Personalized learning lovejoy 2015

UTILIZING TECHNOLOGY TO PERSONALIZE LEARNING FOR GIFTED KIDS

SLIDES AND RESOURCES AVAILABLE AT brianhousand.com/

lovejoy2015

brianhousand.com

brianhousand@gmail.com

@brianhousand

brian.housand

bc1000

BrianH E L L O

My name is

I AM A GEEK

OVER HERE!

1,000 - T

BRIANBRAIN

“THE GEEK”

BRIANJOHNSON

GEEKNERD

NERDSomeone

who is passionate

about learning,

being smart, or academia.

GEEKSomeone who is passionate about some particular area or subject, often an obscure or difficult one.

70% Nerdiness 76th Percentile

83% Geekosity 99th Percentile

35% Dork Points

57th Percentile

Modern, Cool Nerd

Probably Wears GlassesProbably Wears Glasses

http://philosophyforlife.org/why-im-not-a-geek/

Above Average IntelligenceAbove Average Intelligence

Slightly obsessive in their interests.Slightly obsessive in their interests.

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GEEKS HAVE INHERITED THE EARTH - AAGT 2014

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Likely to be mathletes, physics buffs, tech-heads, or hackers, although they could be evidence based wonks.

Likely to be mathletes, physics buffs, tech-heads, or hackers, although they could be evidence based wonks.

Likely to get excited by machines or systems.

Likely to get excited by machines or systems.

FONTS. FONTS.

This slide drives you CRAZY.

Possess an endearingly goofy enthusiasm for their obsessions.

Possess an endearingly goofy enthusiasm for their obsessions.

Probably likes sci-fi, fantasy, superheroes, TV, comics, films and computer games.

Probably likes sci-fi, fantasy, superheroes, TV, comics, films and computer games.

GEEKSHAVE INHERITED THE EARTH

YOU

2015

GO

GO

BUT…

I am interested in _______________.

I am interested in _______________.dinosaurs

I am interested in _______________.pokemon

I am interested in _______________.comic books

I am interested in _______________.NOTHING

I am interested in _______________.EVERYTHING!

TYPE III INDEPENDENT OR SMALL GROUP INVESTIGATIONS

PRODUCTS AND/OR PERFORMANCES

TYPE I GENERAL

EXPLORATORY ACTIVITIES

TYPE II METHODOLOGICAL

TRAINING / HOW-TO ACTIVITIES

(Renzulli, 1977)

roadtripnation.com/roadmap

roadtripnation.com/roadmap

WHO ARE YOU?

It is OK to be smart.

It is GREAT to be smart.

It is AWESOME to be smart.

TODAY TOMORROWTO

ACCESS

AGGREGATOR

EXPLORE THE GARDEN

Suggested meeting time: 30-60 minutes (Some of you may choose to combine this meeting with meeting #2.)!Before the meeting:

● Create a TED-Ed (ed.ted.com) account if you haven’t already. All members over 13 should aim to have their own account.

● Watch the first TED-Ed Club Lesson (http://ed.ted.com/on/vaY6FipN). Your group can choose to do this before or during the meeting. !

Guiding questions

● What is your name? How would you describe yourself? What are three things you are passionate about?

● What do you and your club members hope to get out of your TED-Ed Club experience?!

Materials

● A device to take pictures● Index cards● Pens● Copies of this guidebook (one for each member)!

Meeting activities

● Take a few minutes to create a name badge on an index card. Write your name and at least 3 things that you are passionate about.

● Gather in small groups and introduce yourself to your fellow club members. Learn each other’s names and get to know each other.

● Share your reasons for joining a TED-ED Club with the group. Let people know what you’re interested in and what you’re passionate about. This will help your club members give meaningful feedback when you begin developing your presentation idea.!

What will you have created by the end of your meeting?

A name badge that lists 3 things you are passionate about. You will bring this to future meetings so that everyone in the club knows your name and interests. !After meeting #1:

● Browse through the TED Talks (www.ted.com) /TED-Ed Lessons (ed.ted.com) to find ideas that speak to your passions.

