Hotel
Information
Rooms for hotel accommodations are usually blocked
at: Williamsburg
Hospitality House at 1-800-932-9192 ($79 night,
single/double occupancy; within walking distance).
Participants MUST mention The College of William and
Mary NCN conference to get these rates. To search for
other hotels in the area, contact the Williamsburg Hotel
and Motel Association at www.williamsburghotel.com or
1-800-999-4485. Visit http://www.williamsburgcc.com/_website/ for more hotel information and a Williamsburg vacation planner.
Cost for 2009
- Pre-conference Workshop ONLY (Wednesday,
March 11): $100
- Conference ONLY (Thursday, March
12 and Friday, March 13): $200*
- Conference AND Pre-conference (March
11 -13): $250 *
*NOTE: Conference costs include
a box lunch only on March 12th. |
Registration
Deadline
- Registration deadline:
- No on-site registration.
- Purchase orders accepted.
Mail registration form and purchase order, check (payable
to The College of William and Mary) or credit card information
to Center for Gifted Education-NCN, PO Box 8795, Williamsburg,
VA, 23187-8795
Phone: 757-221-2166; fax: 757-221-2184; e-mail: cfge@wm.edu
Cancellations/Refunds
Refunds will be issued for cancellations received in
writing by February 18 minus a $50 non-refundable processing
fee. No refunds will be issued after February 18. Schools
or individuals will be billed the full amount if a registered
participant does not attend.
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Directions
Click here for directions
to The College of William and Mary.
PRECONFERENCE SESSIONS for 2009 (2010 Information posted when available)
Full day sessions
A Literacy Development and Writing: The Center for Gifted Education Language Arts Curriculum (Grades 1-11)
Sherry Watts, Montgomery County Public Schools, Maryland
The goals of the Center’s language arts curriculum are to develop skills in literary analysis and interpretation, persuasive writing, vocabulary, grammar, and oral communication, while using specific models to support critical reasoning and in-depth exploration of the concept of change. The workshop will explore teaching models and student activities that support these goals, as well as features of specific units and the resources they employ.
B Examining Scientific Processes: The Center for Gifted Education Science Curriculum (Grades K-8)
Noland Leith, Henrico County Public Schools, Virginia
The Center’s science curriculum units involve students in the exploration of real world, ill-structured problems as well as engaging them in the scientific inquiry process. Each of the units emphasizes development of the process of experimental design, a specific overarching concept (e.g. systems or change), and various specific scientific content goals. The workshop will involve participants in understanding the background and processes involved with problem-based learning and experimental design. Participants will also explore the concept of systems and discuss the scientific content topics to be taught in the units.
C Engaging in Document Analysis: The Center for Gifted Education Social Studies Curriculum (Grades 2-10)
Molly Sandling, Williamsburg-James City County Schools, Virginia
The Center’s social studies curriculum goals emphasize developing understanding of social studies concepts, the process of reasoning, principles of historical analysis, and various content topics within several social science disciplines. The workshop will engage participants in activities around the teaching models used in the units, including the concept development model, the Paul model of reasoning, and a primary source analysis framework. In addition, the workshop will explore activities related to the content of the various units, including topics in history, geography, and government.
D Developing Expertise in Gifted Education Through Professional Development
Dr. Kim Chandler, The College of William and Mary
Often one of the key roles of a gifted program administrator is to provide ongoing professional development for classroom teachers, gifted program specialists, principals, and other practitioners. The NAGC-CEC Standards and related P-12 Guidebook, the professional development strand of the NAGC Pre-K-12 Gifted Program Standards, and the National Staff Development Council’s Staff Development standards will serve as the basis for a comprehensive discussion of how to use professional development to facilitate positive change in gifted programming. Participants will learn how to use the standards to assess training needs and to plan meaningful professional development that enhances the knowledge and skills of those educators working with gifted and talented students in various contexts.
Half day sessions
E Looking for Talent in All the Right Places: Uncovering the Talents of Underserved Populations
Dr. Frances Spielhagen, Mount Saint Mary College, New York
This workshop examines the factors that hinder the identification of the talents of students from lower SES environments and from underserved populations across all ethnicities. Workshop participants will explore the factors that affect student performance and ways in which the teachers can develop the talents of all students, through the work of VanTassel-Baska and Renzulli, as well as sources on generational poverty, including Payne, Slocumb, and Piirto. While based in sound theory, this workshop will provide concrete strategies for identification (Bracken and Naglieri) and talent development among minorities and underserved populations.
