{"id":1271,"date":"2021-06-21T11:56:21","date_gmt":"2021-06-21T16:56:21","guid":{"rendered":"https:\/\/worldgifted2021.com\/?page_id=1271"},"modified":"2021-06-21T11:56:21","modified_gmt":"2021-06-21T16:56:21","slug":"on-demand-sessions","status":"publish","type":"page","link":"https:\/\/world-gifted.org\/Conferences\/wcgtc21\/on-demand-sessions\/","title":{"rendered":"On-Demand Sessions"},"content":{"rendered":"\t\t
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Below is a tentative list of on-demand sessions that will be available at the virtual World Conference.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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327 \u201cPathological differentiation\u201d in math is optimal differentiation in math<\/strong><\/p>\n

Jill Williford Wurman, The Grayson School, United States<\/p>\n

Melissa Bilash, The Grayson School, United States<\/p>\n

Kimm Doherty, The Grayson School, United States<\/p>\n

Traci Brody, The Grayson School, United States<\/p>\n

Derek J. Graves, The Grayson School, United States<\/p>\n

Meghan Vetter, The Grayson School, United States<\/p>\n

Abstract<\/strong>: We know that differentiation is a best practice in gifted education, but sometimes it\u2019s not clear how much differentiation is necessary. Does having two sections of Algebra count? Should we have three? Four? Our all-gifted PreK-12 school believes that what one might call \u201cpathological differentiation\u201d is the only way to truly meet students\u2019 needs by providing sufficient challenge and complexity in math. Our students are growing by leaps and bounds, and parents are thrilled as well. We will share real-world practicalities: the data collection and analysis, administrative efforts, and teacher implementation of hyper-differentiated math courses at all levels.<\/div>\n
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19 \u201cThey\u2019re all going to find out I\u2019m a fraud!\u201d: Combatting impostor syndrome in the gifted brain<\/strong><\/p>\n

Matthew Zakreski, The Neurodiversity Collective, United States<\/p>\n

Abstract<\/strong>: Impostor Syndrome is a psychological phenomenon that causes people to doubt their accomplishments and fear being \u201cdiscovered\u201d to be a fraud. It is very common within the gifted population and has seriously negative impacts in personality development, self-esteem, and psychological health. This session will explore the maintaining factors of this syndrome and outline strategies to undo it.<\/div>\n
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134 (Re-)open debate: Multipotentiality and career choice<\/strong><\/p>\n

Tillmann Gr\u00fcneberg, University of Leipzig, Germany<\/p>\n

Abstract<\/strong>: Multipotentiality was first defined by Fredrickson as a characteristic possessed by an “individual who, when provided with appropriate environments, can select and develop any number of competencies to a high level” (1979). Thereafter, the term multipotentiality appeared in various publications concerning career choice (e.g., Kerr & Erb 1991; Emmett & Minor 1993). Since the summary of the first debate about the concept (Rysiew et al., 1999), there has been further empirical research and theoretical discussion (e.g., Greene 2006; Carduner 2011; Hurst & Riley 2014; Jung 2013\/2020). The presentation will summarize existing findings (in German and English) in a systematic review and thus provide a basis for reopening the debate.<\/div>\n
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45 A Call for Nurturing Holistic Perception<\/strong><\/p>\n

Shoshana Rosemarin, Ariel University, Israel<\/p>\n

Abstract<\/strong>: Analytic perception is a predominant function in the Western world, where the culture is individualistic. Thus, its evaluation is included in psychometric tests. However, the culture in the Eastern world is basically holistic. The gap between the two cultures, and yet, the use of the same test in both of them, leads to inequality among children from both regions. Research has shown that many instances, crucial to everyday life, like the perception of hazards while driving, are holistically based. By focusing only on the scientific cognitive style, the rest of the fields and occupations are unjustly ignored.<\/div>\n
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355 A comprehensive and dynamic talent scouting protocol to identify gifted students from traditionally underserved populations<\/strong><\/p>\n

Nielsen Pereira, Purdue University, United States<\/p>\n

Oph\u00e9lie Desmet, Purdue University, United States<\/p>\n

Abstract<\/strong>: In recent years, several identification practices have gained momentum in the field including the use of multiple measures, universal screening, and local norms. However, little research and guidance exists on how different identification measures and practices can be used as part of a comprehensive gifted identification protocol in schools. This presentation will focus on the procedures used to identify students to participate in a talent development program offered in four schools in the United States. Presenters will also emphasize how principles of dynamic assessment and talent scouting were used to identify students from underrepresented populations for gifted services.<\/div>\n
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283 A design-based approach to managing gifted, low social-economic status students\u2019 motivation through an intrinsic modality<\/strong><\/p>\n

Lineke van Tricht, Bureau Talent, Netherlands<\/p>\n

Anouke Bakx, Radboud University Nijmegen, Netherlands<\/p>\n

Lianne Hoogeveen, Radboud University, Netherlands<\/p>\n

Abstract<\/strong>: Gifted secondary school students in the Netherlands do not perform as well as gifted students elsewhere. Also, students from families with low social-economic status (SES) have fewer opportunities to excel in the higher levels of Dutch education. As motivation is an important predictor for school success and Dutch gifted students seem to have lower motivation for school than their age-mates in other countries, this design-based research project is aimed at developing a hands-on intervention program that manages gifted, low SES secondary school students\u2019 motivation. In this presentation, the first design and theoretical backgrounds are shared with the audience.<\/div>\n
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37 A Journey to discovers the brightness: The Shining of Youth Potential in the Rural Area<\/strong><\/p>\n

Tidarat Sakveerakul, Thammasat University, Thailand<\/p>\n

Abstract<\/strong>: Based on the belief that every human being has potential, regardless of where they live, they would show talent if given the chance. This research developed to promote social youth agents’ ability by learning and working with people in rural areas, applying the skills and knowledge to discovery, and empowering the rural youth’s capacity to improve exceptional potential in oneself. With the CBPAR, children and youth in rural areas discover their abilities through experiences including design, planning, and collaborating on creative projects.<\/div>\n
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129 A research of writing teaching course from the perspective of ARCS model<\/strong><\/p>\n

Yingxi Zhai, Beijing No.8 High School, China<\/p>\n

Abstract<\/strong>: The intellectually gifted students are not interested in writing, lack of motivation and poor at writing ability. Guided by ARCS motivation model theory, mainly adopts literature research method, questionnaire survey method, observation method and interview method, this research aims to stimulate students’ wrinting motivation. Through careful design of the introduction of writing course, selection of writing topics closely related to students\u2019 lives, setting up stage goals, decomposing and refining writing tasks, this research helps to arouse students\u2019 “attention” in writing, maintain “relevance”, establish “confidence”, and achieve “satisfaction” in writing course for both students and teachers.<\/div>\n
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104 A school-based program for gifted children in Norway: Block-based programming as differentiated learning<\/strong><\/p>\n

Renate Andersen, Oslo Metropolitan University, Norway, Norway<\/p>\n

Abstract<\/strong>: Preliminary results are presented from an ongoing research project that is focused on how gifted children learn block-based programming as an integrated part of STEM subjects (science, technology, engineering, and mathematics). The methodological approach is design-based research through interventions in the classroom over a two-year period, with gifted children ranging from 12 to 15 years old. Main findings about characteristics of gifted children are that they 1) perceive block-based programming as motivating and engaging, 2) enjoy collaborating on solving tasks together, and 3) feel academically challenged by block-based programming compared to ordinary classroom teaching.<\/div>\n
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149 A study of holistic identity profiling of gifted and talented students in Malaysia<\/strong><\/p>\n

Rorlinda Yusof, Universiti Kebangsaan Malaysia, Malaysia<\/p>\n

Abstract<\/strong>: This study aims to examine the identity profiling of gifted and talented students (GTs) and its relationship with academic performance. A total of 300 gifted students at the Malaysia National Gifted Centre, selected through a simple random sampling, responded to a holistic identity instrument. Descriptive and inferential statistics were used to determine the holistic identity profile of GTs and the relationship between identity with academic achievement. The findings showed that the holistic identity of students was at a high level (Mean = 4.09, SP = 0.449). Of the eight components, spiritual identity obtained the highest mean score (4.34), while leadership identity obtained the lowest (3.88). There was a weak relationship between holistic identity and academic performance (r = 0.164, p <0.01). The findings imply the importance of providing holistic identity activities in educational and counseling programs to improve the quality of holistic identity of GTs to an optimal level.<\/div>\n
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175 A study on the improvement of curriculum through analysis of creative confluence competency<\/strong><\/p>\n

Hae Ree Kim, Soongsil University, South Korea<\/p>\n

Soo Jin Park, Soongsil University, South Korea<\/p>\n

Jin Kyung Yoon, Soongsil University, South Korea<\/p>\n

Kyounghoon Lew, Soongsil University, South Korea<\/p>\n

Abstract<\/strong>: The purpose of this study is to improve curriculum for the development of creative confluence competency. The study conducted a future creative confluence competency test targeting 558 college students from Soongsil University in Korea and analyzed the differences according to major, grade, and gender. The results of this study were as follows: First, there were differences in creativity confluence competency of university students by majors. Second, there was no difference by grade. Third, the result of gender difference was that male students were higher than female students in all areas. The results of this study can be helpful for the development of curriculum.<\/div>\n
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69 A Sydney independent, all-girls school K-12 gifted program for students and professional development for staff<\/strong><\/p>\n

Desilee Tait, Loreto, Australia<\/p>\n

Marisa Virtich, Loreto, Australia<\/p>\n

Peta Jauncey, Loreto, Australia<\/p>\n

Abstract<\/strong>: We base our program on the definition of gifted and talented of Fran\u00e7oys Gagn\u00e9 (2003). The definition reflects the distinction between potential and performance. The purpose of this research is to raise the potential of all our students K- 12. Using Gagn\u00e9\u2019s model to identify and cater to our students, we have devised a three-year goal that all staff are encouraged to follow. The goal was devised by the school\u2019s executive team and is led by the gifted and talented faculty. At present we are over halfway toward the whole-school goal, and the progress with both staff and students has been significant. Findings so far have illustrated that pedagogical interventions as well as social and emotional professional development for staff are crucial to the success of this goal.<\/div>\n
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257 A systematic review on inclusion of gifted and talented students<\/strong><\/p>\n

Francesco Marsili, University of Perugia, Italy<\/p>\n

Silvia Dell’Anna*, Free University of Bozen-Bolzano, Italy<\/p>\n

Marta Pellegrini*, University of Florence, Italy<\/p>\n

Abstract<\/strong>: The term \u201cinclusive education\u201d is often employed solely as a synonym for the placement of students with disabilities in the general education system (Nilholm & G\u00f6ransson, 2017). Due to this misinterpretation, few studies have investigated inclusive approaches for gifted students. The results of this systematic review are a guide for teachers, researchers, and policymakers who want to figure out the pedagogic and didactic implications of inclusive educational practices for the gifted. The aim is to open a dialogue among educational disciplines in order to better understand what has been done in the past and what should be done in the future for the inclusion of gifted students.<\/div>\n
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190 A teacher professional development for analyzing integrated lesson plans according to competency-based learning for scientifically and mathematically gifted students<\/strong><\/p>\n

Noparat Sricharoen, The Institute for the Promotion of Teaching Science and Technology, Thailand<\/p>\n

Siriwan Chatmaneerungcharoen, Phuket Rajabhat University, Thailand<\/p>\n

Chitraporn Boonthanom, Ramkhamhaeng University, Thailand<\/p>\n

Abstract<\/strong>: A train-the-trainer program was initiated to promote competency-based learning intertwined with Bloom\u2019s taxonomy to enhance teachers\u2019 implementation of such a practice in a classroom setting. The teachers selected as trainers for the teacher professional development were 21 university lecturers and teachers. The program included lectures, analyses of lesson plans, discussions, and lesson plan construction. The research results showed that the participants had a better understanding of developing competency-based learning. They were very satisfied with the training course and agreed upon the appropriateness of the program and usefulness for teachers of gifted students in science and math.<\/div>\n
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166 A tool to understand the concerns and information needs of Canadian gifted parents<\/strong><\/p>\n

Debbie Clelland, Debbie Clelland Coaching & Consulting, Canada<\/p>\n

Abstract<\/strong>: Counselors working with gifted children sometimes encounter families who \u201cdon\u2019t know what they don\u2019t know.\u201d This presentation will discuss a needs assessment that was developed to understand the concerns experienced by Canadian parents of gifted children and the information that they seek. First, we will look at the results from over 500 parents from four provinces, focusing on their top concerns, information needs, and implications for counseling. Then the potential for using this questionnaire to facilitate a comprehensive intake with these families will be discussed.<\/div>\n
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210 A virtual day at the museum: Exploring intellectual growth strategies with students and parents<\/strong><\/p>\n

Dr. Dornswalo Wilkins-McCorey, Virginia Beach City Public Schools, United States<\/p>\n

Angela Boubouheropoulos, Virginia Beach City Public Schools, United States<\/p>\n

Abstract<\/strong>: Due to the unprecedented need to adapt and pivot as a result of the global pandemic, a public-school division in Tidewater, Virginia, transformed a traditional, face-to-face field trip into an authentic and engaging virtual learning experience for students and parents in economically disadvantaged schools. As a result, students with high ability and potential were able to interact and utilize critical\/creative thinking skills to explore famous works of art through a long-term partnership with a prominent local arts museum in Norfolk, Virginia. This session will invite participants to consider alternative approaches for implementing a virtual learning experience to elicit gifted traits, attitudes, and behaviors.<\/div>\n
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83 Academic acceleration<\/strong><\/p>\n

Ayesha Umar, Ayesha Umar- Careers and Education Consultancy, Australia<\/p>\n

Abstract<\/strong>: There is a plethora of empirical evidence about academic acceleration as best practice to cater to the needs of the gifted students. There are many different types of academic acceleration \u2013 including curriculum compacting, subject acceleration, mentoring, whole-year acceleration (grade skipping), two-year acceleration, and rapid acceleration. Despite the evidence that supports academic acceleration, parents and teachers are very apprehensive about whole-year acceleration or grade skipping due to the concern that gifted students who do it will be socially challenged. However, empirical research proves that students who were accelerated simultaneously progressed academically, socially, and personally.<\/div>\n
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200 Acceleration: Practical applications and policy implications<\/strong><\/p>\n

Ann Lupkowski-Shoplik, University of Iowa, United States<\/p>\n

Susan Assouline, University of Iowa, United States<\/p>\n

Abstract<\/strong>: The fact that academic acceleration is the best-researched and most effective academic intervention for gifted students, yet the most underused, defies logic. Presenters will discuss common excuses and how acceleration can be implemented. Above-level testing helps discover students ready for more challenging curriculum or acceleration. Pre-assessment on specific topics helps identify students who have mastered material. They can be challenged by compacting curriculum or providing higher level content on a daily basis. Research demonstrates the effectiveness of all 20 forms of acceleration. Policy can help bridge the impasse between research and practice and make practice consistent across locations and time.<\/div>\n
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270 Adapting art spaces and education for hyperactive gifted students<\/strong><\/p>\n

Delanie Almazan Anaya, CEDAT Talent Attention Center, Mexico<\/p>\n

Abstract<\/strong>: This research delved into the process of adapting Mexican art museums for the needs of gifted students who were dually diagnosed with hyperactivity. The qualitative study, which took place over the course of a semester, focused on researching the process of inclusion within museums, changes done to exhibitions to accommodate the students\u2019 needs, how techniques of teaching art served as inclusive models, and the perspectives of students, professors, museum curators, and art directors. These findings formed a guide that described the process for inclusive audience engagement while providing an experience-based set of successful strategies for suitable learning environments for dually exceptional gifted children.<\/div>\n
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292 Adaptive formats of gifted education for sustainable development<\/strong><\/p>\n

Christian Fischer, University of M\u00fcnster, Germany<\/p>\n

Christiane Fischer-Ontrup, University of M\u00fcnster, Germany<\/p>\n

Abstract<\/strong>: The presentation focuses on adaptive learning architectures for sustainable individual talent development that in the long run should equally empower students to engage in sustainable development of their society. To achieve this goal, these adaptive formats of gifted education focus on strategies of self-regulated, research-based learning as well as on 21st-century skills with a view to the Sustainable Development Goals. Given increasing global challenges, such adaptive learning architectures can make an important contribution to developing the future of gifted education with a focus on the transformation process of (high) personal potential into (excellent) performance for the common good.<\/div>\n
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10 Advocating for the gifted in a general ed classroom<\/strong><\/p>\n

Justin Villet, Sphinx Gifted Consulting, LLC, United States<\/p>\n

Abstract<\/strong>: Giftedness is a \u201cmixed bag.\u201d As someone who is gifted, there are a lot of opportunities and doors that open because of the way a gifted person thinks, but giftedness is wildly misunderstood, and gifted people usually have a really hard time in systems for which they have to conform. Through no fault of their own, educators usually don\u2019t know much about giftedness, or what they do know is a little out-of-date. This presentation will help parents learn how to advocate for their gifted kids, as well as help educators find common ground with all stakeholders.<\/div>\n
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267 Aligning a graduate course in gifted education for all pre-service teachers with USA NAGC\u2019s standards<\/strong><\/p>\n

Joi Lin, University of Denver, United States<\/p>\n

Norma Hafenstein, University of Denver, United States<\/p>\n

Madeleine Adams, University of Denver, Denver Public Schools, United States<\/p>\n

Abstract<\/strong>: Our university is a leader in gifted education and professional learning and ensures all students in the teacher education program complete a full three-credit graduate course in gifted education. The course is a survey addressing characteristics and myths of giftedness, identification, differentiated instructional strategies, social and emotional needs, underserved students, and advocacy. With a commitment toward continuous improvement, two graduate students analyzed alignment and identified gaps between the course content and the USA\u2019s National Association for Gifted Children’s Knowledge and Skill Standards for All Teachers (2014). A discussion of findings, recommendations, and quick wins for improvement will be shared with participants.<\/div>\n
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189 An empirical investigation of the early university entrance program in CTYI<\/strong><\/p>\n

Cathy Woods, Centre Talented Youth Ireland, Ireland<\/p>\n

Dr. Catriona Ledwith, Centre Talented Youth Ireland, Ireland<\/p>\n

Abstract<\/strong>: This research project aims to examine the student experience of the Early University Entrance program (EUE) and the impact this program may have on students\u2019 transition to the university. EUE is a dual-enrollment program at The Centre for Talented Youth Ireland at Dublin City University that allows gifted transition year students the opportunity to study a third level subject at an accelerated rate while also providing a benevolent environment at DCU with like-minded peers. There are currently no other courses of this nature operating in Ireland. Recent developments in program structure, philosophy, and content require a detailed and focused engagement with EUE to understand how this program has evolved to the growing success it is today. At a practical level, examining students\u2019 perceived outcomes of EUE will enrich the program for future students and provide research that may expand the program at other universities.<\/div>\n
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176 An exploration of early childhood leadership development: Recognizing and supporting young leaders in different contexts<\/strong><\/p>\n

Debra Hailey, Southeastern Louisiana University, United States<\/p>\n

Michelle Fazio-Brunson, Northwestern State University, United States<\/p>\n

Lacy Hitt-Davis, Southeastern Louisiana University, United States<\/p>\n

Susan Zimlich, Southeastern Louisiana University, United States<\/p>\n

Abstract<\/strong>: This mixed methods research explores the attributes exhibited by young children who are leaders in and out of the classroom context. Many adults think that young leaders are generally well-behaved and model classroom students. However, research indicates that young leader attributes do not always fit that mold. For example, young leaders may get into power struggles with teachers more frequently than non-leaders. Participants will learn how to recognize young leaders, ways to support young leaders, and teaching practices that support all children in making good decisions, having prosocial skills, and being responsible citizens.<\/div>\n
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128 An exploration of home-school cooperation for online learning in a pandemic: A parent-mentor system<\/strong><\/p>\n

Zimo Hu, Beijing No.8 High School, China<\/p>\n

Abstract<\/strong>: Due to the impact of COVID-19, online learning by students at home has become a main educational method. Inspired by the limitations of the current forms of online learning, the urgency of home-school cooperation, and the importance of intellectually gifted children\u2019s physical and mental development, this research proposes a new model of home-school cooperation for online learning: the parent-mentor system. Students carried out relevant scientific inquiry activities with the help of parent mentors, from topic selection to results presentation. Research results show that the parent-mentor system plays a positive role in promoting intellectually gifted children\u2019s motivation to learn and that performance is of great importance in home-school cooperation. With standardized implementation and good supervision from schools, the parent-mentor system can be used over the long term, become an important part of home-school cooperation, and promote the all-around development of students.<\/div>\n
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151 An IQ test made for gifted and 2E learners<\/strong><\/p>\n

Femke Hovinga, SCALIQ, Netherlands<\/p>\n

Abstract<\/strong>: This session will feature the ins and outs of a new intelligence test designed to identify gifted students aged 5 to 11. With a measurement range of IQ 105-170, a strong theoretical background within the CHC model, an item-response theory approach, a focus on fluid over crystallized intelligence, non-verbal items, and relaxed time-limits, this new test measures what really matters in all populations, including English Language Learners and 2E students. Come and find out how the test was developed; what it looks like; and how, where, and when it can be used.<\/div>\n
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368 An underestimated issue for gifted students: Resource rooms<\/strong><\/p>\n

Sezen Camci Erdogan, Istanbul University-Cerrahpa\u015fa, Turkey<\/p>\n

Abstract<\/strong>: The study aimed to determine the opinions of teachers who studied with gifted students in resource rooms on the quality of education in those resource rooms. More than 50 teachers volunteered to participate in the study, and they were assigned to work in the resource rooms. A semi-structured form was used to collect data; it asked for opinions on challenging issues in the resource room, etc. Although the data analysis of the study continues, the preliminary findings indicate that teachers need more competent, extended, and ongoing training on the characteristics, social-emotional needs, and education of gifted individuals.<\/div>\n
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181 Applying Francoy Gagne’s model in a school setting: An Australian model<\/strong><\/p>\n

Leigh-ann Forman, Grace Lutheran College, Australia<\/p>\n

Abstract<\/strong>: In this presentation, participants will explore practical ways to incorporate the elements of Francoy Gagne’s model into the school environment and its programs for gifted and talented students. The presentation will explore key ideas to explore when establishing programs for gifted and talented students and how to strike a balance between the holistic needs of gifted students and those of students with high levels of talent in specific subject areas or domains.<\/div>\n
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289 Assessing creative problem solving in multiple domains in young children: Development and field testing in the USA and UAE<\/strong><\/p>\n

June Maker, University of Arizona, United States<\/p>\n

Randy Pease, DISCOVER Projects, United States<\/p>\n

Kadir Bahar, University of Georgia, United States<\/p>\n

Abstract<\/strong>: The DISCOVER Projects at the University of Arizona and the Ministry of Education in the UAE cooperatively developed and field tested an innovative performance assessment for children ages four, five, and six. The final versions are different for the two countries because of cultural and language differences. Children solve closed, semi-open, and open problems in ten domains: auditory, bodily\/somatic, emotional\/intrapersonal, linguistic, mathematical, mechanical\/technical, moral\/ethical\/spiritual, scientific\/naturalistic, social\/interpersonal, and visual\/spatial. Children have developmentally appropriate materials and instructions; observers use tablet computers to record children\u2019s constructions and behaviors. All information is entered into a database and a profile of strengths generated for each child.<\/div>\n
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141 Assessment competence, self-regulated learning, and enrichment in gifted school development<\/strong><\/p>\n

Corinna Schuster, Westf\u00e4lische-Wilhelms-Universit\u00e4t M\u00fcnster, Germany<\/p>\n

Till Utesch, Westf\u00e4lische-Wilhelms-Universit\u00e4t M\u00fcnster, Germany<\/p>\n

Marcus Kohnen, Westf\u00e4lische-Wilhelms-Universit\u00e4t M\u00fcnster, Germany<\/p>\n

Christian Fischer, Westf\u00e4lische-Wilhelms-Universit\u00e4t M\u00fcnster, Germany<\/p>\n

Abstract<\/strong>: Implementing innovative concepts at schools is a highly complex process which requires symbiotic implementation strategies for considering the perspective of teachers, the organization, and different learning settings (Gr\u00e4sel & Parchmann, 2004; Pf\u00e4nder et al., 2018). Within three specific development projects the german project Leistung macht Schule (LemaS) (Vohrmannet al., 2018), sets out to contribute to school development by training assessment competence of teachers, support students in their self-regulated learning, and promote gifted students via enrichment programs. The three projects are united within a comprehensive pedagogical program and cover areas of better assessments in schools (i.e., instruments, situations) and individual promotion outside regular classes.<\/div>\n
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323 Audacity & Tenacity: Making bold thinking the native tongue of your gifted program<\/strong><\/p>\n

Jill Williford Wurman, The Grayson School, United States<\/p>\n

Melissa Bilash, United States<\/p>\n

Abstract<\/strong>: A school for the gifted can nurture audacious thinking and tenacious behaviors by shifting attention and incentives from achievement to aspiration, and from performance to perseverance. Administrators and teachers must model bold thinking, stretching themselves, and taking risks by embracing the concept that \u201cNOs are free.\u201d We will offer concrete examples from our own experience, including adopting an astronaut, developing a unique-in-the-world play lab, and chatting with C-3PO. We will also describe how daily classroom activities across disciplines can be infused with these qualities, resulting in high engagement and more confident and innovative thinking across your school community that ultimately creates a culture of thinking.<\/div>\n
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113 Becoming an anti-racist: Essential conversations to disrupt racism in gifted education<\/strong><\/p>\n

Robin Greene, Denver Public Schools, United States<\/p>\n

Ellen Honeck, Denver Public Schools, United States<\/p>\n

Abstract<\/strong>: Equity and social justice work are critical to education, but are we ready for difficult and honest conversations? We will highlight our personal journey and work that we have been leading to challenge our bias, reckon with gifted education\u2019s past, and disrupt systems of oppression. We will ask hard questions and challenge participants to identify their role in equity work.<\/div>\n
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156 Best online resources to use with gifted students \u2014 virtual, face-to-face, or hybrid!<\/strong><\/p>\n

Emily Hurst, Alabama State Department of Education, United States<\/p>\n

Shirley Farrell, Troy University, United States<\/p>\n

Kim Stephenson, Prattville Christian Academy\/University of Alabama, United States<\/p>\n