● Facilitator: Please send a photo of the name badges from different club members to TED-Ed at TEDEdClubs@ted.com.

� 6

#1 Introduction week: What’s your passion? It’s tough to give a good presentation on a topic that you’re not passionate about! This meeting is

all about getting to know your fellow club members and spending some time identifying and

articulating the ideas that motivate each member of your group. Later on, each club member will

present and record their own idea worth spreading in the form of a short TED-style Talk.

Don't be afraid to fall in love with

something and pursue it with

intensity

youtube.com/user/crashcourse

youtube.com/user/crashcoursekids

youtube.com/user/Vihart

nerdybookclub.wordpress.com

starwars.wikia.com

harrypotterfanfiction.com

DON’T FORGET PODCASTS

mentalfloss.com

wonderopolis.com

howstuffworks.com

byrdseed.com/tickling-curiosity

CONTENT

LiveBinders

INCUBATION

INCUBATIONSTAGE 1:

Heighten Anticipation

STAGE 2: Encounter the Expected and Unexpected,

and Deepen Understanding

STAGE 3: Go Beyond and “Keep It Going”

BUILDING A TYPE IFIND OR CREATE AN EXPERIENCE THAT HEIGHTENS ANTICIPATION

COMPOSE DEBRIEFING PROMPTS TO DEEPEN UNDERSTANDING

PROPOSE ACTIVITIES OR EXTENSIONS

CONSIDER WHAT TYPES OF NEW SKILLS MIGHT NEED TO BE TAUGHT

observe. think.

go deeper. DO!

SLIDES AND RESOURCES AVAILABLE AT brianhousand.com/

lovejoy2015

Don't be afraid to fall in love with

something and pursue it with

intensity

CREATE

ITECH

FORGET THEi

TECHNOLOGY!

Story

Magical and Meaningful

It’s about THE EXPERIENCE.

TYPE III INDEPENDENT OR SMALL GROUP INVESTIGATIONS

PRODUCTS AND/OR PERFORMANCES

TYPE I GENERAL

EXPLORATORY ACTIVITIES

TYPE II METHODOLOGICAL

TRAINING / HOW-TO ACTIVITIES

(Renzulli, 1977)

http://cowparadenc.com/images/cows/peedee.jpg

Summer 2013

The admonition that we should be preparing our students for the 21st century is everywhere. There are numerous books, blogs, and content resources promoting and espousing the virtues of 21st cen-

tury learning. If one examines the titles and descriptions of presentations at any gifted or general education conference, reference to 21st century learning is prevalent. Most of us in gifted education have regularly advocated for teaching 21st century skills. However, we have been living in the 21st century for 13 years now, and if we are only now preparing our students to be 21st century learners, we’re showing up to the party very late. In fact, as the class of 2013 graduated from high school, consider that this group of students was always 21st century learners regardless of what they were learning or how they were learning it; they entered Kinder-garten in the fall of 2000. So, maybe it is time to stop talking about the 21st century and start talking about the future.

The idea of preparing students for their future is certainly not a novel idea. Indeed the opening quote from John Dewey in the 20th century emphasizes this. In many circles, there is an impassioned call for STEM education and an increasing vocalization for the integration of the arts into a movement called STEAM. Yet, even these ideas are not new and can

trace their origins back at least 30 years. In 1983, the Na-tional Science Board Commission on Precollege Education in Mathematics, Science and Technology published a report entitled, Educating Americans for the 21st Century: A Plan of Action for Improving Mathematics, Science, and Technol-ogy Education for All American Elementary and Secondary Students So that their Achievement is the Best in the World by 1995. This publication outlined many of the same initia-tives and programs that we are arguing for three decades later. The executive summary chided, “America must not become an industrial dinosaur. We must not provide our children a 1960s education for a 21st century world.” Yet, some might argue that is exactly what we have done. It is time that the field of gifted education begins to re-envision itself not for the 21st century, but for the future that our stu-dents will live in.

