Pride flags and most importantly how to create safe spaces at school and at home.
• 2030

Author Table Chats

• Various
• Each author will be sitting at a table with their book or curriculum unit(s). Participants are encouraged to freely move from table to table meeting the author, asking questions, and having conversation. 
• Matoaka

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  Lunch 12:30 - 1:15 p.m. - Matoaka

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Breakout Sessions 3 

1:25 - 2:25 p.m. 

A Talent Development Approach to Cultivating Civic Leadership

• Eric Calvert, Ed.D.
• Linsey Crowninshield
• Northwestern's  Center for Talented Youth's Civic Education Project has designed interdisciplinary models for nurturing leadership skills and application of these skills to real-world topics. Presenters will share examples of curricula designed to build strategic leadership capacity and practical skills including culturally responsive communication and critical thinking. Presenters will preview a concept for a standards-aligned civics curriculum incorporating problem-based service-learning, creative thinking and embedded cultivation of socially responsible leadership capacity.
• Dogwood

Outdoor Education: Building Gifted Learners' Creative and Critical Thinking Skills

• Stephen T. Schroth, Ph.D.
• Burgeoning interest in all things green has caused exponential growth in outdoor education over the past decade. Although often confused with forest schools, outdoor learning, outdoor schools, and wilderness education, outdoor education builds upon the concept that learning must extend outside of the classroom and build upon hands-on experiences children share with others. For gifted learners, outdoor education is an ideal way for them to build critical and creative thinking skills through a project-based approach to learning.
• Holly

Strategies to Support Gifted Children and How Trauma Impacts Them

• Adam Laningham, M.Ed.
• Many gifted children, especially highly gifted children, suffer their own kind of trauma as they cope with being different and trying to fit into society and expectations placed on them. These children are also just as likely to suffer from other traumas as any other child; however, their unique sensitivities put them at a unique risk. This presentation will open your eyes to what our children are going through, and also provide you with some strategies to help support them.
• 2030

The History of Phonics- “Nesting” Strategies for Twice-Exceptional Learners  

• Dr. Claire Hughes
• Disabilities does not mean “Cannot ever”- they may mean “cannot in this way or at this time”. In order to develop their abilities and focus on strengths, Twice-exceptional learners need to be able to access gifted curriculum and gifted ways of thinking.  That does not mean making the curriculum easier, but it may mean restructuring it so that it becomes accessible.  It also may mean using gifted strategies to help twice-exceptional learners mediate their challenges.  This session will explore adapted strategies from Universal Design for Learning that provide access to gifted curriculum as well as strategies to “nest” gifted thinking in traditional support activities.
• 1056

Networking Session

•  Tables in the Exhibit Hall will be set up for networking opportunities. Come and connect.
  • Matoaka

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  Coffee Break & Exhibit Hall -  2:25 - 2:45 p.m. - Matoaka

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Breakout Session 4

2:45 p.m. - 4:00 p.m.

Using Integrated Arts and Inclusive Literature as a Means for Creating Culturally Responsive Curricula

• Mary Slade, Ph.D.
• This presentation focuses on the use of integrated arts and culturally diverse literature to teach any academic content in a culturally responsive manner. Lessons based on integrated art and inclusive literature can promote equity, social justice, cultural identity, and representation. Whole group activities and small group differentiated learning for advanced and gifted learners across disciplines and grade levels will be shared.
• Holly

Encouraging Intellectual Curiosity, Using Picture books with Young Advanced and Gifted Readers

• Laura Beltchenko
• This text rich presentation will explore  picture books beyond the typical narrative structure and delve into postmodern metafictive texts whose alternative structures challenge advanced readers as well as provide a model for critical and creative thinking. Among the topics discussed will be a closer look at book selection, cultural relevance, book formats, illustration/text interaction, as well as how to create book pairings and text sets that advance the metacognitive principles of the young literacy learner. The overarching goal is to have students find joy in children's literature.  
• Dogwood

Differentiating for Advanced Learners in the Regular Classroom

• Dr. Ashley Y. Carpenter
• This session will focus on differentiation for students who need additional challenge beyond the grade-level curriculum in age based classrooms. We will learn several strategies that can be applied to any subject area and grade level. Strategies include: grouping, pre-assessment, interest inventories, curriculum compacting, tiered assignments, enrichment, higher level questioning, anchor assignments, academic competitions, increasing cognitive complexity, and independent choice-based projects. Teachers will also have the opportunity to practice adapting their current lesson plans or activities and receive feedback and guidance.
• 2030

The Bray School and William & Mary’s newly revised Social Studies unit, Building a New System: Colonial America 1607 - 1763

• Dana L. Lockhart and Dr. Maureen Elgersman Lee

• The Bray School was established in 1760, and over the course of its fourteen years, educated almost 400 free and enslaved children. This picture of education in Colonial America is not frequently seen, however, thanks to the work of dedicated researchers and archeologists, is now being unveiled. This session introduces William & Mary’s newly revised social studies unit, Building a New System: Colonial America 1607 - 1763, and specifically centers on its new inclusion of The Bray School. Participants will be guided through a lesson that utilizes William & Mary’s models to support students' reasoning about the purpose of education in Colonial America. Additionally, participants will see how this lesson, and others, can be supplemented by resources on archeology and dendrochronology to engage students and demonstrate that there is still so much that we have yet to learn.

• 1056

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