Abstract<\/strong>: Gifted students need differentiated instruction to remain motivated and engaged in their learning. Online tools are useful in providing choice, promoting critical thinking, and making learning meaningful. As technology continues to evolve, the vast array of online resources can be overwhelming to sort through. Are you looking for online resources to incorporate in your classroom but don\u2019t have time to explore the rapidly growing list? Join this session as we explore apps, websites, and more to enhance learning for gifted students. Learn how to integrate these tools whether you are instructing students virtually, face-to-face, or in a hybrid model.<\/div>\n
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38 Best practices in professional learning and teacher preparation<\/strong><\/p>\n

Christine Weber, University of North Florida, United States<\/p>\n

Angela Novak, East Carolina University, United States<\/p>\n

Abstract<\/strong>: What are the best practices and research related to professional learning for educators working with gifted learners? Do you need ideas on how to design and implement effective professional development experiences? This session focuses on different methods and strategies, special topics in gifted education, and what to include when planning opportunities for content area training by drawing on both the literature in the field and research-based best practices in professional learning. Join us as we explore these specific strategies designed to support effective professional learning and teacher preparation.<\/div>\n
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75 Best practices to support and empower gifted transgender and gender non-conforming students<\/strong><\/p>\n

Orla Dunne, Centre for Talented Youth, Ireland, Ireland<\/p>\n

Abstract<\/strong>: This presentation aims to offer a practitioner perspective and specific strategies for educators working with gifted transgender and gender non-conforming (TGNC) students. Educators may feel overwhelmed by evolving terminology, school constraints, or divergent attitudes of school administrators, colleagues, parents\/guardians, and other students. However, by championing gifted TGNC students\u2019 individual identities, forming collective spaces of support, and creating dialogue with colleagues and school leaders, educators can act as agents of social change and empower gifted TGNC students to realize their potential.<\/div>\n
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258 Bibliotherapy for twice-exceptional gifted learners<\/strong><\/p>\n

Debbie Troxclair, Lamar University, United States<\/p>\n

Eleonoor van Gerven, Slim! Educatief, Netherlands<\/p>\n

Abstract<\/strong>: In this session, participants will learn how to provide for the affective needs of twice-exceptional gifted learners via the use of bibliotherapy. The bibliotherapy process will be explained and a demonstration of the strategy provided, with a focus on helping twice-exceptional learners understand the conceptual theme of identity (Halstead, 2002).<\/div>\n
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310 BIOTech Futures Challenge<\/strong><\/p>\n

Anita Pickard, Australia<\/p>\n

Tiane O’Connor, Australia<\/p>\n

Abstract<\/strong>: The BIOTech Futures Challenge is a platform for students from high schools (ages 14\u201318) to be paired with world-class academics at Australian universities to tackle challenges in the area of biotechnology. Students work on their research proposals before presenting their final ideas to academics, industry representatives, and peers at our dedicated two-day symposium. Our presentation will delve into the how the BIOTech Futures Challenge came about, the opportunities to undertake projects in different areas of STEM, and how to join the BIOTech Futures Challenge for 2022.<\/div>\n
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24 Bossy pants, perfectionists, and slackers, oh my!<\/strong><\/p>\n

Shannon Anderson, Free Spirit Publishing, United States<\/p>\n

Abstract<\/strong>: As a teacher, you know it’s a challenge to meet not only students’ academic needs but also their unique social and emotional needs. Learn strategies to help kids develop appropriate mindsets and coping strategies. As a gifted coordinator and teacher for 25 years, Shannon has helped create programming for the social and emotional growth of gifted students. She will share ideas for helping our students who need to hone their leadership skills, provide tips for giving perfectionists a proper perspective, help you develop confidence in your shy students, and give teachers tools to motivate their unmotivated students. This session is packed with mentor text recommendations and lessons you’ll use for years to come.<\/div>\n
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336 Bridging the gap between gifted, general, and special education classrooms<\/strong><\/p>\n

Emily Kircher-Morris, The Neurodiversity Podcast, United States<\/p>\n

Abstract<\/strong>: Twice-exceptional (2e) learners are both gifted and have another diagnosis (like autism, ADHD, or a learning disability). Once 2e learners are placed in a gifted or special education class, they rarely are identified for their other exceptionality. How can educators use assessments and interventions to bridge the gap between all settings to support the strengths and struggles of 2e learners?<\/div>\n
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221 Building bridges between school and home with executive function strategies<\/strong><\/p>\n

S. Ley-Anne Folks, Westmount Charter School, Canada<\/p>\n

Heather Lai, Westmount Charter School, Canada<\/p>\n

Abstract<\/strong>: Executive Function (EF) development is a hot topic in education and is recognized as an important issue in gifted education as well. In our research we realized that compassion and empathy for students who struggle with EF delays are critical components for supporting growth. While it is important to develop EF skills in the classroom, children also need to apply these skills at home and in their extra-curricular activities. This presentation reviews EF skills, looks at areas of home life that require Executive Function skills, and shares strategies that can be used at both school and home.<\/div>\n
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369 Call to action: A guidebook to realizing equity and excellence in gifted education<\/strong><\/p>\n

Elizabeth Cross, North Carolina Department of Public Instruction, United States<\/p>\n

Sneha Shah Coltrane, North Carolina Department of Public Instruction, United States<\/p>\n

Stephanie Cyrus, North Carolina Department of Public Instruction, United States<\/p>\n

Matt Makel, Johns Hopkins University, United States<\/p>\n

Abstract<\/strong>: In gifted education, we seek to meet the advanced learning needs of students all day, every day. However, inequities rooted in larger society plague education, often leading to inequitable representation in gifted programs. Although schools cannot fix larger societal inequities on their own, we can ensure that our actions do not compound these inequities. Our goal must be to promote both equity and excellence.<\/div>\n
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243 Card games for affective learning<\/strong><\/p>\n

Stefanie McKoy, University of Arkansas, United States<\/p>\n

Abstract<\/strong>: A simple deck of cards offers endless possibilities for learning: obeying rules, honest play, turn taking, self-confidence, unwinding\/relaxing, waiting, and group interaction. During the presentation, learn how card games help students who are gifted improve communication, work through dramatizations, contend with textual aspects of cards, improve rapid thinking, and manage extreme emotions. Participants will also learn new games!<\/div>\n
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14 Categories of Urban\u2019s Test for Creative Thinking-Drawing Production as indicators of artistic giftedness in young adolescents<\/strong><\/p>\n

Ekaterina Donii, Moscow State University of Psychology and Education \/ Moscow Central Art Colleague, Russia<\/p>\n

Abstract<\/strong>: Timely identification of their artistic giftedness gives children the opportunity to perform and develop their capabilities. However, we lack valid methods for identifying artistic giftedness. A number of indicators of artistic giftedness that are noted in the literature are also reflected in Urban’s Test for Creative Thinking-Drawing Production. An analysis of the categories of the Urban test suggests that the presence of decorative details, contour, general theme, completeness, perspective, and humor can serve as indicators of artistic giftedness.<\/div>\n
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205 Challenges, joys, and decisions of creative and highly eminent women<\/strong><\/p>\n

Sally Reis, Neag School of Education, University of Connecticut, United States<\/p>\n

Abstract<\/strong>: This session focuses on new research conducted on highly creative and eminent women, focusing on how the creative talents of girls and women evolve and how these creative women developed their creativity over time. The session will include information about blocks to creative productivity and also what motivated these creative women to produce. The implications of the loss of women\u2019s talent on diminished creativity, leadership, innovation, and creative productivity will be discussed. The session will conclude with a positive call to action about how educators can make a difference in helping girls and women develop their talents and creativity.<\/div>\n
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147 Cognitive abilities of highly and mathematically gifted children<\/strong><\/p>\n

Nina Kr\u00fcger, University of Hamburg, Germany<\/p>\n

S\u00f6ren Fiedler*, Helmut-Schmidt-University Hamburg, Germany<\/p>\n

Abstract<\/strong>: There are different definitions of intellectual talent. Manifestation of high general intelligence and subject-specific concepts have received considerable attention in psychological research, as represented in the CHC model of intelligence. This study aims to replicate and build on previous research by examining intellectually and mathematically gifted children. Results on the German Wechsler Intelligence Scale for Children-Fifth Edition (WISC-V) by 48 gifted children with an IQ of 130 or higher and by 35 mathematically gifted children from a talent-fostering project are compared to those of matched control samples. Limitations of the study and opportunities for further research are discussed.<\/div>\n
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41 Communication, concepts, connectivity, controversy: Strategies for supporting mathematical thinking<\/strong><\/p>\n

Jennifer Holt, Williamson County Schools, United States<\/p>\n

Stephanie Higgs, Williamson County Schools, United States<\/p>\n

Abstract<\/strong>: This presentation will include introductions to various mathematical tools and thinking processes to extend and enrich learning for gifted thinkers in the elementary grades. From differentiated warm-up problems to debate prompts to complex digital math puzzles, the instructors will expose participants to a variety of research-based skills and strategies that can be implemented as soon as the next day! Using strong mathematical vocabulary and evidence, we will prepare our learners to communicate like mathematicians, connect to universal themes, and debate with their peers in this 30-minute practical session for general education and gifted education teachers.<\/div>\n
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271 Community white spaces or gifted education?<\/strong><\/p>\n

Nancy Hertzog, United States<\/p>\n

Abstract<\/strong>: Researchers partnered with a non-profit community organization that focuses on advocacy for families of color to elicit input to gain a better understanding of barriers and challenges those families faced when accessing advanced learning opportunities in their local communities. Emergent themes from focus group interviews included limited information and communication from schools; experienced racism, bias, and alienation; and deficit thinking from educators. Overall, the unified message from families was clear; they referred to gifted education as \u201cwhite spaces.\u201d Presenters will address issues raised by the voices of families of color and advocate for increased access to gifted education.<\/div>\n
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68 Connections, calmness, and compassion in a chaotic world: Strategies for tweens and teens<\/strong><\/p>\n

Jessica Howard, JAH Educational Consulting, United States<\/p>\n

Nanette Jones, Colorado Association for Gifted and Talented, United States<\/p>\n

Abstract<\/strong>: The impact and aftermath of the pandemic has led to constant unpredictability creating stress for our tweens and teens. Now more than ever we need to develop compassion in our gifted youth and help them create connections with friends, family, and community to deal with today\u2019s reality. This session provides strategies to help create calm when things around them are chaotic.<\/div>\n
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143 Consulting with the employees working with gifted students: Methodology of the \u201cShirakatsy Lyceum\u201d International Scientific-Educational Complex<\/strong><\/p>\n

Gohar Beybutyan, \u201cShirakatsy Lyceum\u201d scientific educational complex, Armenia<\/p>\n

Abstract<\/strong>: Although researchers have always been interested in gifted students, there is no working model that is universal and totally effective for all students and schools, despite the fact that there are thousands of successful examples. In this article we present the principles of the working methods at our school. The level that works with gifted students is teachers. The teachers\u2019 trainings, the choice of the right methodology for each gifted student, and systematic approaches are our school\u2019s main principles.<\/div>\n
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114 Creating access to inclusive gifted programs by shifting mindsets of adults<\/strong><\/p>\n

Ellen Honeck, Denver Public Schools, United States<\/p>\n

Robin Greene, Denver Public Schools, United States<\/p>\n

Abstract<\/strong>: This session will share a collaborative partnership created in a large urban public school district in the USA to understand and disrupt systemic barriers for students. The presenters will share the initial steps of the collaboration, challenges, and initial outcomes of this multiyear project. Suggestions and tips to do this work in your specific setting will be shared.<\/div>\n
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177 Creating and sustaining a gifted program: An honest account of an innovative secondary school gifted program for girls.<\/strong><\/p>\n

Nicci Johnson, Penrhos College, Australia<\/p>\n

Shannon Armitage, Penrhos College, Australia<\/p>\n

Abstract<\/strong>: The presenters will take you through their experiences in designing, launching, and evaluating a unique secondary school gifted program for girls. This presentation will explore our story from our successes to our challenges and how we dealt with them, as well as what we are doing to keep the momentum going. This no-holds-barred session will provide insight into leading change to benefit gifted students to ensure your school is offering them opportunities that enable them to reach their full potential.<\/div>\n
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164 Creating and using a Social and Emotional Learning Center of Excellence to support social and emotional learning<\/strong><\/p>\n

Suzanne McFarland, Menlo Park Academy, United States<\/p>\n

Nicole Becher, Menlo Park Academy, United States<\/p>\n

Abstract<\/strong>: Menlo Park Academy\u2019s Center of Excellence (COE) for Social and Emotional Learning (SEL) was developed by a standing committee including parents and school leadership\/staff using Ohio\u2019s Strategic Plan as its basis along with pertinent research and informational literature to create the foundation to clarify, develop, expand, and assess the efficacy of our planning. Present activities include extending the scope of the Center to include coordination of SEL services, outreach to professional and parent communities, and assessment of work. The presentation will be based on work to create the COE and SEL programs that followed as a result of our study.<\/div>\n
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344 Creative experiences in the classroom: Impacting perceived stress and anxiety<\/strong><\/p>\n

Rebecca Renegar, Milton-Union Exempted Village Schools, United States<\/p>\n

Aimee Ashcraft, Huber Heights City Schools, United States<\/p>\n

Abstract<\/strong>: Creativity and intensities are hallmarks of giftedness that influence the affective needs of gifted children. Explore how a Martha Holden Jennings Foundation action-research project utilizes creativity instruction and experiences to develop creative capacity and improve student affect. Participants will learn practical strategies to foster creative development and engage mindfulness, promoting positive coping skills for stress and anxiety in the classroom.<\/div>\n
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153 Creative inspirations in STEAM: Biomimicry<\/strong><\/p>\n

Shirley Farrell, Troy University, United States<\/p>\n

Emily Hurst, Alabama State Department of Education, United States<\/p>\n

Kim Stephenson, Prattville Christian Academy\/University of Alabama, United States<\/p>\n

Abstract<\/strong>: Discover how gifted students can be inspired by nature to solve real-world problems (Van Tassel-Baska, 2005, 2014) and make connections between seemingly unrelated things. Biomimicry is the practice of learning from nature \u2014 mimicking form, behavior, and\/or ecosystem \u2014 to solve human design challenges, and it is resurging in the design world. When gifted students are provided with inquiry research of nature (Ulger & Salih, 2020), they can find natural and tried-and-true strategies to help us in this changing world. For example, the African termite mounds inspired architects to develop more efficient internal climate control systems. Educational resources and lessons will be shared.<\/div>\n
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80 Creativity composure: Reasonable identification and practice, reasonably applied<\/strong><\/p>\n

Yvonne de St. Croix, IDEAL4Gifted, United States<\/p>\n

Abstract<\/strong>: In recognizing gifted students for their creative talents, reasonable identification and practices must be reasonably applied. This session will consider and provide resources towards the methodology and pedagogy behind identification of creativity relative to gifted learners, evaluate constraints associated with programming for creativity-identified gifted learners, and discuss the advancement of practices that enhance creative productivity for gifted learners.<\/div>\n
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285 Critical and creative thinking with visual tools<\/strong><\/p>\n

Lisa Pagano, Charlotte-Mecklenburg Schools, United States<\/p>\n

Trinette Atri, Charlotte-Mecklenburg Schools, United States<\/p>\n

Marie Deegan, Charlotte-Mecklenburg Schools, United States<\/p>\n

Andrea Kebert, Charlotte-Mecklenburg Schools, United States<\/p>\n

Abstract<\/strong>: Thinking Maps are powerful, portable learning tools that provide students with consistent ways to process and organize information. Learn how to maximize the use of Thinking Maps across content areas to infuse rigor and creativity for gifted and advanced learners. Strategies and examples will be shared for elevating thinking for gifted learners in all content areas!<\/div>\n
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126 Cross-cultural examination of student teachers\u2019 written stories on teaching gifted students in a regular (inclusive) classroom<\/strong><\/p>\n

Erkki T. Lassila, University of Oulu, Finland<\/p>\n

Manabu Sumida, Ehime University, Japan<\/p>\n

Eeva Kaisa Hyry-Beihammer*, University of Education Upper Austria, Austria<\/p>\n

Lady Angela Rocena*, University of Philippines, Philippines<\/p>\n

Oktay Kizkapan*, Nev\u015fehir Hac\u0131 Bekta\u015f Veli University, Turkey<\/p>\n

Abstract<\/strong>: Despite a good body of scholarly work on pre- and in-service teachers’ attitudes toward and conceptualizations of giftedness, there is a lack of qualitative cross-cultural comparative research on the issue. We address this gap via examining written stories by secondary education student teachers from five countries about teaching gifted students in an inclusive classroom. Our research provides knowledge for developing teacher education contents and practices that help the student teachers understand and plan for the needs of the gifted student population. In the presentation we discuss the themes of the research and its implications from a detailed comparative perspective.<\/div>\n
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106 Cyberbullying and the pandemic: Keeping gifted learners safe online<\/strong><\/p>\n

Keri Guilbault, Ed.D., Johns Hopkins University, United States<\/p>\n

Bronwyn MacFarlane, Ph.D., University of Arkansas at Little Rock, United States<\/p>\n

Abstract<\/strong>: Being bullied is a common experience characterized by being the target of repeated actions over time with an intent to harm. Students who are bullied are more likely to have academic and social adjustment challenges and are at risk for long-term problems, such as anxiety, depression, and post-traumatic stress. During the COVID-19 pandemic, schools across the world shifted to virtual learning environments, where cyberbullying can occur. In this session, the presenters will share what is known about bullying, cyberbullying, and gifted students and will provide tips for how educators, parents, and caregivers can help keep their children safe online.<\/div>\n
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222 Designing an executive function-friendly classroom<\/strong><\/p>\n

S.Ley-Anne Folks, Westmount Charter School, Canada<\/p>\n

Heather Lai, Westmount Charter School, Canada<\/p>\n

Abstract<\/strong>: As a result of asynchronous development, Executive Function (EF) skills are often lagging in the gifted population and, in particular, in the twice-exceptional (2e) sub-population. In our previous action research project, we explored the effectiveness of teaching EF skills to these students. As a result of that research, we realized that more support was needed for students to consolidate those skills. This presentation provides methods of creating a classroom environment that promotes the use and continued development of EF skills. Join us as we share strategies and techniques for creating an EF friendly classroom.<\/div>\n
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202 Designing systemic interventions for underachieving gifted learners<\/strong><\/p>\n

Eleonoor van Gerven, Slim Educatief, Netherlands<\/p>\n

Abstract<\/strong>: In this session we use the change and solution-focused approach to show how educators can design interventions for individual students who do not develop commensurate to their abilities. The approach is based on the notion of systemic influences on education. The process of creating systemic interventions creates ownership and agency of the designed interventions which enhances the chances for success. The use of the systemic intervention protocol will be illustrated by vignettes and case studies.<\/div>\n
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146 Developing meaningful and creative virtual learning during the Corona pandemic among gifted primary-school students in the Kingdom of Bahrain<\/strong><\/p>\n

Um Albaneen Yusuf Jamali, Bahraini Ministry of Education, Bahrain<\/p>\n

Abstract<\/strong>: This paper reports on a research study that examined the development of virtual learning as part of continual professional development in Bahraini primary schools. A series of workshops on integrating meaningful and creative learning in virtual classrooms was carried out for 30 members of the teaching staff, 60 observations of virtual sessions were conducted, and follow-up feedback was provided. The results from students\u2019 pre-post CAP (Creativity Assessment Package) comparison suggested significant increases in a number of creative thinking skills. Implications for school leaders and teachers denoted attending to teacher training regarding creative learning as an imperative aspect of virtual learning.<\/div>\n
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305 Developing self-regulation success in the virtual classroom<\/strong><\/p>\n

Magdalena Fitzsimmons, Baltimore County Public Schools, United States<\/p>\n

Claire Hughes, College of Coastal Georgia, United States<\/p>\n

Abstract<\/strong>: The virtual classroom has become a source of frustration for you and underachievement for your gifted student. Now what? This presentation will explore ways in which teachers and parents can work together to help gifted kids develop self-regulatory behaviors that promote success and engagement in the online environment and strategies for maintaining them over time.<\/div>\n
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148 Developing the future of gifted education by understanding and supporting your underserved gifted learners<\/strong><\/p>\n

Amy Graefe, University of Northern Colorado, United States<\/p>\n

Chin-Wen Lee, Taipei Kuei Shan School, Taiwan<\/p>\n

Abstract<\/strong>: Deeply understanding the strengths and areas of challenge for our gifted and high-potential learners from traditionally underserved populations lays the foundation for these students to grow and thrive. However, as educators, before we can begin to fully understand these students, we must continually work to know and appreciate who they are academically, culturally, socially, and emotionally. This presentation will focus on strategies and provide resources that educators can implement immediately to assist in creating and maintaining inclusive, culturally responsive learning environments that help them better understand and support their underserved gifted and high-potential learners.<\/div>\n
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150 Developing the future: Supporting the strengths and interests of your underserved gifted child<\/strong><\/p>\n

Amy Graefe, University of Northern Colorado, United States<\/p>\n

Chin-Wen Lee, Taipei Kuei Shan School, Taiwan<\/p>\n

Abstract<\/strong>: It is important to the intellectual and affective development of underserved gifted and high-potential children that families provide appropriately challenging and enriching experiences. In this presentation, we will provide families with information about recognizing and cultivating strengths and interests in order to support their gifted child\u2019s development. We will also briefly discuss potential barriers to formal gifted identification and strategies for partnering with your child\u2019s teacher(s) to find ways to meet their cognitive and social-emotional needs. A special emphasis will be placed on strategies and activities that families can implement immediately to identify and nurture their children\u2019s gifts and talents.<\/div>\n
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170 Development and validation of a creative school environment test for university students<\/strong><\/p>\n

Ga Hyung Lee, Research Institute for Gifted & Talented Education, Soongsil University, South Korea<\/p>\n

Kyung Hwa Lee, Soongsil University, South Korea<\/p>\n

Hye jin Yang, GFCE, South Korea<\/p>\n

Abstract<\/strong>: The purpose of this study is to develop a creative school environment test (CSET) and to identify its reliability and validity. The creative school environment is important as a place where students can develop and improve their creativity when they are in school. According to previous studies, the factors and sub-variables of a creative school environment include a psychologically supportive environment where the teacher recognizes the importance of creativity, models creativity, and encourages students’ creative ideas; and a physically support environment that provides free time, materials, and space so that students can think creatively and produce creative output. The CSET will be used as an indicator for the development of creative school environments and of students’ creativity.<\/div>\n
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347 Differentiating for challenge with technology: Tools you can use today!<\/strong><\/p>\n

Rebecca Renegar, Milton-Union Exempted Village Schools, United States<\/p>\n

Abstract<\/strong>: Update your teacher toolbox with some useful technology tools to increase learning within your classroom. This session will provide an overview of some excellent free and low-cost apps, websites, and programs that you can leverage to manage and implement differentiated instruction, meeting your students where they are and taking them farther. Participants will be encouraged to share their favorites as we learn together!<\/div>\n
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252 Diverse teaching strategies supporting the emotional nature and needs of gifted children<\/strong><\/p>\n

Raquel Bronsoler, Universidad de los Ni\u00f1os, Mexico<\/p>\n

Abstract<\/strong>: These challenging times demand more attention on creating a supportive environment for all gifted students. Emphasis will be placed on using different strategies and activities to create a psychologically safe environment where students feel comfortable to the point of expressing themselves freely. The need for focusing on emotions, attitudes, and values is extreme in these unprecedented times of COVID-19. Helping children develop a positive self-concept and awareness of their personal likes and dislikes is essential for building on their communication, socialization, and emotional skills. Online challenges are also crucial.<\/div>\n
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67 Dynamic differentiation through independent research projects: The I-LEARN Process<\/strong><\/p>\n

Vicki Phelps, Milligan University, United States<\/p>\n

Abstract<\/strong>: When done well, independent research projects provide gifted students with meaningful learning opportunities, but how can they be developed and managed? The I-LEARN Process provides step-by-step procedures to individualize the research process for gifted students, while also integrating management techniques, reflective practice, and opportunities for sustained engagement and academic growth. Come learn more about this exciting and engaging instructional approach!<\/div>\n
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196 Early College Entrance<\/strong><\/p>\n

Nanette Schmitt, Grace Christian School, United States<\/p>\n

Abigail Schmitt, Mary Baldwin University, United States<\/p>\n

Abstract<\/strong>: Over the years, many parents have sent their gifted children to college at ages younger than the average. What if these children were able to join each other as a cohort, navigating the university years together while teenagers? Dr. Nanette Schmitt and her daughter, Abigail Schmitt, will share their struggles and successes with Abigail living on campus as a full-time college student starting at age 14 in the Program for the Exceptionally Gifted at Mary Baldwin University in Staunton, Virginia. Topics will include academics, responsibilities, the challenges of emotions, and how this experience differs from the typical elite boarding school.<\/div>\n
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291 Earning it in reverse: What should we expect of the gifted?<\/strong><\/p>\n

Kristofor Wiley, James Madison University, United States<\/p>\n

Seth Jaeger, Colegio Nueva Granada, Colombia<\/p>\n

Abstract<\/strong>: Does the gifted child inherit a burden of responsibility to society? Do any of us? The affective and academic curricula we deliver to gifted students inherently address the balance between personal and public. Come join two gifted educators and returned Peace Corps volunteers as we discuss the fabric of society, useful metaphors, and implications for our programming.<\/div>\n
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105 ECHA specialists in gifted education make a difference: RITHA specialists tell you how<\/strong><\/p>\n

Lianne Hoogeveen, Radboud University, Netherlands<\/p>\n

Ava Kam, Radboud University, Netherlands<\/p>\n

Petra Spithost, self employed, Netherlands<\/p>\n

Robert Keleman, Varazdin County, Croatia<\/p>\n

Abstract<\/strong>: The aim of this session is to show how RITHA (Radbound International Training on High Ability) Specialists make a difference in gifted education around the world. Questions to be addressed include the following: Who are gifted students and what defines them? What are the different ways in which their needs can be served? How do you know if the gifted program for your students is of high quality? How can you influence policy in gifted education in your country?<\/div>\n
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201 Educating gifted learners with dyscalculia<\/strong><\/p>\n

