The purpose of this Institute
is to provide teachers and administrators with the knowledge
and skills to design and utilize high quality curriculum
within effective programs for advanced learners. Some
of the common elements that permeate all strands of
the Institute are as follows:
- Promoting standards of excellence
- Integrating higher order thinking
skills into curriculum and instruction (cognition
and metacognition)
- Developing interdisciplinary concepts
- Developing high level content applications
(activities, questions, and assessment approaches)
Confirmation packets were mailed the week of June 1st. If you have not received any communication from us, please call 757-221-2166 or 757-221-2362 to confirm that you are registered. In addition to your invoice/confirmation letter, the packet included the documents listed below. You can click on each one to access it if your confirmation went astray. All documents are in pdf format.
Registration form and brochure (pdf document); Registration form only (pdf document)
Unit descriptions for Strands 1-4 (word document)
Target Audience
This Institute is designed for gifted program coordinators,
other district and building-level administrators, teachers
of the gifted, and all classroom teachers who want to
enhance their ability to differentiate appropriately
for their high ability learners.
The 2008 Summer
Institute Strands
Institute participants will choose one of nine strands
which relate to the frameworks and models used at William
and Mary to develop nationally acclaimed curriculum
for over 15 years, or which draw on existing research
and evidence of effective practices. Three of the strands
are workshops on implementing the Center's curriculum
units in language arts, science, or social studies.
The remaining strands will assist teachers and administrators
in improving instruction, services, and programs provided
to high ability learners.
Schedule & Details
Schedule
- Monday, June 23, 2008- registration
at the University Center 8:00 - 8:30 a.m.
- Monday, June 23, 2008 and Tuesday, June
24, 2008 - 8:30 a.m. - 3:30 p.m.
- Wednesday, June 25, 2008 - 8:30 a.m.
- 12:00 p.m.
Cost
The institute cost $330 per person. This covers all books and materials received, as well as the light continental breakfast and snack that are provided each day. It does not include lunch, dinner, or hotel. Groups of 3 or more attending the same strand receive a team price of $290 per person.
Payment Information
A nonrefundable deposit of $50.00 is due with
the registration by May 30. Participants will be placed
in strands on a first-come, first-serve basis. Full
payment is due by June 13. No on-site registration will
be accepted. Requests for refunds must be received in
writing by 5 p.m. on June 13. Absolutely no
refunds will be processed after June 13. Schools or
individuals will be billed the full amount if a registered
participant does not show.
Hotel Information
Reservations for hotel accommodations may be
made by contacting the Williamsburg Hospitality House
(1-800-932-9192, $119/night; within walking distance).
Participants must mention the Center for Gifted Education
Summer Institute to receive this rate. Rooms must be
reserved by May 23, 2008. Information on additional
area hotels is available at www.williamsburghotel.com.
Directions
Click here for directions
to the conference site and the College.
The 2008 Summer Institute Strands
Strand One: Literacy
Development and Writing: The Center for Gifted Education
Language Arts Curriculum
The goals of the Center’s language arts curriculum
are to develop students’ skills in literary analysis
and interpretation, persuasive writing, linguistic competency,
and oral communication, as well as to strengthen students’
reasoning skills and understanding of concepts. The
units, which are specifically designed to meet the needs
of high-ability learners in language arts, engage students
in exploring carefully selected, challenging works of
literature from various times, cultures, and genres,
and they encourage students to reflect on their readings
through writing and discussion. The units also provide
numerous opportunities for students to explore interdisciplinary
connections to the language arts and to conduct research
around issues relevant to their own lives.
This workshop will focus on the curriculum framework,
its theoretical underpinnings, and its connection to
national standards in the language arts. The primary
emphasis of workshop time will be on exploring the teaching
models used throughout the units and how those teaching
models directly connect to the goals of the curriculum.
Details about specific units will also be touched upon.
Participants in Strand One will receive
one unit. Indicate the desired unit on the registration
form. See the list of units to choose from. Language Arts units are available for Grades 1-11.
Instructors:
Sherry Watts is an Instructional Specialist with the Division of Accelerated and Enriched Instruction for Montgomery Co. schools in Maryland. She designs and delivers staff development to assist schools and teachers in the implementation of Montgomery County’s Policy on the Education of Gifted and Talented Students. Sherry consults with administrators, teachers, and parents to help design language arts programs that serve the needs of highly able students. Sherry has over 20 years of experience teaching in elementary and middle schools. In addition to providing teacher training, she writes curriculum, and is currently working on an interdisciplinary curriculum for students in the districts Highly Gifted Center Programs.
