Tuesday, July 25th-Thursday, July 27th
Choose one Institute to attend all week
Professor, Curriculum and Instruction
University of Arkansas, Fayetteville
Every learner deserves to have quality curriculum and instruction in order to thrive and grow. However, what tools help teachers make that happen? While there are no silver bullets nor one right answer, this session will look at one approach to teaching, differentiating instruction, which provides teachers with a structure for meeting the needs of all learners including those who are academically advanced. The goals of the session are to (1) help teachers build a framework for thinking about differentiating instruction, (2) analyze examples of differentiation (in print and video) to see how the key principles of differentiation play out and (3) apply those ideas to lessons and units of study you can use in your own teaching.
Dr. Marcia B. Imbeau is a Professor at the University of Arkansas, Fayetteville, where she teaches graduate courses in gifted education and elementary education. She is actively involved with University/Public School Partnerships and teaches in a local elementary school as a university liaison. The new Common Core State Standards are an embedded feature of her work in differentiation, curriculum development, and classroom management. She has been recognized for her teaching and was awarded the College of Education and Health Professions Outstanding Teaching Award in 2000 and 2003.
Her professional experience includes serving as a field researcher for the National Research Center on the Gifted and Talented, elementary teaching in the regular classroom, teaching in programs for the gifted, and coordinating university-based and Saturday programs for advanced learners. Marcia has been a board member for the National Association for Gifted Children and has served as a Governor At-Large for the Council for Exceptional Children—The Association for the Gifted Division. She is a past president of Arkansans for Gifted and Talented Education, a state organization that supports appropriate instructional services for all students.
Among her publications are Managing a Differentiated Classroom: K–8 (with Carol Tomlinson); The Parallel Curriculum Model (2nd edition, Corwin Press, 2009 with Carol Tomlinson, Sandy Kaplan, Joseph Renzulli, Jeanne Purcell, Jann Leppien, Deborah Burns, and Cindy Strickland); a chapter on Designing a Professional Development Program in Designing Services and Programs for High-Ability Learners: A Guidebook for Gifted Education (Corwin Press, 2006); and How to Use Differentiated Instruction with Students with Disabilities in the General Education Classroom (Council for Exceptional Children, 2002 with Barbara Gartin, Nikki Murdick, and Darlene Perner).
Marcia is a member of the ASCD Differentiated Instruction Cadre, which provides support and training to schools interested in improving their efforts to meet the academically diverse learning needs of their students. She has also been a regular presenter at ASCD conferences and institutes.
Dr. Susan Baum
Professor Emeritus from The College of New Rochelle, NY
Director of the 2E Institute for Research and Professional Development at Bridges Academy
Studio City, California
This institute will focus on the patterns of individual differences, both the strengths and challenges, which comprise the neurodiverse mind. We will explore differences through a neurodiversity model and look at the role of Positive Education in nurturing cognitive, academic, and social and emotional growth in students with advanced abilities and learning challenges.
Dr. Susan Baum is the Director of the 2e Center for Research and Professional Development at Bridges Academy, a school for twice exceptional students, and recently retired as the Coordinator for the International Graduate Program for Educators at SUNY, Buffalo State College. As a Professor Emeritus from The College of New Rochelle, Susan is known for her seminal work in the education of twice exceptional children and has published extensively on the topic. As an international consultant, Susan has published in the areas of twice exceptional students, primary-aged gifted students, and social and emotional factors affecting gifted students. She served on the Board of Directors of the National Association for Gifted Students and is past president and co-founder of the Association for the Education of Gifted Underachieving Students (AEGUS). She is the 2010 recipient of the Life Time Achievement Award granted by the Weinfeld Group, for her contributions to the field of the education of twice exceptional learners, 2011 recipient of the Connecticut Association for Friend of the Gifted Award, and the 2015 Distinguish Professional Alumni Award from the Neag School of Education for her work with twice exceptional students. Susan has published widely in the areas of creativity, twice-exceptionality, and talent development. Her books include Creativity 1,2,3; Chi Square, Pie Charts and Me; and To be Gifted and Learning Disabled: Strategies for Helping Gifted Students with LD, ADHD and more. She is co-editor and author of several chapters in Nurturing the Gifts and Talents of Primary Grade Students and is co-author of a book entitled Toolkit for Teens: A Guide for Helping Adolescents Manage Stress. Dr. Baum is co-author of the popular book, Multiple Intelligences in the Elementary Classroom: A Teacher’s Toolkit, written in collaboration with Howard Gardner.
