Concurrent 45 min

IN:OUT—A Dynamic Approach to Spot English Learner Potential/Talent as Soon as Monday Morning

Friday, November 14, 2025

9:15 AM - 10:00 AM ET

Location: Convention Center, 301

Grade Level: Pre-K-2, 3-5, 6-8, 9-12

Susan Dulong Langley, PhD (she/her/hers)

Postdoctoral Research Associate
University of Connecticut
Storrs, Connecticut, United States
John P. Burrell

Graduate Research Assistant
University of Connecticut
Storrs, Connecticut, United States
Talbot S. Hook, MAT

Clinical Assistant Professor of Gifted and Creative Education
University of Georgia at Athens
Vernon Rockville, Connecticut, United States
Celeste DC Sodergren, PhD (she/her/hers)

Postdoctoral Research Associate
University of Connecticut
Broad Brook, Connecticut, United States
Marcy D. Voss

Educational Consuiltant
Seidlitz Education and J Taylor Education
San Antonio, Texas, United States

Short Description: It is imperative to spot English Learners’ (ELs’) gifted potential/talent at all stages of English acquisition, including ELs who are twice-exceptional. However, ELs may experience linguistic or contextual challenges that preclude them from undertaking tasks or sharing their thinking. Attendees learn the IN:OUT Dynamic Approach to engage ELs and elicit their thinking via open-ended tasks, across domains and multiple modalities.

Assessment Track - Sponsored by Multi-Health Systems, Inc.

Learning Objectives:

Discover how to integrate a dynamic approach to spot gifted potential behaviors in English Learners across the curriculum, beyond static, high-stakes tests.
Learn strategies to engage ELs IN potential-spotting tasks by “Inspiring” them (social-emotional considerations) and providing informative “Nudges” (context, processes), as needed, via existing EL and special education accommodations.
Learn strategies to elicit OUT ELs’ thinking by “Orienting” themself to students’ process, delving into their level of “Understanding,” and probing for their ability to “Transfer” knowledge.