Eleonoor van Gerven, Slim Educatief, Netherlands<\/p>\n

Annemieke Weterings, Weterings Onderwijs op Maat, Netherlands<\/p>\n

Abstract<\/strong>: In this session, we explore the effects of flaws in the instructional strategies that may cause severe problems with math, and we provide strategies to prevent and remediate problems with math in a pre-diagnostic stage. This process helps to determine if a learning disability or systemic influences cause mathematical problems. A strength-based and talent-focused approach is presented. Participants will understand the importance of stimulating strategies, the usefulness of compensation strategies, the relevance of remediating strategies, and the respect they need to show for the limitations caused by the disability by exempting the student when these limits are reached.<\/div>\n
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162 Educating our most rare: A school-within-a-gifted-school model for profoundly gifted learners<\/strong><\/p>\n

P. Susan Jackson, Daimon Institute for the Highly Gifted Inc., Canada<\/p>\n

Melissa Bilash, The Grayson School for the GIfted, United States<\/p>\n

Abstract<\/strong>: The profoundly gifted (PG) comprise a small\u2014seldom recognized and infrequently addressed\u2014 subgroup of humanity. The economics of education have been unsuited for creating individualized, accelerated, in-depth learning opportunities for this rare, vital subgroup of the human family. We use thorough pre-assessment, radical acceleration, and individualized curriculum so that profoundly gifted students can pursue deeper, more advanced learning in a highly differentiated program. We will demonstrate how our school serves the PG among its all-gifted PreK-12 student population, addressing social-emotional, intellectual, and talent-based needs in programming, planning, supports, and measured results.<\/div>\n
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255 Educational inclusion: Case study of a dual exceptional student<\/strong><\/p>\n

Waleska Coutinho-Souto, Universidade de Bras\u00edlia, Brazil<\/p>\n

Denise Fleith, Universidade de Bras\u00edlia, Brazil<\/p>\n

Abstract<\/strong>: In regards to gifted students, there has been an interest in carrying out studies involving those who present higher abilities simultaneously with behavioral, emotional, and\/or learning difficulties, a phenomenon named dual exceptionality. The purpose of this case study was to analyze the educational inclusion of a gifted student with Asperger\u2019s syndrome from the perspective of his managers, his teachers, his mother, and the student himself. The educational inclusion of the participant was considered a complex and multidimensional process because it depended on the participation of the whole school community and family. It was verified that specialized educational service favored the inclusion of the student.<\/div>\n
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332 Educational labels, self-knowledge, and pedagogy in a gifted education high school program<\/strong><\/p>\n

Megan Thrift Chrostowski, University of British Columbia, Canada<\/p>\n

Abstract<\/strong>: Contemporary models of education strive to prepare students for global challenges by emphasizing core skills based on self-knowledge. This study uses thematic analysis to explore how educational labelling practices impact self-knowledge in students attending a gifted education high school program that includes students with the labels of Gifted, Gifted with Autism, and Gifted with Learning Disabilities. Our results provide a model illustrating how labelling practices mediate both self-knowledge construction and pedagogy, in addition to illuminating a disparity in the support provided to students based on their educational labels. Our model can inform educational labelling policy and teacher education practices.<\/div>\n
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110 Educators\u2019 understanding about creativity and mathematics: A cross-cultural perspective<\/strong><\/p>\n

Marcia A. B. Delcourt, Western Connecticut State University, United States<\/p>\n

Jyoti Sharma, University of Delhi, India<\/p>\n

Abstract<\/strong>: Innovation and creativity go hand in hand. But do educators agree that creativity can be infused into every subject to produce innovative ideas? This presentation focuses on mathematics, a domain often revered for its precision. Educators in India and the United States were asked to define creativity and to justify six statements ranging from those that were mostly mathematical in nature to expressions defining mathematics as a creative entity. Results will be presented based on a qualitative analysis of the responses and a discussion of comparisons between countries. Implications for creative mathematics teaching, particularly for gifted and talented students, will be presented.<\/div>\n
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101 Effectively identifying and meeting the needs of gifted students in the classroom<\/strong><\/p>\n

Keely P’Pool, Bowling Green Independent School District, United States<\/p>\n

Abstract<\/strong>: This session will focus on providing preservice and currently practicing teachers with strategies they can use to effectively meet the needs of gifted students in their classrooms. Several differentiation strategies will be explained as well as how preexisting lessons can be enhanced to incorporate more rigor and challenge for gifted students. Characteristics of multiple gifted populations (twice-exceptional, English language learners, underachieving, etc.) will be discussed to provide educators with insight about specific aspects of giftedness they should look for in these students who may otherwise remain unidentified and not receive the services to which they are entitled.<\/div>\n
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61 Effects of gender and grade level on the academic self-concept of gifted students in biology<\/strong><\/p>\n

Colin Peperkorn, Bielefeld University, Germany<\/p>\n

Claas Wegner*, Bielefeld University, Germany<\/p>\n

Abstract<\/strong>: In existing research on the self-concept of gifted students, giftedness has often been based on global concepts that makes subject-specific and useful implications for teacher trainings difficult. To address this issue, the general and subject-related academic self-concept of gifted and nongifted students (N = 418; age: M = 10.68) in the subject of biology was investigated. Group comparisons revealed significant effects of giftedness on every measured self-concept subscale. The effects of gender and grade level were examined to reveal aspects that need to be considered in gifted self-concept development. The results offer implications for biology classes and science enrichment programs.<\/div>\n
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187 Enabling student initiation and collaboration through on-campus service learning<\/strong><\/p>\n

Sze Wing Venus Wong, The Hong Kong Academy for Gifted Education, Hong Kong<\/p>\n

Hok-Ling Amia Cheung, The Hong Kong Academy for Gifted Education, Hong Kong<\/p>\n

Tin-Ki Kelly Lau, The Hong Kong Academy for Gifted Education, Hong Kong<\/p>\n

Abstract<\/strong>: The Student Organizing Team (SOT) was a program designed to nurture students\u2019 self-initiation through peer and campus-service learning. Student members at The Hong Kong Academy for Gifted Education (HKAGE) had access to a wide range of programs from which to acquire knowledge. However, the SOT used a different approach to engage and allow students to take the lead to propose, design and implement learning programs for their peers. Diverse types of programs such as Chat Club, Student Forum, Camp Creation and the Voice of Gifted Learners were devised. Student organizers learned many lessons including ideation, collaboration, execution, evaluation, and in the contexts of diversity and epidemic challenges. The HKAGE staff in collaboration with the Jockey Club-funded project team employed a wide range of facilitations to prepare students\u2019 mindsets, provide training on event planning, and support their collaboration throughout the year-long program of different student-initiated events.<\/div>\n
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168 Encouraging critical literacy in the gifted classroom<\/strong><\/p>\n

Lakeitha Brooks, Model Laboratory Schools at Eastern Kentucky University, United States<\/p>\n

Karen Edwards, Model Laboratory Schools at Eastern Kentucky University, United States<\/p>\n

Jilliane McCardle, Model Laboratory Schools at Eastern Kentucky University, United States<\/p>\n

Abstract<\/strong>: During this interactive workshop, attendees will explore literacy as it relates to issues of social justice and the gifted learner. Using culturally responsive texts such as \u201cPeaceful Fights for Equal Rights,\u201d \u201cAll Are Welcome,\u201d and \u201cJust Ask\u201d along with Learning for Justice\u2019s Social Justice Standards, participants will discover the relevance of these texts (and many others) in developing skills that students need to address and challenge complex social issues.<\/div>\n
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224 Engagement strategies to increase enthusiasm for learning and reduce anxiety in gifted learners<\/strong><\/p>\n

Diane Heacox, St. Catherine University, United States<\/p>\n

Abstract<\/strong>: Have you observed gifted students who sometimes sit back while others actively engage? Or gifted learners who are so anxious about their performance that they seem to be spinning out? Active engagement can increase learning enthusiasm as well as address the anxiety of gifted learners. We will explore how active engagement\u2019s three dimensions of behavior, cognition, and emotion can be utilized to optimize the learning experiences of gifted students. Practical information and go-to strategies will be provided.<\/div>\n
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107 Engaging teachers in professional growth to generate excellence in underserved gifted through advanced teacher education<\/strong><\/p>\n

Gillian Eriksson, University of Central Florida, United States<\/p>\n

Tony Capoverdi, Seminole County Public Schools, United States<\/p>\n

Abstract<\/strong>: The Teaching to Elevate course addresses the equity gap for marginalized high-ability students through a web-based course of ten modules. Through a six-year university\/school district collaboration with 12 low-income, diverse, urban USA schools, teacher leaders received 60 hours of training that was later captured in a web course. Learn about the research effectiveness and course design and access the website with case studies of diverse types of high-ability learners. Part One examines achievement gaps, identification, culturally responsive learning, and schoolwide enrichment. Part Two infuses content areas using the inquiry model for language and literacy, mathematics, art, science, and engineering.<\/div>\n
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91 Engaging teachers in professional learning about content area curriculum<\/strong><\/p>\n

Christine Weber, University of North Florida, United States<\/p>\n

Emily Mofield, Lipscomb University, United States<\/p>\n

Abstract<\/strong>: Helping educators to understand high-quality instructional materials and their implementation in the classroom can support teachers’ potential to improve student learning. So, what are the essential components of high-quality curriculum? How do these features benefit gifted student learning? How do gifted students learn best? These are just some of the questions to consider when designing professional learning that supports content area curriculum for educators working with gifted children. Join us as we explore the answers and consider examples of high-quality curriculum and a rubric to help design, select, and evaluate curriculum.<\/div>\n
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215 Enhancing curriculum and instruction in a dual language gifted and talented education classroom<\/strong><\/p>\n

Jenna Nelson, Concordia University Chicago, United States<\/p>\n

Abstract<\/strong>: This study examines the curriculum and teaching practices of a dual language gifted and talented education (GATE) ELA classroom and investigates the curricular experiences of fifth-grade Latina learners. As a dual language (English-Spanish) GATE classroom, this learning space inherently considers the linguistic identities of these learners as fluent Spanish and English speakers. However, participants find that the curriculum does not reflect the experiences of diverse learners. The findings from this study present insights on the linguistic and literacy experiences of students in this context and how to academically support students participating in dual language GATE.<\/div>\n
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93 Equity begins with a talent development mindset<\/strong><\/p>\n

Jeanne Paynter, Educating Innovators, United States<\/p>\n

Abstract<\/strong>: Which of our students have the potential to become tomorrow\u2019s innovators, those creative problem solvers who find unique solutions to enhance our lives? A talent development mindset believes that all of them may. This session presents strategies for identifying and nurturing talent in three phases: (1) uncover misconceptions and \u201creseed\u201d attitudes about talent; (2) pre-assess talent aptitudes, target them in instructional goals, and systematically capture observations; and (3) use the language of talent development in daily instruction and communication with families. In these ways, a talent development mindset undergirds and naturally fosters a growth mindset.<\/div>\n
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50 Essential skills for effective online and blended learning among gifted and talented students<\/strong><\/p>\n

Rachel Zorman, The Henrietta Szold Institute, Israel<\/p>\n

Abstract<\/strong>: What characterizes the educational environment in the COVID-19 age and beyond? Which skills do gifted and talented students need in order to succeed in online and blended learning (integrating online and classroom learning)? A review of the research literature relating to these questions will be presented. The implications of these findings for adapting educational and social environments to the needs of gifted and talented students during COVID-19 will be described in two programs that are grounded in the growth mindset psychological approach (Dweck, 2006): the National Mentoring Program and the Everest Program.<\/div>\n
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359 Essential understandings for social and emotional curriculum for gifted learners<\/strong><\/p>\n

Bronwyn MacFarlane, University of Arkansas at Little Rock, United States<\/p>\n

Abstract<\/strong>: Just as gifted students need differentiated academic curriculum, they also need differentiated social and emotional learning experiences to support their unique affective needs. Affective curriculum is essential for talented students to learn about making choices to optimize their potential, relate well to others, express themselves fully, and reflectively understand their abilities. As a result, affective curriculum should be more than fragmented collections of affective activities. This session will serve as a professional resource for providing differentiated learning experiences across the social and emotional spectrum.<\/div>\n
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81 Even by a millimeter: Proximity of synergy, civility, and citizenship in a globally aware educational system<\/strong><\/p>\n

Yvonne de St. Croix, IDEAL4Gifted, United States<\/p>\n

Abstract<\/strong>: As evident in the teaching and learning occurring over the course of the global pandemic, collaboration and access are essential for providing equity to and promoting self-efficacy and innovation in gifted learners of diverse backgrounds. To prepare gifted learners for an increasingly global world, this presentation evaluates researched best practices, the development of curriculum and methods inherent to the authentic learning process, and the cultivation of a sense of self that enhances students\u2019 concepts and consciousness regarding an interconnected world.<\/div>\n
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66 Examining schooling choices for African American intellectually gifted children<\/strong><\/p>\n

Keishana Barnes, University of Memphis, United States<\/p>\n

Abstract<\/strong>: I use autoethnography to begin to better understand African American mothers\u2019 decision-making processes regarding school choice for their intellectually gifted children. Tamminen, Poucher, & Povilaitis\u2019 (2017) work on examining conversations between parents and their adolescent athletes during the car ride home after sporting events serves as a model. I attempt to interpret my own talks with my son after he has attended his new school for intellectually gifted children, looking for themes as a way to organize my thoughts.<\/div>\n
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340 Existential acumen for gifted adolescents through reading<\/strong><\/p>\n

Debra Mishak, Winona State University, United States<\/p>\n

Paula Christensen, Northwestern State University of Louisiana, United States<\/p>\n

Abstract<\/strong>: Gifted adolescents should be provided with safe havens for exploration and facilitation to share and discover the universality of their affective needs and expressions. Existential philosophy can offer guidance in dealing with emotions and taking responsibility for their learning, and it can aid them in discovering their direction and purpose in life. An exciting way of sharing an existential journey with gifted students is through reading. This engaging presentation will provide participants with a bibliography of readings, introduce existential philosophy as a vehicle for facilitating gifted students, and offer insights as to how to use reading as a substantive addition to your repertoire.<\/div>\n
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192 Expanding access and opportunity for English learners<\/strong><\/p>\n

Lisa Pagano, Charlotte-Mecklenburg Schools, United States<\/p>\n

Amanda Aycoth, Charlotte-Mecklenburg Schools, United States<\/p>\n

Alyssa Arrowsmith, Charlotte-Mecklenburg Schools, United States<\/p>\n

Abstract<\/strong>: The English Learner (EL) Services and Advanced Studies departments within a large, urban school district have partnered to advocate and expand opportunities for elementary English Learners by focusing on nurturing and identifying gifted potential and delivering rigorous opportunities with appropriate scaffolds to support student success. This strong partnership has resulted in a significant increase in the number of gifted ELs, targeted professional development for classroom teachers, enhanced learning experiences, and improved gifted services. The journey continues as the teams expand the work to secondary school to increase access and opportunities for students.<\/div>\n
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180 Experiences of teachers on their professional development: A qualitative study on teachers in Abu Dhabi<\/strong><\/p>\n

Ahmed Hemdan, United Arab Emirates University, United Arab Emirates<\/p>\n

Myra Bacsal, United Arab Emirates University, United Arab Emirates<\/p>\n

Hala Elhoweris, United Arab Emirates University, United Arab Emirates<\/p>\n

Mohamed Alzyoudi, American University of the Emirates, United Arab Emirates<\/p>\n

Osha Almuhairy, United Arab Emirates University, United Arab Emirates<\/p>\n

Mohamed Safi, United Arab Emirates University, United Arab Emirates<\/p>\n

Ashraf Moustafa, United Arab Emirates University, United Arab Emirates<\/p>\n

Abstract<\/strong>: This research aims to highlight the voices of Abu Dhabi in-service teachers who received professional development (PD) training on teaching the gifted across ten workshops. A post-training focus group discussion was conducted across four groups (14 teachers) who had undergone said PD, facilitated by professors and instructors who have not taught any of the workshops included in the PD training. The research findings revealed how teachers conceptualized \u201cinnovation\u201d in their own teaching practice with the gifted and the participants\u2019 perceptions on program impact, from their expectations of the PD to challenges faced in implementation to observations on behavioral changes.<\/div>\n
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227 Exploring social justice issues through literature<\/strong><\/p>\n

Laura Cruickshank, Westmount Charter School, Canada<\/p>\n

Heather Lai, Westmount Charter School, Canada<\/p>\n

Abstract<\/strong>: In our current climate, our young populations are exposed to many social justice issues. While many of these issues are difficult for even an adult to grapple with, it is imperative to address these challenges with children. In particular, gifted students have heightened emotional responses to these topics and need guidance in navigating these sensitive subjects. Literature such as picture books are the ideal starting point for having these conversations while meeting the diverse needs of the students. Multi-leveled readers with specific learning needs including English language learners, 2e, ADHD, and ASD are supported through this medium. This presentation will provide literary resources and how to incorporate them in the classroom, for remote and in-person learning.<\/div>\n
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234 Exploring students\u2019 perceptions of leadership skills in a higher education pre and post training program<\/strong><\/p>\n

Omar Muammar, Imam Abdulrahman Bin Faisal University, Saudi Arabia<\/p>\n

Abstract<\/strong>: Leadership skills are a prerequisite in the 21st-century marketplace. Yet graduates often leave the university with high knowledge in their field but less ability and confidence in these key skills. The purpose of this study was to estimate the impact of a two-day leadership training program focused on various leadership skills as perceived by student participants: leading self and others, effective communication, problem-solving, planning, and overall leadership skills. A pre- and post-assessment measured students\u2019 perception of leadership skills after attending the leadership program. The sample consisted of (N=96) undergraduate university students. A t-test revealed a significant overall difference in averages favoring the group who attended the program [t(95)= 3.89, P< .001, Cohen\u2019s d= .79]. The results showed that the training program was effective in developing students\u2019 leadership skills. Implications regarding the importance of and need for integrated and explicit instruction of leadership skills and recommendations for future research are included.<\/div>\n
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312 Exploring the effectiveness and quality of an online education program for supporting gifted students<\/strong><\/p>\n

Leeanne Hinch, Centre for Talented Youth, Ireland, Ireland<\/p>\n

Colm O’Reilly, Centre for Talented Youth, Ireland, Ireland<\/p>\n

Cathy Woods, Centre for Talented Youth, Ireland, Ireland<\/p>\n

Mojca Juri\u0161evi\u010d, University of Ljubljana, Slovenia<\/p>\n

Ne\u017ea Podlogar, University of Ljubljana, Slovenia<\/p>\n

Georgia Tsoulfa, CTY, Greece, Anatolia College, Greece<\/p>\n

Haido Samaras, CTY, Greece, Anatolia College, Greece<\/p>\n

Abstract<\/strong>: EGIFT is a free online learning platform for parents and teachers developed by European experts in gifted education to provide information on high-ability students. Appropriate teacher education has been identified as an area that would help to support the needs of gifted students, and changes need to be made at the teacher training level to provide guidelines for new teachers on how to work with gifted students (O\u2019Reilly, 2018). In response to these needs, the EGIFT online learning platform was developed. The aim of this study is to evaluate the E-Gift program as a tool to inform parents and teachers, both pre-service and in-service, of high-ability children and gifted education.<\/div>\n
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348 Exploring the experiences of underachieving, profoundly gifted adolescents<\/strong><\/p>\n

Marisa Soto-Harrison, Sierra Gifted Educational Services, United States<\/p>\n

Abstract<\/strong>: This presentation shares results from a phenomenological study completed in early 2020. The purpose of the study was to explore the factors contributing to underachievement among profoundly gifted adolescents. Underachievement was examined through multiple in-depth interviews with five adolescent\/young adult participants ranging from 18-25 years of age. Information will be shared regarding personal experiences and the perceived barriers and\/or supports to achievement during adolescence and as they transitioned into young adulthood. The implications and effects of expectations, a major contributing factor to underachievement in this population, is explored in depth. This presentation provides recommendations that can be used to avoid underachievement and support profoundly gifted individuals and their families. The results obtained from this study are valuable for parents, educators, and psychologists who support the academic and social emotional needs of profoundly gifted adolescents.<\/div>\n
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216 Facilitating transitions between remote learning and in-school learning<\/strong><\/p>\n

S. Ley-Anne Folks, Westmount Charter School, Canada<\/p>\n

Heather Lai, Westmount Charter School, Canada<\/p>\n

Abstract<\/strong>: Our presentation explores the triumphs and tribulations of both remote and in-person learning during these extraordinary times. As we explore differentiation techniques and effective strategies for each educational environment, we will share methods that apply to both the gifted and 2e population. Transitions are often difficult for twice-exceptional learners, and these dramatic and sudden shifts between remote and in-person learning are especially challenging for them. Drawing on our experience with both in-person and remote learning, we invite you to join us as we discuss successful methods and strategies for facilitating transitions between the two learning environments.<\/div>\n
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191 Factors Affecting Irish Primary Teachers’ Differentiation for High Ability Students<\/strong><\/p>\n

Sarah Kearns, Ireland<\/p>\n

Joyce Senior, University College Dublin, Ireland<\/p>\n

Abstract<\/strong>: With every diversifying classroom, Ireland promotes an inclusive approach to education for all. Placing high-ability students in this discussion moves us away from a debate about place and provision and instead focuses on pedagogy. This has significant implications for practice and provides potential opportunities for high-ability learners. The purpose of this study was to identify factors influencing primary teacher differentiation practices for these students. By considering the results, we will explore the challenges faced by teachers when differentiating learning experiences for this cohort of students and consider steps towards better supporting teachers in this area.<\/div>\n
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116 Factors influencing the link between perceived educational support and the creative attitude of Polish students<\/strong><\/p>\n

Piotr Gindrich, Maria Curie Sklodowska University, Poland<\/p>\n

Zdzislaw Kazanowski*, Maria Curie-Sklodowska University, Poland<\/p>\n

Abstract<\/strong>: The main objective of this study is to examine how gender, age, and place of residence can affect the basic link between perceived educational support and creative attitude in a randomized sample of Polish high school students (N=270). A series of factors influencing student creative behavior was assessed. It is hypothesized that (1) there is a strong relationship between perceived educational support and student creative attitude and (2) the interactions of gender, age, and place of residence with perceived educational support regarding the main effect on student creative attitude will be statistically significant. A factorial MANOVA was used to test the hypotheses.<\/div>\n
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328 Failure is the ONLY option: The \u201cF\u201d word we should say every day at school<\/strong><\/p>\n

Jill Williford Wurman, The Grayson School, United States<\/p>\n

Melissa Bilash, United States<\/p>\n

Abstract<\/strong>: Failure is crucial to learning, but success is what students are taught to value most highly. In our PreK-12 gifted school, failure is not only acceptable but embraced and even sought-after: we teach that failure is inherently part of bold efforts; big ideas; and genuine, full-hearted effort. Gifted students can overcome intellectual rigidity and risk-aversion and instead learn to explore and experiment, developing resilience and creative problem-solving abilities necessary for success in academic pursuits and beyond. We will share practical examples of incorporating failure into the culture of gifted classroom and the surprising rewards of celebrating failures rather than successes.<\/div>\n
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352 Finding your inner Baby Yoda: Increasing the emotional intelligence of the gifted daily<\/strong><\/p>\n

Karen Selby, Kalamazoo Regional Theater, United States<\/p>\n

Abstract<\/strong>: What if you could increase the emotional intelligence of every student in your class, every day? Emotional intelligence has been studied and quantified for decades. The correlation between high emotional intelligence and positive life-outcome measures like scoring high on college entrance exams is well documented. What is less well known is what teachers, leaders, students, and parents can do to positively impact students\u2019 emotional intelligence. This research is based upon the work of international executive coaches and parents working with their own children.<\/div>\n
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326 First Online Enrichment Platform for Gifted and Talented Children in Turkey<\/strong><\/p>\n

Ay\u015fe Cilac\u0131 Tombu\u015f, Maltepe University, Turkey<\/p>\n

\u00d6nder Tombu\u015f*, Maltepe University, Turkey<\/p>\n

Abstract<\/strong>: Our study presents an online enrichment ecosystem that enables gifted and brilliant students in Turkey to use their potential and improve themselves by providing efficient use, dissemination and sharing of the available resources such as localized content and expertise from an industrial engineering perspective. Our platform also serves for their families, teachers, and school administrators, and apply innovative digital tools to revolutionize teaching and learning. www.ustunveyetenekli.com is the first online education platform designed for gifted and talented children in Turkey. It was funded by TUBITAK (THE SCIENTIFIC AND TECHNOLOGICAL RESEARCH COUNCIL OF TURKEY). We will present both the study and platform development steps. We have used Moodle Learning Management System to develop our platform including course, quiz, homework, chat, forum, wiki, questionnaire modules. Course content and material has been prepared for STEM, thinking skills, financial literacy, introduction to engineering and coding for ages between 7-11.<\/div>\n
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98 Flexible, future-focused learning for gifted learners in Aotearoa New Zealand<\/strong><\/p>\n

Madelaine Armstrong Willcocks, New Zealand Centre for Gifted Education, New Zealand<\/p>\n

Abstract<\/strong>: Flexible learning opportunities can be used to support the varied needs of gifted learners. These opportunities have been vital in this current pandemic but have been a regular feature of gifted education in New Zealand for some time. A flexible learning model and pathway is offered by the New Zealand Centre for Gifted Education (NZCGE) as part of its broader remit to enhance recognition, access, and support for gifted learners. This presentation outlines the model of flexible learning taken by NZCGE and the role of the current initiatives at government level in New Zealand to support gifted learners.<\/div>\n
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238 Forest School for high achievers<\/strong><\/p>\n

Karen Killeen, International School of Uganda, Uganda<\/p>\n

Abstract<\/strong>: Forest School grew in Scandinavia in the 1970s. In the UK, Ofsted, a government schools regulator, said that all primary school students should have access to a Forest School setting. Forest School takes learning outside of the classroom and uses natural resources to stimulate creativity and innovation. The methodology encourages teaching to move towards a facilitator role, which is perfect for those students who thrive on challenge and curiosity and yet are at risk of underachieving. Follow me through a Forest School case study targeting older primary school students whom this international school has identified as high achievers. This session is open to all educators and parents.<\/div>\n
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361 Fostering creativity in underrepresented students through biography: An application of culturally responsive teaching strategies<\/strong><\/p>\n

Merve Topak-Jamsran, Jodie Mahony Center for Gifted Education, United States<\/p>\n

