Keynote Speaker: Tamra Stambaugh

Tamra Stambaugh, Ph.D. is the Margo Long Endowed Chair in Gifted Education at Whitworth University. Stambaugh’s research interests include students living in rural settings, students in poverty, and curriculum and instructional interventions that promote gifted student learning. She is the co-author/editor of several books, book chapters, articles, and curriculum units including Comprehensive Curriculum for Gifted Learners; Overlooked Gems: A National Perspective on Low-Income Promising Students, the Jacob’s Ladder Reading Comprehension and Affective Series, Serving Gifted Students in Rural Settings (Legacy Award Winner), the GCQ special issue on low income, and The Vanderbilt Programs for Talented Youth Curriculum. Stambaugh frequently provides keynotes, workshops, and consultation to school districts nationally and internationally. She has held appointments on multiple NAGC committees over the past 15 years and has presented at the NAGC Annual Convention.

TUESDAY KEYNOTE: Limitless Learning: Learn, Lead and Live without Barriers

Dr. Jo Boaler

Mathematics teaching and learning - in particular, how different teaching approaches impact students' learning, how to teach mathematics for a “growth mindset”, and how equity is promoted in mathematics classrooms. The role of groupwork and mathematical discussions in the development of understanding. The ways teachers may be supported in moving towards equitable and effective teaching environments. The importance of data science and ways to integrate data science into all subjects in school.

ADDITIONAL SESSION: Teaching & Learning Multidimensional Mathematics

WEDNESDAY AM: Different, Not More! Strategies to Support Gifted Learners

Dr. Estee Aiken

Objectives:

• Attendees will examine the common characteristics and needs of gifted students.
• Attendees will explore strategies to meet the needs of gifted students in regular education settings.
• Attendees will consider ways to apply these strategies in their own teaching.

What do you do with "fast finishers"? Often (but not always!), the first students done may be the most advanced. This session will guide attendees to look to the start of the lesson, rather than the end, to create differentiated lessons that allow students at different levels to receive appropriate challenges. We'll work to move from "What more can students do?" to "How can I differentiate from the start?" We'll also consider why some of the most advanced students are never the first students done, and how we can better meet these students' needs, too.

ADDITIONAL SESSION: Teaching Practices that Work in Any Classroom: High  Leverage Practices for Teaching and Learning