Institute #3: Grammar and Vocabulary: The Basis of Academic Excellence (Gr. K-12)
Michael Clay Thompson
Author, Teacher, Educational Consultant
Royal Fireworks Publishing
Durham, North Carolina
It goes sometimes unnoticed that grammar is the basis of academic excellence. School systems that say they stress academics often do not stress grammar, not realizing that the result is ungrammatical writing in all subjects. A grammar deficit renders students incapable of competent academic writing, and even unable to do academic punctuation. Students who do not have a base of intellectual vocabulary also have an impossible situation because they will be unable to read or to write rigorously academic language. This institute will review the grammar foundation for professionals and also present a Latin stem strategy for vocabulary development.
Michael Clay Thompson is the author of more than sixty books of language arts for gifted children and has had a long career as an educator. He served two terms on the Board of Directors of NAGC, is Past President of the Indiana Association for Gifted Children, served on the Board of Directors of the North Carolina Association for Gifted Children. He was Lead Scholar for the National Javits Grant program in Saratoga, New York. He taught for ten years in Northwestern University’s Learning Links program, taught philosophy in North Carolina’s Governor’s School, and was a classroom teacher and administrator in numerous high schools and middle schools. He was Coordinator of Gifted Instruction in McDowell County, North Carolina. In 1986, the North Carolina Association for the Gifted named him Academically Gifted Teacher of the Year, and in 2010 he received the Richard W. Riley Award from the South Carolina Consortium for Gifted Education. Today he is a full-time curriculum author and travels extensively to provide faculty development workshops in grammar, vocabulary, and academic writing. He is a featured speaker and keynote speaker in gifted conferences across the country and Canada.
Institute #4: An All-Call for the Modern Muses: Making Creativity Development a
Diane Rowen Garmire, MA
Teaching Artist, Professional Educational Consultant in Art and Gifted Education
Post Falls, Idaho
The Muses were the Greek goddesses of inspiration in literature, science and the arts. As the personification of knowledge and art they were often invoked at the beginning of various lyrical poems to give inspiration. What is creativity, why is it so important for educators to teach, develop and make it a part of our standards-driven educational curriculum? Research indicates that creativity scores are declining and the current national strategy for creativity consists of little more than imploring a Greek muse to drop by our classrooms. The argument that we can’t include creativity because kids already have too much to learn is an unsatisfactory exchange for an imaginatively rich education. In this institute, we will learn about famous creativity researchers and their philosophies. All research will be paired with hands-on, practical methods for inclusion of the arts in education. Strategies for Creative Problem Solving and critical thinking skills will be a large part of every session. We will use investigation and science to reveal resources in neural development, arts advocacy and arts infused lesson plans. Be the muse in your own classroom! Give inspiration in literature, science and the arts!
Diane Rowen Garmire began her education career in North Idaho in 1975 as an art educator and later as a teacher for gifted/talented children. Her passion has always been infusing learning through art. In 2007 she was selected to travel to Japan as a recipient of the Japanese Fulbright Memorial Fund. Later, in 2008, she was selected by the Korea Society to travel as a scholar to South Korea. Diane incorporated these experiences in travel through writing curriculum in storytelling and cultural heritage. She has provided professional development for educators for the past 13 years at Summer Edufest in Boise, Idaho, as well as other venues for teachers in gifted education. She teaches annually at Whitworth University, a graduate level course: “Creativity and the Common Core.” In the fall of 2016 Diane delivered two keynotes on Creativity for the Kansas State G/T convention in Kansas City, KS. She repeated this presentation at the 2016 WATAG conference in Tacoma, WA and again at NAGC in Orlando, FL. Most recently, Diane is named as Artistic Director of a new program sponsored by the Idaho State Department of Education: Future Design Academy. This pilot program is an arts infused STEAM program that focuses on design and engineering for young students.