Abstract<\/strong>: Children from different cultural backgrounds bring knowledge and life experiences into the classroom, including family norms, values, traditions, and historical contexts that shape their individuality. Most factors influencing creativity are tied to the environment and culture in which the person exists (Runco, 2010). In addition to knowledge about diversity and how it shapes creativity, teachers need to convert this understanding into culturally responsive instructional strategies (Gay, 2002). In this session, participants learn how to incorporate culturally responsive teaching strategies, the principles of fostering creativity in classrooms, and the power of using biographies of creative, diverse figures through exemplary hands-on activities.<\/div>\n
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203 Fostering well-being and career development in gifted adolescents<\/strong><\/p>\n

Mandy Wai-chan Chan, The University of Hong Kong, China<\/p>\n

Jimmy de la Torre, The University of Hong Kong, China<\/p>\n

Mantak Yuen, The University of Hong Kong, China<\/p>\n

Abstract<\/strong>: Gifted learners need support services to guide them through the process of career development so they can then make positive contributions to society. In this presentation, first the unique social and emotional needs of gifted learners are explored. The interplay between environmental and personal factors in the talent development of gifted leaners will also be reviewed. Next, there will be a discussion on ways of fostering the well-being and career development of gifted learners through a strength-based approach in positive psychology, coaching and career counselling, and service-learning. Lastly, the implications for teacher and parent education will be discussed.<\/div>\n
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136 From \u201cNo\u201d to \u201cGo\u201d: What next when driving whole school growth in gifted education<\/strong><\/p>\n

Melinda Gindy, Australian Association for the Education of the Gifted and Talented, Australia<\/p>\n

Abstract<\/strong>: Robinson and Campbell (2010) purport that practice, especially in leading-edge schools, should feed into theory and shape policy (p. 3). Given that quality gifted education practices are not simply \u201cone size fits all,\u201d how do schools grow their provisions for gifted students when resources are thin and educators are at maximum cognitive load? Utilizing the Coalface Experience and embedded research across multiple sectors, the presenter will explore the strong foundations of successful gifted education and journey through the development of broad and robust gifted education practice. Delegates will engage with practical strategies and have opportunity for personal reflection relevant to their individual circumstance.<\/div>\n
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308 Gender differences in gifted adolescents<\/strong><\/p>\n

Madlena Arakelyan, Yerevan State Medical University after Mkhitar Heratsi, Armenia<\/p>\n

Abstract<\/strong>: Present research aims to analyze the gender differences in gifted adolescents in the context of personal traits in Yerevan, Armenia. The initial sample consisted of 500 high school students aged 16-18. In the course of study, 35 of 500 participants were defined as gifted. To reveal the psychological identities of the participants, the Big Five personality test was applied. Gifted female adolescents show neurotic tendencies manifested through anxiety, depression, self-criticism and emotional instability. Gifted males show vulnerability to neurosis by displaying self-criticism and emotional instability. The results, particularly neurotic tendencies among both genders, are in line with the research conducted in other countries.<\/div>\n
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242 Gifted advocacy: Building a social media movement<\/strong><\/p>\n

Stefanie McKoy, University of Arkansas-Fayetteville – Fayetteville, AR, United States<\/p>\n

Abstract<\/strong>: Gifted advocacy is important to the support and continuity of quality gifted education. Online social media is an effective tool for helping address the needs of students who are gifted, promoting educational needs, and advocating for change. Social movements are happening online, and gifted advocacy needs a voice. This presentation provides advice for effective online advocacy.<\/div>\n
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286 Gifted and talented education in Arkansas: Accuracy of identification and efficacy of programming<\/strong><\/p>\n

Bich Thi Tran, University of Arkansas, United States<\/p>\n

Abstract<\/strong>: Studies focused on rural gifted education\u2019s effectiveness are particularly rare. This study leverages achievement and demographic data of third through eighth grade students to assess the effectiveness of gifted and talented (G\/T) programs in Arkansas, USA, known as a relatively rural state. Using regression analysis and controlling for student characteristics, we investigate the association of gifted services with student outcomes for students who scored above the 95th percentile for math or reading relative to a similar ability group that did not gain access to gifted services. We found that students with G\/T services experience significant gains in their academic achievements across five cohorts.<\/div>\n
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230 Gifted and Talented International: A resource for professional development<\/strong><\/p>\n

Laurie Croft, Belin-Blank Center for Gifted Education and Talent Development, United States<\/p>\n

Anna Payne, Baylor University, United States<\/p>\n

Abstract<\/strong>: Teachers joining the WCGTC can utilize Gifted and Talented International (GTI), the organization\u2019s scholarly journal, as a resource for professional development. While all articles have information of importance for educators to understand, some speak directly to issues of critical consequence to teachers. This qualitative study explores 20 years of GTI for articles addressing teachers\u2019 attitudes, beliefs, professional growth, pedagogical practices, and strategies facilitating a positive impact on students. International organizations and reports identify issues that contribute to teacher success; GTI could ensure that its volumes include articles that are relevant to developing teacher expertise with gifted children across the globe.<\/div>\n
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374 Gifted and Talented Response to Intervention to aid in identifying and servicing gifted learners<\/strong><\/p>\n

Toddie Adams, Marshall County School District, United States<\/p>\n

Abstract<\/strong>: Gifted and Talented Response to Intervention (GT\/RtI) is a three-tiered delivery model used to meet the needs of exceptional children in general education classrooms. GT\/RtI offers research-based differentiated instruction for high-ability students and allows for progress monitoring to assess the growth of gifted and potentially gifted children in the various areas of giftedness. Because GT\/RtI provides opportunities for enriched and accelerated learning and gathers qualitative and quantitative data to evaluate the whole child, identification of gifted learners moves beyond test scores to focus on definitions of giftedness and gifted behaviors exhibited in children including those in federally identified groups.<\/div>\n
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199 Gifted and talented teacher leaders: Critical attributes and strategies for your success<\/strong><\/p>\n

Diane Heacox, St. Catherine University, United States<\/p>\n

Abstract<\/strong>: Whether you have the term \u201cgifted\u201d in your job title or not, many teachers are viewed by their colleagues as teacher leaders for gifted education in their schools. With the shift to more online or blended learning, the needs of gifted learners may have gone unaddressed. Teachers need to continue to empower gifted students with more challenge and complexity as well as more control and encouragement for their independence. Yet, educators cannot stand alone. As a teacher leader, learn how to become increasingly effective, collaborate successfully with others, and value differing perspectives in face-to-face or online settings.<\/div>\n
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339 Gifted children education advocacy: A never-ending story<\/strong><\/p>\n

Eva Vondrakova, Association for Talent and Giftedness (STaN), Czechia<\/p>\n

Abstract<\/strong>: Those who are interested in helping gifted children to fulfill their potential can find enough information about the topic; however, the praxis is often far behind. Using examples from our counseling center, we will show what problems usually hinder the successful development of the potential and personality of gifted children. Problems are often connected with attitudes towards the gifted. We came across a negative attitude (\u201ccaring for the gifted is immoral\u201d) not only in the general public, but unfortunately also among experts in the field of education. Therefore, advocacy is still one of the main tasks on which the success of gifted education depends.<\/div>\n
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206 Gifted Children Enrichment Program of APCS in Portugal<\/strong><\/p>\n

Ana Fernandes, APCS – Portuguese Association of Gifted Children, Portugal<\/p>\n

Marcela Pinho, APCS – Portuguese Association of Gifted Children, Portugal<\/p>\n

Abstract<\/strong>: The Gifted Children Enrichment Program of the Portuguese Association for Gifted Children (APCS) was the first such program in Portugal and has existed since 1995. The program goals are to identify gifted children, to promote children\u2019s well-being, to guide children\u2019s parents and teachers, and to develop partnerships with the community. The program provides activities for the children that help them to develop their gifts and talents and training for their parents and teachers. This program has brought benefits to students, parents, teachers, school, and society. As a result, initiatives have been created to promote development and inclusive education (Serra, 2021).<\/div>\n
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100 Gifted Education Personal Learning Profiles: A whole school approach in supporting student achievement<\/strong><\/p>\n

Estee Stephenson, St Andrew’s Cathedral School, Australia<\/p>\n

Lucy Birts, St Andrew’s Cathedral School, Australia<\/p>\n

Abstract<\/strong>: Research has consistently indicated that a whole-school collaborative approach to the identification and support of gifted students enhances academic achievement and social and emotional well-being. This presentation outlines our K-12 gifted program, focusing on the implementation of gifted education profiles. We will delineate the criteria and processes used to form these profiles and explain how these profiles have served to foster consistency and understanding, and to influence differentiation and effective teaching, for gifted students across grades and curriculum areas across the whole school.<\/div>\n
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119 Gifted girls: The times have changed \u2013 have they?<\/strong><\/p>\n

Annette Heinbokel, Institute fuer Enrichment und Akzeleration, Germany<\/p>\n

Abstract<\/strong>: Girls are as gifted as boys, though they don\u2019t make it as clear when they are not sufficiently challenged, so they are less often identified as gifted. Their visible behavior is a mixture of their genetic endowment and education. These differences in behavior, in interests, and in their choice of subjects would not matter if they had no influence on their careers as adults. Quite apart from laws, rules, and traditions in different countries, girls need self-confidence to make use of all the options that are on offer and open to them. Different ways to achieve that goal will be presented.<\/div>\n
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132 Gifted learners environmental perceptions about the present mathematics situation in South Africa<\/strong><\/p>\n

Annari Milne, Central University of Technology (CUT), South Africa<\/p>\n

Mike Mhlolo*, Central University of Technology, South Africa<\/p>\n

Abstract<\/strong>: South Africa is now realizing that to transform student potential into skills that are needed in the 21st century, well-structured talent development programs must be put in place for its gifted students. This paper reports the findings of a qualitative study embedded in Gagne\u2019s differentiated model of gifts and talents to determine the perceptions of gifted mathematics learners in their present inclusive classrooms about the education systems and factors influencing their achievement. The analysis of these results clearly indicated that the South African mathematics curriculum needs to be differentiated in order to give all learners access to mathematics.<\/div>\n
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174 Gifted learning and talent development in the classroom: The role of the intuitive theory of action<\/strong><\/p>\n

John Munro, Australian Catholic University, Australia<\/p>\n

Abstract<\/strong>: This presentation describes a model for identifying and responding to gifted learning in the classroom context. International evidence suggests that educators frequently lack ability in these areas. The presentation also reports evidence that gifted students use fluid analogizing and hierarchical thinking spontaneously and selectively to generate lesson interpretations that have the characteristics of intuitive theories of action (ITA). These ITAs are personal and subjective and include possibilities the student has not yet tested. In addition, the presentation describes the metrics used to quantify the ITAs of both verbally and non-verbally gifted students in classrooms. These tools lead directly to identifying gifted understanding and to appropriate differentiation of lessons.<\/div>\n
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16 Gifted students and students with trauma: Twice exceptional?<\/strong><\/p>\n

Melissa Sadin, Ducks & Lions: Trauma Sensitive Resources, United States<\/p>\n

Abstract<\/strong>: More than one in four children in every classroom are exposed to prolonged trauma that impacts their neurobiological development. There is a unique intersection where trauma-informed care meets gifted education. The problem to be examined in this session is that most gifted education teachers lack the training needed to support the unique internalizing and externalizing behaviors of their students with trauma. In this highly engaging session, participants will realize the prevalence of trauma. Appropriate topics in neurobiology and child development will be discussed to assist participants in recognizing the impact of trauma on learning and behavior. Strategies for building resilience for students who have experienced trauma in the classroom will be provided. Small group activities will provide participants with the opportunity to practice learned strategies. Finally, a discussion of the importance of resisting retraumatization for students in our schools and classrooms will be conducted.<\/div>\n
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356 Gifted students\u2019 learning experiences in an online enrichment program<\/strong><\/p>\n

Aakash Chowkase, Purdue University-West Lafayette, United States<\/p>\n

Yao Yang, Purdue University-West Lafayette, United States<\/p>\n

Kristen Seward, Purdue University-West Lafayette, United States<\/p>\n

Abdullah TUZGEN, Purdue University-West Lafayette, United States<\/p>\n

Tugce Karatas, Purdue University-West Lafayette, United States<\/p>\n

Abstract<\/strong>: The purpose of this concurrent mixed-method study was to explore the learning experiences of gifted students during their participation in an online enrichment program. Sixty-eight students (25 girls) in grades 3-8 participated in a four-weekend-long enrichment program at a Midwestern USA university in February 2021. Three surveys were administered to collect data from students, program staff, and teachers to examine differences in perceptions of classroom quality among them. Perceptions of classroom quality were investigated in STEM and non-STEM classes and by grade levels. Critical elements of a quality online enrichment program and best practices for online enrichment programs are discussed.<\/div>\n
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315 Guiding 2e and gifted learners through a global pandemic<\/strong><\/p>\n

Brian Lux, Rockingham County Public Schools\/Camp Sequoia, United States<\/p>\n

Abstract<\/strong>: The needs of twice-exceptional (2e) learners could often be mismanaged or even absent during the global pandemic. Lessons learned while facilitating a residential summer program for 2e learners in 2020 provided real-world specialized learning strategies for gifted and 2e learners in multiple schools during the 2020-21 academic year. Blended in-person attendance with an alternating-day schedule made providing developmentally appropriate instructional strategies that supported academic growth and addressed social-emotional needs a challenge. This presentation outlines interventions, strategies, home\/school collaborations, and outcomes both from a residential and a K-5 perspective, geared towards supporting students while maintaining important connections with parents and key stakeholders.<\/div>\n
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276 Handwriting and spelling: Are the foundations of writing really necessary in gifted education?<\/strong><\/p>\n

Miriam Ramzy, Foothills School Division, Canada<\/p>\n

Abstract<\/strong>: Writing by hand continues to be the most common method students use to communicate their knowledge in school, and a large percentage of the day involves written tasks. This session will examine if instruction in the foundations of writing, handwriting, and spelling have a role in young gifted children\u2019s education. This presentation will disseminate the chief findings from the presenter\u2019s dissertation which looked at how grade one gifted children\u2019s writing changed after one year of explicit and systematic instruction in handwriting and spelling. The results from this study have the potential to inform teacher programs, curriculum, pedagogy, and policy.<\/div>\n
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318 Hidden in plain sight: How understanding intelligence, personality, and privilege helps us find and educate gifted students<\/strong><\/p>\n

Barbara Kerr, University of Kansas, United States<\/p>\n

Maria Alexandria Vuyk, Universidad Cat\u00f3lica “Nuestra Se\u00f1ora de la Asunci\u00f3n”, Paraguay<\/p>\n

Abstract<\/strong>: Cognitive abilities, personality, and privilege are all powerful predictors of academic achievement, career success, and well-being. None of these variables alone, however, can predict appropriate educational programming for gifted students. The use of intelligence scores alone will underpredict the talent of less privileged students. Commonly used tests of overexcitabilities confuse openness to experience, a factor associated with creative achievement, with neuroticism, a factor associated with mental health disorders. We will show how methods that use culturally appropriate, valid measures of ability, personality, and privilege can find giftedness hidden in plain sight, with examples of student profiles.<\/div>\n
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155 Hope, kindness, gratitude: Antidotes to apathy, fear, and anger<\/strong><\/p>\n

Michele Kane, Northeastern Illinois University, United States<\/p>\n

Dorothy Sisk, Lamar University, United States<\/p>\n

Abstract<\/strong>: When sensitive gifted youngsters are surrounded by news of social injustice, violence, climate collapse, and the global pandemic, life can be daunting, and they can have difficulty in maintaining a sense of positivity about the world. Evidence-based approaches are emerging that demonstrate the encouraging effects of qualities such as hope, gratitude, and kindness, which foster well-being and inner balance. This session provides strategies for helping gifted children maintain equilibrium including mindfulness, self-compassion, creative expression, developing an optimistic style, and generating pathways to service.<\/div>\n
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103 How do young children interpret the concept of giftedness in relation to their learning needs?<\/strong><\/p>\n

Wai Ling Tsang, The Salvation Army, Hong Kong<\/p>\n

Abstract<\/strong>: As society has consistently attempted to identify gifted individuals, there have been some challenges as to how children who are classified as gifted should proceed through their education. Against this backdrop, this research examines the views of young, gifted children (aged 5-7) and their parents, focusing on their constructions of giftedness and the support they require in the learning environment. Findings suggest that there were many instances where the children wanted to demonstrate a high level of performance, mainly in academics though also in other areas (such as music or art).<\/div>\n
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260 How to be an effective teacher for gifted learners with ADHD<\/strong><\/p>\n

Debbie Troxclair, Lamar University, United States<\/p>\n

Eleonoor van Gerven, Slim! Educatief, Netherlands<\/p>\n

Abstract<\/strong>: Gifted learners with ADHD may have difficulties with executive skills. These difficulties may result in behavioral problems and\/or learning struggles. These difficulties may also mask their high abilities and\/or their high abilities may result in these learners hiding or ignoring their struggles. In either case, these students often have difficulty achieving their maximum potential. In this presentation, theory will be integrated with practice so that teachers can assist twice-exceptional gifted learners in both developing their gifts and coping with their struggles.<\/div>\n
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342 How to inspire gifted students: Teacher, strategies, and environment created<\/strong><\/p>\n

Claudia A. Cornejo-Araya, Universidad Cat\u00f3lica del Maule, Chile<\/p>\n

Leonie Kronborg, Monash University, Australia<\/p>\n

Abstract<\/strong>: This doctoral research presents the three main theoretical categories of a constructivist grounded theory study. The study aimed to identify what makes a teacher inspiring from the perspectives of gifted and highly able students in Victoria, Australia. The process was conducted through a constant comparative method, and memos were organized to facilitate this process. The interrelated categories that emerged were \u201cBeing a knowledgeable and passionate teacher,\u201d \u201cCreating an academically safe learning environment,\u201d and \u201cTeaching above and beyond the recommended curriculum.\u201d These categories constitute the basis of a model for inspirational teachers and highlight the importance of teachers\u2019 enthusiasm to teach these students.<\/div>\n
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157 How to support gifted students to develop their talents in non-formal and informal settings<\/strong><\/p>\n

Kerstin Brausewetter, Brausewetter Institute for Talent Development in Teaching and Learning, Germany<\/p>\n

Abstract<\/strong>: The objective is to support gifted students in developing their individual talents. To achieve this goal, Largo’s concept of “fit” versus “misfit” (Largo & Jenni, 2007) is applied to get an idea of the student’s needs. The ProfilPASS tool (German Institute for Adult Education, n.d.) is used to assess the student’s skills acquired in various settings. Examples for appropriate activities in different domains and in non-formal and informal settings will be presented.<\/div>\n
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88 How to teach and assess the five aptitudes of STEM innovators<\/strong><\/p>\n

Jeanne Paynter, Educating Innovators, United States<\/p>\n

Abstract<\/strong>: How can we fill the STEM talent gap, which has root causes in beliefs, K-12 education, geography, and demographics? Research shows that the middle grades are the time to identify and nurture STEM potential. There are five STEM-specific aptitudes that undergird high achievement: engagement in STEM, investigation, problem solving, spatial reasoning, and mathematical reasoning. To nurture these aptitudes in all children, we can create instructional goals that target them in the context of performance-based STEM content and skills. Teachers and learners assess the STEM talent aptitudes using developmental learning progressions to create rubrics.<\/div>\n
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92 How to teach and assess the seven aptitudes of innovators<\/strong><\/p>\n

Jeanne Paynter, Educating Innovators, United States<\/p>\n

Abstract<\/strong>: Research on innovation reveals that there are seven cognitive and psychosocial aptitudes that undergird high achievement across disciplines. What if you could create instructional goals to teach the aptitudes of innovators, such as curiosity, creativity, insight, metacognition, or persistence, while still addressing the required curriculum content standards? This session presents a process for creating talent-targeted goals to identify and nurture the aptitudes of innovators in all children. These talent goals are rooted in rich content and applied in performances of understanding. Both teachers and learners can assess talent goals using the talent aptitude learning progressions to create developmental rubrics.<\/div>\n
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300 Identification and services: Three regions and approaches to services in the United States<\/strong><\/p>\n

Wendy A Behrens, Minnesota Department of Education, United States<\/p>\n

Peter Laing, Arizona Department of Education, United States<\/p>\n

Bruce Riegel, Maryland State Department of Education, United States<\/p>\n

Abstract<\/strong>: Without a federal mandate to identify or serve gifted students in the United States, state education agencies and local education agencies are responsible for determining programs and services for gifted students. Although decentralization allows states to respond to the specific needs of their population, it results in a wide disparity in services across and within states. In this session, three state directors of gifted education will discuss identification of students for services and program models. The presenters represent diverse populations located in the East, West, and Midwest regions of the United States.<\/div>\n
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138 Identification of students gifted within spatial ability \u2013 an IRT approach<\/strong><\/p>\n

Ellen Egeland Fl\u00f8, University of Oslo, Norway<\/p>\n

Abstract<\/strong>: Lately, there has been an increasing focus on students with high spatial ability because it has demonstrated a robust correlation with STEM (science, technology, engineering, mathematics) achievement. Schools have generally not been offering these students proper differentiation, nor have they been widely identified. This research investigates whether items on a qualitative checklist can demonstrate good psychometric qualities for identification of high spatial-ability students through the application of item response theory (IRT). Further, the ability estimates are validated against the spatial reasoning instrument (SRI) in an attempt to bridge the gap of quantitative and qualitative research on high spatial ability students.<\/div>\n
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237 Identifying exceptional talent in STEM: Increasing diversity and assessing creative problem solving<\/strong><\/p>\n

C. June Maker, University of Arizona, United States<\/p>\n

Randy Pease, DISCOVER Projects, United States<\/p>\n

Kadir Bahar, University of Georgia, United States<\/p>\n

Abstract<\/strong>: In the Cultivating Diverse Talent in STEM Project, assessments of creative problem solving in life science, physical science, and math were developed, field tested, and combined with an assessment of spatial analytical ability to identify students with exceptional talent in STEM. Students were compared with conventionally identified (GPA, letters of recommendation, self-statements) gifted learners. Significant differences were found in GPA, ethnicity, and parent level of education. Although the GPAs of conventionally-identified students were significantly higher (3.71) than students identified with new assessments (3.07), those identified with the new assessments scored higher on all performance assessments and at similar levels on concept maps and math.<\/div>\n
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161 Igniting new ways of learning for the rural and remote gifted students<\/strong><\/p>\n

Silvia Rudmann, Aurora College, Australia<\/p>\n

Abstract<\/strong>: This session will present insight into the creation and ongoing development of the gifted education practices of Aurora College, the first selective, virtual high school for gifted students living in rural and remote areas of NSW. This one-of-a-kind public school allows students in these communities to remain with their families while enhancing opportunities for their talent development. Aurora College delivers innovative virtual pedagogies with the vision to empower learning and to motivate and equip gifted students to pursue higher education and become future leaders in their rural communities. Gifted students find their \u201ctribe\u201d at Aurora College, and their sense of isolation and lack of opportunities fade away.<\/div>\n
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70 Impact of acceleration programs on the psychological well-being of gifted adults<\/strong><\/p>\n

NUR EVA, UNIVERSITAS NEGERI MALANG, Indonesia<\/p>\n

Abstract<\/strong>: The purpose of this study was to determine the impact of accelerated programs on the psychological well-being of gifted adults. The research used the phenomenology method. Participants are five students over 18 years old who have taken accelerated programs in junior and senior high schools. The data collection method is in-depth interviews. Interview themes are based on dimensions of psychological well-being, namely self-acceptance, positive relations with others, autonomy, environmental mastery, purpose in life, and personal growth. The data analysis technique used thematic analysis<\/div>\n
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18 Improv-ing social skills: Using improv games to develop social skills in gifted students<\/strong><\/p>\n

Matthew Zakreski, The Neurodiversity Collective, United States<\/p>\n

Abstract<\/strong>: Improvisational acting (or Improv) games are a fun and effective way to teach and shape social skills. These games rely on quick thinking, verbal skill, creativity, and enthusiasm. As the content for the games is supplied by the participants, having broad and varied interests also serve to make the games better. Research has indicated that Improv games are effective in teaching prosocial behavior, emotional resiliency, cognitive flexibility, failure tolerance, and sustained social engagement.<\/div>\n
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197 Improving additional support for learning: What does is mean for highly able learners?<\/strong><\/p>\n

Margaret Sutherland, University of Glasgow, United Kingdom<\/p>\n

Abstract<\/strong>: In 2019 the Scottish Government set up an independent review of the implementation of additional support for learning in schools in Scotland. Since the Additional Support for Learning (Scotland) Act includes highly able learners, this review was important for those working in the field. This paper will examine the results and recommendations of the review and the subsequent joint action plan for additional support for learning. Qualitative document analysis was used to determine where the needs of highly able learners were recognized and how the joint action plan offers support.<\/div>\n
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269 In search of equity: Providing access to training and resources through free online resources<\/strong><\/p>\n

Bruce Riegel, Maryland State Department of Education, United States<\/p>\n

Wendy Behrens, Minnesota Department of Education, United States<\/p>\n

Abstract<\/strong>: Using Jacob Javits Grant funds, state One created an online platform that serves as a repository of resources for educators\/families\/stakeholders and includes data, identification, service models, instructional strategies, and training modules for equitable identification. Using its Jacob Javits Grant, state Two funded Project North Star, a three-prong approach that elevates identification and support for disadvantaged\/underserved rural gifted populations by training educators, leaders, and the community; culturally responsive training modules developed by the state’s Department of Education are free and available through a learning management system. Universal Plus?? utilizes North Star’s modules, increasing identification of students, particularly in computer science, who are English language learners, twice-exceptional, or from traditionally underrepresented racial\/ethnic groups.<\/div>\n
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159 Incorporating case studies in equity-driven professional learning with educators of gifted children<\/strong><\/p>\n

Angela Novak, East Carolina University, United States<\/p>\n

Katie Lewis, York College of Pennsylvania, United States<\/p>\n

Christine Weber, University of North Florida, United States<\/p>\n

Abstract<\/strong>: Carefully crafted professional learning can positively impact teacher perceptions of marginalized gifted learners by using case studies to examine scenarios that teachers of the gifted may encounter in the classroom. This session presents the benefits of using case studies while facilitating teacher training, whether pre-service or in-service, for teachers of gifted children, overlaid with seven principles of equity-driven professional learning. Participants will briefly walk through an example of a case study, seeing an example of the case study in practice.<\/div>\n
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64 Increasing equity through the use of district demographic norms<\/strong><\/p>\n

