SENG Charlotte Mini Conference

SENG is pleased to bring the experience of the annual conference to the local gifted, talented, and twice-exceptional community to North Carolina! Join us for a dynamic day packed with a morning keynote, valuable breakout sessions, and making connections. SMPG training will run concurrently.

 

Program Schedule (Subject to change)

8:00-9:00 AM Registration & Opening Remarks 9:00-10:00 AM Opening Keynote Employing Absolute Equity to Support Gifted Learners: Lessons from the Giving Tree Dr. Kristina Collins 10:15-11:15 AM SESSION ONE Back to Classic Education: Using Complex Texts and Annotation to Increase Math Comprehension Jennifer Thomas Understanding the neuro-developmental stages of behavior and play of our gifted kids Michelle Tolison Shining On with Underrepresented Gifted Students Benna Haas 11:30 AM-12:30 PM SESSION 2 Gifted children: Using video games to fill the emotional and social void Robert Baker "You Don't Get Me!" A Facilitated Discussion Exploring the Challenges of Communicating with Gifted Youths at Home and In the Classroom. Trent Cash Cross Roads: Leveraging Talent Development Toward Upward Mobility Thomas Connors 12:30-2:00 PM Lunch/Discussion (mingle with the speakers) 2:00-3:00 PM SESSION 3 Socratic Seminars for the Modern Math Classroom: Using Reading, Debate, and Writing to Develop Conceptual Understanding Jennifer Thomas Increasing emotional intelligence of our gifted children Michelle Tolison P.D.A /A.K.A (Parents Demand Answers OR Pathological Demand Avoidance Evelyn Metcalf 3:15-4:15 PM SESSION 4 Using the 16 Habits of Mind to Enhance Socio-Emotional Learning and Executive Functioning Skills in Gifted Students Marilyn Gee Room Powerful Strategies to Enhance the Learning of Gifted Students Nathan Levy 4:15-4:30 Closing Remarks

  

Session Descriptions:

Key Note: Employing Absolute Equity to Support Gifted Learners: Lessons from the Giving Tree (Dr. Kristina Collins) Gym

Realizing the concept of equity beyond the dominant, educational paradigm, Dr. Kristina Henry Collins explores the connection of social, emotional, and cultural support to talent development in gifted individuals as a matter of fundamental rights and social justice.

Using the SENG mission as the framework for discussion, she uncovers a more comprehensive philosophy of equity to expose culturally responsive shortcomings in educational practices, and presents a value-added benefit of modeling the structural design and growth of trees.

Dr. Collins, in her unique style, juxtaposes two seemingly discrete subjects to offer a diverse perspective on the social and emotional contexts of talent development, and call to action all stakeholders of gifted and talent development.

Session One:

Back to Classic Education: Using Complex Texts and Annotation to Increase Math Comprehension (Jennifer Thomas) Room 215

Metacognition is the cornerstone to the depth of learning but has been overlooked in modern math education.  This session will explore how using annotations in math class to increase metacognition in our twice exceptional students allowing more access to deeper math understanding by identifying confusion and making connections across disciplines.  We will also explore how annotations assist in increasing processing speed with related math problems and allow students to better monitor and adapt for their personalized learning goals.

Understanding the neuro-developmental stages of behavior and play of our gifted kids (Michelle Tolison) Room 243

Learn how 2E and gifted without diagnosis children view the world, what is typical, what can be expected, and how brain development affects and impacts gifted children. We discuss the differences in social and emotional IQ versus intellectual and developmental IQ as well as how to enhance emotional vocabulary for those living in the IQ world.

Shining On with Underrepresented Gifted Students (Benna Haas) Room 211

What can we do to shift the deficit lens that continues to perpetrate biases against gifted children from diverse backgrounds?  In this session, we will hear about how we as shareholders can disrupt underlying assumptions about our gifted children of diverse backgrounds and lift barriers for them to thrive. Some takeaways will include practical and strength-based strategies to build and cultivate advocacy for emergent talent or gifted identified underrepresented students. 

Session Two:

Gifted children: Using video games to fill the emotional and social void (Robert Baker) Room 215

Learn how gifted kids may use video games to fill the academic, social and emotional void, and how it impacts their emotional well-being.

"You Don't Get Me!" A Facilitated Discussion Exploring the Challenges of Communicating with Gifted Youths at Home and In the Classroom (Trent Cash) Room 243

A facilitated by a real-life gifted young adult, this interactive, discussion-based presentation will explore a variety of challenges that parents, teachers, and other adults face when attempting to communicate with the gifted youths in their lives. Topics in this presentation include perfectionism, overexcitabilities, social expectations, and so much more. Audience participation is requested, so be prepared to share. Attendees of all ages and walks of life are welcome!

