Curriculum Studies

Super Sunday Session

Simple Models that Lead to Complex Thinking in Science, Social Studies, and Language Arts

Sunday, November 12
8:00 AM - 9:00 AM
Location: 211 AB

Do you want to differentiate instruction for gifted learners in your regular or honors classroom but don't have the time or resources? Do you work exclusively with gifted students in a variety of content areas and need to design differentiated lessons? Models can help! In this session presenters will share field-tested and evidence-supported models you can use to add complexity to science, social studies, and/or ELA lessons. Learn features of complexity and how these are used to differentiate instruction. View examples of questions, activities, and projects that incorporate varying levels of complexity and apply the models to your own classroom content.

Tamra Stambaugh

Associate Research Professor; Executive Director, Programs for Talented Youth
Vanderbilt University

Tamra Stambaugh, Ph.D., is an associate research professor in special education and executive director of Programs for Talented Youth at Vanderbilt University. Stambaugh conducts research in gifted education with a focus on students living in rural settings, students of poverty, and curriculum and instructional interventions that promote gifted student learning. She is the co-author/editor of several books including but not limited to: Comprehensive Curriculum for Gifted Learners (2007) (with Joyce VanTassel-Baska); Overlooked Gems: A National Perspective on Low-Income Promising Students (2007) (with Joyce VanTassel-Baska), the Jacob’s Ladder Reading Comprehension, Nonfiction, and Affective Program Series (with Joyce VanTassel-Baska), Practical Solutions for Under-represented Gifted Students: Effective Curriculum (2012) (with Kim Chandler), Serving Gifted Students in Rural Settings (Legacy Award Winner) (with Susannah Wood), and The Vanderbilt Programs for Talented Youth ELA and Integrated Curriculum units (with Emily Mofield et al.). Stambaugh has also written numerous articles and book chapters and was co-editor of the special Gifted Child Quarterly issue (January 2018) focused on students from low-income households. She provides keynotes, professional development workshops, and consultation to school districts nationally and internationally and shares her work at refereed research conferences. She also serves on multiple NAGC committees.

Stambaugh is the recipient of several awards, including the Margaret The Lady Thatcher Medallion for scholarship, service, and character from the College of William and Mary School of Education; the Doctoral Student Award, Early Leader Award, and several curriculum awards from the National Association for Gifted Children; the Jo Patterson Service Award and Curriculum Award from the Tennessee Association for Gifted Children; and the Higher Education Award from the Ohio Association for Gifted Children. Prior to her appointment at Vanderbilt she was director of grants and special projects at the College of William and Mary, Center for Gifted Education, where she earned her PhD.


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Emily L. Mofield

Consulting Teacher for Gifted Education
Sumner County Schools

Emily Mofield, EdD is the Consulting Teacher for Gifted Education for Sumner County Schools, Tennessee. She leads her district through major gifted programming shifts, specifically in promoting differentiated instruction for advanced learners in both the the regular classroom and pullout settings. She is the co-recepient of the NAGC Hollingworth research award (with Megan Parker Peters) and is the co-author (with Tamra Stambaugh) on the published Advanced ELA Curriculum Series by Vanderbilt Programs for Talented Youth. She was recognized by the Tennessee Assocation of Gifted as Teacher of the Year in 2012 and has received multiple NAGC Currriculum Network Awards. She has also authored multilple research publications on the social emotional needs of gifted learners relating to achievement motivation and perfectionism. Currently, she serves as Chair-Elect of the Curriculum Studies Network for NAGC.


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Simple Models that Lead to Complex Thinking in Science, Social Studies, and Language Arts

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