Vision & Leadership in Action: Seminar Session Abstracts
The Bridges 2e Center for Research and Professional Development will host a seminar on talent development on Saturday, February 4, 2023, both online and at the Bridges Academy campus in Studio City, CA. You can register for the event here.
Sessions being offered include:
|Welcome and Opening Remarks|
|Opportunities to explore fields of interest in depth and the development of strengths are not without precedent in the independent school world. Many public schools offer a wide variety of electives, independent studies, and some level of mentoring. In the context of a twice-exceptional and modern economy, talent development takes on new meaning; it is no longer simply about taking an elective for fun or simply exposure to new ideas in the tradition of a Liberal Arts curriculum. It is essential.||Carl Sabatino|
|The Power of Talent Development|
|Twice-exceptional students thrive when given a healthy dose of talent development. Yet when developing programs for bright students with cognitive and emotional challenges, rarely does talent development appear in the student’s plan, as talent development is not viewed as a research-based intervention. In this session, I will explain what talent development looks like, its benefits to students, why it works, and how to develop student talent plans.||Dr. Susan Baum|
|For some learners, project-based experiences are the best way to access a curriculum, develop skills, and showcase interests, gifts, and strengths.|
Intersessions are immersive project-based learning experiences during which students work together in groups to accomplish an overall goal by contributing individual elements to a major presentation or product. Staff members start with a driving question for each Intersession and plan engaging experiences, but students choose the work they will actually do to help their group contribute to the answer to the driving question. When taking on this kind of project, students are encouraged to take a metacognitive approach, considering the skills they are learning or practicing, the executive function skills needed for task completion, and the social aspects of collaboration with peers and adults.
|Michael Dennis & Jessica Altuch|
|This session will explore the strides of a student-driven learning model — The “Young Expert Program” — to not only develop skills and knowledge in a student’s area of interest, but also to prepare students for college and future careers.||Caroline Maxwell & Tyler Peck|
|Enrichment clusters are often whole-day classes in which students explore new or familiar areas of interest, passion, or talent. Bridges teachers will share how they create these classes and how you can do something similar.||Patryce Harris & Bryce Sterling|
|Are You up for a Treasure Hunt? A Solution-Focused and Systemic Approach in Educating Twice-Exceptional Students.|
|Twice-exceptional and multiple exceptional students (TE/ME students) experience problems due to being gifted and having a learning disability (Baum et al., 2017; Pereles et al., 2009; Trail, 2011). This results in unique social-emotional and/or behavioral problems (Reiss et al., 2014). Teachers find it difficult to cope with situations occurring due to the interplay between the student’s natural abilities and thresholds. They feel insecure about whether to take action and start up an educational plan or to wait until a diagnosis of the problem is available. The change and solution-focused approach presented in this keynote is based on a combination of three proven strategies: The strategy of Response to Intervention is known to be effective for all four developmental domains: cognitive, academic, intra, and interpersonal (Trail, 2011; Troxclair, 2015; Robertson & Pfeiffer, 2016). This strategy becomes even more effective if it is approached from a solution-focused perspective. This approach can best be compared with treasure hunting. The notion behind it is that a problem is not always present or is at least at some moments during the day less severe than at other times. One can learn from those brief moments of relative success. Taking on a holistic approach, what successful educational interventions are responding meaningful and adequate to the student’s educational needs? This systematic approach leads to student empowerment (Cauffman & Van Dijk, 2009; Furman 2006, Wolters, 2011). By involving all actors in the student’s ecological system, the chance of successful intervention will increase (Bronfenbrenner, 1978; Van Meersbergen & De Vries, 2013). Case studies of the approach are included in this presentation.||Dr. Eleonoor van Gerven|
|Review and Highlights|
|Dr. Chris Wiebe|