Dr. Rachel McAnallen (Ms. Math)
Mathematics Educational Consultant
The protractor and straightedge are powerful mathematical tools for any teacher of geometry. Basic design techniques, measurement and geometric vocabulary can easily be integrated into the standard curriculum using these tools. It is also a way to integrate art into the mathematics curriculum and simultaneously turn those students on to math who are bored with the arithmetic part of mathematics. Participants will leave this workshop with many math models that will be "kid catchers" in their classroom. A circular protractor and straightedge will be provided for the participants but they should bring a pencil, colored pens/markers and, last but not least, their sense of humor.
Known simply as Ms. Math to children across the country, Dr. Rachel McAnallen has devoted her life to sharing the joy and beauty of mathematics with learners of all ages. A professional educator for 58 years, she travels the globe teaching her subject at every grade level. In addition to her experience in the classroom, Rachel has served as a department chair, a school board member, and a high school administrator. She claims the latter position is responsible for the majority of her grey hairs. She has a passion for teaching, golf, and mathematical modular origami, though not always in that order. A life-long learner, Rachel approaches the world around her with a boundless curiosity and a playful sense of humor that is reflected in her teaching style. She believes that mathematics is a language to be spoken, a music to be heard, an art to be seen, and a dance to be performed. Rachel loves to dance.
Jeff Danielian, MA
Director of the La Salle Scholars Program, Teacher Resource Specialist for The National Association for Gifted Children, Providence, Rhode Island
Tamara Fisher, MA
K-12 Gifted Education Specialist for the Polson School District, Educational Consultant,Polson, Montana
Participants in this strand will receive a brief overview of the research and history regarding talent development and gifted education as it relates to the philosophy and work of Joseph Renzulli and his conception of giftedness. His model and framework for talent development and curriculum modification and differentiation will be explored in depth. The majority of time spent in the strand will be learning how to implement a school or classroom-based enrichment and talent development program based on the Schoolwide Enrichment Model and associated Enrichment Triad Model and Houndstooth Interventions. Highlights will include discussions about curriculum compacting, enrichment learning and teaching, developing total talent portfolios, creating enrichment clusters and facilitating independent research and projects. This session is designed for classroom teachers, enrichment specialists, gifted education coordinators, and administrators.
Jeff Danielian is the Director of the La Salle Scholars Program in Providence, Rhode Island. He received his Masters degree in Educational Psychology from the University of Connecticut and currently holds the position of Teacher Resource Specialist for The National Association for Gifted Children, working from his Rhode Island home base on many exciting projects, including being editor-in-chief of Teaching for High Potential (THP) and writing the monthly blog, The Teacher's Corner. Jeff is the author of Enriching the Young Naturalist, The Young Adult Book Contest, and co-author of The Reel Classroom, all published by Prufrock Press. He is currently co-editing a book containing selected works from THP. He also presents at local, national, and international conferences on many topics including the affective needs of gifted and talented students, creativity and eminence, and the school/home connection.
Tamara Fisher is the K-12 Gifted Education Specialist for the Polson School District on the Flathead Indian Reservation in Montana. She has 20 years of experience teaching gifted youth; served for ten years on the Executive Board of the Montana Association for Gifted and Talented Education, including a term as President; blogged for six years about gifted education and gifted students for the national online magazine "Education Week Teacher;" earned a Masters degree in Gifted Education in 2004 (UConn); and is co-author (together with Karen Isaacson) of "Intelligent Life in the Classroom: Smart Kids and Their Teachers" (winner of the 2007 TAGT Legacy Book Award and a 2008 "Learning Magazine" Teacher's Choice Award). She has presented numerous times on various gifted-related topics for local, county, tribal, state, regional, national, and international audiences, including teachers, parents, students, administrators, pre-service teachers, and the general public. She was selected as the 2001 Polson Teacher of the Year and the 2013 Montana AGATE Educator of the Year. While earning her B.S. in Elementary Education from Montana State University-Bozeman, where she was an Honors Scholar, Tamara co-created a volunteer mentor program matching college Honors students with gifted kids in the local schools. Over 20 years later, the "Mentor GATE" program is still running today, and some of the volunteers have been Tamara's former students!