Poster Session
NAGC Base Camp
NCSSSMST
Engaging the Gifted Through Historical Thinking
21.4 L essons from the Field: Listening to the Gifted
Historical thinking allows teachers to move beyond the text to foster higher-level thinking as their students learn to pose questions, collect and analyze sources, struggle with issues of significance, and ultimately build their own historical interpretations. Historical thinking and its five components are defined and illustrated through an Understanding by Design instructional unit on the Revolutionary War and Philadelphia. The unit demonstrates how historical thinking can be implemented at different grade levels, used to differentiate instruction, develop reasoning skills by addressing complex, meaningful problems, and engage students’ intellect and creativity through deeper understandings.
Teachers of the gifted often find it challenging to understand and help their students deal successfully with the social and emotional issues associated with their giftedness and how those issues affect their unique learning needs. What specific skills are necessary for listening with empathy and understanding? How does one listen for what the gifted mean rather than to what they say? This interactive and informational session offers participants tools to enhance their interactions with the gifted, and ways to effectively help them navigate their unique social and emotional worlds.
Audience: Classroom Teachers K-12, Consultants, Coordinators
Room: Exhibit Hall A
Room: 603
Getting More into Shapes Across the Younger Grades
David C. Williams, Ken Stuart, Indiana Academy for Science, Mathematics, and Humanities; Margot F. Williams, Ball State University, Muncie, IN
14.2 Understanding Program Differentiation through Control Teachers’ Experiences in Gifted Classrooms
Carolyn Callahan, Echo Wu, Amy Azano, University of Virginia, Charlottesville, VA This research study explores program differentiation through the perceptions and practices of teachers from comparison group in a larger research study, “What Works in Gifted Education.” Sixteen third-grade GT teachers from five states were observed during 40-60 minute language arts classes and interviewed following the observations. Analysis of observation and interview indicates that the teachers, especially those with little GT experience, need further professional development training on best practices in gifted education. Audience: Classroom Teachers K-8, Coordinators
Debra Anne Mishak, Des Moines Public Schools, Windsor Heights, IA; Paula Christensen, Northwestern State University of Louisiana, Natchitoches, LA
Audience: Classroom Teachers K-12, Consultants, Coordinators, Counselors
Tutita M. Casa, Katherine Gavin, University of Connecticut, Storrs, CT
Where is geometry? Well, it’s all around us! Young students naturally view their world geometrically, but they often are not sufficiently challenged during instruction. Come investigate research-based activities from the NAGC award-winning Project M² series that raises the bar for all students. Explore shapes young students can come to learn about more in-depth by looking at foundational geometric concepts as we progress from 2-dimensional to 3-dimensional to a merging of both perspectives. Review student work, view students as they learn, and participate in fun and enriching games. Take part in engaging activities you can use with your own students.
Saturday
Recorded Session
Audience: Classroom Teachers K-5, Coordinators Room: 702
Room: Exhibit Hall A
59th Annual Convention
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November 15-18, 2012 | Denver, Colorado
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