Candace Huehls, Indianapolis Public Schools, United States<\/p>\n

Abstract<\/strong>: At the beginning of the 2020-21 school year, a large, urban district in the Midwestern USA began using district demographic norms for identification. Census testing revealed a large disparity in test scores across racial lines, and this change was necessary. This session will focus on equitable representation in programming and what our early results reveal.<\/div>\n
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346 Infusing the Reggio Emilia approach in regular education classrooms as inclusive practice for gifted students<\/strong><\/p>\n

Martina Brazzolotto, District of Campodarsego, Italy<\/p>\n

Joyce Miller, Texas A&M University Commerce, United States<\/p>\n

Connie Phelps, Emporia State University, United States<\/p>\n

Abstract<\/strong>: Our study implemented a qualitative illustrative case study design (Mertler & Charles, 2008) as the conceptual framework. We conducted two virtual visits and interviews with school administrators in American Reggio Emilia Approach (REA) schools and two onsite visits to the Malaguzzi Centre with handwritten transcription in Italian. Our study analyzed 12 hours of transcription for each pedagogical theme. School A in the Midwest USA represented a \u201cfull on\u201d REA school, while School B in the Southwest USA typified a franchised, REA-inspired school. Administrators in Schools A and B each received our study protocol prior to the visit, and both visits included all eight pedagogical themes.<\/div>\n
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249 Insight into a bright mind: The latest neuroscience of giftedness and living as liberated beings<\/strong><\/p>\n

Nicole Tetreault, Bridges Graduate School for Cognitive Diversity in Education, United States<\/p>\n

Abstract<\/strong>: Gifted individuals perceive and respond to the world with elevated receptivity and processing which originates from our neurobiology and physiology. Neuroscience is illuminating how no two brains are alike. Each of our brains is as unique as our fingerprints. Revolutionize your thinking by understanding how gifted experiences may be intense because we are simply hard-wired differently! Learn about recent studies that report how high-IQ individuals can be uniquely at risk for psychological and physiological conditions. Explore positive practices centered around neuroscience and psychology to support the whole individual. When we tap into our essence, we live and thrive as liberated beings.<\/div>\n
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325 Intuitive thinking, creative thinking, and artistic gifts: Identifying them and not suffocating them<\/strong><\/p>\n

Federica Mormando, Eurotalent Italia, Italy<\/p>\n

Abstract<\/strong>: IQ does not take into account non-measurable gifts (artistic talents, intuitive thinking, creative thinking) and adult gifts. The presence of these talents is too often not understood by the school, family, or society, and very often it does not coincide with a very high IQ. Based on many years of experience, my session explains how to identify non-measurable gifts and above all how not to suffocate them. Examples are shown in figurative, musical, mathematical, and intuitive and creative thinking fields. This presentation is about children, teens, and adults who rediscover forgotten talents.<\/div>\n
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198 Investigating neurodiversity<\/strong><\/p>\n

Debbie Troxclair, Lamar University, United States<\/p>\n

Claire Hughes, College of Coastal Georgia, United States<\/p>\n

Abstract<\/strong>: Twice-exceptional gifted learners may experience internal emotional struggles because of the dissonance of high intelligence coupled with a concurrent disability. By participating in a thematic, interdisciplinary-conceptual unit, Normal vs. Neurodiversity, twice-exceptional middle school learners can experience opportunities for inter and\/or intrapersonal development and quiet internal turmoil.<\/div>\n
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21 It\u2019s not like Sheldon: When giftedness and autism spectrum disorder interact<\/strong><\/p>\n

Matthew Zakreski, The Neurodiversity Collective, United States<\/p>\n

Abstract<\/strong>: There is significant overlap between the traits of a gifted child and a child on the autism spectrum. These similarities can be confusing to families, teachers, and even mental health professionals and can impede access to correct services. This session will seek to explain the differences between giftedness, autism, and twice-exceptionality involving both.<\/div>\n
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35 Keys to successful collaboration, co-teaching, and coaching in gifted education<\/strong><\/p>\n

Emily Mofield, Lipscomb University, United States<\/p>\n

Vicki Phelps, Milligan University, United States<\/p>\n

Abstract<\/strong>: Collaborative teaching practices support regular education teachers in learning skills and strategies to differentiate for gifted students. Learn the tools and \u201chow-to\u201d steps for facilitating and sustaining collaborative teaching and instructional coaching in ways that build capacity for teachers to challenge and support gifted students all day every day.<\/div>\n
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8 Keyword equity: Making an equitable gifted system from scratch<\/strong><\/p>\n

Justin Villet, Sphinx Gifted Consulting, LLC, United States<\/p>\n

Abstract<\/strong>: Gifted systems are difficult to create because of a variety of factors, but creating equitable gifted systems are even more difficult because they tend to challenge the way in which many educators think of \u201cgiftedness.\u201d Over the past decade, more and more states have been creating legislation that define the term or requirements, but without much guidance. Creating a gifted system has political, cultural, academic, and equitable implications; this presentation will help guide educators through those implications.<\/div>\n
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76 Know thyself, express thyself, apply thyself: Purposeful empowerment in goal setting for gifted learners<\/strong><\/p>\n

Vicki Phelps, Milligan University, United States<\/p>\n

Karah Lewis, Sumner County Schools, United States<\/p>\n

Abstract<\/strong>: How do social-emotional awareness and self-regulation impact effective goal-setting, motivation, and academic achievement in gifted learners? Come learn how metacognitive and personalized goal-setting processes lead to purposeful empowerment for gifted learners. This session provides a successful approach to goal-setting through reflective focus on intrapersonal awareness, interpersonal skills, and application to learning. Handouts, helpful hints, and examples of practice are provided.<\/div>\n
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102 Leading change through gifted education policy innovation in NSW, Australia<\/strong><\/p>\n

Bohdan Balla-Gow, NSW Department of Education, Australia<\/p>\n

Carmela May, NSW Department of Education, Australia<\/p>\n

Marek Brewster, NSW Department of Education, Australia<\/p>\n

Lynda Lovett, NSW Department of Education, Australia<\/p>\n

Abstract<\/strong>: In 2017, the New South Wales (NSW) Department of Education, Australia, commenced the development of a policy in high potential and gifted education as a response to emerging research in the field. Mark Scott, secretary of the NSW Department of Education, also announced a policy review in his speech \u201cThe Promise of Potential,\u201d presented at the previous WCGTC conference. This current presentation describes the policy implementation journey for educational leaders. Each stage of the implementation process is firmly supported by data and backed by research.<\/div>\n
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29 Lessons learned from remote instruction with gifted learners during the COVID-19 pandemic<\/strong><\/p>\n

Kimberly McCormick, University of Cincinnati, United States<\/p>\n

Keri Guilbault, Johns Hopkins University, United States<\/p>\n

Abstract<\/strong>: Educators in schools across the globe faced unprecedented challenges because of the COVID-19 pandemic. Beginning in the spring of 2020, educators were faced with the challenge of supporting the diverse learning needs of students through remote learning. With such a quick transition, were our most advanced learners left to support themselves, or did this environment allow gifted learners to thrive? In this presentation, the researchers will share results of a study that explored the challenges and teaching practices implemented with gifted learners during the pandemic. Recommendations for future blended or online learning strategies that may benefit gifted learners will be presented.<\/div>\n
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179 Life satisfaction of gifted and average adolescents in Hong Kong<\/strong><\/p>\n

Mantak Yuen, University of Hong Kong, Hong Kong<\/p>\n

Lue Fang, National University of Singapore, Singapore<\/p>\n

Eric Fung, Hong Kong Academy for Gifted Education, Hong Kong<\/p>\n

Jiahong Zhang, University of Wisconsin-Madison, United States<\/p>\n

Serene Chan, The University of Hong Kong, Hong Kong<\/p>\n

Florence Wu, The University of Hong Kong, Hong Kong<\/p>\n

Jimmy K.Y. Wong, Hong Kong Academy for Gifted Education, Hong Kong<\/p>\n

Abstract<\/strong>: This presentation provides a brief overview of the life satisfaction of adolescents and reports data from a study in Hong Kong to examine properties of a Chinese version of the Brief Multidimensional Students\u2019 Life Satisfaction Scale (BMSLSS). The scale was completed by 676 Chinese adolescents attending the Hong Kong Academy of Gifted Education, and 702 students of average achievement in mainstream high schools. Results indicated that gifted students conceptualize life satisfaction in the same way as their average-attainment peers in regular schools. Results support the applicability of BMSLSS for use with Chinese students. Practical strategies for enhancing life satisfaction are suggested.<\/div>\n
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259 Linking community problem solving and leadership<\/strong><\/p>\n

April Michele, Future Problem Solving Program International, United States<\/p>\n

Abstract<\/strong>: Gifted learners of all ages are often hyper-aware of local and global events \u2013 political, environmental, humanitarian, and a multitude of others. As our brightest students develop awareness of community concerns, the tools for how to take action or problem-solve can be immensely empowering. Community Problem Solving (CmPS) offers strategies that open students’ minds to prepare them for citizenship in a global society. Today\u2019s students delight in active learning experiences with authentic outcomes. As Dr. E. Paul Torrance stated, “The genius of the future will be the creative mind adapting itself to the shape of things to come.”<\/div>\n
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158 Living with loss: Easing the pain<\/strong><\/p>\n

Dorothy Sisk, Lamar University, United States<\/p>\n

Michele Kane, Northeastern Illinois University, United States<\/p>\n

Abstract<\/strong>: Loss has been pervasive and often seismic in the current global pandemic. Because of their intensity, sensitivity, and depth of thinking and feeling, gifted students often have far more difficulty than other students in coping with losses and staying focused on learning. The focus of this session is to provide strategies and tools to help gifted students understand their sense of loss and build resilience and self-regulation so they can be successful in online education.<\/div>\n
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272 Long-term effects of second-language instruction on gifted students\u2019 verbal intelligence<\/strong><\/p>\n

Andrew Almazan Anaya, CEDAT Talent Attention Center, Mexico<\/p>\n

Abstract<\/strong>: This comparative research found how second-language instruction at school relates to increases in gifted students\u2019 verbal intelligence scores ten years later. One-hundred college students, aged 18 and 19 years old, were evaluated with the WAIS IV, the Scholastic Assessment Test (SAT), and a report on past language experiences. This research showed that verbal intelligence scores, measured through Verbal IQ and Verbal SAT, were significantly correlated with a history of second-language instruction and students\u2019 bilingual proficiency. It proved, through comparative grouping, that the cognitive demand of acquiring and using a second language may have had long-term cognitive effects.<\/div>\n
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263 Low-income gifted students: What are we missing?<\/strong><\/p>\n

Justin Pata, Katy Independent School District, United States<\/p>\n

Abstract<\/strong>: There tends to be a different response when trauma and\/or low income is a factor in education. These factors cause the brain to be focused on different things. We will explore research that identifies the shortcomings in gifted identification in low-income schools and the reasons that these shortcomings might happen. We will then discuss how to better identify and serve these students.<\/div>\n
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226 Making friends with our fears<\/strong><\/p>\n

Laura Cruickshank, Westmount Charter School, Canada<\/p>\n

Heather Lai, Westmount Charter School, Canada<\/p>\n

Abstract<\/strong>: Psychologist Kazimierz Dabrowski identified that the gifted are emotionally overexcited; they tend to have intense emotional lives. When these intensities combine with their asynchronous development, gifted children can experience high levels of anxiety. Dabrowski also recognized that the creative process is important in personality development of the gifted and talented. Art education can provide gifted students with opportunities to explore their emotions. The art process allows for understanding of intense fear, rage, anxiety, joy, or ecstasy. Exploring fears through art provides a necessary tool for emotional regulation. In this second iteration of our program, we have weaved in using technology in a remote setting.<\/div>\n
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131 Maladaptive perfectionism and academic achievement in undergraduate gifted students: The role of the buffering effect<\/strong><\/p>\n

Fitriani Yustikasari Lubis, Universitas Padjadjaran, Indonesia<\/p>\n

Lydia Freyani Hawadi, Universitas Indonesia, Indonesia<\/p>\n

Rose Mini Agoes Salim, Universitas Indonesia, Indonesia<\/p>\n

Urip Purwono, Universitas Padjadjaran, Indonesia<\/p>\n

Abstract<\/strong>: This study explains the changing impact of maladaptive perfectionism on academic achievement when teachers\u2019 perceived expectations, self-compassion, and goal adjustment intervene. This study uses a mixed-method approach and explanatory sequential design to test the proposed moderated mediation theoretical model. In the quantitative stage, 86 undergraduate gifted student respondents filled out four questionnaires. In the qualitative stage, interviews with eight respondents were selected from the first stage. The results show that perfectionism produces a negative effect on academic achievement and teacher perceptions strengthen attitudes of perfectionism. Self-compassion and goal disengagement can reduce the negative impact of perfectionism on academic achievement.<\/div>\n
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309 Mawhiba\u2019s summer enrichment programs in the time of COVID-19<\/strong><\/p>\n

Khalid Alsharif, Mawhiba, Saudi Arabia<\/p>\n

Sondos Alwahieb, Mawhiba, Saudi Arabia<\/p>\n

Abstract<\/strong>: 2020 was a challenging and exceptional year with the restrictions implemented due to the COVID-19 pandemic. In consideration of the students\u2019 health and safety, Mawhiba decided to conduct its summer enrichment programs remotely and applied all the precautionary coronavirus-related health measures. The programs served 3,985 students in two sessions during July and August 2020 for three weeks each. A study was conducted to measure the quality of the programs and to find out to what extent the programs have an impact on students\u2019 knowledge and skills when they are applied remotely<\/div>\n
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367 Milestones in creative thinking since the Marland report<\/strong><\/p>\n

Connie Phelps, Emporia State University, United States<\/p>\n

Todd Lubart, University of Paris, France<\/p>\n

Abstract<\/strong>: Considered a milestone in gifted education, the Marland Report defined six areas of high performance potential or achievement for three to five percent of the school population. Listed after general intellectual ability and specific academic aptitude criteria, performance-based “creative or productive thinking” appeared third as a criterion for giftedness. In this context, creative thinking seemed associated with achievement or demonstrated ability. This session discusses results from a bibliometric study tracing advancements and understandings in the field of creativity since the Marland Report. Presenters offer educators and psychologists suggestions to identify and develop creative potential through domain-specific measures in schools.<\/div>\n
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122 Mindfulness in nature: Wake up the wild<\/strong><\/p>\n

Dorothy Sisk, Lamar University, United States<\/p>\n

Michele Kane, Northeastern Illinois University, United States<\/p>\n

Abstract<\/strong>: Solastalgia is distress caused by environmental damage and sparks the grief, sadness and despair experienced by many gifted students in response to this devastation. Mindful awareness is an effective and calming countermeasure to the students’ existential and psychic pain. This session is intended to honor our connection to the Earth by empowering gifted students to become global stewards and environmental activists.<\/div>\n
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229 Mission (im)possible: Parenting twice-exceptional children holistically through an ecological framework<\/strong><\/p>\n

Lin Lim, Bridges Education Group, United States<\/p>\n

Abstract<\/strong>: Parents often struggle to understand and thus effectively parent twice-exceptional (2e) children. A nuanced understanding of the complexities of 2e children is presented followed by a theoretical framework to aid parents in parenting 2e children across their development, with a case study illustration.<\/div>\n
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287 Montessori: A home for gifted children<\/strong><\/p>\n

Louise Reid, University of Central Florida, United States<\/p>\n

Jennifer D. Moss, Emporia State University, United States<\/p>\n

Connie Phelps, Emporia State University, United States<\/p>\n

Abstract<\/strong>: Gifted students can benefit immensely from an environment that encourages them to soar while being carefully guided by very well-trained guides. The Montessori Method is an ideal learning environment due to its \u201cfollow the child\u201d philosophy, its interest-driven curriculum, and its tradition of seeking learning opportunities outside of the classroom. It is ideal for children who have been identified as gifted very young, since the ability to accelerate is flexible and simple. All children are encouraged to work at their own pace, follow their interests, and develop their talents while working closely with their guides (teachers) on their challenges.<\/div>\n
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30 Motivational pathways leading to gifted underachievement: Longitudinal trajectory classes and educational outcomes<\/strong><\/p>\n

Alicia Ramos, KU Leuven, Belgium<\/p>\n

Abstract<\/strong>: This study used a longitudinal, person-oriented approach to examine a developmental theory of motivational belief patterns leading to underachievement among high-ability students (Pathways to Underachievement model, or PUM; Snyder & Linnenbrink-Garcia, 2013). We tested the PUM on a sample of high-ability students (IQ \u2265120) during the first two years of secondary school in Belgium (N=403). Results indicated an adaptive class and two maladaptive classes. The maladaptive classes largely corresponded with the predictions of the PUM in terms of motivational development patterns and school outcomes, as they showed higher disengagement and underachievement across student, parent, teacher, and measured perspectives.<\/div>\n
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262 Moving gifted math students beyond problem solving: Using problem posing to foster creativity<\/strong><\/p>\n

Anna Payne, Baylor University, United States<\/p>\n

Shirley Fortenbaugh, Loudoun County Public Schools, United States<\/p>\n

Abstract<\/strong>: It is crucial that gifted children are given opportunities to pose their own mathematical problems. Inquiry-oriented mathematics instruction must include not only problem solving but also problem-posing opportunities. Encouraging these opportunities can enhance students\u2019 creative thinking, increase mathematical understanding, and develop appreciation for mathematics. Participants will discuss the importance of incorporating problem-posing activities into their classrooms, observe structures and routines that would allow problem posing in their own classrooms, examine rich examples of problem solving and posing tasks, and use a rubric (Sheffield, 2000) to score problems posed by students to evaluate their creativity.<\/div>\n
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218 MOVING MIND: RESIDENTIAL SUMMER CAMP FOR FAMILIES WITH GIFTED CHILDREN<\/strong><\/p>\n

M. Viviana Castelli, Step-net Onlus, Italy<\/p>\n

Abstract<\/strong>: During the 10 years of experience with the gifted children and their parents, I have developed several projects in support of parenting and their gifted children. I accompanied their school and family paths, experimenting with good practices and creating paths by networking all the professional figures who contribute to the happy growth of children: parents, teachers, educators, psychologists, health experts. In this long, challenging and exciting experience I found it essential to focus on 3 main objectives: awareness, sharing, identity. They are aimed at achieving well-being and developing emotional skills. The most focused project is Moving Mind Summer Camp. The program provides for active involvement of families. Children and teenagers are involved in activities by psychologists, experts, and educators in the areas of specific competence. At the same time the parents make their way. Mum and dad participate in peer-to-peer workshops and experiential workshops led by experts and psychologists.<\/div>\n
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295 NASA balloon-powered car<\/strong><\/p>\n

Denise Zigler, JPL NASA, United States<\/p>\n

Abstract<\/strong>: The primary learning outcomes of this lesson, the NASA Balloon-Powered Car, will provide problem-solving opportunities to use with gifted learners using the scientific process. The participants will be inspired to challenge gifted students to use inquiry coupled with critical thinking skills and apply Newton\u2019s second and third laws of motion in the creation of the NASA Balloon-Powered Car. The participants will also examine NASA teacher websites.<\/div>\n
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288 Never let a crisis go to waste: Transforming gifted instruction for hybrid and remote learning<\/strong><\/p>\n

Casie Gaebler, American Community School of Abu Dhabi, United Arab Emirates<\/p>\n

Abstract<\/strong>: This session offers a variety of practical learning strategies for gifted and talented K-12 learners in hybrid\/blended, remote, and asynchronous learning environments. Participants will leave with a set of learning strategies to engage gifted and talented students, spark curiosity, and promote critical thinking that can be modified for their particular content areas. Participants will also examine a curated list of digital platforms, resources, and tools for hybrid\/blended, remote, and asynchronous learning to support gifted and talented learners in this new learning environment and promote permanent shifts in approaches to gifted education.<\/div>\n
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225 New directions on the schoolwide enrichment model<\/strong><\/p>\n

Joseph Renzulli, Neag School of Education, University of Connecticut, United States<\/p>\n

Sally Reis, Neag School of Education, University of Connecticut, United States<\/p>\n

Abstract<\/strong>: This session will provide an overview of the Schoolwide Enrichment Model (SEM), introducing strategies for implementing the model in a variety of schools. The model, based on more than four decades of research and development, is a comprehensive system for infusing education with high-end learning and talent development strategies. It is one of the most frequently implemented models for talent development in the world. This session will introduce services offered in the SEM, including the total talent portfolios, curriculum modification techniques, and enrichment teaching and learning, as well as new directions that have been implemented in the SEM over the last decade.<\/div>\n
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71 Nine research-based principles for schools seeking to empower the career development of gifted adolescent girls<\/strong><\/p>\n

Rebecca D. Napier, Catholic Education of South Australia, Gifted Pathways, Australia<\/p>\n

Abstract<\/strong>: This presentation reports findings and recommendations from a qualitative, cross-sectional study of the factors influencing the career development of 18 girls in selective-entry high school programs in three Australian schools. It examines participants\u2019 perceptions of the factors influencing their career-related values, goals, and decision-making processes. Findings highlight the interrelated influence of perceived personal traits, strengths, and interests. Relationships and experiences grounded in home, school, and community contexts are also discussed. This paper makes a significant contribution to the field by presenting nine principles relevant to high school career-related policy development, program design, assessment, and daily classroom practices.<\/div>\n
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144 No more dreams deferred: Breaking the barriers to self-advocacy for underserved gifted learners<\/strong><\/p>\n

Deb Douglas, GT Carpe Diem, LLC, United States<\/p>\n

Joy Lawson Davis, Johns Hopkins University, United States<\/p>\n

Abstract<\/strong>: Gifted children who speak up for themselves are more apt to discover the intellectual challenges and emotional support they want and need. However, systemic barriers can keep some from finding and using their voices. Discover ways to empower the self-advocacy of underserved gifted students based on the research and life experiences of expert presenters.<\/div>\n
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320 Numbers and voices of perfectionism in talented students from Paraguay<\/strong><\/p>\n

Alexandra Vuyk, OMAPA – Organizacion Multidisciplinaria de Apoyo a Profesores y Alumnos \/ Universidad Catolica Nuestra Senora de la Asuncion, Paraguay<\/p>\n

Maureen Montania, OMAPA – Organizacion Multidisciplinaria de Apoyo a Profesores y Alumnos, Paraguay<\/p>\n

Abstract<\/strong>: Perfectionism does not seem to be a central characteristic of giftedness, despite popular assertions to the contrary; gifted students score similarly to the general population on maladaptive perfectionism and slightly higher on adaptive perfectionism (Stricker et al, 2019). We sought to replicate these results in Paraguay and examine lived experiences of talented adolescents through a mixed-methods study. We compared mathematically talented adolescents with adolescents in general education using culturally validated tests of perfectionism and conducted five focus groups of 10-12 participants to understand conceptions and experiences of perfectionism. We will discuss results and culturally relevant implications for practice.<\/div>\n
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154 Nurturing creativity through technology<\/strong><\/p>\n

Shirley Farrell, Troy University at Montgomery, United States<\/p>\n

Kim Stephenson, Prattville Christian Academy\/University of Alabama, United States<\/p>\n

Emily Hurst, Alabama State Department of Education, United States<\/p>\n

Abstract<\/strong>: Do you want to increase creativity for your advanced learners through technology but don\u2019t have the tools to implement activities for your virtual, in-person, or blended classroom? Are you looking for ways to engage creativity and challenge your high-ability students in an innovative way? Join this session to explore various websites and apps to develop creativity in gifted students.<\/div>\n
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298 Nurturing excellence: Maximizing the agency, curiosity, and confidence of gifted secondary students<\/strong><\/p>\n

Ryan McClintock, Douglas County School District, United States<\/p>\n

Abstract<\/strong>: The nuanced and complex needs of secondary gifted learners are not sufficiently met through accelerated coursework alone. Modern gifted programming must provide students opportunities to express their thinking \u2013 to enact and demonstrate their learning in ways that value their contributions and potential for development. To do so requires design, implementation, and leadership of programming that maximizes the learners\u2019 agency, curiosity, and confidence. Such programming must allow students to construct and share products of their learning with respect to issues of global importance. This session will explore learning environments designed to maximize the agency, confidence, and curiosity of gifted and talented secondary students.<\/div>\n
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329 Observation \u2014 will you see gifted children through different eyes after this lecture?<\/strong><\/p>\n

Christine Picker, Germany<\/p>\n

Abstract<\/strong>: Observation is part of the professional activity of educators, psychologists, therapists, and teachers in kindergartens and schools. In order to see and assess gifted children objectively, it is useful to know the answers to these questions: What influences my perception in conversations and situations in which non-standardized observations take place? What do I have to keep in mind when observing gifted children? Which conclusions may I draw and which ones not? This lecture shows best-practice examples and will help participants self-reflect on perception in the observation of children. Participants will learn strategies to understand children’s behavior at home, in daycare centers, and at schools.<\/div>\n
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281 On belief, determination and peer support: Gifted, disadvantaged students maintaining education aspirations through lockdown<\/strong><\/p>\n

Katrina Reynen OAM, Skyline Education Foundation, Australia<\/p>\n

Dr Elizabeth Hartnell-Young, Skyline Education Foundation, Australia<\/p>\n

Abstract<\/strong>: In early 2020, Skyline recognized a need to respond to a number of challenges students and alumni were experiencing with their study, employment, and mental health. Skyline made strategic changes to its program, introducing new and enhancing existing activities including a Pathways Program to assist students with navigating pathways into university; additional study assistance through a study club, tutorial program, and exam revision sessions; facilitated weekly Zoom sessions for students and alumni to connect; and mental health support through a partnership with the Cairnmillar Institute.<\/div>\n
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172 Once upon a pandemic: Virtual\/hybrid learning effects on 2e academic and social-emotional needs<\/strong><\/p>\n

