Gifted and Talented Renewal Hours Available at CAMT 2021
Do You Need GT Renewal Training?
Texas law requires teachers receive 30 hours of training in gifted education to be eligible to teach gifted; in addition, teachers must receive six hours of training yearly to maintain that eligibility. Thanks to a partnership with the Texas Association for the Gifted and Talented, we are able to provide six hours of GT training credit at CAMT 2021.
All GT Sessions are On Demand
Each of the training sessions created to support the GT Strand have been created for you to watch at your convenience. Train when you want, where you want. Just click the ON DEMAND button to filter the sessions you want to watch.
GT Sessions Available
Strategies for Serving and Differentiating Instruction for Advanced Math Students
In this session, we will delve into some of the most tried and true strategies you can use to differentiate for advanced math students. We’ll explore the role of pre assessments in the math class and how they can be used for both goal-setting and curriculum compacting. Whether your students are in person or remote, they can all experience growth with these strategies in place. Presented by Audra Rowell, Northwest ISD
Identifying the Mathematically Gifted
Do you have students that grasp mathematical concepts and strategies quickly, with good retention, and relate mathematical concepts within and across content areas and real-life situations? Mathematically talented students are able to see relationships among topics, concepts, and ideas without formal instruction. Learn about best practices and how to identify gifted math students using achievement along with ability measures. Gain a better understanding of how best to advocate and proactively plan for your accomplished math students, while acquiring strategies to support their area of strength. Presented by Sarah Mooney, Richardson ISD
Gifted Mathematics Differentiation for Elementary
Every student should learn something new every day. Many of our students are sitting through content they have already mastered or waiting for other students to catch up. We will discuss how through pre-assessment, replacement tasks, and alignment of above grade level skills, you can meet the needs of all your students. We will share examples of easy ways to use contracts, tiered menus, and curricular alignment to engage students, increase growth, and reinforce a student-centered learning environment. Presented by Holley Nasky & Yolanda Flores, Irving ISD
Acceleration in Math: Who Needs That?
How do we decide who needs to be accelerated in math? Objective information from above-level testing, the Iowa Acceleration Scale, the Integrated Acceleration System, and coherent acceleration policies helps us with these decisions. Above-level testing, a research-proven method, helps us recognize which students benefit from math acceleration. Educators use the above-level results to determine which students would benefit from already-available educational program options or create new ones. A discussion on the logistics of subject acceleration will also be included, as well as research supporting math acceleration. Presented by Ann Lupkowski-Shopik, University of Iowa
Problem Solving and Problem Posing
Inquiry-oriented mathematics instruction must include problem solving and problem posing opportunities. After the solution is found, students can pose their own questions of interest to investigate. Problem posing activities can enhance students’ creative thinking, increase their mathematical understanding, and help develop students’ appreciation for the beauty and wonder of mathematics. Presented by Shirley Fortenbaugh, Loudon County Public Schools
Depth and Complexity with Math
Participants will explore how the Icons of Depth and Complexity will enable their students to grasp math concepts at a deeper level and consider math situations in new ways. Presented by Daniel Brillhart, Round Rock ISD
The Math Connection: Using the Depth & Complexity Framework to Differentiate Secondary Math Content
Secondary math educators face unique challenges when developing differentiated learning opportunities for students. The opinion that math is too objective or the stress of covering the overwhelming amount of yearly math content often precludes the use of an open-ended thinking Framework like Depth and Complexity. In this session, participants will connect overarching mathematical concepts with numerous Depth & Complexity Iconic Prompts to understand natural connections between the Framework and mathematics – leading to a better understanding of ways to differentiate instruction within math courses. A brief introduction to the Depth and Complexity Icons will be provided. Presented by David Chung, J. Taylor Education