| Concurrent Sessions/Poster Sessions Friday, November 4, 2011 | 1:45 PM - 2:45 PM
Friday
MIDDLE GRADES
MIDDLE GRADES
Explicit Programming for Gifted and Talented Culturally Diverse Learners: The Middle School Nonverbal Honors Core
17.3 Strategies To Motivate and Extend Gifted Language Arts Middle School Students
Dina Brulles, Paradise Valley Unified School District, Peoria, AZ
Jennifer Toney, University of Georgia, Athens, GA;
Providing gifted services for culturally diverse middle school students can present a challenge. This session presents one TDIPPM T /PO7FSCBM )POPST $PSF B QSPHSBN GPS HJGUFE BOE UBMFOUFE TUVEFOUT JEFOUJmFE PO UIF /BHMJFSJ /PO7FSCBM "CJMJUZ Test. Teachers hold bilingual/ELL and gifted certifications. The teaching team incorporates an integrated, thematic approach in designing their instructional units of study and a project-based approach for implementation. This combination provides a culturally rich, highly engaging learning environment that embraces, encourages, and challenges gifted students of diverse populations. Presenters share sample instructional units, teaching methods and schedules, along with data examining program development and academic achievement.
Many middle school gifted language arts students exceed standards on standardized tests, yet they are often required to do the same work as general education students. This session enlightens participants with new strategies and lessons that will motivate these students beyond typical language arts assignments. The presenters share their experiences with proven activities that are student centered, yet require critical-thinking skills, encourage creativity, and are easily adaptable. Participants leave with practical ideas, lessons, and activities to motivate gifted middle school language arts students. Audience: Classroom Teachers 6-8 PARENT & COMMUNITY
Audience: Administrators, Coordinators, Classroom Teachers 6-8 Room: Grand Salon 6 MIDDLE GRADES
Educational Initiatives, Curriculum, and Gifted Middle School Students Patti Drapeau, University of Southern Maine, South Freeport, ME We can talk the RtI talk in our support of tiered services for gifted students. We can talk the 21st century learning talk through our support of critical and creative thinking, communication, and problem solving. In this session, participants rethink how to challenge gifted middle school learners by seeing how a new vision of curriculum for 21st century learners works with these initiatives. In this session, participants learn how complexity and rigor exists in the rigor/relevance/relatedness/recursion framework. This framework provides an organizational design and tools to challenge gifted middle school learners. Actual lesson plans demonstrate how this framework works.
19.2 Keeping Gifted Education Alive: Parents as Advocates Dana Reupert, California Association for the Gifted, Riverside, CA How can parents become a dominant presence in promoting education of the gifted? Find out how to ensure that students have access to the best quality gifted programs and services that school districts can offer. Specific strategies to identify the role of parents as advocates are discussed. Audience: Administrators, Advocates/Association Leaders, Consultants, Coordinators, Counselors, Parents, Classroom Teachers K-12
Audience: Administrators, Advocates/Association Leaders, Consultants, Coordinators, Classroom Teachers K-12 Room: Grand Salon 4
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National Association for Gifted Children | Advancing Potential and All That Jazz