Linda Collins, Park Hill School District, United States<\/p>\n

William Collins, Park Hill School District, United States<\/p>\n

Abstract<\/strong>: The COVID-19 pandemic has had lasting effects on twice-exceptional (2e) children. This session is interactive, addressing common concerns and questions of parents about their children’s academic and social-emotional wellness, especially as it relates to their schooling. The audience will learn how the 2e brain reacts and adapts to pandemic stress. Real-life student responses and executive functioning and resilience strategies will be shared.<\/div>\n
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115 One school district’s five-year equity journey with universal screening and local norms<\/strong><\/p>\n

Amity Butler, Northshore School District, United States<\/p>\n

Austina De Bonte, Northwest Gifted Child Association, United States<\/p>\n

Michelle Reid, Northshore School District, United States<\/p>\n

Abstract<\/strong>: Northshore School District, 15 miles northeast of Seattle, has been on an equity journey for the past five years. Learn how this school district of 23,000 students invested in broad universal screening for its highly-capable program and identified 11 times more English Language Learners, low-income students, and students with disabilities (twice-exceptional) over four years of universal screening. The biggest equity gains were realized when universal screening was combined with local norms, a result clearly evident in the data. Using NNAT and Iowa Assessments for first graders resulted in fully proportional representation of ELL students in that grade level.<\/div>\n
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11 One-room schoolhouses 2.0: Differentiating in today\u2019s classrooms<\/strong><\/p>\n

Lynette Breedlove, The Gatton Academy of Mathematics and Science, United States<\/p>\n

Tracy Inman, The Center for Gifted Studies, United States<\/p>\n

Abstract<\/strong>: Teachers in one-room schoolhouses differentiated daily; they had to. Yet differentiation remains one of the most challenging aspects of teaching today. Tackle that challenge head-on by exploring research-based, practical strategies for both pre-assessment and differentiation. Leave with tools to differentiate process, content, and by readiness. Presenters will share lessons from primary, intermediate, and secondary classrooms complete with pre-assessments and differentiated learning experiences.<\/div>\n
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241 Online learning extensions for advanced learners<\/strong><\/p>\n

Stefanie McKoy, University of Arkansas-Fayetteville – Fayetteville, United States<\/p>\n

Krystal Merry, University of Arkansas, United States<\/p>\n

Abstract<\/strong>: Due to the pandemic and subsequent increase in virtual instruction, teachers need to provide enrichment opportunities to advanced learners through online experiences. This presentation provides teachers with online learning extensions for advanced learners. Online extensions include virtual field trips, science experiments, learning courses, and creation. Teachers will walk away with a toolbox of resource for the virtual or seated classroom.<\/div>\n
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265 Online learning practices for (re)engaging gifted students<\/strong><\/p>\n

Michelle Ronksley-Pavia, Griffith University, Australia<\/p>\n

Michelle Neumann*, Griffith University, Australia<\/p>\n

Abstract<\/strong>: Gifted students who underachieve exist in all regions of the globe. Finding solutions to the disengagement of gifted students is an internationally recognized issue. This case study set out to explore engaging online pedagogies used in high school settings in regional Australia to ascertain pedagogical approaches that were being leveraged to (re)engage gifted students across their learning. This study sought to determine what enablers of (re)engagement were for gifted students through online learning, with a focus around four engagement dimensions: behavioural; emotional; affective; and cognitive. Findings from the study suggest ways to strengthen gifted students\u2019 engagement and classroom learning.<\/div>\n
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341 Open to personality differences: The implications of openness to experience for understanding giftedness<\/strong><\/p>\n

Shelagh Gallagher, Engaged Education, United States<\/p>\n

Abstract<\/strong>: The field of personality psychology provides substantial data about the personality correlates of intelligence, creativity, and achievement as described in the Five Factor Model, especially the factor openness to experience. This session will take a look at the implications of research about openness to experience and gifted education. Included in the discussion will be the definition of openness; measurement issues; the triangulation of openness, intelligence, and creativity; similarities and differences with overexcitabilities; and some new data with gifted students.<\/div>\n
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351 Paradigm shifts: How teaching twice-exceptional (2e) students changed pedagogy<\/strong><\/p>\n

Karen Arnstein, University of Redlands, United States<\/p>\n

Abstract<\/strong>: This presentation reports part of the findings from a collective case study conducted for a dissertation. Its purpose was to examine the developmental transitions of preadolescent, twice-exceptional (2e) students as perceived by parents and teachers of the twice-exceptional. The twice-exceptional students were those identified as gifted and having ADHD as the second exceptionality. Teacher participants were interviewed to gather rich data reflecting their experiences teaching twice-exceptional students. The theoretical framework utilized was Erikson\u2019s (1968) theory of psychosocial development. Findings suggest that when teachers are provided support, three themes emerged: teaching the whole child, paradigm shifts in pedagogy, and mastering differentiation.<\/div>\n
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278 Parents’ perception on a summer residential enrichment program for gifted students<\/strong><\/p>\n

Abdullah Tuzgen, Purdue, United States<\/p>\n

Bekir Akce, Purdue, United States<\/p>\n

Abstract<\/strong>: University-based summer residential enrichment programs may offer a challenging academic environment and a supportive and improving social environment (Wu & Gentry, 2014). Therefore, these programs would be a good option for parents looking for quality summertime experiences for their children who want to improve their academic skills. Parents’ perceptions about how special programs affect their children and contribute to their development are the basis for decisions regarding young children’s participation in these programs (Olszewski-Kubilius & Lee, 2004). Parents tend to look for social and cultural educational benefits for students, personal growth, and staff (teacher, counselor, administrator) quality. (Lehto et al., 2017).<\/div>\n
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301 Personality traits and overexcitabilities as predictors of creativity among university students in Lebanon and the USA<\/strong><\/p>\n

Anies Al-Hroub, American University of Beirut\/University of Connecticut, Lebanon<\/p>\n

James Kaufman, University of Connecticut, United States<\/p>\n

Hansika Kapoor, India<\/p>\n

Abstract<\/strong>: The purpose of this study was to examine the role of the big five personality traits and types of overexcitability (OE) in predicting creativity across domains. The participants were 1020 (407 males; 613 females) university students from Lebanon (n = 515) and the USA (n = 505). The findings indicated that everyday creativity was predicted by being part of the Lebanese sample; higher conscientiousness and extraversion; lower neuroticism; and higher psychomotor, sensual, intellectual, and emotional OEs. Scholarly creativity was predicted by being older and female, as well as by higher extraversion, openness, and intellectual OE. Performance creativity was explained by being younger and part of the American sample, by higher openness and extraversion but lower conscientiousness, and higher sensual and imaginational OEs. Mechanical\/scientific creativity was predicted by being male and part of the American sample, lower extraversion and emotional OE, but higher psychomotor and intellectual OEs.<\/div>\n
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251 Personalized education for gifted adolescents in British Columbia, Canada<\/strong><\/p>\n

Lucy Shepelev, UBC, Ministry of Education and Vancouver School Board, Canada<\/p>\n

Daria Danylchuk, UBC, Canada<\/p>\n

Amy Safarik, UBC, Ministry of Education and Vancouver School Board, Canada<\/p>\n

Dean Sheardown, UBC, Ministry of Education and Vancouver School Board, Canada<\/p>\n

David Wilkie, UBC, Ministry of Education and Vancouver School Board, Canada<\/p>\n

Katie Cooper-Smith, UBC, Ministry of Education and Vancouver School Board, Canada<\/p>\n

Penelope Fitzgerald, UBC, Ministry of Education and Vancouver School Board, Canada<\/p>\n

Abstract<\/strong>: Unique in Canada since its initiation in 1993, the University Transition Program optimizes the wellness and dedication to talent development of high-ability and gifted adolescents. Initiated by the University of British Columbia, the Vancouver School Board, and the British Columbia Ministry of Education, the program features a pre-university identity and an intensive communiversity experience with conceptually advanced curriculum. Key findings discussed include appropriate curriculum, pedagogy, counseling, and related research; and the impact of opportunities for learning with professors and through International Global Citizenship Tours, peer-mentoring, and advanced-level and self-generated problem solving applied to wicked unresolved problems.<\/div>\n
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74 Pivot, with purpose: How IDEAL4Gfted is synthesizing gifted education for future-ready, student-centered learning<\/strong><\/p>\n

Yvonne de St. Croix, IDEAL4Gifted, United States<\/p>\n

Abstract<\/strong>: IDEAL4Gifted is a student-centered online learning community devoted to Innovative, Differentiated, Enriched, Accelerated Learning (IDEAL) that is tailored to students who are gifted, twice-exceptional, or advanced and to those who have the potential to learn beyond their grade level. We design curriculum and methods based on professionally researched best practices in gifted education that can result in the fulfillment, satisfaction, and enjoyment that is inherent in the authentic learning process. Join us to cultivate your own intellectual, principled, creative, and enriching foundation allowing gifted students to become the next visionaries, innovators, and leaders by identifying and cultivating their abilities through creative, challenging, and differentiated programming.<\/div>\n
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338 Platforms for addressing systemic racism as a global phenomenon: Creating future-thinking global citizens<\/strong><\/p>\n

Joyce Miller, Texas A&M University Commerce, United States<\/p>\n

Connie Phelps, Emporia State University, United States<\/p>\n

Martina Brazzolotto, District of Campodarsego, Italy<\/p>\n

Abstract<\/strong>: The 2020 coronavirus pandemic and the murder of George Floyd initiated the need for virtual environments for gifted children to express feelings about systematic racism. This session details two virtual summer enrichment camps: (1) three-week North Italy camps addressing scientific explorations, creative writing, and philosophy for children ages 5-11 years and (2) a three-week camp for gifted children ages 5-12 in the Midwest USA employing the Renzulli Learning System. It concludes with a description of a five-day USA civil rights tour with an interracial group of Black\/African American, White, and Latinx students. Implications for creating future-thinking global citizens are made.<\/div>\n
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277 Preparing for successful acceleration<\/strong><\/p>\n

Wendy A Behrens, Minnesota Department of Education, United States<\/p>\n

Ann Shoplik, University of Iowa, United States<\/p>\n

Abstract<\/strong>: Acceleration is well-supported by research, and tools are available for making informed decisions. Good candidates show advanced academic ability, high aptitude for future learning, and strong achievement. An acceleration evaluation committee is critical in determining the need and most appropriate available learning environment for acceleration candidates. Typically chaired by the building principal or gifted coordinator, the team often includes the gifted coordinator\/specialist, school counselor and\/or school psychologist, an administrator, a current teacher, a teacher at the proposed level, and a parent\/guardian. In this session, presenters will discuss the role of committee members and provide a sample acceleration procedure.<\/div>\n
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117 Principals\u2019 and teachers\u2019 perceptions of giftedness and gifted programs at Armenian schools in Lebanon<\/strong><\/p>\n

Lory Sinabian, M & H Arslanian Djemaran school, Lebanon<\/p>\n

Ketty Sarouphim-McGill*, Lebanese American University, Lebanon<\/p>\n

Abstract<\/strong>: This study examines school principals\u2019 and teachers\u2019 perceptions of giftedness and gifted programs. The sample consisted of 80 K-12 teachers and seven principals from 15 Armenian schools in Lebanon. A mixed-method design was used involving collection of quantitative (survey) and qualitative (interviews) data. The results showed a similar pattern of responses among both teachers and principals. The majority viewed giftedness as a fluid trait affected by environmental influences. For most participants, giftedness was perceived as domain-specific rather than a generalized excellence in all domains. Both teachers and principals highly supported having special programs for gifted students at their schools. Future studies should include more representative samples for solid conclusions.<\/div>\n
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118 Problem-based learning is social and emotional learning<\/strong><\/p>\n

Jeanne Paynter, Educating Innovators, United States<\/p>\n

Abstract<\/strong>: Problem-based learning (PBL) motivates and challenges students through engagement in real problems in which they see themselves as stakeholders. PBL also presents an authentic context to achieve social and emotional learning objectives for self and social awareness, management, relationship building, and responsible decision making. The Five-P planning elements can be used to craft a problem scenario that is prompted by a local need or issue with a personalized purpose in which students have an authentic part to play in creating a professional product that meets the proficiency criteria. The resulting problems for investigation develop both academic and social and emotional learning goals.<\/div>\n
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275 Professional learning strategies for educators working with gifted and diverse learners<\/strong><\/p>\n

Cecelia Boswell, Austin Creek Education Systems, United States<\/p>\n

Wendy A. Behrens, Minnesota Department of Education, United States<\/p>\n

Christine Weber, University of North Florida, United States<\/p>\n

Abstract<\/strong>: What does the research say about best practices related to professional learning? How is professional learning different from professional development? In this session, come explore a variety of professional learning strategies including the use of case studies, which can enhance the understanding of gifted and diverse learners, and ways to best differentiate their instructional needs in the classroom. Session presenters will share a summary document with best practices to enhance professional learning plans and a sample case study with attendees.<\/div>\n
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163 Psychological development of highly-profoundly gifted students and overexcitabilities: Empowering equity in identification<\/strong><\/p>\n

Vanessa R. Wood, International Gifted Consortium, Research Center for The Highly\u2014Profoundly Gifted, United States<\/p>\n

Krystyna C. Laycraft, International Gifted Consortium, Research Center for The Highly-Profoundly Gifted, United States<\/p>\n

Abstract<\/strong>: We will summarize, based on a literature review, the social, emotional, physical, cognitive, and altruistic behaviors and development of giftedness and the differentiating sensitivity, intensity, awareness, and unique development of highly-profoundly gifted students. We will identify the correlations of overexcitabilities and developing dynamisms from Dabrowski\u2019s theory of positive disintegration to aid teachers, school administrators, psychologists, and researchers in the equitable identification of potential giftedness and the significantly greater-than-typical behaviors and development of highly-profoundly gifted children and adolescence. Attendees will be empowered with an inclusive understanding of giftedness and the ability to translate behaviors and development into equitable identification of the diversity of gifted learners.<\/div>\n
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133 Quest for knowledge and career choice<\/strong><\/p>\n

Tillmann Gr\u00fcneberg, University of Leipzig, Germany<\/p>\n

Abstract<\/strong>: Task commitment and other motivational factors are important components of dynamic and multifactorial conceptions of giftedness (e.g., Renzulli 1978, Heller, 2000, Gagn\u00e9, 2014). A specific interest for the profound acquisition of knowledge was introduced into giftedness research by Lehwald (1983, 1985) with the German term “Erkenntnisstreben” (translated: quest or striving for knowledge). A questionnaire on this concept was included in the selection of diagnostic tools based on Heller`s Munich model (Heller & Perleth, 2007). The session will show results of a study (n=465) revising the original questionnaire and enhancing it to use in the career counseling of gifted students.<\/div>\n
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73 Raising the bar: The competencies of specialists in gifted education<\/strong><\/p>\n

Eleonoor van Gerven, Slim Educatief, Netherlands<\/p>\n

Abstract<\/strong>: Internationally, there have been shifts in our understanding of the importance of meeting the needs of gifted learners. These shifts call on the knowledge and skills of specialists in gifted education and therefore have consequences for the way we educate these specialists. The basis for their teacher education should be a competency profile of specialists in gifted education with interplay with competencies usually associated with general education. In this session, a competency matrix for specialists in gifted education that reflects this development will be presented. The study that underpins the matrix includes stakeholders\u2019 understanding of the competencies of specialists in gifted education.<\/div>\n
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228 Reading marvelous literature to support mathematical learning!<\/strong><\/p>\n

Laura Cruickshank, Westmount Charter School, Canada<\/p>\n

Heather Lai, Westmount Charter School, Canada<\/p>\n

Abstract<\/strong>: As gifted students can be asynchronous with their learning, using literature to explore math allows for different entry points for students. There are many benefits of using books in learning math: vocabulary development, exposure to diverse situations, deep connections with mathematical concepts, and literacy skills. The use of literature can be a springboard for integration and inquiry-based learning, which solidifies all other curricular areas. Multi-leveled readers with specific learning needs including English language learners, 2e, ADHD, and ASD are supported through this medium. This presentation will provide resources to support the interconnection of numeracy and literacy.<\/div>\n
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321 Reading what your readers need: Differentiation in language arts for gifted students<\/strong><\/p>\n

Melissa Bilash, The Grayson School, United States<\/p>\n

Kimm Doherty, The Grayson School, United States<\/p>\n

Amanda Biscoglio, The Grayson School, United States<\/p>\n

Shannon Fitzpatrick, The Grayson School, United States<\/p>\n

Alyssa Lucas, The Grayson School, United States<\/p>\n

Abstract<\/strong>: How can an elementary language arts teacher actually provide differentiation that acknowledges and feeds the wide variation in each student\u2019s individual brain \u2014 while also providing shared material for shared discourse and analysis? In other words, how can you have group discussions and teach to the top rather than \u201cdumbing it down\u201d? In this session, a team of PreK-5th grade teachers in an all-gifted school will share practical, real-world techniques gleaned from decades of experience. Participants will take away research-based and road-tested information they can put to immediate use in their own classrooms and schools to best cultivate reader growth.<\/div>\n
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330 Reflecting, sharing, and networking: Perspectives of an online practicum course for teachers of the gifted<\/strong><\/p>\n

Paula Christensen, Northwestern State University of Louisiana, United States<\/p>\n

Abstract<\/strong>: The practicum course in graduate programs offers the opportunity for beginning professionals to reflect on their teaching, share experiences with fellow classmates, and build a networking community while engaged in teaching students with gifts and talents. Offering the practicum course online affords unique possibilities that requires appropriate planning, structure, and maintenance. The purpose of this presentation is to offer a perspective from almost two decades of teaching a practicum course online delineating the strengths and opportunities for professional development and networking among teachers of students with gifts and talents through a distinctive and rigorous learning environment.<\/div>\n
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20 Riding out the storm: Managing emotional intensity in gifted students<\/strong><\/p>\n

Matthew Zakreski, The Neurodiversity Collective, United States<\/p>\n

Abstract<\/strong>: Gifted individuals are marked by their intensity, particularly their emotional intensity. These emotional outbursts can be very disruptive and dysregulating to the students and their peers, parents, teachers, and community supports. This session will focus on the psychology and neuroscience behind emotional intensity and give concrete, accessible techniques that will allow for the development of self-regulation skills.<\/div>\n
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130 Robotics and aerospace education as learning models for elementary level gifted students<\/strong><\/p>\n

Dafne Almazan Anaya, CEDAT Talent Attention Center, Mexico<\/p>\n

Abstract<\/strong>: Robotics and engineering technology in education promotes gifted students\u2019 learning through cognitive stimulation. However, the psycho-educative effects on these students and their impact on the students\u2019 education required further research. We performed a yearlong qualitative intervention with ten children, exploring the process and effects of robotics and aerospace technology lessons in a full-time special education program, designed in America for gifted students, on social skills, verbal expression, and learning processes. We found improved learning skills and teamwork behavior through having a challenging goal within their education. Using technology as a learning tool enhanced gifted students\u2019 social intelligence and verbal abilities.<\/div>\n
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209 Rural Educator Perceptions: Project I-REECCH Year 1 Implementation<\/strong><\/p>\n

Norma Hafenstein, University of Denver, United States<\/p>\n

Kristina Hesbol, University of Denver, United States<\/p>\n

Lindsey Reinert, University of Denver, United States<\/p>\n

Joi Lin, University of Denver, United States<\/p>\n

Fayaz Amiri, University of Denver, United States<\/p>\n

Abstract<\/strong>: The need for the support of rural students and the development of talent in rural settings is well documented (Fox & VanSant, 2011; Hafenstein, Hesbol & Taylor, 2018). The goal of the Jacob K. Javits-funded project I-REECCH (Impacting Rural Education through Expanding Culturally-responsive curriculum, Computer science training, and Higher-order thinking-skills development) is to significantly increase identification of and service to traditionally underrepresented gifted and talented student populations in rural Colorado. This mixed methods study will share year-one preliminary results, provide strategies to recognize inequities in gifted programming, and propose interventions.<\/div>\n
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248 School district strategies to address equity and access to advanced learning opportunities<\/strong><\/p>\n

Nancy Hertzog, University of Washington, United States<\/p>\n

Abstract<\/strong>: Gifted programs have been labeled elitist and used as hallmark examples of inequitable educational opportunities. To create equitable access to advanced learning opportunities such as those found in gifted education, educators need to go beyond identification policies. We need changes in belief systems, state laws, policies, teaching practices, and the demographics of the educator workforce. Presenters will share results from a qualitative study in one state in which 17 administrators were interviewed regarding the strategies they employed to address inequities in their school districts. They modified curriculum and instruction, added professional development, and increased supports for students\u2019 mental health and well-being.<\/div>\n
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72 Science camp for enhancing stem skills of gifted young children<\/strong><\/p>\n

Azizah Mohd Zahidi, Pusat GENIUS@Pintar Negara, Malaysia<\/p>\n

Abstract<\/strong>: Children naturally learn through exploring and discovering while doing activities. Therefore, introducing science to children at an early age may build on their inquisitiveness. Science helps children to understand the world because they gather information about the world. This study investigates the effectiveness of science camp (Junior Science Camp) on young children\u2019s understanding and knowledge about science. One-hundred-and-three children aged four to six years old participated in the three-day camp. Data were collected using pre and post-tests and a survey (parent evaluation of the camp). Data from the survey were used to triangulate the quantitative data from the pre and post-tests. Findings showed that the camp was effective in enhancing the young children\u2019s understanding and increasing their knowledge about science. Implications of this study are related to the design of future science camps and also the methodology and instruments of future research.<\/div>\n
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322 SCOUTing for talent<\/strong><\/p>\n

Kelly Waters, Spartanburg Preparatory School, United States<\/p>\n

Abstract<\/strong>: \u201cTalent development\u201d is currently a common trend and catch phrase in the world of giftedness. SCOUTing for Talent is a session that will walk you and your program through a talent development program designed for grades K-2 that enhances natural talent and grows the environment to meet the needs of giftedness. SCOUTing for Talent works, and your primary grades will benefit greatly from these training methods and effective teaching practices.<\/div>\n
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364 Seeing the unseen: Exemplary practices for gifted program evaluation<\/strong><\/p>\n

Kate Bachtel, SoulSpark Learning & Boulder Valley School District, United States<\/p>\n

Abstract<\/strong>: How does one discern the quality of a gifted program? This session will share the results of a comprehensive program evaluation and IRB-reviewed study that explores the aspirations and practices of a school designed to empower diverse gifted children. The community has been pursuing this mission for more than 25 years. Eisner’s educational criticism research approach is utilized to grow understanding of the program’s intricacies. Themes that emerged from descriptions, interpretations, and evaluations facilitate recommendations for others aiming to optimize gifted student development. Participants will leave with a research-informed framework to support gifted program design and evaluation.<\/div>\n
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274 Serving the needs of your smart kids: How school leaders create a supportive school culture for the advanced learner<\/strong><\/p>\n

Brenda Small, Lead Smart Education, Llc, United States<\/p>\n

Abstract<\/strong>: Leaders, teachers, and advocates will learn how to create the ultimate environment for advanced learners by shifting a few resources. It takes work to discover the gaps in advanced student education within a school\u2019s infrastructure. It takes even more work to displace current thoughts and practices to create a stimulating, nurturing and productive environment. This purposeful action is critical in the leader\u2019s quest to serve advanced learners at their ability levels. A tidal wave of accelerated and blended classes, additional extra-curricular offerings, poignant teacher training, and relevant social and emotional resources will impact all levels of learners with new opportunities to excel. Students need these champions in schools! Steps are provided on how to hire with purpose and provide training to enrich a gifted mindset. Tips are given on how to navigate the barriers of innovative gifted education practices by school leadership.<\/div>\n
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7 Shifting definitions of gifted ESL: Impact on gifted English language learners<\/strong><\/p>\n

Hoda Kilani, Right Career Fit, Canada<\/p>\n

Abstract<\/strong>: Are the special needs of young English language learners (ELL) being detected and provided for in Canada? In more specific terms, how are gifted English language learners (GLL) faring in the Canadian education system? Driven by the belief that specialized support for GLL is crucial, in this presentation I delve into the fractious issue of cultural differences of GLL in the Canadian context. This presentation seeks to address the dearth of worldwide research on GLL classroom experiences by opening up discussion on the consequences of cultural dichotomies to promote the need for further research.<\/div>\n
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264 Show me the way: Pets for caring and coping in the lives of twice-exceptional children<\/strong><\/p>\n

Michelle Ronksley-Pavia, Griffith University, Australia<\/p>\n

Abstract<\/strong>: In the field of twice-exceptionality, there has been no known research to date relating to the importance and therapeutic effects that pets might hold for twice-exceptional young people. In a wider study pertaining to the lived experiences of eight twice-exceptional children, a significant incidental unexpected finding emerged \u2014 the role that pets played in their support networks and their lives. Pets emerged as important components of the children\u2019s lives, particularly in enhancing stress reduction. Findings from this study suggest increased social and emotional well-being for these children who had pets and had bonded with them.<\/div>\n
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173 Simple steps to find underrepresented gifted: How one district does it: A Local Norming Workshop<\/strong><\/p>\n

Linda Collins, Park Hill School District, United States<\/p>\n

Christina Courtney, Park Hill School District, United States<\/p>\n

Abstract<\/strong>: Join this workshop, bring your local norming data, and walk away with the skills and a plan to increase equity and access in your school district. This interactive\/participatory workshop will share one district’s vision to eliminate barriers by teaching educators how to change the face of gifted services, enlarging the talent pool to include diverse gifted and talented students.<\/div>\n
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9 So you have to be a counselor, even though you’re not one …<\/strong><\/p>\n

Justin Villet, Sphinx Gifted Consulting, LLC, United States<\/p>\n

Abstract<\/strong>: Social-emotional development for students, especially for gifted and twice-exceptional kids, is essential for the growth and development of the whole child. Most educators agree with this statement. The problem is that many educators are asked to encourage social-emotional development without really knowing what it means, how to integrate it into a class that is content-mastery driven, and how to make sure social-emotional development has staying power. This presentation outlines some of these issues and guides educators through creating a system that integrates content mastery and skill mastery.<\/div>\n
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362 Social and emotional learning for socially gifted students\u2019 well-being<\/strong><\/p>\n

Susen Smith, University of New South Wales and NSW Department of Education and Training, Australia<\/p>\n

Bohdan Balla-Gow, Educational Support and Rural Initiatives, Educational Standards Directorate, Australia<\/p>\n

Carmela May, Educational Support and Rural Initiatives, Educational Standards Directorate, Australia<\/p>\n

Lynda Lovett, Educational Support and Rural Initiatives, Educational Standards Directorate, Australia<\/p>\n