Mary Ann Yedinak has undergraduate
degrees in both English and mathematics. While teaching
in Germany, a mentor helped her use her teaching skills
to develop seminars for gifted students. Additionally,
she obtained her MA from Boston University, then returned
to Indiana to work on her endorsement in gifted education
at Purdue University. A summer seminar that Mary Ann
introduced to the curriculum framework developed by
The College of William and Mary sparked Mary Ann to
rewrite all of her curriculum using the framework.
She continues teaching language arts to seventh and
eighth graders at Sycamore School in Indianapolis,
Indiana.
Strand Two: Learning
Through Scientific Inquiry: The Center for Gifted Education
Science Curriculum
Participants will explore an approach to learning science
that focuses on the integration of conceptual development
and the process of inquiry. Participants will gain the
necessary knowledge and tools to implement scientific
inquiry. They will observe and reflect actual classroom
examples and sample units developed at the Center for
Gifted Education. Units will include application of
Problem-Based Learning and the Wheel of Scientific Investigation
and Reasoning, in the context of concept development.
Assessment tools to inform instruction will be explored
and applied. Each participant will receive one science
curriculum unit developed by the Center for Gifted Education.
Specifically, participants will learn about: defining
inquiry, integrating conceptual development and inquiry,
providing an environment for inquiry, models for inquiry:
1) Problem-Based Learning, 2) Wheel of Scientific Investigation
and Reasoning, questioning for inquiry, assessing inquiry,
and making interdisciplinary connections. This workshop
is designed for those with little or no training in
these materials. Participants
in Strand Two will receive one unit. Indicate the desired
unit on the registration form. See the list of units to choose from. Science units
are available for Grades K-8.
Instructor:
- Dr. Janice Robbins
is the Director of the Center
for Gifted Education at The College of William and
Mary. Previously she served as the Curriculum Chief
and the Gifted Education Coordinator for the Department
of Defense Educational Activities. She has also served
in various administrative positions with Fairfax County
Public Schools in Virginia. Janice
has a Ph.D. in Research and Evaluation from Virginia
Tech.
Strand Three:
Engaging in Document Analysis: The Center for Gifted
Education Social Studies Curriculum
The social studies units developed by the Center cover
a wide range of topics while maintaining consistent
models for understanding issues, documents, and artifacts.
All of the units emphasize development of understanding
of abstract, interdisciplinary concepts, including systems,
cause and effect, and change over time. The units also
place heavy emphasis on higher order reasoning, historical
analysis using primary sources, and in-depth study of
social studies content related to various strands of
state and national standards. An emphasis on the development
of student skills in the areas of discussion, writing,
and research is embedded in the units.
The workshop will engage participants in activities
around the teaching models employed in the units, including
a concept development model, the Paul model of reasoning,
and primary source analysis. The ways in which these
teaching models are employed within different units
across the range of grade levels will also be explored.
In addition, participants will have opportunities for
small group discussions of the specific content of the
different units. Participants in Strand
Three will receive one unit. Indicate the desired unit on the registration form. See the list of units to choose from. Social studies units
are available for Grades 2-10.
Instructor:
Molly Sandling is a social studies
teacher at Jamestown High School in Williamsburg,
responsible for ninth and tenth grade courses World
History, World Geography, and AP Human Geography.
Molly received a B.A. in history from The College
of William and Mary and an MA in history from Yale
University. She worked at the Center for Gifted Education
while pursuing a Master's degree in secondary social
studies education and continues to work with the Center
on curriculum development. Molly has authored or co-authored
four social studies units as well as a book chapter
on adapting social studies curriculum for gifted learners.
Strand Four: Challenging Talented Elementary Math Students
Elementary students with math talent are perhaps the most neglected math students in terms of realizing their full potential. One of the biggest issues facing teachers is finding appropriate curriculum that truly challenges and motivates these students to think and act like mathematicians. In this session, participants will engage in a variety of activities that focus on developing mathematical concepts in depth. In keeping with exemplary practices in gifted education, students need to be engaged in interesting investigations as practicing mathematicians to solve real-world problems. They should learn how to think deeply about complex concepts, hold sophisticated discussions, and write about their new findings and understanding. Existing research-based units are used as examples of how to provide additional support and challenge for a range of students with high math ability. Verbal and written communication that foster rich math discussion and deepen student understanding are hallmarks of this program. Participants will have an opportunity to take part in several investigations, learn how to promote verbal discourse in their own classroom and analyze student written work using a research-tested rubric. Participants in Strand
Four will receive one unit. Indicate the desired unit on the registration form. See the list of units to choose from. Social studies units
are available for Grades 3-5.
