How are we creating future learning environments for both teachers of the gifted and their students? Explore new technologies in a virtual tour and demonstration by the Institute for Simulation and Training and how they use Augmented and Virtual Reality.
Explore issues related to stereotyping, prejudice, and discrimination of diverse learners. In this session, participants will be able to interact live with virtual avatars of gifted learners who differ in national origin, EL status, levels of giftedness and motivation through the ELEVATE Gifted Simulated Classroom
Speakers include: Alicia Cotabish, Debbie Dailey, University of Central Arkansas; Susan Johnsen, Baylor University; Susan Corwith, Northwestern University; Chin-Wen Lee, consultant; and Keri Guilbault, John Hopkins UniversityOver the years, the NAGC Pre-K–Grade 12 Gifted Programming Standards have used by those in the field to provide a structure for defining benchmarks and establishing best practices. The 2019 revision of the standards includes the latest research and practices in the field of gifted education and reflects how conceptions of giftedness have continued to evolve. This pre-convention session will begin with an overview of the standards and culminate into smaller interest-related work groups to explore ways to use the standards to (a) assess, evaluate, and improve local policies, rules, and procedures, (b) plan curriculum, (c) provide professional learning, (d) advocate, (e) develop, improve, and evaluate state standards, (f) approve gifted plans and programs, and (g) monitoring for compliance with state regulations. Furthermore, participants will be introduced to a number of related resources to assist with implementation of the standards as well as a tool to self-assess your P-12 practice or program using the NAGC Gifted Programming Standards.
Organizer: Marcia Gentry, Purdue UniversityUnderrepresentation of students who are Black, Latinx, American Indian/Alaska Native, Native Hawaiian/Pacific Islander, learning the English language, and who come from low-income families is a pervasive and longstanding problem in gifted education. In the Access Denied/System Failure report, access to, equity in, and missingness from gifted education is examined nationally, by state, locale, and school Title I status, with report cards for each state. Then solutions are explored to address inequities.