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Institute Workshops 9:45 AM - 12:00 PM (TH)
Session 1 Intensives 10:15 AM - 11:45 AM (M, T & W)
1. Designing Rigorous and Complex Curriculum for All Learners – Richard Cash
Authentic differentiation in academically diverse classrooms requires more than simply advanced levels of thinking. It demands greater levels of complexity and difficulty as well as the 21st century skills of problem finding, concept development and creative and critical thinking. Participants will be offered intervention strategies, an easy-to-apply template to adjust degrees of difficulty and move learners toward complex learning tasks that ensure high proficiency and growth for all learners. Various curricular examples will be provided.
Concepts to be covered in this session are:
Levels of advanced complexity—all learners must be guided to higher levels of complex thinking. Gifted learners must spend more of their instructional time in the higher levels of analysis, justification and synthesis. This session will explain how to develop advanced complex thinking activities.
Varying degrees of difficulty—to adjust levels of difficulty teachers would modify the number of steps needed or regulate the amount of information students need to complete task. Many activities and assignments within the regular classroom have low levels of difficulty—this session will offer strategies on how to adjust the degrees of difficulty to appropriately meet the needs of gifted learners.
Quality of rigor—gifted learners must be offered a curriculum that is endowed with complex concept development, stimulates emotionally engagement with the topic, raises provocative issues, infuses critical and creative thinking, and requires learners to deal with ambiguity. The presenters will share means to embed rigor into the regular curriculum and to deepen the levels of learning for gifted students.
2. Purdue Three-Stage Model – Felicia Dixon
3. Schoolwide Enrichment Model Reading (SEM-R) – Elizabeth Fogarty
Originally designed for use with talented readers, the Schoolwide Enrichment Model Reading has been found to increase the achievement, fluency, and enjoyment of readers of all achievement levels. Using a workshop model, teachers encourage and support readers through conferences and offer content through brief mini-lessons. This session will be appropriate for teachers in grades 3 through 8, or coordinators and administrators interested in learning more about using the SEM-R in their schools.
4. Programming and Identification for Elementary Gifted Students – Vicki Vaughn
5. Reading and Writing with Talented Students – Penny Kolloff
Teachers often face challenges in heterogeneous classrooms where students present diverse learning needs. Shouldn’t I focus my efforts on the struggling children so that they will meet the standards? Won’t the high ability kids be fine - after all, they already read and write better than my other students? This session is based on the belief that all children deserve to learn something new. The presenter will identify materials and approaches that teachers may use to modify the curriculum for gifted and talented learners. Suggested modifications will be applicable to a wide range of grade levels.
6. Making it Stick: Teaching [sci-tech] Information Literacy with Inquiry Learning – Catherine Riehle, Megan Nelson & Lisa Janicke Hinchcliffe
Are you looking for new and innovative ways to engage your students and encourage them to become critical thinkers? Are you looking for ideas to use in your science or math classroom that will enable your students to become savvy researchers and information
users in the digital information age? This workshop series will introduce the concept and pedagogy of inquiry-based education. After learning the basic elements of inquiry-based educational units on Day One, Days Two and Three will provide participants an opportunity to hear about and explore “real life” possibilities for integrating this effective teaching method in curricula to teach essential information literacy skills – from finding and ethically using credible information in the STEM disciplines - to evaluating web resources and using the internet effectively. These sessions will provide participants concrete ideas for creating engaging units and activities that incorporate inquiry-based learning.
7. Demystifying and Responding to the Social and Emotional Concerns of Gifted Students – Jean Peterson
8. Meeting the Needs of Gifted English Language Learners – Nielsen Pereira
9. Insects in the Classroom – Tom Turpin
This workshop is about using insects and insect biology to teach concepts and to increase interest in course material for the K – 5 classroom. Insects are useful tools to teach literature, history, and mathematics, as well as biology. Participants will learn how to maintain an insect culture and participate in several activities where insects are the means to an end, such as team building and questioning techniques. Also using insects as a focus in tableau approach to group education will be explored.
10. Engineering in the Classroom – Rebecca Mann
Engineering is more than building a bridge or tall structure. It is the academic glue that binds math and science with real-world experiences. Gifted education pedagogy such as development of creativity, application of advanced concepts and applications and the generation of innovative ideas are all essential to the engineering thinking and design. Come use Engineering Thinking Dispositions to learn the Design/Build/Redesign process while engaged in hands-on explorations that can be used with upper elementary and middle school students. Experience the power of Socratic dialogue when used to debrief and reflect prior to the redesign stage. Participants will leave with concrete activities to use with students.