Instructor:
Dr. Katherine Gavin is an associate professor at the Neag Center for Gifted Education and Talent Development at the University of Connecticut where she serves as the math specialist. She is currently the Principal Investigator and Director of a six-year Javits Grant, Project M3: Mentoring Mathematical Minds that involves the development of math curriculum units for talented students in grades 3, 4, and 5, national field-test implementation, and professional development for teachers. She is also Principal Investigator and Director of a new five-year NSF Grant, Project M2: Advanced Math Curriculum for Primary Students. Kathy has 30 years of experience in education as a mathematics teacher and curriculum coordinator, elementary assistant principal, and assistant professor of mathematics education. She is presently coauthoring a middle school mathematics textbook series, is a member of the writing team for the National Council of Teachers of Mathematics Navigations series and has co-authored a series of creative problem solving books.
Strand Five: Differentiating Curriculum and Instruction for Gifted Learners
Participants will discuss the rationale behind differentiation for gifted learners, remodeling for differentiation, and the different types of differentiation. Additionally, participants will learn workable strategies for preassessment and grouping that won't take hours of preparation and cause miles of classroom management headaches. Materials and sample lesson plans will be discussed and examples provided. Participants should be generally familiar with the characteristics of giftedness, talent, and creativity and have a general knowledge of learning and expression style differences, and strategies of acceleration and enrichment. Time will also be provided for questions and discussion so bring your curriculum materials!
Instructor:
Dr. Carol Tieso currently teaches graduate courses in gifted education at The College of William and Mary. Prior to joining the faculty at the College of William and Mary, she served as program coordinator for gifted programs at the University of Alabama. She completed her doctoral work at the University of Connecticut and earned her Ph.D. in Educational Psychology with an emphasis on Gifted and Talented Education in June, 2000. While a graduate assistant, she worked as a research associate at the National Research Center on the Gifted and Talented, collecting and analyzing data from a national study of professional development practices in gifted education.
Dr. Tieso currently serves as Division Member of the NAGC Board of Directors and Program Chair of the AERA Special Interest Group: Research on Giftedness and Talent. She was recently honored as the recipient of the NAGC Early Leader Award for 2007.
Strand Six: Infusing Arts and Creativity into Curriculum for the Gifted: Models and Strategies
Gifted and talented learners require an emphasis on open-ended activities, exposure to the artistic dimension, and opportunities for creative as well as critical thought in any program. Thus, infusing these elements in a curriculum for the gifted is important. In this strand the arts will be discussed as an avenue for enhancing cognitive development. Participants will also explore models and strategies of creative thinking that can be infused into all subject areas. Strategies for incorporating the arts will also be shared. Participants will receive model lesson plans that demonstrate how these techniques can be infused into their classrooms. They will have a chance to apply selected strategies to their existing curriculum.
Instructor:
Dr. Joyce VanTassel-Baska is the Jody and Layton Smith Professor of Education and the Executive Director of the Center for Gifted Education at The College of William and Mary in Virginia where she has developed a graduate program and a research and development center in gifted education. Formerly, she initiated and directed the Center for Talent Development at Northwestern University. She has also served as the state director of gifted programs for Illinois, as a regional director of a gifted service center in the Chicago area, as coordinator of gifted programs for the Toledo, Ohio public school system, and as a teacher of gifted high school students in English and Latin. She has worked as a consultant on gifted education in all 50 states and for key national groups, including the U. S. Department of Education, National Association of Secondary School Principals, and American Association of School Administrators. She has consulted internationally in Australia, New Zealand, Hungary, Jordan, Singapore, and the United Arab Emirates. She is past president of The Association for the Gifted of the Council for Exceptional Children, and the Northwestern University Chapter of Phi Delta Kappa. She is currently Past President of the National Association for Gifted Children. Recent books include: Alternative Assessments With Gifted and Talented Students (2008) (Ed.), Serving Gifted Learners Beyond the Traditional Classroom (2007) (Ed.), and Comprehensive Curriculum for Gifted Education (3rd Edition) (2006) (with Tamra Stambaugh).