Marek Brewster, NSW Department of Education, Australia<\/p>\n

Abstract<\/strong>: Social giftedness is one mental domain in Gagn\u00e9\u2019s Differentiated Model of Gifted and Talent. The characteristics and behaviors of socially gifted (SG) children will be elaborated, such as their capacity for leadership and friendship building and being extremely articulate and empathetic. According to the CASEL framework, learning founded on self-awareness of strengths, self-regulation of challenges, and goal setting within constructive and collaborative learning environments helps build social and emotional competencies (SEC). Broadly, explicit social and emotional learning (SEL) is critical for successful academic learning and achievement, psychosocial growth, emotional stability, and well-being development. Specifically, what SEC and SEL are required for the well-being of socially gifted students?<\/div>\n
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302 Social problems and social coping of academically high-achieving females before the onset of disordered eating<\/strong><\/p>\n

Jennifer Krafchek, Monash University, Australia<\/p>\n

Leonie Kronborg, Monash University, Australia<\/p>\n

Abstract<\/strong>: Research has shown that there is a relationship between social problems with friends and symptoms of eating disorders in adolescents, and that the use of maladaptive coping strategies to deal with these social problems contributes to the development of eating disorders. Studies have found that gifted students can experience social problems. This presentation will focus on the findings of a qualitative study of the social problems and social coping strategies of 14 academically high-achieving females before the onset of their symptoms of disordered eating in high school. The findings offer insights into effective social coping strategies that gifted students could use.<\/div>\n
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304 Some key issues and associated implications in gifted education in the Asia-Pacific: An inclusive review<\/strong><\/p>\n

Susen Smith, University of NSW, Australia<\/p>\n

Abstract<\/strong>: The Asia-Pacific region encompasses most of the world\u2019s population, but much of the Asia-Pacific countries\u2019 research and practice are underrepresented in the world\u2019s gifted education and research literature. Based on a wide-ranging review, this proposal identifies some of the key issues in gifted education in the Asia-Pacific region. This review uncovered a diverse range of issues regarding the practical applications needed to nurture the talent development of gifted children, youth, and adults and to support families, educators, researchers, mentors, and advocates. Some of these key issues in gifted education in the Asia-Pacific and some associated implications will be highlighted in this presentation.<\/div>\n
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34 STEM talent development profile of underrepresented students<\/strong><\/p>\n

Yao Yang, Purdue University-West Lafayette, United States<\/p>\n

Abstract<\/strong>: This retrospective, qualitative study investigated the talent development process of fifteen underrepresented graduate students in science, technology, engineering, and mathematics (STEM) disciplines. It was found that underrepresented students were confronted with challenges, such as sense of otherness, a pressured self-proving process, imposter syndrome mentality, and a chilly atmosphere in STEM disciplines. They benefited from sustained supporting networks. They also developed responsibility through community services and fighting for social justice. STEM academic rigor in high school was critical for them to move forward in STEM. The suggestions for designing effective educational services for underrepresented students with talents in STEM are also presented.<\/div>\n
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306 Student agency: three schools\u2019 journeys in addressing underachieving gifted in their contexts<\/strong><\/p>\n

Lye Chan Long, Aldea group, Singapore<\/p>\n

Adrienne Erwin, St George Christian School, Australia<\/p>\n

Justin Brayley, Newington College, Australia<\/p>\n

Amy Kirk, Newington College, Australia<\/p>\n

Abstract<\/strong>: The presentation discusses how three Australian schools have addressed the issue of underachieving gifted students at their schools. The programs are based on an action research project, IGNITE, that studied the effect of self-differentiation on student agency and achievement in 2016-17; the results were published in Gifted Education International in 2020. Presenters will share how their programs have impacted underachievers by using interventions and identification processes relevant to their school and year levels.<\/div>\n
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217 Successfully including 2e learners in a gifted classroom<\/strong><\/p>\n

S. Ley-Anne Folks, Westmount Charter School, Canada<\/p>\n

Heather Lai, Westmount Charter School, Canada<\/p>\n

Abstract<\/strong>: Twice-exceptional (2e) learners benefit holistically from inclusion in the educational community of their intellectually gifted peers. We present methodologies and strategies to integrate 2e learners in congregated gifted classrooms. Proactively focusing on the overall needs of all students in the class, we discuss how to provide universal, small group and individualized supports for 2e students with SLDs, ADHD, ASD and other challenges. Focusing on the unique needs of 2e learners while providing gifted programming for all students is a delicate balance requiring clear understanding of student needs and interests combined with the ability to make decisions based on research and experience.<\/div>\n
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244 Supporting gifted children through crisis: New insights into Dabrowski’s theory<\/strong><\/p>\n

Christiane Wells, Institute for the Study of Advanced Development, United States<\/p>\n

Tina Harlow, Guiding Bright, United States<\/p>\n

Abstract<\/strong>: Gifted individuals, with their intensities and sensitivities, are sometimes diagnosed with mental disorders. Individuals may identify so strongly with their diagnoses that they begin to see themselves as broken. Dabrowski’s theory of positive disintegration provides an alternative framework for understanding neurodiverse individuals’ intense experience outside of the biomedical model. From our perspectives as therapists and researchers, we will provide tangible applications of Dabrowski’s theory for gifted individuals in light of modern psychological research. We will unveil a new tool for mental health practitioners and educators that will flip the current paradigm and provide responses that better meet children’s needs.<\/div>\n
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23 Supporting Gifted ELs in the Latinx Community: A Culturally Responsive Approach<\/strong><\/p>\n

Robin Greene, Denver Public Schools, United States<\/p>\n

Michelle DuBois, Boulder Valley Schools, United States<\/p>\n

Abstract<\/strong>: English language learners who are also advanced and gifted learners are some of our most at risk students. These learners come with unique academic, intellectual, cultural, social and emotional needs that are overlooked in a typical classroom environment. In this session, participants will analyze the critical elements of identification, professional learning, instructional practices, and policy necessary for gifted and advanced English learners to thrive. Participants will identify key steps and develop an action plan using research-based and classroom-tested approaches. A Culturally Responsive Gifted Framework for implementing culturally responsive assessments, identification, and programming practices is presented.<\/div>\n<\/div>\n
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26 Supporting growth beyond grades: Promoting psychosocial skills for gifted students from special populations<\/strong><\/p>\n

Megan Parker Peters, Lipscomb University, United States<\/p>\n

Emily Mofield, Lipscomb University, United States<\/p>\n

Abstract<\/strong>: When supporting twice-exceptional students and gifted students from diverse backgrounds, it is important to leverage the funds of knowledge and personal strengths that such students bring to the classroom. Achievement is affected by a number of factors, including motivation and the match between student needs and the classroom environment. In this session, presenters will introduce, model, and practice practical interventions participants can use to address underachievement, enhance motivation, and develop resilience especially among twice-exceptional students and students from culturally, linguistically, and economically diverse backgrounds.<\/div>\n
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317 Taking the lead: Developing leadership skills in the gifted education professional<\/strong><\/p>\n

Christine Deitz, University of Arkansas at Little Rock, United States<\/p>\n

Abstract<\/strong>: What processes best prepare gifted teachers to be leaders in their schools and communities? One-hundred teachers in a rigorous teacher leadership program were surveyed. This session shares the results of the survey and provides insights regarding best practices for preparing gifted education teachers to strengthen leadership skills.<\/div>\n
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182 Talent development and early career awareness: Stories from a creative cross-disciplinary workshop<\/strong><\/p>\n

Serene Chan, The University of Hong Kong, Hong Kong<\/p>\n

Suzannie Kit-ying Leung, The Chinese University of Hong Kong, Hong Kong<\/p>\n

Mantak Yuen, The University of Hong Kong, Hong Kong<\/p>\n

Abstract<\/strong>: Do young children think about what it means to have a career in life? Twelve primary school children participated in a two-day cross-disciplinary workshop in which creative expression was integrated with elements of early career awareness. Opportunities were provided for self-exploration and expression through the creation of poetry, drawings, and a mixed-media collage. At the end of the workshop, the children were interviewed, and findings indicate that children do start to develop career awareness early. In this group, children\u2019s self-knowledge of strengths and interests positively affected talent development. The stories of their career dreams will be shared in this presentation.<\/div>\n
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214 Teacher-student relationships that inspire gifted student engagement<\/strong><\/p>\n

Laurie Croft, Belin-Blank Center for Gifted Education and Talent Development, United States<\/p>\n

Anna Payne, Baylor University, United States<\/p>\n

Abstract<\/strong>: Teacher quality is acknowledged as a critical factor in student achievement (Wenglinsky, 2000), and teacher-student relationships (TSR) have been determined to be important factors for students\u2019 school engagement, and academic achievement (e.g. Valiente, Lemery-Chalfant, Swanson, & Reiser, 2008). Roorda, Koomen, Spilt, and Oort (2011), through a meta-analysis of 92 articles describing 99 studies, found that positive relationships were correlated with both student engagement and achievement. TSRs have rarely been explored from the student perspective (Dickerson, 2020), but gifted students\u2019 comments about teachers\u2019 impact permit session participants to better envision teacher characteristics and competencies that contribute to gifted students\u2019 academic success.<\/div>\n
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42 Teaching and learning critical thinking using the UN Sustainable Development Goals: Two hybrid teaching formats in the time of Corona<\/strong><\/p>\n

David Rott, University of Muenster, Germany<\/p>\n

Marcus Kohnen, University of Muenster, Germany<\/p>\n

Abstract<\/strong>: This presentation gives insight into two teaching formats aiming to integrate critical thinking as a teaching objective in gifted education. Both formats use the UN Sustainable Development Goals as subject matter, taking into account different age groups and school levels. Students are given challenges in the context of the UN Sustainable Development Goals and can design their own projects in project-based lessons. These scenarios are framed by digital offerings from the teachers. In the Corona pandemic, the opening up of lessons has proven to be a challenge: the students are mostly distance learners but are expected to cooperate with their classmates and exchange ideas with their teachers. The learning architectures of both formats are presented, as well as first impressions of the students’ learning.<\/div>\n
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58 Teaching languages to gifted children<\/strong><\/p>\n

Alberta Novello, University of Padua, Italy<\/p>\n

Abstract<\/strong>: Gifted and talented students show specific features in the language-learning process that need to be considered when tailoring inclusive language programs. The session aims to present the results of a survey on gifted aspects of learning a language as well as students\u2019 favorite language activities. Data from the survey will be shown regarding teachers\u2019 and students\u2019 perspectives. Some proposals to successfully include gifted students in the language classroom will then be described.<\/div>\n
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358 Teaching science to gifted learners<\/strong><\/p>\n

Bronwyn MacFarlane, University of Arkansas at Little Rock, United States<\/p>\n

Deborah Dailey, University of Central Arkansas, United States<\/p>\n

Abstract<\/strong>: Science education is critical to developing future talent among K-12 students to advance the human experience and create new innovations in solving diverse problems spanning across medical improvements, renewable energy, novel materials, global security, agricultural processes, mechanical refinements, and more. This session will focus upon recent research findings and best practices for delivering quality science education to gifted learners.<\/div>\n
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279 The adults fighting to save gifted education: The legislative organizer, educational researcher, teacher, and parent<\/strong><\/p>\n

Terence Friedrichs, Friedrichs Education, United States<\/p>\n

William Keilty, Hamline University, United States<\/p>\n

Larry Fowler, Mayo High School, United States<\/p>\n

Shailesh Bhor, Innovate Instruction, Ignite Learning Nonprofit, United States<\/p>\n

Abstract<\/strong>: Panelists share their most recent legislative efforts for expanding their state\u2019s gifted and advanced education programming despite forces attempting to reduce such instruction. Presenters expand on four educational advocacy principles of Roberts and Inman (2006). First, they sought \u201ckindred spirits\u201d as they battled insufficient statewide gifted\/advanced services, agreeing along the way with fellow advocates on underlying causes \u2014 unfollowed mandates, inequitable services, and insufficient funding. Second, with activist teens, they crafted district-specific advocacy messages for significantly better services. Third, they communicated effectively with legislators through individualized messaging for strengthened mandates, equitable services, and adequate funding. And fourth, they persisted toward goals, despite sociopolitical barriers.<\/div>\n
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324 The authentic scholar model: An approach for structuring the education of gifted students<\/strong><\/p>\n

Melissa Bilash, United States<\/p>\n

Kristina Ayers Paul, Lower Merion School District, United States<\/p>\n

Abstract<\/strong>: Since opening in 2015, The Grayson School has used the Authentic Scholar Model (ASM) to structure education for the gifted students it serves. The ASM has four tenets: 1) Educators need to know where to begin with each student; pre-assessment is essential; 2) Authentic learning runs on its own timetable; pacing that is aligned with each student\u2019s needs is critical; 3) Innovation requires the marriage of expert-level knowledge and skilled thinking to solve problems; train students to think; and 4) Well-designed projects give students an intellectual playground where knowledge is applied, cross-disciplinary thinking engaged, and the thrill of discovery activated.<\/div>\n
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171 The Colorado Gifted and Talented Student Board<\/strong><\/p>\n

Allie Lindsey, The Colorado Gifted and Talented Student Board, United States<\/p>\n

Mae Chen, The Colorado Gifted and Talented Student Board, United States<\/p>\n

Katie Smela, The Colorado Gifted and Talented Student Board, United States<\/p>\n

Cagla Numanoglu, The Colorado Gifted and Talented Student Board, United States<\/p>\n

Abstract<\/strong>: The Colorado Gifted and Talented Student Board is an entirely student-founded and student-managed organization striving to provide a platform for gifted student advocacy and to enhance the general gifted and talented (GT) experience through the advancement and unification of GT programs via active student input. Please join us for a discussion of our plan in offering Colorado GT students an improved educational experience and information on how to challenge and empower your students to do the same.<\/div>\n
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357 The colors of twice-exceptionality in film media<\/strong><\/p>\n

Martina Brazzolotto, District of Campodarsego (Italy), Italy<\/p>\n

Connie Phelps, Emporia State University, United States<\/p>\n

Linda Collins, Park Hill School District, United States<\/p>\n

Abstract<\/strong>: Baum and Owen (2017) stated that individuals with twice-exceptionality may remain unrecognizable since their disability overshadows their giftedness, and their giftedness masks their disability. However, gifts (yellow) and disability (blue) create unique twice-exceptional (green) individuals from the resulting secondary color. This session examines which \u201ccolors\u201d society attributes to twice-exceptionality aspects of giftedness and disability through television and movies. Since media reflects societal beliefs and perceptions, they influence reality. Our study examined ten years of film media for protagonists characterized by their giftedness and disability. The session offers perspectives and strategies to support the lived experiences of twice-exceptional children and adolescents.<\/div>\n
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185 The dual mediating effects of MSCE and SDL on the Relationship between creativity and F3C<\/strong><\/p>\n

JuSung Jun, Soongsil University, South Korea<\/p>\n

Kyung Hwa Lee, Soongsil University, South Korea<\/p>\n

Ga Hyung Lee, Research Institute for Gifted & Talented Education, Soongsil University, South Korea<\/p>\n

Abstract<\/strong>: The purpose of this study was to examine the dual mediating effects of MSCE (metacognition support classroom environment) and SDL (self-directed learning) on the relationship between creativity and F3C (future creative confluence competency). The samples of the study were 511 college students attending Soongsil University in Seoul, Korea. Collected data was analyzed with Hayes\u2019 PROCESS Macro (2013). The major findings were as follows: First, there were positive correlations among creativity, MSCE, SDL, and F3C. Second, there were dual mediating effects of MSCE and SDL on the relationship between creativity and F3C.<\/div>\n
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353 The essence of a national gifted education framework<\/strong><\/p>\n

Ronald Reznik, Wellington C. Mepham High School, United States<\/p>\n

Abstract<\/strong>: This presentation extols the need for a national gifted education framework in the United States and examines the current state of affairs in the realm of gifted education through an analysis of the conditions of such programs in other nations and their successful implementation in these nations as well as other relevant data.<\/div>\n
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79 The gifted speak on critical thinking, moral development, and life purpose<\/strong><\/p>\n

Rosemary Keighley, rosemarykeighley.com, Australia<\/p>\n

Abstract<\/strong>: Adults who had attended separate full-time gifted classes and children attending one were interviewed. They were encouraged to raise topics of their own choosing and speak at length on these. Interviewees ranged in age from ten to 86 years; interviews lasted from one to seven hours. Several strong common themes emerged. This paper focuses on critical thinking, moral development, and life purpose, exploring the interrelationships that emerged between them. It also examines, in the words of the subjects, the way in which these must be developed and work together for both personal fulfilment and career success to be achieved.<\/div>\n
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223 The global cooperative synergy group: An essential paradigm shift<\/strong><\/p>\n

C. June Maker, University of Arizona, United States<\/p>\n

Randy Pease, DISCOVER Projects, United States<\/p>\n

Hala Elhowheris, United Arab Emirates University, United Arab Emirates<\/p>\n

Manoj Chandra Handa, New South Wales Department of Education, Australia<\/p>\n

Abstract<\/strong>: The vision of the GCS Group is to develop in young people the ability and the commitment to think globally and act locally to solve STEM and social problems through Real Engagement in Active Problem Solving (REAPS). With a base of knowledge, young people will be led to be creative and innovative entrepreneurs through collaboration not competition. At this time, eight countries are involved: Australia, Chile, China, Mexico, Saudi Arabia, Turkey, United Arab Emirates, and United States of America. The co-founders and two national coordinators will share their research and experiences with the REAPS model and their collaboration.<\/div>\n
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51 The identification of academically talented children in Norwegian kindergartens: Potential, achievement, and error<\/strong><\/p>\n

Janine Campbell, University of Stavanger, Norway<\/p>\n

Abstract<\/strong>: This study evaluated the psychometric characteristics of three instruments for identifying kindergarten students with high academic potential. Data were collected through the Norwegian \u201cSkoleklar\u201d project, where 243 preschoolers were assessed for academic potential by teachers, parents, and a test, and the consistency of those assessments with academic results were evaluated in kindergarten and eighth grade (n=136). Findings indicate that each scale was too imprecise for one-step identification of academic talent, but in combination they were sufficiently precise for the screening of a larger group from which children with exceptional academic talent could be identified with further testing.<\/div>\n
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120 The impact of school closings on gifted services: Recommendations for a post-COVID-19 world<\/strong><\/p>\n

Charlton Wolfgang, Millersville University, United States<\/p>\n

Dan Snyderman, Millersville University, United States<\/p>\n

Abstract<\/strong>: This qualitative study explored the perspectives and lived experiences of teachers of the gifted and parents\/guardians of gifted learners within the context of the COVID-19 pandemic and provided a deeper understanding of gifted education by determining the meaning of these experiences. A particular focus was placed on the role of remote learning and its impact on instruction and the social-emotional well-being of gifted learners. Recommendations to best meet gifted needs post-COVID, including a preliminary model for meeting gifted learners’ needs in a virtual format, will be shared and discussed in this session.<\/div>\n
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193 The impact of the I-Mentoring enrichment program on enhancing gifted\/talented students\u2019 creative problem-solving abilities<\/strong><\/p>\n

Hala Elhoweris, United Arab Emirates University, United Arab Emirates<\/p>\n

Ahmed Hemdan, UAE University, United Arab Emirates<\/p>\n

Myra Bacsal, UAE University, United Arab Emirates<\/p>\n

Maxwell Opoku, UAE University, United Arab Emirates<\/p>\n

Najah Al Mohammedi, UAE University, United Arab Emirates<\/p>\n

June Maker, University of Arizona, United States<\/p>\n

Randal Pease, United States<\/p>\n

Abstract<\/strong>: In many countries, including the UAE, there is overwhelming interest in setting as a national goal the cultivation of talented students in STEAM. Given the global demands for STEAM jobs, which are predicted to increase drastically in the next few years, there are too few studies focused on nurturing talented students in STEAM in countries such as the UAE. This mixed-method study aims to share the impact of an iMentoring enrichment program, utilizing the Real Engagement in Active Problem Solving (REAPS) teaching model, provided to 70 teacher-nominated gifted and talented high school students to develop the students\u2019 creative problem-solving skills.<\/div>\n
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145 The impact of virtual technology development and the COVID-19 pandemic on pedagogical aspects of the Odyssey program<\/strong><\/p>\n

Orni Meerbaum Salant, Future Scientists Center for Advancing the Gifted and Talented, Maimonides Fund, Israel<\/p>\n

Eli Fried, Future Scientists Center for Advancing the Gifted and Talented, Maimonides Fund, Israel<\/p>\n

Abstract<\/strong>: Technological development together with the COVID-19 pandemic have led to creative destruction of the way educational systems communicate with youngsters and expose them to new knowledge. The Future Scientists Center\u2019s Odyssey out-of-school program enables talented and gifted youngsters to engage in scientific academic studies; it initially was implemented in face-to-face meetings. The program emphasizes the development of cognitive, personal, and interpersonal skills and competencies. Modifying from face-to-face to virtual settings opened us up to innovative ideas that changed our pedagogical approach. The virtual environment confronted us with challenges regarding interpersonal communication between students; in the future we plan to explore methods to face these challenges.<\/div>\n
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349 The kids fighting to save gifted education<\/strong><\/p>\n

Terence Friedrichs, Friedrichs Education, United States<\/p>\n

Amogh Kulkarni, Wayzata (MN) High School, United States<\/p>\n

Devesh Bhor, East Ridge High School, United States<\/p>\n

Anushka Chaudhari, EastView High School, United States<\/p>\n

Abstract<\/strong>: Three US high school students and their mentor describe the teens\u2019 legislative advocacy for statewide expansion of gifted and advanced education, despite growing US sociopolitical forces to reduce existing mandates and funding. First, the mentor explains how the youth, as actors with minimal sociopolitical power (Freire, 1970), learned more about their characteristic sensitivity, inquiry, and social justice needs. Second, utilizing broadly effective Freirian principles, they advocated within their schools to students, teachers, and school boards for more state-funded and -mandated education allied with their needs. Third, they explain successful advocacy for such education outside school, targeting newspapers and legislators.<\/div>\n
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213 The magic of the mediator: Maximizing authentic relationships in the classroom & beyond<\/strong><\/p>\n

Dr. Dornswalo Wilkins-McCorey, Virginia Beach City Public Schools, United States<\/p>\n

Abstract<\/strong>: The purpose of this session is to demonstrate how the practitioner can implement a pedagogy of confidence while focusing on a strengths-based approach via the seven high operational practices and the power of mediation to create authentic relationships that extend beyond the classroom. Since 2016, one school division has applied social and emotional structures to build authentic relationships with culturally, linguistically, and economically diverse students. This session will provide examples of strategies that practitioners utilized to affirm students\u2019 strengths, build relationships, elicit high intellectual performance, provide enrichment, amplify student voices, and capitalize on students\u2019 lived experiences in elementary, middle, and high school.<\/div>\n
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232 The new irrelevance of intelligence<\/strong><\/p>\n

Alan D. Thompson, Life Architect, Australia<\/p>\n

Abstract<\/strong>: Much like the rapid pace of progress in all of our technology, innovations like artificial intelligence and neural lace are changing our world significantly and offering up new ways of being. Neural lace, or \u201cbrain mesh,\u201d is an implantable brain-computer interface. Such an interface allows any individual to achieve symbiosis with superintelligence: instant access to processing, memory, learning, and artificial general intelligence at an unprecedented scale. What if we are heading towards a major increase in intelligence for all humans, towards the equivalent of a 1,000 IQ (as theorized by Professor Steven Hsu)? And what might this new world look like?<\/div>\n
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337 The parenting playbook: Coaching gifted children for success<\/strong><\/p>\n

Emily Kircher-Morris, The Neurodiversity Podcast, United States<\/p>\n

Abstract<\/strong>: If only raising gifted kids were as easy as everyone thinks! Parents of high-ability kids know that finding ways to coach their child to become an independent, confident, and successful young adult is harder than most people realize. This session focuses on helping parents find neurodiversity-affirming strategies to support their gifted sons and daughters. (Teachers welcome, too!)<\/div>\n
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165 The potential impact of asynchronous development on executive function in individuals who are gifted<\/strong><\/p>\n

Rebecca Johnson, University of North Texas, United States<\/p>\n

Abstract<\/strong>: Asynchronous development, described as uneven development, is considered by some experts in gifted education to be a defining trait of giftedness. Social-emotional and environmental influences including mismatched educational environments may add to the complexity of asynchronous development and being gifted. Asynchronous development in the context of giftedness may present unique challenges in acquiring and maintaining skills associated with executive function, ultimately affecting potential, productivity, and goal achievement. This presentation will discuss the potential impact of asynchronous development on executive function in individuals who are gifted. Practical implications for parents, educators, and others working with gifted individuals will be addressed.<\/div>\n
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350 The Rubik’s Cube and the future of STEAM education using six-sided platonic solids<\/strong><\/p>\n

Dan Van der Vieren, You Can Do The Rubik’s Cube, United States<\/p>\n

Abstract<\/strong>: The Rubik’s Cube has become an international, iconic puzzle with numerous individuals attempting to solve it in record time. More recently, the Rubik’s Cube has inspired many to attain new feats, such as solving blind-folded, solving with one’s feet, solving underwater, or solving while juggling, to name a few. One application that has been gaining momentum in the United States and Canada is with STEAM education, using the cubes to create mosaic art. Numerous templates have been designed for the mosaics, but with enough creativity, images of nearly anything can be pixelated to augment the curriculum in STEM classrooms.<\/div>\n
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47 The satisfaction of basic psychological needs through leisure activities by gifted secondary students in Hong Kong<\/strong><\/p>\n

Man-chun Ngan, The Hong Kong Academy for Gifted Education (HKAGE), Hong Kong<\/p>\n

Tze-ho Fung, Hong Kong Academy for Gifted Education (HKAGE), Hong Kong<\/p>\n

Abstract<\/strong>: Participation in leisure activities is indispensable for the development of adolescents. It is important to understand how these activities could lead to the fulfilment of basic psychological needs for competence, relatedness, and autonomy, and the (indirect) impacts of satisfying these needs on life satisfaction and social interaction anxiety. The results from Structural Equation Modeling supported the theory that participation in leisure activities, especially in social activities, had a direct positive impact to relatedness, autonomy, and competence, which subsequently had a direct, positive impact to life satisfaction and\/or a negative impact to social interaction anxiety. These findings provide insights for planning activities to benefit students.<\/div>\n
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46 The seven guiding principles of equity-driven professional learning for gifted teachers<\/strong><\/p>\n

