KAGE 2018 Monday

Monday, February 26, 2018  Schedule of Events and Session Descriptions

•  7:00 am, Registration Desk Opens
•  7:00 am, Continental Breakfast
 8:00 – 9:15 am, General Session

• KAGE Service and Advocacy Awards presentation
• Keynote: Gifted Education at a Crossroad? Where the Research is Leading Us and the Implications for Serving High Potential Gifted Students. Paula Olszewski-Kubilius, Ph.D.

•  8:00 am – 3:30 pm, Administrators Institute
•  8:00 am – 4:00 pm, Visit the Exhibits
•  9:30 am – 12:00 pm, Morning Sessions (see below)
•  12:00 – 1:00 pm, Lunch
•  1:00 – 3:30 pm, Afternoon Sessions (see below)
•  6:30 – 7:30 pm, Creativity Night
•  7:00 – 8:30 pm, Parent Night


Monday morning sessions, 9:30 a.m. – noon

M1. Increasing Critical Thinking in the Classroom: A Practical Guide –  LISA VAN GEMERT – THIS SESSION IS CLOSED. Dive deeply into the techniques and practices that facilitate critical thinking in students. Examine and practice strategies for increasing the level of critical-thinking in the classroom in this session that covers the theory and practice of critical thinking.

M2. Reach Me/Teach Me—Differentiation Using Depth/Complexity Thinking to Find and Serve Every Day, JAN LANHAM, Ph.D. The biggest challenge in gifted education is assuring meaningful differentiation for high potential students (identified or not). Using depth/complexity thinking strategies, participants will begin with standards of their choice to build an instructional progression that fosters high level thinking/questioning, and quality products. Bring what you want to teach and leave with differentiated resources you can use tomorrow!

M3. Finding High Potential Students from Underserved GroupsLA’TONYA FRAZIER-GOATLEY, JENNIFER STITHTRACY INMAN, Ed.D.MARY EVANS, Ed.D. –  This presentation will focus on classroom lessons as identifiers of talent, universal screening, and the use of local norms to find students with high potential. Participants will practice using response lessons that are designed to draw out gifted behaviors and examine the more culturally responsive indicators on the Gifted Behaviors Rating Scale. Examples of students’ responses from five diverse elementary schools in Jefferson County that are part of the Project RAP Javits Grant will be shared.

M4Algebra in Middle School: Are Your Students Fully Prepared? – LINDA J. SHEFFIELD, Ph.D. – More eighth graders take Algebra than any other math class, but skipping grade-level curriculum to do so often leaves gaps. The 2016 NCTM position paper, Providing Opportunities for Students with Exceptional Mathematical Promise, states these students “must have a variety of opportunities inside and outside of school to develop and expand their mathematical talents, creativity, and passions.” Join us to explore stimulating problems and investigations that not only prepare students to succeed in Algebra but also engage, empower and create high-performing mathematics students eager to find innovative solutions to challenging problems. Learn techniques focusing on reasoning, sense-making, questioning and discourse and activities that focus on a coherent development of algebraic thinking across grades.

Monday afternoon sessions, 1:00 – 3:30 p.m.

M5. Depth and Complexity: An Introductory Course – LISA VAN GEMERT Looking for a one-stop shop for raising the thinking level of students in your classroom? Look no further than Depth & Complexity. This session will provide a helicopter tour of the framework, sharing the fundamentals of how it works in real, live classrooms. This session is designed for educators with little or no experience working with the framework.

M6. Equitable Identification Strategies and Program Models for Low Income Gifted Students – PAULA OLSZEWSKI-KUBILIUS, Ph.D. In this session, we will discuss some of the challenges in identifying students with gifted potential who come from low income backgrounds or have typically been under-represented in gifted programs. We will focus on strategies that have proven effective and equitable for identification of these students. Strategies include the use of local norms, universal screening, nonverbal tests, and domain oriented tests. We will also examine several program models with an eye towards identifying the critical components of successful interventions and adapting them to various local contexts. These will include front-loading services, increasing learning time, and using outside-of-school programming.

M7. Gifted 101LYNETTE BREEDLOVE, Ph.D. If you are new to gifted education, this session is for you!  We’ll focus on who gifted kids are, types of giftedness, identification and assessment, and practical classroom strategies for meeting their needs.  You’ll walk away with a broad awareness of gifted education and tools you can use right away.

M8. Going Beyond Computation: Challenge and Engage Your Talented Primary Students with High-Level Number Games – LINDA J. SHEFFIELD, Ph.D.Young students come to school fascinated with numbers, but often are not sufficiently challenged during instruction. This is especially true for our talented students. Come investigate research-based activities from the NAGC award-winning Project M2: Mentoring Young Mathematicians series that raise the bar in learning number concepts and ignite a love of learning mathematics. We will explore a variety of number games from two new M2 units focused on developing number sense and connecting number concepts to algebraic thinking. Each activity goes beyond playing games to a rich analysis of the math behind the game through student discussions and writing that give students the opportunity to “expand their mathematical talents, creativity, and passions” as called for in the 2016 NCTM position paper, Providing Opportunities for Students with Exceptional Mathematical Promise.

M9. Inquiring Minds Want to Know… Talk, Tasks and Tools to Engage Students in High-Impact Learning –  JANA KIRCHNER, Ph.D. and JENNIFER SHEFFIELD – As teachers our challenge is to develop students who can think critically, analyze evidence, solve problems collaboratively, and communicate findings or solutions. How do we design lessons that imbed these skills with content that is required in state or national standards? In this session, you will learn how to use the Ambitious Science Teaching Framework and mystery/inquiry strategies that effectively blend content knowledge and thinking skills. Learn the phases of the two inquiry models, participate in sample science and social studies lessons, and brainstorm ideas for inquiry lessons. These strategies work well in differentiated classrooms, in pullout programs, and in any grade level or content area.


last updated 01/25/2018