Strand Seven: Leadership in Gifted Education: Using Evaluation Data to Guide Program Improvement
How do you know the gifted services your district provides are effective? What evidence do you have? What does an exemplary gifted program look like? This session, designed for administrators and coordinators of gifted, will provide practical ways district leaders can assess their gifted program and create data-driven action plans to guide positive change. Participants will be introduced to the basic processes necessary for evaluating gifted programs and services including the National Association for Gifted Children Program Standards and the presenter’s experience in multiple gifted program evaluations.
Instructor:
- Dr. Tamra Stambaugh has taught in
the regular classroom, and served as a teacher of
the gifted in a pull-out and inclusionary setting.
She has been a district coordinator as well as a regional
consultant of gifted programming for ten school districts.
Tamra was elected for three terms as the vice-president
of the Ohio Association for Gifted Children, and has
been appointed to state department committees for
gifted educational decision-making, licensure, and
model lesson plan development. She is a graduate of
the Educational Policy, Planning, and Leadership program
with an emphasis in gifted education at The College
of William and Mary. Tamra also serves as adjunct
professor for master's level gifted courses at Muskingum
College in Ohio. She is one of the developers of the
Jacob's Ladder Reading Comprehension Program and conducted
her dissertation study using the program. She currently serves as the Director of Grants and Special Projects at the Center.
Strand Eight:
Programs and Curriculum for Low-Income Diverse Learners
This strand will engage participants in a discussion and application of research-based best practices related to appropriate identification and provision of educational services to high ability and gifted learners from low income and culturally diverse populations. Strand topics include: identification protocols that work; increasing access to gifted education via collaboration with Title I schools; effective instructional strategies (Project Athena findings) ; and an overview of a recent study of family impact on the academic achievement of promising learners from low income environments. Work session will be designed to assist participants with the development of a plan of action to be used locally to improve services for their students.
Instructor:
- Dr. Joy Davis has served as a teacher of the gifted, local program coordinator, State director for the Commonwealth of Virginia, and executive director of a regional governor's school for gifted learners for rural and urban area youth. Joy holds two degrees in Gifted Education from the College of William & Mary, a Master of Arts in Education and Educational Doctorate in Educational Policy, Planning and Leadership with an emphasis in Gifted Education. Joy has served as a consultant to school divisions across the state and nationally providing assistance with issues of equity in gifted education and designing appropriate services for gifted learners originating from low income and culturally diverse backgrounds. Dr. Davis was recently appointed to a two- year term on the NAGC's Diversity and Equity Committee. Currently Dr. Davis serves as an adjunct instructor in Gifted Education for Shenandoah University and the College of William & Mary recently joined the staff at the Center for Gifted Education at the College of William and Mary.
Strand Nine: Standards as a Framework for High-Quality Professional Development In Gifted Education
One of the key roles of a gifted program administrator should be providing ongoing professional development for classroom teachers, gifted program specialists, principals, and other relevant practitioners. In this session, participants will explore the intersection of professional standards, best practices for working with educators on topics related to gifted education, and a model of teacher change as they relate to professional development for teachers of the gifted. The NAGC-CEC Standards and related P-12 Guidebook, the professional development strand of the NAGC Pre-K-Grade 12 Gifted Program Standards, and the National Staff Development Council’s Staff Development Standards will serve as the basis for this comprehensive discussion of how to design high-quality, needs-based professional development offerings.
Instructor:
Dr. Kimberley L. Chandler is the Curriculum Director at the Center
for Gifted Education at The College of William and
Mary. Her professional background includes teaching
gifted students in a variety of settings, serving
as an administrator of a school district gifted program,
providing training for teachers, parents, and administrators,
and leading academic review teams for the Virginia
Department of Education. She has also taught gifted
education endorsement courses for several universities
and an online endorsement program. Kimberley is the
co-chair of the NAGC Early Childhood Division and
a member of the NAGC Education Commission.
Valija C. Rose has ten years experience as a high school mathematics teacher, serving in both urban and suburban settings. She has taught a range of courses including advanced placement statistics and advanced placement calculus. In 2005, Valija was named Norfolk Public Schools High School Teacher of the Year. Her most recent position was working as a high school gifted resource teacher. Valija holds a bachelor and masters degree in economics from Rutgers, The State University of New Jersey and the University of Michigan respectively. Currently she is pursuing a doctoral degree from The College of William and Mary in educational policy, planning, and leadership with a concentration in gifted education. Valija is the curriculum research assistant at the Center for Gifted Education, The College of William and Mary. |