11. Creativity in Math is not an Oxymoron– Eric Mann
Session 2 Intensives 1:30 PM - 3:00 PM (M, T & W)
12. Differentiation as Easy as QVC! – Julie Donaldson
Questions, Voices, and Choices" More rewarding than ordering faux pearls and miracle mops off cable TV (and more practical, too!), this Intensive provides participants with three solid differentiation strategies to take home: Bloom¹s Taxonomy in action, student-led discussion, and choice-based projects.
13. Twice Exceptional Students: Identification and Programming – Jillian Gates
14. Total School Cluster Grouping – Marcia Gentry
15. Secondary Mentorship Development – Jack Palmer
16. Dabrowski’s Theory – Sal Mendaglio
Dabrowski’s theory of positive disintegration (TPD), first introduced to gifted education in the late 1970’s by Michael Piechowski (Piechowski, 1979), has significantly influenced the social and emotional domain of giftedness. Expression of this influence is most evident in the application of the concept of overexcitability (OE). With its five forms (psychomotor, sensual, intellectual, imaginational and emotional) OE has been the focus of TPD research in gifted education over the past twenty years (Mendaglio & Tillier, 2006). While OE is an important concept in Dabrowski’s theory, OE is only one concept of TPD, which is Dabrowski’s theory of personality. In the first of three sessions, I provide an overview of TPD which includes OE and other key components.Exploration of the key concepts of TPD reveals that Dabrowski reframed commonly used terms in psychology and education. An obvious example is seen in the name of the theory, disintegration, often seen as negative, is recast as positive. Other examples include intense negative emotions and neurotic behaviors, which are seen as indicators of growth and development. In the second session, the focus is on assisting participants’ reframing recent emotionally laden teacher-student interactions using the Dabrowskian perspective.
Dabrowski’s theory and his use of it in counseling provide guidelines for responding to intense negative emotionality and disruptive behaviors witnessed in some gifted students. Based on my own application of TPD to teaching (Mendaglio, 2002) and counseling (Mendaglio, 2007), I guide participants in identifying the circumstances when TPD concepts are likely applicable; and, ways of responding in those situations. No knowledge of Dabrowski’s theory is required to attend these sessions; active participation is expected especially in sessions two and three.
17. Using a Multiple Intelligence Approach to Science– Terry Neu
18. Digital Technology: Classroom Applications – Kevin Simms
Participants will have hands-on experience with several types of digital camera and computer software that will enable them to develop activities and presentations they can incorporate into their curriculum. If you have just bought or received a digital camera and want to learn what you can do with it, this is the perfect 3 day session for you to attend.
19. Basic Geometry through Unit Origami – Linda Bula
All origami begins with putting the hands in motion. Understanding something intellectually and knowing the same thing tactilely are very different experiences. To learn origami, you must fold it. In this workshop the participants will build math models through the use of unit origami. Inherent in all the folding is the wonderful world of transformational geometry. Come to this workshop prepared to have fun.
20. Meeting the Needs of Visual Spatial Learners – Rebecca Mann
21. Improv and Other Games: Building Creativity in the Classroom – Benjamin Lacina
Improvisation and spontaneity are incredible tools in any age classroom. Improvisation builds confidence when taking risks, develops creative personal expression, sense of humor, sense of individuality. This session will include improvisational warm-ups, classroom games, literacy- and comprehension-building strategies, as well as kinesthetic learning activities. Come to develop your own creative brain, or come to challenge your own inhibitions. This session also will discuss creating a safe creative climate in the classroom for taking risks and allowing personal expression to bloom. Add to your own bag of tricks, or come simply to have fun!
Session 3 Intensives 3:30 PM - 5:00 PM (M, T, & W)
22. Engineering in the Elementary Classroom - Mann & Strutz
23. Brain -Based Learning: Applications for the Adolescent Classroom - Richard Cash
Research from neuroscience and cognitive science has been influential on the teaching and learning process. This research may prove especially powerful for under performing or disengaged adolescent students. It is essential that educators are aware of the implications of brain research, and how to best interpret the findings to meet the needs of all students. This session will synthesize relevant research findings, and important brain-learning basics. Additionally, participants will be offered a menu of effective learning techniques and strategies that can greatly enhance cognitive and meta-cognitive development of adolescent students.
