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5.7.3 Creativity Composure: Reasonable Identification and Practice, Reasonably Applied
This session will provide attendees with resources towards the methodology and pedagogy behind identification of creativity relative to gifted learners, the constraints associated with programming for creativity identified gifted learners, and advancement of practices that enhance creative productivity for gifted learners. Models of giftedness and talent evolve and coexist as research constantly adapts to learners. Constraints exist in the identification, practices, and programming for gifted learners exhibiting high performance in areas of creativity. To develop and foster emerging and existing talents and gifts exhibits by learners, practices in creativity should incorporate a sense of belonging, wantedness, and connectiveness among gifted learners.
Author(s):
Bonnie O-Regan
Bonnie_ORegan@greenwich.k12.ct.us
Greenwich Public Schools
United States
Ms. Bonnie O'Regan is the talented and gifted director of Greenwich Public Schools in Greenwich, CT. The robust talented and gifted program, AVID, addresses the identification and service needs of diverse and distinct high performing student populations. Boonie is the president of the Connecticut Association for Gifted and is currently completing her doctoral work in gifted education.
Yvonne-Nicole de St. Croix*
yvonnemaiseldestcroix@gmail.com
New Milford Public Schools
United States
Dr. Yvonne de St. Croix is a talented and gifted practitioner and researcher residing in Connecticut, USA. She holds a doctorate in transformational education leadership and her doctoral work centers on differentiation practices. Gifted advocacy, policy, practices, and programming entwine themselves as her primary areas of interest.