NAG/NDE Virtual Summer Learning Series
July 21,22
8:00 - 10:00
10:30 - 12:30
1:30 - 3:30
$35.00 for all sessions! Follow this link to register online!
Join us for a summer learning series from the comfort of your own home or the pool - who are we to judge after this year?!
NAG and the NDE Gifted Department have teamed up to bring you the best of the best in national gifted speakers!
Dr. Brian Housand, Differentiating for the Head and Heart
Bio
Dr. Brian Housand, is the coordinator of the Academically or Intellectually Gifted program at University of North Carolina Wilmington. Dr. Housand earned a Ph.D. in educational psychology at the University of Connecticut with an emphasis in both gifted education and instructional technology. He served two terms on the National Association for Gifted Children’s Board of Directors as a Member-At-Large. Along with his wife Dr. Angela Housand and Dr. Joe Renzulli, he co-authored Using the Schoolwide Enrichment Model with Technology. He is also the author of Fighting Fake News! Teaching Critical Thinking and Media Literacy in a Digital Age.
Brian has worked in education as a classroom teacher, a teacher of the gifted, and a university professor for over twenty years. As a speaker and consultant, he has presented in 40 states, Canada, Australia, South Korea, Kuwait, and Chilé. Brian is a lover of technology, Star Wars, all things Disney, video games, and fonts. He proudly identifies himself as a geek. You can learn more on his website at brianhousand.com and by following him on Twitter @brianhousand. . Brain Housand,
Session:
Come and explore the interconnectedness of the cognitive and affective domains as we delve into the hearts and minds of the gifted to uncover some of what makes them tick and think. Together we will identify the importance of not only differentiating to promote thinking, but also investigate how we can design learning experiences to develop feeling in our students. When it comes down to academic learning and social and emotional learning, it should not be an “Either, or”, instead it should be a “Yes, and!”.
Dr. Matthew Fugate, Twice Exceptional Needs
Bio
C. Matthew Fugate is assistant professor, Educational Psychology at the University of Houston-Downtown. He received his doctorate in Gifted, Creative, and Talented Studies from Purdue University. Previously, Matthew worked as a K-8 Gifted Coordinator. His research interests include twice-exceptional students and students from underserved populations. Matthew has presented to audiences nationally and internationally on topics including the social-emotional needs of twice-exceptional students and creativity. He serves as the NAGC Special Population Chair-elect and as Secretary for the Texas Association for Gifted and Talented. Matthew was recently named one of Variations magazine’s 22 People to Watch in the neurodiversity movement.
Session:
Going Beyond Academics: Understanding the Social Emotional Needs of Gifted Students
While educators often focus on the academic strengths of gifted students, these students have unique social-emotional needs must also be recognized and addressed within the educational setting. This session will focus on the understanding of the unique social and emotional needs of our gifted students. Participants will explore characteristics of this population and their needs, developmental traits, and vulnerabilities. Additionally, an introduction to current educational approaches and guidance will be discussed.
Dr. Scott Peters, Identification
Bio
Scott J. Peters, Ph.D. is a Professor of Assessment and Research Methodology at the University of Wisconsin – Whitewater where he teaches courses on educational assessment, research methods, and gifted and talented education. His research work focuses on assessment and data use, gifted and talented student identification, equity within advanced learning opportunities, and educational policy. His scholarly work has appeared in the Australian Educational Researcher, AERA Open, Teaching for High Potential, Gifted Child Quarterly, the Journal of Advanced Academics, Gifted and Talented International, the Journal of Career and Technical Education Research, Ed Leadership, Phi Delta Kappan, Gifted Child Today, and Pedagogies. He is the first author of Beyond Gifted Education: Designing and Implementing Advanced Academic Programs and Designing Gifted Education Programs and Services: From Purpose to Implementation, both from Prufrock Press, and the co-author (along with Jonathan Plucker) of Excellence Gaps in Education: Expanding Opportunities for Talented Students, published by Harvard Education Press.
Session
Eight Universal Truths of Identifying Students for Advanced Academic Interventions
Questions and challenges abound when it comes to identifying students for advanced learning opportunities and every decision has implications for accuracy, cost, equity, and services. This session will outline eight universal truths or best practices that apply regardless of services or conceptual definitions. Topics will include the alignment between identification system and services, universal screening, universal consideration, and matching norms to the level of the service.
Andi McNair, Designing for Depth
Session
Differentiation is not optional, regardless of our situation. A one-size-fits-all approach will never work. In this learning experience, I'll share how educators can use specific tools to differentiate for gifted learners. I will explain how to design for depth so that learners are given the opportunity to learn in a way that not only makes sense but also provides that depth of learning that many of them need in order to reach a willingness to invest.
Dr. Tamra Stambaugh, Scaffolding Questions Across the Content Areas to Promote Critical Thinking
Session
Do you have gifted students who can learn quickly but may not have the background knowledge or skills to immediately work at higher levels of instruction? When you are differentiating instruction for advanced learners are you sometimes uncertain where to go next? Although the Jacob’s Ladder program is generally used for reading comprehension, the framework design is applicable across multiple subject areas. In this session we will explore multiple examples across the core content domains for scaffolding and differentiating instruction using the Jacob’s Ladder framework. You will then practice writing your own ladders in a content area of your choice using the ladder process.
April Wells, Equity in Gifted Education
Session
Achieving equity is gifted education begins by engaging educators and stakeholders in intentional conversations then positioning ourselves to identify necessary actions to eliminate inequities. Gifted programming is only as equitable as students from the most marginalized groups experience them to be. Educators have a responsibility and an opportunity to acknowledge the injustices and implement restorative approaches to remedy inequities. Participants will review policy and procedures that aid in ensuring equity is prioritized.
Schools can use their HAL funds, ESSER funds or PD funds to help support teachers! University of Iowa will offer continuing education credits for those interested!
Midland University High Ability Learner Endorsement
Thanks to our great friends at Midland University you have the opportunity to complete an entire HAL Endorsement in one year all online! For more info click here!