Cross Roads: Leveraging Talent Development Toward Upward Mobility (Thomas Connors) Room 211

The Intersection between talent development and upward mobility is ever present for the next generation of educators and parents. This dialogue takes a look at the challenges facing educators and communities and the need for programming that is designed to foster awareness, access, and opportunity for students across various socio-economic backgrounds.  

Session Three:

Socratic Seminars for the Modern Math Classroom: Using Reading, Debate, and Writing to Develop Conceptual Understanding (Jennifer Thomas) Room 215

In recent history math education has meant rote memorization of sets of algorithms with little understanding of the history and true nature of mathematics.  Through the use of rich, complex math text and metacognition, students can explore mathematics though the use of Socratic Seminar and develop a natural understanding of the system and science of mathematics making way for richer understanding and developing a better mindset related to topics.

Increasing emotional intelligence of our gifted children (Michelle Tolison) Room 243

Description: Learn how low emotional intelligence impacts your child's confidence and self-esteem in relation to social skills, as well as academics. We will focus on how to increase your child's emotional intelligence, increase their emotional and social awareness of peers, and how to reduce intentional and unintentional bragging.  

P.D.A /A.K.A (Parents Demand Answers OR Pathological Demand Avoidance) (Evelyn Metcalf) Room 211

Pathological Demand Avoidance is a recognized (Autism Spectrum) diagnosis in the UK. In this presentation we’ll learn about the traits that make it unique and why it’s important to understand it EVEN if it’s not yet recognized by the American Psychiatric Association. Parenting strategies, coping mechanisms and tools for educators are starkly different than with other children on the high end of the Spectrum, especially when combined with perfectionism and Giftedness. Resources have been developed in the past 30 years that target this population that is mostly written off as ‘behavioral,’ or the result of ‘poor parenting.’ 

Session Four: 

Using the 16 Habits of Mind to Enhance Socio-Emotional Learning and Executive Functioning Skills in Gifted Students (Marilyn Gee) Room 215

The 16 Habits of Mind identified by Costa and Kallick include: persisting, thinking and communicating with clarity and precision, managing impulsivity, gathering data through all senses, listening with understanding and empathy, creating, imagining, innovating, thinking flexibly, responding with wonderment and awe, thinking about thinking (metacognition), taking responsible risks, striving for accuracy, finding humor, questioning and posing problems, thinking interdependently, applying past knowledge to new situations, and remaining open to continuous learning.

The 16 Habits of Mind are habits of thought and action that help students manage uncertain or challenging situations. They can help students take action when there is no known solution to a problem. This presentation will provide research based resources for teachers, counselors, and gifted education practitioners to use these habits to enhance social-emotional learning and executive functioning skills for gifted learners. The Habits of Mind support thoughtful and intelligent action.

Powerful Strategies to Enhance the Learning of Gifted Students (Nathan Levy) Room 243 

This workshop, by noted Stories With Holes author Nathan Levy, explores numerous, proven ways to reach gifted learners in challenging ways.  Participants will leave with a variety of new strategies and specific ideas to help pupils become better creative and critical thinkers.  A variety of successful teaching and parenting techniques relating to social and emotional needs will be shared. Bring your thinking caps and your funny bones to this dynamic presentation. 

Speaers Bios:

Robert Baker:

Robert Baker, Licensed Professional Counselor Associate, is a therapist at Dandelion Family Counseling. He specializes with highly anxious kids with ADHD that are experiencing unexpected life changes, as well as those whom are obsessed with video games. For families with an introverted child, his approach might be a great fit. Dandelion Family Counseling also offers social skills ranging in ages from 4-13, including a STEAM based approach specifically designed for 2E kids. Find out more at www.DandelionFamilyCounseling.com

Trent Cash: 

Trent Cash is a rising fourth-year undergraduate at The Ohio State University studying Psychology and Public Administration. After completing his undergraduate degree, Trent plans to continue to graduate school, with the intention of earning his Ph.D. in Decision Psychology. After completing his education, Trent hopes to pursue a career as a Professor of Psychology, while continuing his work as an advocate for the gifted community. Outside of the classroom, Trent has been a part of the SENG team for 2.5 years, and currently serves as the SENG Community Engagement Manager. In his free time, Trent teaches theatre to elementary-aged students in the Columbus Community and conducts research in the Ohio State Department of Educational Psychology.

