Talent Development Models: Implications for Arts Pedagogy and Psychosocial Skill Responses
(Panel Moderator), NAGC Convention, 2021
Moderated an expert panel, David Dai & Rene Subotnik, offering overviews and distinctions of two talent development models ideal for the Arts. Dr. Dai shared Evolving Complexity Theory (ECT) with a focus on its implications for arts pedagogy. Dr. Subotnik shared the Megamodel (TDMM) with a focus on psychosocial skills and “insider knowledge” to guide teacher responses.
Re-imagining the Art Honor Society Model Towards Purposeful Talent Development.,
ITAG Conference, 2018 and NAGC Convention, 2018
This presentation acquaints teachers with research in talent development and its application to Art clubs. Building supportive communities affords an opening to shared tasks, both within and outside of the school, broadening curriculum exposure, integrating writing, enhancing reasoning ability, and building positive self-concepts and perceptions of artistic ability. With a model and activity ideas, participants will put research into action.
A More Literate World: How to Push Skills of Top Readers & Writers, ITAG 2013
More than reading critically and writing coherently, Literacy calls us to exercise creative thought and to make informed decisions based on gleaned information and insights. Our Book Clubs, aligned with Iowa Core Reading and Writing Standards, teach articulation and action within our society through Leadership & Authentic Learning, Socratic Questioning, the Classical Argument and adaption of the Jurisprudential Model. Leave with easily adaptable ideas and resources.
Ideas & Approaches to Building a High School Program, ITAG 2013
An easily adaptable programming structure addressing the growing needs of high schoolers is achievable through a large group Seminar for Freshman, individual Academic Planning for Sophomores and small group college investigation sessions for Juniors. Ames GT teachers will share how they achieve and feel confident in their connections and purposeful interventions with high ability learners.
Finding & Nurturing Visual Art Talent, ITAG 2011
How many Picasso’s have been identified in your learning community, and how can we better support programming that pushes boundaries and performance expectations? Using research, the presenter will detail the often-obscure domains of artistic talent and illustrate teacher-friendly options for the classroom and gifted & talented teacher. (A version of this presentation was offered at ITAG in 2011 illustrate differentiation and acceleration options afforded within the Des Moines & Ames schools.)
Empowering Students: Informed & Purposeful Academic Planning, ITAG 2010
After a brief overview of the Ames secondary program design, the presenters illustrated utilizing a weekly seminar for high school freshman to garner purposeful and autonomous academic planning. Lessons specifically related to 4Year Plans, college and career planning were spotlighted in this presentation.
Minding the Gap-Working with Underachieving Secondary Students, ITAG & IASCD
This presentation detailed a program design that uses student profiles to identify and support secondary students whose academic work is well below ability. Participants discovered complicated causes from learning deficits to emotional obstacles and see new options to finding balance between effort & success.
One Giant Wheel:
Using Identification Tools & the DEP to Facilitate Cognitive & Affective Differentiation, ITAG 2004
Can a gifted and talented program implementation model—identification, differentiation and documentation—actually be time saving, user-friendly and efficient? Can it facilitate both the affective and cognitive needs of all gifted profiles? Using the National Standards as a guide, Ames Middle School has been pursuing just that. Presenters shared how the identification tools and educational plans are utilized to create a fluid collaborative model which not only facilitates growth in academics but also in the areas of autonomous learning, achievement and leadership.