GAM 2024 Conference (Gifted Association of Missouri)

Providing opportunities for gifted students to build social skills and develop relationships with like minded peers is one component of effectively supporting the social emotional needs of gifted students.  The gifted teacher should use a variety of strategies to create an atmosphere that fosters community building for gifted students at all levels.

We all need love and belonging. Our students are no different. The environment created in the classroom, and the connections made there, impact student academic performance and emotional well being. Gifted and talented students possess a unique set of abilities, develop asynchronously and often exhibit intensities all of which can impact emotional development and the ability to build and maintain healthy relationships. Gifted educators should strive to create an environment that reduces social isolation, encourages the sharing of diverse perspectives, and builds community among intellectual peer groups. Having this support network in place can help students cope with self esteem challenges, perfectionism and peer relations.

In this session I will share strategies I have used in my classroom for building community among gifted students at all grade levels.

National History Day (NHD) is a program that allows students from across the United States and affiliate territories to participate in a scholastic competition and develop critical thinking and research skills. Students in grades 6-12 identify a topic of their choice, conduct research, and present their findings as either a paper, exhibit, performance, documentary, or website. These projects are evaluated by professional historians, professors, teachers, and information professionals as they rise through contest levels, eventually making their way to the National competition in Maryland.

NHD is an excellent opportunity for gifted children to develop their project management and communication skills, as well as preparing for higher education by learning how to do scholarly research and compile primary and secondary sources. With purposefully broad annual themes and limited project requirements, students are free to make their projects about topics that interest them personally. Ultimately, this results in products of a higher caliber than their typical school report.
In our presentation, we will examine the way NHD ties into the Department of Elementary and Secondary Education’s Missouri Gifted Learner Outcomes (MO-GLOs), how NHD is implemented in gifted classrooms in the central Missouri region, as well as how the Missouri State Archives can support students statewide with their research and project development.

Gifted teachers are often "lonely onlies," or the only person in a district working in that capacity. As such, they often struggle to be a part of a Professional Learning Committee that focuses on what they are doing in their programs. Join three mid-Missouri gifted teachers as they chronicle their journey to finding each other and developing their own informal PLC. We'll discuss overcoming feelings of isolation, working to support each other in and out of the classroom, developing best practices for solo gifted educators, and collaborating to develop programs and activities that allow the students in our programs to meet and network with one another. You will have the opportunity to join an ongoing network for continued support throughout the year.

This session aims to equip educators with the knowledge and strategies needed to support LGBTQ+ gifted students in both gifted and regular classrooms. It will address the unique challenges these students face and provide practical approaches to create inclusive and supportive learning environments.  Learning Objectives: 1. Understand current LGBTQ+ terminology and the importance of using correct pronouns. 2. Develop strategies to create classrooms of belonging for LGBTQ+ gifted students. 3. Recognize the mental health risks specific to LGBTQ+ gifted students and identify ways to support their well-being. 

Affective development is critical to healthy childhood growth and achievement. Gifted children begin to gain social and interpersonal awareness during early childhood and continue to develop relational skills throughout life. Studying psychological factors in concert with academic content can build awareness that translates to empathy, kindness, and consideration toward others. Learn practical, hands-on strategies for developing and differentiating social emotional literacy among gifted learners. 

This session explores the transformative potential of rural gifted education programming, emphasizing the cultivation of local agency among students and their communities. Using a compelling narrative rooted in a rural classroom's connection with a nonprofit organization in Kenya, this presentation illustrates how innovative practices can empower students to take ownership of their educational journeys. Participants will leave with a deeper understanding of the unique needs and opportunities in rural gifted education and practical strategies to empower students through innovative practices. This session aims to inspire educators to foster local agency and resilience, driving meaningful change in their communities and beyond.