Dr. Kristina Collins:

Dr. Kristina Henry Collins is a graduate of the The University of Georgia, where she earned a Ph.D. in educational psychology. She also holds an Ed.S. in educational psychology from the The University of Georgia, a M.S.Ed. in mathematics from Jacksonville State University, a B.S. in engineering from the University of Alabama, and a Military Science diploma in cryptology from the United States Navy. Dr. Collins has many years of experience with STEM teaching and leading in Title I middle schools and high schools. Her professional certifications include technology education, AP computer science, and educational leadership/administration. At Texas State University, she teaches courses related to talent development and gifted education.

Thomas Connors:

Thomas Connors has extensive experience in gifted education, working in TD programs in Maryland, Pennsylvania, and North Carolina. He is committed to inclusion, equity, and conversations that give voice to those deeply impacted by diversity. He is interested in strategy and holds degrees from the University of Pennsylvania, Wake Forest University, and North Carolina Agricultural and Technical State University.

Marilyn Gee:

Marilyn Gee is a professional educator- practitioner based in Charlotte, NC. Ms. Gee holds a Master’s of Science in Curriculum, Instruction, and Assessment and a NC Professional Educators license in ELA with a certification in AIG. As a public school educator for nearly two decades, Marilyn served in a plethora of leadership roles including School Design Team, English Department Chair, Curriculum Coordinator, School Leadership Team, Mentor Teacher, and as a Parent & Community Advocate. She currently serves as the middle school English teacher at Metrolina Regional Scholars Academy, a public charter school that provides a differentiated, challenging education for children of high intellectual ability.

Ms. Gee is an accomplished practitioner of gifted education. Ms. Gee travelled to Beijing, China to teach highly gifted students at the Kaiwen Academy. Ms. Gee is an experienced presenter featured at NCAGT conferences on topics in gifted education.

Ms. Gee’s areas of scholarly focus include: Gifted Education, Critical Thinking, English Literature, Social Justice, Social Emotional Learning, Professional Development, and Curriculum, Instruction & Assessment.  

Benna Haas:

Benna Haas, M.Ed. works as Secondary Talent Development Specialist at Charlotte Mecklenburg Schools. Prior to joining the district, she worked as a Middle School Gifted Specialist in Chapel Hill Carrboro City Schools. She has worked for 19 years to build space for gifted and high potential teens of all shades, colors, and streaks. She has been a strong advocate for the misfits, outliers, and all others in between.  

Nathan Levy:

Nathan Levy, author of the “Stories With Holes” series, has over forty years of experience as a teacher, principal, author and educational consultant. Nathan has spoken extensively nationally and internationally to educators, parents and children on how to improve creativity, thinking and spontaneity in adults and children. Nathan is a Past President of New Jersey Association for Gifted Children and was the coordinator of Gifted Education and Supervisor of Elementary Education and School Principal for twenty seven years in New York, Connecticut and New Jersey. He has written fifty books that are used in programs all over the world.

Evelyn Metcalf: 

Evelyn Metcalf currently teaches second grade at the Barringer Academic Center, Charlotte, NC. She has taught in regular and gifted education for the past 20 years in both Ohio and NC. Evelyn is a facilitator for SENG Model Parent Groups and represented SENG as NC’s state liaison. She has presented at OAGC and NCAGT conferences, in addition to the New Hanover County School system in Wilmington, NC. For the previous four years she taught third grade at a charter school for highly gifted in Charlotte, NC and served on its Vision Committee. Evelyn earned her masters’ degree and gifted license at Kent State University.

Jennifer Thomas: 

Jennifer Thomas has been in public education for 18 years focusing on gifted and special education programs. She received her Bachelor's degree in Mathematics Education from Ball State University and her Master's degree in Educational Leadership from Indiana University Bloomington. She’s had the privilege of specializing in rigorous, conceptual teaching and provide coaching, professional development and curriculum writing to the districts she’s served. 

Jennifer currently lives in the Charlotte area with her two teenage sons and husband of 20 years. She teaches 8th graders mathematics for Charlotte Mecklenburg School District at Community House Middle School and is a teacher leader for the Instructional Excellence Leadership Pathway as well as the Reader’s Apprenticeship Cohort in CMS.

Michelle Tolison: 

Michelle Tolison, Licensed Professional Counselor, is the owner of Dandelion Family Counseling. She specializes with emotionally intense 2E with ADHD/Aspergers kids. For families who feel as if they are walking on egg shells, her family approach might be a great fit. Dandelion Family Counseling also offers social skills ranging in ages from 4-13, including a STEAM based approach specifically designed for 2E kids. Find out more at www.DandelionFamilyCounseling.com