Master Class: Kettler and Stambaugh on Differentiation for Gifted Learners

When:23 Feb 2016, 9am - 4pm
Venue:John Goodsell Building Kensington Campus
Who:Assistant Professor Todd Kettler & Assistant Professor Tamra Stambaugh

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Cost: $250

kettlerTodd Kettler is an assistant professor in the Department of Educational Psychology in the College of Education at the University of North Texas where he teaches courses in gifted education, creativity, and child development. He was a contributing author on Using the Common Core State Standards for English Language Arts with Gifted and Advanced Learners (Prufrock Press, 2013), and a co-author on A Teacher’s Guide to Using the Common Core State Standards with Gifted and Advanced Learners in English/Language Arts (Prufrock Press, 2014). His most recent book, Modern Curriculum for Gifted and Advanced Academic Students (Prufrock Press 2016) addresses issues and trends in curriculum and the concept of differentiation. Dr. Kettler’s research has appeared in Gifted Child Quarterly, Gifted Child Today, Journal for the Education of the Gifted, and Journal of Advanced Academics. In addition to his work as a teacher and researcher at the University of North Texas, he spent 17 years as an English teacher and gifted and talented program administrator. He earned his Ph.D in Educational Psychology from Baylor University.

Todd will be discussion complex learning design for advanced students, curriculum and instruction supports deep learning while others encourage and sustain surface learning. Deep learning may be characterized by curriculum and instruction that focuses on going beyond mere acquisition of knowledge and retention of facts and details. Deep learning focuses on making meaning and connections, understanding complexities, and thinking beyond the surface. Teaching advanced students requires differentiated curriculum and instruction and complex learning design. In this course, we will focus on ways to design complex learning through differentiation of the process and product dimension of integrated curriculum. Specifically, we will focus on learning that requires critical thinking and content-specific innovation thinking to apply advanced content beyond the classroom in meaningful ways.

StambaughTamra Stambaugh, Ph.D. is an assistant research professor of special education and executive director of Programs for Talented Youth at Vanderbilt University. She conducts research in gifted education with a focus on students of poverty and curriculum and instructional interventions that support gifted learners. She is the co-author/co-editor of several journal articles, book chapters, curricula, and books including Comprehensive Curriculum for Gifted Learners (2007); Overlooked Gems: A National Perspective on Low-Income Promising Students (2007), Leading Change in Gifted Education (2009), the Jacob’s Ladder Reading Comprehension Program Series (2008, 2009, 2010, 2011, 2012), Practical Solutions for Under-represented Gifted Students: Effective curriculum (2012) and the 2015 Legacy Book Award Winner: Serving Gifted Students in Rural Settings (2015). Stambaugh has also received several awards including: Early Leader from the National Association for Gifted Children; the Margaret The Lady Thatcher Medallion for scholarship, service, and character from the College of William and Mary School of Education; the Doctoral Student Award from the National Association for Gifted Children; the Jo Patterson Service Award from the Tennessee Association for Gifted Children; and the Higher Education Award from the Ohio Association for Gifted Children. Prior to her appointment at Vanderbilt, she was director of grants and special projects at the College of William and Mary, Center for Gifted Education where she received her PhD. 

Tamra will look at  what is required in order for gifted students to effectively develop their talents, they need access to an accelerated and content-based curriculum that promotes depth of understanding, complexity of tasks, and the integration of abstract concepts. In this course we will examine a conceptual framework for understanding how to differentiate instruction specifically for gifted learners. We will learn about and apply specific features of differentiation and create tasks and products that support gifted student learning and their development of content expertise.

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Completing this workshops will contribute to 6 hours of QTC Registered PD addressing standards 1.1.3, 2.3.3 and 6.2.3 stated for teachers towards maintaining Highly Accomplished Teacher Accreditation in NSW.

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