Distinguished Lecture Series

Distinguished Lecture Series 2012-13

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Constructivism in the Gifted Classroom
November 7, 2012

Ann Batenburg, Ph.D.
SMU

With the new focus on STEM education, inquiry-based approaches that rest on the Constructivist learning theory have become very popular. But Constructivism is not easy to apply in a classroom setting. This seminar will discuss the basic tenets of Constructivism as a learning theory, its benefits to learning for students, and difficulties that are often encountered in implementing Constructivism in the classroom. Participants will walk away with example lessons of how to apply a Constructivist approach to several content areas, including Math, Science, Literature and Social Studies.

Ann Batenburg, Ph.D., serves as a clinical assistant professor in the Simmons School of Education and Human Development. Dr. Batenburg earned her doctorate in Teaching and Learning with a focus in Gifted Education from the University of Iowa in 2011. She also holds two master’s degrees: one in Special Education from Northern Illinois University in DeKalb, Illinois, and one in Teacher Leadership from North Park College in Chicago. She teaches a variety of undergraduate and graduate teacher education courses with a focus on gifted education.

Dr. Batenburg has several years of elementary teaching experience in the Chicago area. She taught fifth grade for nine years and students with special needs for five years. At the college level, she has taught undergraduate and graduate courses at the University of Iowa, Cornell College, University of North Carolina at Charlotte, and Salem College. Her passion is working with children who are gifted and talented, as they are often the children who are left without services in our schools. Her research interests center on examining factors that contribute to talent development, other issues in the education of the gifted, and Constructivist philosophy and teaching methods

6 hours Creativity and Instructional Strategies

An Evidence-based Comparison of Cognitive Ability and Intelligence Tests in Identification of Gifted Learners
February 21, 2013

John D. Wasserman, Ph.D.
This program provides an independent, objective, and evidence-based comparison of nine major multidimensional ability/intelligence tests in terms of their applications and use with gifted learners. Among the test comparative features to be discussed are psychometric adequacy (reliability, validity, and fairness) and demonstrated capacity to identify gifted and talented students. The individually-administered tests include the Cognitive Assessment System (CAS; Naglieri & Das, 1997), Differential Ability Scales (DAS-II; Elliott, 2007), Kaufman Assessment Battery for Children (KABC-II; Kaufman & Kaufman, 2004), Reynolds Intellectual Assessment Scales (RIAS; Reynolds & Kamphaus, 2003), Stanford-Binet Intelligence Scales (SB5; Roid, 2003), Wechsler Intelligence Scale for Children (WISC-IV; Wechsler, 2003), and the Woodcock-Johnson Tests of Cognitive Abilities (WJ III NU Cog; Woodcock, McGrew, & Mather, 2001, 2007). The group-administered tests include the Cognitive Abilities Test (CogAT Form 7; Lohman, 2012) and the Otis-Lennon School Ability Test (OLSAT 8; Otis and Lennon, 2003). The learning objectives of this program are:  1) To become familiar with the comparative strengths and limitations of individual and group cognitive ability tests with respect to identifying gifted learners; 2) To conceptualize the importance of fitting individual test characteristics with the special characteristics of the gifted sample to be tested; and 3) To understand objective psychometric criteria by which tests may be compared for any application, including identification of gifted learners.

Affective Curriculum for the Gifted
April 18, 2013

Susannah Woods, Ph.D.
Kim Tyler, Ph.D.

The Texas State Plan for the Education of Gifted/Talented Students requires teachers be in compliance by gaining professional development around the nature and needs of gifted students as well as providing programs that serve those same characteristics and needs. The nature and needs of gifted students typically include affective or social and emotional needs. However, teachers are also challenged by the Texas Plan to provide rigorous programming and by the Texas Essential Knowledge and Skills to provide core content. The National Association for Gifted Children suggests that optimal gifted programs provide both rigorous content and for the affective needs of gifted students. How can teachers provide for the social and emotional needs of gifted students and while still teaching content standards? This session will provide an overview of pertinent social and emotional needs of gifted students, several models for curriculum, as well as strategies for meeting the social and emotional needs of gifted students while simultaneously meeting the core content standards required by the TEKS. Participants will gain a deeper understanding of affective curriculum and apply this knowledge to their specific content areas. (Math, Social Studies etc.). Participants will collaborate in core content areas to develop additional strategies for integrating techniques, projects and other ideas into their curriculum that meet both content standards and the affective needs of the gifted student.

Susannah Wood is currently an associate professor at the University of Iowa where she teaches both doctoral students and students who are pursing their master’s in school counseling with an emphasis in gifted education in partnership with The Connie Belin and Jacqueline N. Blank International Center for Gifted Education and Talented Development. Susannah received her M.Ed. in School Counseling and Ph.D. in Counselor Education and Supervision from The College of William and Mary. She was a middle school counselor working with 6th and 7th grade students in Newport News, Virginia during the academic year, and spent summers as a residential counselor for programs such as Johns Hopkins’ Center for Talented Youth, and the Virginia Governor’s School for the Visual and Performing Arts and Humanities. Her research interests encompass preparing school counselors for their practice with a focus on serving the gifted population in collaboration with other educators and professionals.

Kimberly Tyler is currently an Associate Professor of Education at Texas Wesleyan University. Before moving to higher education, she spent 14 years teaching in public schools, including seven years overseas with the Department of Defense Educational Activity. Dr. Tyler earned her undergraduate degree in elementary education from Louisiana State University and a Master’s Degree in Special Education with an emphasis in Gifted Education from the University of Southern Mississippi. She did her doctoral work at the College of William and Mary where she earned a Ph.D. in Educational Policy, Planning, and Leadership with an emphasis in Gifted Administration. Dr. Tyler also served as the Assistant Director for the Saturday and Summer Enrichment Program (SEP) at the Center for Gifted Education at the College of William and Mary. She has given numerous presentations for various state and national organizations as well as for parent groups and school districts across the nation and abroad.

6 hours Social and Emotional Needs

For More Information:

The Gifted Students Institute
PO Box 750383
Dallas, TX 75275-0383
Phone: 214-768-4383
Fax: 214-768-3147

gifted@smu.edu

Simmons Faculty and Undergraduate Students Form

The Gifted Students Institute office is located at 3101 University, Suite 172, Dallas TX  75275.