Saturday, January 27, 2018
8:00 AM – 4:00 PM
“Misdiagnoses and Missed Diagnoses: A Toolbox for Teachers and Parents of Gifted Children,” Presented by Dr. Edward R. Amend
We invite gifted and regular education teachers, parents, mental health professionals, and education administrators to join us in learning about strategies for identifying and distinguishing between gifted traits and mental health disorders, including the intersection between the two.
Early Bird Registration ends December 22, 2017
Reduced rates for members and their guests, students, and teachers. Teachers and professionals will earn CEUs.
Albuquerque Association for Gifted and Talented Students is a nonprofit organization of parents and educators dedicated to identifying and maximizing the potential of gifted and talented children in the state of New Mexico.
Announcing the December 2017 alternate protocol training for identifying gifted students in New Mexico. Access the tools you need to identify high academic potential among diverse gifted learners in your schools. Continue reading
The conference is just around the corner and NMAG is ready for New Mexico’s teachers, administrators and parents. Are you interested in learning about and advocating for gifted education?
October 20-21, 2017
New Mexico Highlands Rio Rancho Center
1700 Grande Blvd SE #100, Rio Rancho, NM 87124
Our keynote speaker this year will be Dr. Jaime A. Castellano, one of the nation’s leading authorities on the identification, assessment, recruitment, and retention of low-income, culturally and linguistically different gifted students. Dr. Castellano has particular expertise and success in working with school districts across the nation to increase the number of Hispanic/Latino students, Native American students, as well as English language learners in gifted education programs.
Castellano is an award-winning principal and author, as well as a noted researcher and scholar in gifted education. He has written and edited four books on understanding our most able students from diverse backgrounds, written and/or edited multiple chapters, articles, and monographs in the field. His 2011 publication: Special Populations in Gifted Education: Understanding Our Most Able Students from Diverse Backgrounds was awarded the Legacy Award for Outstanding Scholarly Publication in the field of Gifted Education. He also serves as a reviewer for the Journal of Advanced Academics (JAA), Journal for the Education of the Gifted (JEG), Gifted Child Today (GCT), and Roeper Review. Continue reading
Although nearly all educators value as an outcome for students skillful critical thinking, defined as well-reasoned reflection informing decisions (Ennis, 1987), many still choose to limit student decision-making and to avoid opportunities for practicing critical thinking. Art classes can be a locus of critical thinking when art teachers encourage a cycle of reasoning, reflection, and evaluation, leading to artistic decision-making. Popular educational resources set high standards for the thinking students do in art class. Research has shown that a rigorous art program can improve critical thinking skills.
Gifted students’ needs include the challenge of practicing critical thinking skills in every class every year. Advancing at an appropriate pace in knowledge and skill is not enough to develop talent. Cognitive abilities also must be developed in various contexts in order to maximize potential as future experts, scholars, and artists.
What would it take for art class to meet gifted students’ needs to develop their critical thinking skills, and what other benefits might art class have for the intellectually gifted? Continue reading