F Formative Assessment for Gifted Students
Dr. Lori Bland, The College of William and Mary
Formative assessment informs teachers and students about students’ current understanding and skills. For gifted students, formative assessment is an integral component of the instructional process. It can be used to help gifted students develop deep understandings. This workshop will provide an overview of formative assessment for teachers and administrators to: 1) distinguish formative assessment from summative assessment; 2) incorporate formative assessment into instructional planning and practice; and 3) develop formative assessments.
G Teaching Interpretation: Literary Theory in the Gifted Classroom
Dr. John Moore, The College of William and Mary
This session will focus on ways of engaging students in the reading and interpretation of texts from the perspectives of contemporary literary theories; it is grounded in the belief that students must learn that there is no single correct interpretation of a text and that they may combine various reading strategies to construct pluralistic interpretations. The session will address key questions: What constitutes a text? What happens when we read a text? What are intertexts? What is the relationship between the reader and the text? Reader and author? Reader, text, and world? Beginning with reader response, how do the reading strategies of these literary theories help teachers guide gifted students to more perceptive understandings of texts: New Criticism, archetypal theory, semiotics/structuralism, deconstruction/poststructuralism, reader response, feminism, the Black aesthetic, and cultural studies? What does a secondary English teacher need to know in order to use literary theory in the classroom; in other words, what is necessary knowledge for teachers, and what is useful knowledge/practice for students learning to become better interpreters of texts? Participants will practice giving pluralistic interpretations of selected texts.
H Differentiation for Gifted Students within a K-5 Math Classroom FULL
Ginny Tonneson, The College of William and Mary
How can elementary teachers challenge gifted math students in the midst of a general education classroom? This session will explore how differentiation can be used to effectively enhance the needs of these gifted students. We will look the features of effective differentiation as well as various differentiation strategies and best practices in mathematics instruction. Attendees will work in small groups to discuss scenarios, modify lessons, and participate in hands-on activities designed to show easy ways to effectively meet the needs of their gifted students.
I Social-Emotional Curriculum for the Gifted
Dr. Joyce VanTassel-Baska, The College of William and Mary
This session will focus the importance of integrating affective dimensions into a curriculum for gifted learners. Drawing on the new National Association for Gifted Children (NAGC) book, Social-Emotional Curriculum with Gifted and Talented Students, key strategies for addressing the affective needs of the gifted will be shared. Lesson designs for developing emotional intelligence, using bibliotherapy, and infusing the arts will be shared.
J Moodles, Podcasts, & Blogs, Oh My!
Mary Ann Yedinak, Sycamore School, Indianapolis Indiana
You will be surprised to learn of a wealth of tools that can enable and empower your most able learners to rise to new heights. First, learn what a classroom management tool such as Moodle has to offer you as a teacher. Next explore some interactive styles of journaling that will excite and inspire your students. Speaking of Inspiration, find out ways to meet the needs of visual learners with concept webs that can also be triggered to produce an outline for the organizationally challenged. Learn how cross grade collaboration, or classrooms with heterogeneously grouped students, can use tools to write polished books for authentic audiences. Finally, touch ground with the idea of podcasts that allow leadership, decision-making, and problem-solving to occur as they are planned and produced in your classroom with just a few tools that your school may already have.
K Improving Critical Reading Skills Through Use of the Jacob’s Ladder Reading Comprehension Program
Dr. Tamra Stambaugh, Vanderbilt University, Nashville, Tennessee
The Jacob’s Ladder Reading Comprehension Program is a supplementary reading program intended to improve the comprehension skills of third, fourth, and fifth grade students, specifically those in Title I schools. Using a series of skill ladders and designated readings, Jacob’s Ladder provides a scaffold from lower order to higher order thinking skills. This workshop will focus on the intent, content and use of the program including practice with program components and considerations for implementation and monitoring.
L Certain, Likely, Unlikely, or Impossible: Probability for High Ability Learners
Valija C. Rose, The College of William and Mary
Probability is all around us. Whether in survey results, the weather forecast, sports, or games of chance, probability is an important part of our everyday lives. As such, the rich content of probability lends itself well to real-world, interdisciplinary connections. The exploration of probability offers students an opportunity to develop problem-solving and higher-order thinking skills, while incorporating the use of manipulatives and technology. However, probability is not always intuitive. If students are to develop the kind of reasoning used in probability, these skills must be taught explicitly. Enhance your understanding of probability and experience high-powered activities appropriate for high-ability K-8 learners.
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