Katie Lewis, York College of Pennsylvania, United States<\/p>\n

Christine Weber, University of North Florida, United States<\/p>\n

 Angela Novak, East Carolina University, United States<\/p>\n

Abstract<\/strong>: This session will present seven guiding principles for culturally responsive professional learning for gifted teachers, developed by the authors, that are deeply rooted in foundational literature of gifted education, professional learning best practices, and culturally relevant teaching and leadership pedagogy. Participants will view samples of a professional learning plan with the seven principles in action and have opportunities to brainstorm ways to apply the principles to their own districts.<\/div>\n
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178 The Year 9 Project: Building agency and engagement in the middle school English classroom for high ability\/gifted students<\/strong><\/p>\n

Briony Schroor, Nossal High School, Australia<\/p>\n

Sue Lee-Ack, Australia<\/p>\n

Shane Woon, Nossal High School, Australia<\/p>\n

Abstract<\/strong>: Inspired by the documentary film Most Likely to Succeed (Greg Whiteley, 2015) and propelled by a desire to enhance student engagement in English and extend the most able of our year nine students (14\u201315-year-olds), we designed a curriculum we call The Year 9 Project. The cornerstones of the project are agency and choice (Framework for Improving Student Outcomes: The Education State, 2015). Students choose which texts they will study, when they will study them, and which tasks they will complete. We provide course templates and classroom support, and the students plan their own English adventures. Chaos, of course, ensues; but so too does wonderful creativity.<\/div>\n
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282 They are just lazy \u2014 or are they?<\/strong><\/p>\n

Michelle Vignon, Makana Soul, United States<\/p>\n

Abstract<\/strong>: When a gifted individual is not doing the work, the first assumption is that the person is lazy. The majority of the time, it is not laziness but rather a deeper issue that is leading to the lack of work being produced. Until the why and the deeper issues are discovered, the person will not change. In this presentation, the participants will learn the various causes of \u201claziness\u201d and various strategies to approach this issue.<\/div>\n
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314 Thrice a minority: Hispanic, immigrant, and gifted students in America<\/strong><\/p>\n

Keila Moreno Mugabo, University of Arkansas at Little Rock, United States<\/p>\n

Ann Robinson, University of Arkansas at Little Rock, United States<\/p>\n

Abstract<\/strong>: Immigration has been prevalent from the conception of the United States. In recent years, approximately half of the immigrant population has been from Spanish-speaking countries. This trend has led to the rise of a special population of gifted students who have specific strengths and needs. The challenges these students encounter as they adapt to a new country can prevent them from being identified. This session will discuss certain aspects relevant to this special population and propose a framework for identifying gaps in the existing literature and needed research on Hispanic immigrant and non-immigrant gifted students.<\/div>\n
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36 Tier-rific online differentiation: Making the most of online and blended learning for gifted learners<\/strong><\/p>\n

Vicki Phelps, Milligan University, United States<\/p>\n

Abstract<\/strong>: As technology continues to drive instruction, how can online and blended learning be effectively managed and differentiated for the gifted population? Come learn how to evaluate online resources for gifted learners, as well as how to use innovation and research-based gifted pedagogy to pre-assess, differentiate, and assess online and blended learning with your students. Session includes ready-to-implement resources, applications, and ideas for your classroom.<\/div>\n
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54 Toolbox for gifted education<\/strong><\/p>\n

Todd Stanley, The Gifted Guy LLC, United States<\/p>\n

Abstract<\/strong>: There is more than one way to work with gifted students. It is best for teachers to develop a toolbox of strategies for working with gifted students that both fits the need of the student and the capability of the teacher. This session will look at ten of these strategies, ranging from pre-assessment and in-class enrichment options to outside learning experiences and academic competitions, as well as how involved each of these strategies will be in the overall classroom.<\/div>\n
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316 Twice-exceptional children and their growth mindset pathway for success<\/strong><\/p>\n

Valeria Fontanals, My Optimal Child, United States<\/p>\n

Abstract<\/strong>: Twice-exceptional (2e) children may face many challenges in their everyday living and school performance. Even though they all may have received the same diagnosis, their prognosis differs from one case to the other. Most likely, their growth or fixed mindset is to blame. I will discuss the growth mindset approach and its impact on 2e children’s view of their ability, and I will provide practical interventions to help children become their best version of themselves.<\/div>\n
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250 Types and profiles of exceptionally talented students in STEM: An exploration using Q factor analysis<\/strong><\/p>\n

C. June Maker, University of Arizona, United States<\/p>\n

Randy Pease, DISCOVER Projects, United States<\/p>\n

Kadir Bahar, University of Georgia, United States<\/p>\n

Abstract<\/strong>: The purpose of the research was to identify types and profiles of exceptionally talented STEM high school students from different cultural and social-economic status groups. Using Q Factor Analysis (correlating people rather than variables), a method employed in only two studies of gifted students, 43 students clustered on 13 factors and 81.18% of the total variance was explained. Factors included high and low achievers; students from diverse ethnicities, cultures, and environments; students with high and low creativity; and nine other clusters. Characteristics and profiles of types of students are described and compared with types and profiles in other studies and theories.<\/div>\n
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94 Understanding and preventing suicidal behavior among students with gifts and talents<\/strong><\/p>\n

Tracy Cross, William & Mary, United States<\/p>\n

Jennifer Cross, William & Mary, United States<\/p>\n

Abstract<\/strong>: In the United States, deaths by suicide have increased by 30% over the past 30 years. Studies about suicidal behavior among students with gifts and talents is quite limited in numbers and in interpretable findings. In addition, no national-level data exist that may be helpful in understanding the suicidal behavior of students with gifts and talents. Without greater understanding of the phenomenon, prevention efforts will be inadequate. Developed from decades of research on the suicide of gifted students, the spiral model of suicidal behavior among students with gifts and talents provides a framework for both research and prevention efforts.<\/div>\n
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167 Understanding gifted yearnings through Satir\u2019s model<\/strong><\/p>\n

Debbie Clelland, Debbie Clelland Coaching & Consulting, Canada<\/p>\n

Abstract<\/strong>: Gifted children and adults experience yearnings for things such as acceptance, belonging, freedom, and peace. In today\u2019s world, sometimes those can be hard to come by. Instead, we may be only coping rather than thriving. Virginia Satir developed a model to help us understand our yearnings. This model explains why sometimes our feelings, perceptions, and expectations can get in the way of getting these needs met. This presentation will discuss Satir\u2019s model and how we can support ourselves and our children with more clarity and compassion.<\/div>\n
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59 Understanding the needs of twice-exceptional learners: Bridging research to practice<\/strong><\/p>\n

Wendy A Behrens, Minnesota Department of Education, United States<\/p>\n

C. Matthew Fugate, University of Houston-Downtow, United States<\/p>\n

Cecelia Boswell, Austin Creek Educational Systems, United States<\/p>\n

Eleonoor van Gerven, Slim! Educatief, Netherlands<\/p>\n

Claire Hughes, College of Coastal Georgia, United States<\/p>\n

Abstract<\/strong>: Gifted students with disabilities, known as twice-exceptional or 2e learners, are at-risk when their instructional and social and emotional needs are not supported. Though their co-occurring conditions are not uncommon, they may be difficult to recognize. This session looks at the lived experiences of gifted learners who are diagnosed with autism spectrum disorder, ADHD, or executive functioning disorder or are dyslexic. Attendees will hear strength-based vignettes that illustrate student profiles they may encounter.<\/div>\n
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212 Understanding your gifted child’s brain … and your own!<\/strong><\/p>\n

Pamela Clinkenbeard, University of Wisconsin-Whitewater, United States<\/p>\n

Erin Miller, Bridgewater College, United States<\/p>\n

Abstract<\/strong>: The field of neuroscience is booming worldwide, including neuroscience research on giftedness, talent, and creativity. But what does brain research really tell families and educators about parenting and teaching gifted and talented students? How might the science translate to the practice, and what role does neuroscience play in the development of more equitable gifted education? This session will touch on what we know (and don\u2019t yet know) about the neuroscience of learning, creativity, and emotion, and what that research means in practice for gifted students.<\/div>\n
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57 Using academic extra-curricular activities to enrich your gifted students<\/strong><\/p>\n

Todd Stanley, The Gifted Guy LLC, United States<\/p>\n

Abstract<\/strong>: Learning does not need to occur only within the school day or in the classroom. There are tons of authentic experiences students can have by participating in extra-curriculars geared toward challenging the minds of gifted students. For instance, students participating in Model United Nations not only learn how to form an argument and defend it through public speaking, they gain a global awareness as well. Chess teaches kids logic in the form of strategy as well as critical thinking and problem solving. Future City Builders allows students to be creative about what they envision cities of the future might look like and how they can best utilize technology to make it more environmentally friendly. This session will look at the benefits of such programs and offer plenty of choices to match the right program with the right level of kid.<\/div>\n
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55 Using advisory groups to make SEL intentional with gifted students<\/strong><\/p>\n

Todd Stanley, The Gifted Guy LLC, United States<\/p>\n

Abstract<\/strong>: Schools often address the academic needs of our students, but how well are they meeting the social\/emotional needs of our gifted students? It can be argued that these needs sometimes are more important than academic ones, and yet schools sometimes do not put into place a space for students to address social and emotional needs. I will be talking about how our gifted team, called the Gateway Program, has used town hall meetings and advisory groups to address these needs for our students.<\/div>\n
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169 Using narrative therapy techniques with gifted children in counseling and classroom settings<\/strong><\/p>\n

Abdullah Tuzgen, Purdue, United States<\/p>\n

Abstract<\/strong>: In school settings, counselors and teachers need more efficient ways to identify and understand students’ concerns. Narrative therapy has the potential to be very useful with creatively gifted children. In this presentation, the participants will learn how narrative therapy techniques encourage students to use creativity to externalize their problems safely. Three techniques \u2014 writing a letter to the problem, outsider witness, and the tree of life \u2014 will be explained. The researcher will share the result from implementing these three techniques in a summer program.<\/div>\n
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311 Validity and utility of the Test of Creative Thinking-Drawing Production for Dutch adolescents<\/strong><\/p>\n

Ophelie Desmet, Purdue University, United States<\/p>\n

Yao Yang, Purdue University, United States<\/p>\n

Lianne Hoogeveen, Radboud university, Netherlands<\/p>\n

Abstract<\/strong>: We examined the divergent validity and utility of the Test for Creative Thinking-Drawing Production (TCT-DP) in a gifted identification protocol that included measures of intelligence, school motivation, inquisitiveness, creativity, and academic achievement. We concluded that the TCT-DP provides valuable additional information on creativity for high-ability identification in which measures of intelligence, school motivation, and inquisitiveness are already included. Thus, this study’s findings provide evidence for the utility and divergent validity of the TCT-DP when used with a Dutch population. This session will address our research findings and practical implications about using creativity tests within gifted identification protocols.<\/div>\n
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31 Validity check for a diagnostic tool of natural scientific abilities at kindergarten age<\/strong><\/p>\n

Maria Sophie Sch\u00e4fers, Bielefeld University, Germany<\/p>\n

Claas Wegner*, Bielefeld University, Germany<\/p>\n

Abstract<\/strong>: This presentation focuses on natural scientific giftedness at kindergarten age. Studies show that natural scientific skills acquired in kindergarten have an influence on school performance (Morgan et al., 2016; Guo et al., 2015; authors anonymized). As there is a shortage of skilled workers in the STEM sector, it has been suggested to motivate gifted and interested children early on in school to pursue a natural scientific career. Therefore, a test of natural scientific abilities was developed for kindergarten children to explore their strengths and abilities in the natural sciences and to provide subsequent individualized support.<\/div>\n
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345 Virtual peace rooms: A digital respite for self-regulation<\/strong><\/p>\n

Rebecca Renegar, Milton-Union Exempted Village Schools, United States<\/p>\n

Aimee Ashcraft, Huber Heights City Schools, United States<\/p>\n

Abstract<\/strong>: When stressed or anxious, gifted students often need space to re-regulate before they resume learning. Many classrooms utilize calming corners \u2014 physical places where students practice mindfulness and self-regulative strategies. Virtual peace rooms give students a place and tools to aid that process in remote environments. Join us to create your own virtual peace room filled with resources to support gifted students!<\/div>\n
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125 Visual-spatial gifted students: Identifying the powerhouses of 21st-century innovation<\/strong><\/p>\n

Marla Caviness-French, Jeffco Public Schools, United States<\/p>\n

Leanne Cook, Elizabeth School District, United States<\/p>\n

Mariah Koogle, Cherry Creek Public Schools, United States<\/p>\n

Abstract<\/strong>: Gifted identification for visual-spatial (non-verbal) students is becoming increasingly difficult because these thinkers’ gifts and talents don\u2019t always shine in the academic setting. Yet, in the real world, these visual-spatial thinkers are developing the innovations that are powering the future of business, entertainment, athletics, and space missions. How can the identification, educational programming, and career education for visual-spatial learners be enhanced and addressed in the secondary school setting? This presentation will provide alternatives for identification for these learners and universal teaching strategies and enrichment options appropriate for any school world-wide.<\/div>\n
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62 Voices from parents of gifted children: Challenges and strategies to foster talent development<\/strong><\/p>\n

Denise Fleith, University of Brasilia, Brazil<\/p>\n

Daniela Vilarinho-Pereira, Purdue University\/University of Brasilia, United States<\/p>\n

Renata Muniz Prado, University of Brasilia, Brazil<\/p>\n

Abstract<\/strong>: This study investigated challenges faced by families of gifted children, as well as parental styles, practices, and strategies to foster children\u2019s talents. The authoritative parental style was the most frequent among the participants. Parents mentioned challenges such as providing opportunities for children to develop their talents, helping children be free to grow up without feeling compelled to meet standards, and mediating the relationship between children and the school. Participants highlighted values related to education and effort. They sought psychological services for their children as well as schools whose characteristics could fit their children\u2019s needs. Practical implications are discussed.<\/div>\n
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284 What can we learn about improving gifted identification by studying how accurate the process is in Arkansas?<\/strong><\/p>\n

Bich Thi Tran, University of Arkansas, United States<\/p>\n

Abstract<\/strong>: In this study, we examined the accuracy of the gifted identification process in Arkansas, USA, by comparing the degree to which students who were academically talented \u2014 in the top 5% on the third grade state assessment in reading and mathematics \u2014 were identified for gifted and talented (G\/T) services. Across five years of cohorts, we found that roughly 30% of the top achievers in third grade were not identified as G\/T. Multivariate models indicate that high-achieving students from lower socio-economic families were less likely to be identified as G\/T. Our study has policy implications for G\/T screening strategies.<\/div>\n
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33 What talented girls can learn from talented women: A qualitative study in the Netherlands<\/strong><\/p>\n

Ingeborg Veldman- de Jonge, Het Talent, and Radboud University, Netherlands<\/p>\n

Abstract<\/strong>: Previous studies have shown that gifted girls have specific needs in education to help them develop their academic potential. However, none of these studies focused on the Dutch population; this study does. What choices did women make, and what were the facilitating or hindering factors in making these personal decisions? Interviews with ten participants provided in-depth descriptions of participants\u2019 personal experiences. They described a clear focus on what they wanted to achieve and how they wanted to achieve it, whether in school, their careers, or their personal lives. Overall, the findings from this study are in line with those of previous research, but some of the findings were surprising.<\/div>\n
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90 What’s your school’s talent development plan?<\/strong><\/p>\n

Houston Barber, Frankfort Independent Schools, United States<\/p>\n

Jonathan Plucker, Johns Hopkins University, United States<\/p>\n

Abstract<\/strong>: In a series of recent studies, the lack of coordination among advanced learning policies and programs within schools and districts has become apparent. One strategy for increasing coordination among services within a school district is the creation of talent development plans. In this session, we will discuss how to construct talent development plans, share examples from districts, and provide advice for creating plans for your schools and districts.<\/div>\n
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97 Which sections of gifted theories are missing? Gifted students in public mental health settings<\/strong><\/p>\n

Andree Therrien, AT A CISSS des Laurentides, Canada<\/p>\n

Abstract<\/strong>: We will analyze the various gifted theories in relation to admissible youth mental health public services. Which theory sections are missing for a healthy development for the gifted? What are their reference patterns? What are the common threads and characteristics according to their age? What are the differences between those already identified from those that aren\u2019t? We will study existing confusions between diagnosed symptoms and characteristics of the gifted. Theories inform interventions that allow better identification of the gaps keeping gifted students from achieving their full potential.<\/div>\n
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245 World Hope Project: An experience in diverse collaboration and interdependence<\/strong><\/p>\n

Tina Harlow, Guiding Bright, United States<\/p>\n

Abstract<\/strong>: The World Hope Project is an international children’s video troupe, comprised of kids ages 6-17 from 26 countries, with a mission of spreading messages of hope and ideas for positive societal change. While providing hope to the viewing audience, this project also provides invaluable opportunities to the gifted children participating in the project. Together, they brainstorm tangible solutions for the global issues that cause them concern and voice their ideas through video. The World Hope Project fosters international connections, creativity, appreciation of differences, compassion, support of one another\u2019s ideas, optimism, and the intrinsic power of collaboration to catalyze positive change.<\/div>\n
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28 Young Women LEAD clubs: Empowering with inclusive leadership for high school girls<\/strong><\/p>\n

Kimberly Clayton-Code, Institute for Talent Development and Gifted Studies, United States<\/p>\n

Abstract<\/strong>: Join us for this interactive presentation of the Young Women LEAD initiative. Young Women LEAD (YWL), a movement to empower girls and to empower girls to support each other, has been taking place annually the past 12 years in 28 states with 33,500 girls participating. We will share our successes and lessons learned from coordinating and hosting annual free Young Women LEAD conferences and clubs for gifted and high-potential high school girls. YWL club topics include philanthropy, financial literacy, inclusive leadership, 21st-century leadership skills, the neuroscience of confidence, and careers in STEM. Participants will be provided with free access to the conference and club curriculum.<\/div>\n
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\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\"CTY\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<\/div>\n\t\t","protected":false},"excerpt":{"rendered":"

On-Demand Sessions Below is a tentative list of on-demand sessions that will be available at the virtual World Conference. 327 \u201cPathological differentiation\u201d in math is optimal differentiation in math Jill Williford Wurman, The Grayson School, United States Melissa Bilash, The Grayson School, United States Kimm Doherty, The Grayson School, United States Traci Brody, The Grayson School, United States Derek […]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-1271","page","type-page","status-publish","hentry"],"yoast_head":"\nOn-Demand Sessions - 2021 WCGTC World Conference<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/world-gifted.org\/Conferences\/wcgtc21\/on-demand-sessions\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"On-Demand Sessions - 2021 WCGTC World Conference\" \/>\n<meta property=\"og:description\" content=\"On-Demand Sessions Below is a tentative list of on-demand sessions that will be available at the virtual World Conference. 327 \u201cPathological differentiation\u201d in math is optimal differentiation in math Jill Williford Wurman, The Grayson School, United States Melissa Bilash, The Grayson School, United States Kimm Doherty, The Grayson School, United States Traci Brody, The Grayson School, United States Derek […]\" \/>\n<meta property=\"og:url\" content=\"https:\/\/world-gifted.org\/Conferences\/wcgtc21\/on-demand-sessions\/\" \/>\n<meta property=\"og:site_name\" content=\"2021 WCGTC World Conference\" \/>\n<meta name=\"twitter:card\" content=\"summary_large_image\" \/>\n<meta name=\"twitter:label1\" content=\"Est. reading time\" \/>\n\t<meta name=\"twitter:data1\" content=\"189 minutes\" \/>\n<script type=\"application\/ld+json\" class=\"yoast-schema-graph\">{\"@context\":\"https:\\\/\\\/schema.org\",\"@graph\":[{\"@type\":\"WebPage\",\"@id\":\"https:\\\/\\\/world-gifted.org\\\/Conferences\\\/wcgtc21\\\/on-demand-sessions\\\/\",\"url\":\"https:\\\/\\\/world-gifted.org\\\/Conferences\\\/wcgtc21\\\/on-demand-sessions\\\/\",\"name\":\"On-Demand Sessions - 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Each will be recorded for later viewing in case you are unable to attend the live presentation. Concurrent Sessions 17 #likeaboss: Growing up gifted, talented and female Eunice\u00a0Gaerlan-Price, Laidlaw College, New Zealand Type:\u00a0Concurrent Session Abstract:\u00a0In the\u2026","rel":"","context":"Similar post","block_context":{"text":"Similar post","link":""},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":1326,"url":"https:\/\/world-gifted.org\/Conferences\/wcgtc21\/audiovisual-presentations\/","url_meta":{"origin":1271,"position":1},"title":"Audiovisual Presentations","author":"admin","date":"July 8, 2021","format":false,"excerpt":"Audiovisual Presentations 280 A laboratory for the early identification of giftedness Larisa\u00a0KalininaSamara State University of Social Sciences and EducationRussia Dmitry\u00a0IvanovSamara State University of Social Sciences and EducationRussia Nikolai\u00a0NikitinSamara State University of Social Sciences and EducationRussia A description of a laboratory designed to identify the giftedness of six-year-olds is presented. The\u2026","rel":"","context":"Similar post","block_context":{"text":"Similar post","link":""},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":516,"url":"https:\/\/world-gifted.org\/Conferences\/wcgtc21\/about\/why-attend-the-world-conference\/","url_meta":{"origin":1271,"position":2},"title":"Why Attend the World Conference?","author":"admin","date":"September 5, 2019","format":false,"excerpt":"Why Attend? Play Play Play Play Play Play Play Play Play Previous Next The WCGTC\u00ae World Conference provides a unique opportunity for educators, researchers, parents, psychologists, and others interested in gifted education to come together and share information about gifted students.The 2021 World Conference will be more accessible than ever\u2026","rel":"","context":"Similar post","block_context":{"text":"Similar post","link":""},"img":{"alt_text":"Madlena Arakelyan - 2019 WCGTC World Conference Attendee","src":"https:\/\/i0.wp.com\/worldgifted2021.com\/wp-content\/uploads\/2019\/09\/Madlena-Arakelyan.jpg?resize=350%2C200&ssl=1","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/worldgifted2021.com\/wp-content\/uploads\/2019\/09\/Madlena-Arakelyan.jpg?resize=350%2C200&ssl=1 1x, https:\/\/i0.wp.com\/worldgifted2021.com\/wp-content\/uploads\/2019\/09\/Madlena-Arakelyan.jpg?resize=525%2C300&ssl=1 1.5x, https:\/\/i0.wp.com\/worldgifted2021.com\/wp-content\/uploads\/2019\/09\/Madlena-Arakelyan.jpg?resize=700%2C400&ssl=1 2x"},"classes":[]},{"id":801,"url":"https:\/\/world-gifted.org\/Conferences\/wcgtc21\/sponsors-and-exhibitors\/","url_meta":{"origin":1271,"position":3},"title":"Sponsors and Exhibitors","author":"admin","date":"January 18, 2021","format":false,"excerpt":"Sponsors and Exhibitors There are several sponsorship opportunities available as well as the opportunity to have a virtual exhibit. See the list of sponsorships below. To become a sponsor you may complete the form at\u00a0https:\/\/giftedwku.wufoo.com\/forms\/z1qri4m11dug9fo\/\u00a0or\u00a0email Tyler Clark at headquarters@world-gifted.org. Click here to Apply to be a Sponsor or Exhibitor Presenting\u2026","rel":"","context":"Similar post","block_context":{"text":"Similar post","link":""},"img":{"alt_text":"WKU Center for Gifted Studies - 2021 Virtual WCGTC World Conference Agenda Sponsor","src":"https:\/\/i0.wp.com\/worldgifted2021.com\/wp-content\/uploads\/2021\/03\/WKU-Long-New-Red.png?resize=350%2C200&ssl=1","width":350,"height":200},"classes":[]},{"id":646,"url":"https:\/\/world-gifted.org\/Conferences\/wcgtc21\/submit\/","url_meta":{"origin":1271,"position":4},"title":"Proposal Submissions","author":"admin","date":"February 19, 2020","format":false,"excerpt":"Proposal Submission Guide Deadline Extended through March 8 Presenters are eligible to receive a 20% discount on registration The process for submission is: Read all instructions contained in this guide. Develop your proposal description and review it carefully before beginning the online submission. Follow prompts and complete all fields. Submit\u2026","rel":"","context":"Similar post","block_context":{"text":"Similar post","link":""},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":951,"url":"https:\/\/world-gifted.org\/Conferences\/wcgtc21\/keynotes\/","url_meta":{"origin":1271,"position":5},"title":"Keynotes","author":"admin","date":"March 5, 2021","format":false,"excerpt":"Keynotes The 2021 Virtual World Conference will feature eight keynotes. Details about the speakers and presentations will be included below as they are available. Register Now Improving education for gifted learners by bridging the gap between theory and practice Anouke Bakx, Ph.D. Teacher-research is an effective means of professional development\u2026","rel":"","context":"Similar post","block_context":{"text":"Similar post","link":""},"img":{"alt_text":"Anouke Bakx - 2021 Virtual WCGTC World Conference Keynote Speaker","src":"https:\/\/i0.wp.com\/worldgifted2021.com\/wp-content\/uploads\/2021\/03\/Bakx-Anouke-1.jpg?resize=350%2C200&ssl=1","width":350,"height":200},"classes":[]}],"jetpack_sharing_enabled":true,"_links":{"self":[{"href":"https:\/\/world-gifted.org\/Conferences\/wcgtc21\/wp-json\/wp\/v2\/pages\/1271","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/world-gifted.org\/Conferences\/wcgtc21\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/world-gifted.org\/Conferences\/wcgtc21\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/world-gifted.org\/Conferences\/wcgtc21\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/world-gifted.org\/Conferences\/wcgtc21\/wp-json\/wp\/v2\/comments?post=1271"}],"version-history":[{"count":0,"href":"https:\/\/world-gifted.org\/Conferences\/wcgtc21\/wp-json\/wp\/v2\/pages\/1271\/revisions"}],"wp:attachment":[{"href":"https:\/\/world-gifted.org\/Conferences\/wcgtc21\/wp-json\/wp\/v2\/media?parent=1271"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}