TAGT giftED19

This session has been cancelled due to a speaker emergency.

This session focuses in on how to challenge and support learners that are twice exceptional with an ADHD diagnosis. We will look at the learning strengths that accompany ADHD and how to utilize the icons for depth and complexity in challenging these learners.

The gifted community wants equity in identification...challenge accepted! Let’s begin to actively evolve the identification process in our classrooms. By taking a bold look at barriers to access, we’ll then explore varied approaches that teachers can use--including a hands-on experience in active identification. Join the cause and take solutions back to your classroom!

Do you want to add challenge to your classroom? Join us as we design purposeful menus for your students. Learn the models and how we differentiate cognitive level based on student need. Finally, work with colleagues to create your own menus to implement in your classroom.

Equity in identification of gifted and talented students remains a challenge for many districts—and has led to multiple court cases across the nation. The revised Texas State Plan for the Education of Gifted/Talented Students calls for all student populations to have access to identification for G/T services (Section 2.24) and for the population of G/T students to closely reflect the population of the total district and/or campus (Section 2.25). This session looks at the example of Illinois District U-46, the court case against this district’s identification process and program models for minority students, and what lessons have been learned about building more equitable programs from this district’s work since the case occurred. Moderated by Crystal Wilson, Ford Bend ISD.

Do you need to have expensive kits and extensive lab equipment in order to engage your learners in authentic hands-on STEM opportunities. The answer, of course, is a resounding NO! In this session you will work through a succession of challenges using whatever the presenter found earlier.

80% of our oceans are unexplored. We have no idea what is beneath the surface of the undiscovered waters. What if the same is true for student learning? In this session, learn how to give gifted learners opportunities to go deep and explore using a variety of tools and strategies.

TSCG is a programming system that helps teachers better meet the needs of students in the elementary classroom. When implemented with fidelity, it results in increased achievement, more students identified at higher achievement levels, improved teacher practices, and better representation of underserved youth.

Effective questions drive the process of learning through inquiry. Teachers who understand how interpretive questions focus and facilitate group discussion are better able to guide students towards deeper critical thinking about the meaning of complex texts and more civil discourse. Learn to create such powerful questions through modeling and practice.

The STEM design process involves asking, imagining, planning, creating, and revising. This fits into the model of PBL where students are creating authentic products. This session shows you how to incorporate the STEM design process into projects to ensure maximize learning. These open-ended projects are great for challenging gifted students.