This session will highlight how:
• The brain attends to, processes and manipulates information,
• Emotion plays a critical part in the acquisition of knowledge,
• Children develop individual learning preferences,
• During adolescence the brain prunes and realigns the learning process
• Neural efficiency allows for greater flexibility in the transfer and production of new knowledge,
• Brain based learning and curriculum development can be an essential component of a quality professional development program.
24. AP and More – Felicia Dixon
AP and IB are definite options for secondary gifted students. But there is more that must be done--both within AP classes and besides AP offerings. This session focuses on salient issues including the ways of knowing that are unique to gifted adolescents, the differences between the needs of high achieving and high ability students, the social and emotional needs that impact curricular offerings, and the types of curriculum that address all of these issues the best. In this interactive workshop, participants will work on activities based on addressing all of these needs and improving the learning experiences for high ability students at the secondary level.
25. Tiered Assignments – Elizabeth Fogarty
Meeting the needs of the range of learners in your classroom can be accomplished through curricular modification in a process known as “tiering.” Tiering allows teachers to adjust their lessons to increase or decrease any of the following: level of abstraction, support, complexity, etc. Participants in this session will have the chance to work with the instructor and others in the session to design a tiered lesson of their own.
26. Beyond Silverstein and Prelutsky: Discovering the Joy of Poetry – Penny Kolloff
Poetry receives only cursory attention in many classrooms despite its potential for helping students develop various language skills and an appreciation for this literary form. This session will focus on strategies and materials for integrating poetry into the elementary classroom.
27. What Do Gifted Boys Need? – Terry Neu
28. Arts Integration: GarageBand Meets Language Arts – Benjamin Lacina
Take students writing projects from product to production with GarageBand music software. Deepen understanding, broaden students’ communication skills and integrate musical concepts with reading and writing, regardless of genre.
29. Counseling gifted children, adolescents and adults using Integral Practice and Dabrowski's Theory of Positive Disintegration – Sue Jackson
This session is designed for mental health care practitioners and teachers who deal with members of the gifted population. The presenter brings to the session over twenty years of counseling experience with moderately and profoundly gifted persons deriving from in-depth psychotherapy in a clinical setting as well as direct involvement in a variety of school settings. For many, the experience of “growing up gifted” engenders powerful insights, uncommon drive for learning and experiencing, periods of dissolution and strife and a not- to- be ignored need to discover purpose, meaning and connections in life. This session examines the experience of the client, the role of the counselor, and the co-created nature of effective counseling and psychotherapy for intense individuals. Participants will be guided in (a) the process of understanding the client’s challenges and ways of viewing the world from a developmental perspective that honors the gifted experience (b) assessing the client’s development and potential across a full spectrum of capacities (c) responding to the client on multiple levels of communication, awareness, and understanding (d) differential diagnoses for so called mental illness such as bipolar disorder, autism spectrum, ADHD, anxiety and depression – in what ways does the gifted experience mimic indicators of serious mental illness and how does heightened experiencing and lack of fit manifest in normative but uncommon ways in gifted individuals? Dabrowski's Theory of Positive Disintegration and the Integral Practice for the Gifted model frame this presentation that is rich in qualitative data, clinical case studies and opportunities for dialogue and reflection.
30. Indiana Code for High Ability Students 101 – Jamie MacDougall & Marcia Gentry
Excursions 8:00 AM - 9:45 AM
1. Bug Barn
2. Envision Center
3. Neil Armstrong Hall of Engineering
Discover Workshops
1. Turpin & Shepson: Bugging your Students with Books -
Introducing biological concepts to elementary students through “buggy” children’s books.
2. Strutz: Compacting
3. Kolloff: Might Amanda Frankenstein or Archibald Frisbie join the mysterious Benedict Society?
4. Simms: GPS/Geocaching
5. Peters: Measurement
6. Dixon: Perfectionism
7. Vaughn: Strategies for Teaching High Ability Students in Regular Classrooms
8. Gramberg: Project-based Math
Thursday Institute Workshops 9:45 AM - 12:00 PM
Institute workshops are designed around relevant, extended time with “experts” and interested colleagues centered on specific topics of mutual interest. Select your topic, come, participate, and enjoy!
33. Math
34. Language Arts
35. Administration
36. Personal Talent
37. Technology
38. Arts
39. Science
40. Social - Emotional
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