You may remember, or have seen reruns of The Jetsons cartoon. It originally aired in primetime from 1962 to 1963, and was set in a futuristic utopia of the year 2062. While we may not have flying cars, or robot maids, we do have access to many technologies that are even more advanced

continued on page 18

Quality Classroom Practicefor High-Abillity Students

Teaching for High PotentialTHPThe 21st Centuryis SO Yesterday

INSIDE THIS ISSUEFrom the Editor ................................2School Spotlight ..............................3A Book Review ................................4Curriculum Connection ...................5The Primary Place ...........................7The National Perspective ................12Special Populations .........................13Scientifically Speaking ....................14Technology Untangled .....................16A Secondary Look ...........................17

Smart Cookies 15FEATURE ARTICLESCover: The 21st Century isSO YesterdayGaze into this kaleidoscope to glimpse a guide for how toeducate students for their future

Fostering Creativity in Gifted and Talented Youth in the English Classroom

An English teacher’s call to keep creativity in the English classroom 8

Brian C. Housand, Ph.D.East Carolina Universitywww.brianhousand.com

Brian Housand is an Assistant Professor at East Carolina University in the department of Elementary Education.

“The world is moving at a tremendous rate. No one knows where.We must prepare our children, not for the world of the past,

not for our world, but for their world, the world of the future.”— John Dewey

CONSTRUCTING SYNTHESIS

Creativity is just connecting things.

When you ask creative people how they did something, they feel a little guilty because they didn’t really do it, they just saw something. It seemed obvious to them after a while. That’s because they were able to connect experiences they’ve had and

SYNTHESIZE new things.

- Steve Jobs, 1995

An idea is nothing more or less than a new combination of old elements.

new combinationold elements

James Webb Young, 1940A Technique for Producing Ideas

The capacity to bring old elements into new combinations depends largely on the ability to see relationships.

new combinationold elements

James Webb Young, 1940A Technique for Producing Ideas

STAY HUNGRY

STAY FOOLISH.

(Resnick, 1996)

NOT Stereos

Pianos

code.org/learn

Everybody in this country should learn how to program a computer

because it teaches you how to think.

- Steve Jobs

developer.apple.com/xcode

bit.ly/stanford-xcode

codecombat.com

khanacademy.org/computing/cs

codecademy.com

“Learning to write programs stretches your mind and helps you think better, creates a way of thinking about things that I think is helpful in all domains.”

“Combinatory play seems to be the

essential feature in productive thought.”

Jackson, L. A., Witt, E. A., Games, A. I., Fitzgerald, H. E., von Eye, A., & Zhao, Y. (2012). Information technology use and creativity: Findings from the Children and technology Project. Computers in Human Behavior, 28(2), 370-376.

CREATIVITY

COMPUTER USE

INTERNET USE

CELL PHONE

USE

VIDEO GAME PLAY

Jackson, L. A., Witt, E. A., Games, A. I., Fitzgerald, H. E., von Eye, A., & Zhao, Y. (2012). Information technology use and creativity: Findings from the Children and technology Project. Computers in Human Behavior, 28(2), 370-376.

CREATIVITYVIDEO GAME PLAY

http://www.animationmagazine.net/wordpress/wp-content/uploads/Pixar-Creativity-Inc-post.jpg

http://4.bp.blogspot.com/-yop_r8Qqafc/Uc3NpeSweCI/AAAAAAAAAwE/vX8od1KvedU/s1440/pixag+copy.jpg

Imposing limits can encourage a creative response.

- Ed CatmUll

LEGO Movie Maker

iMovie Trailers

PLAY

EXPLORE

LUNCH

OPPORTUNITY

SAMR

SubstitutionAugmentationModificationRedefinition

O pportunitiesR esourcesE ncouragement

educreations.com

gingerlabs.com

elements4d.daqri.com

bit.ly/education-apps

bit.ly/education-apps

iTunes U

apple.com/ibooks-author

apple.com/ibooks-author

apple.com/ibooks-author

tinyurl.com/patriotismibook

bookry.com

RESPONSIBILITY

With great power comes great responsibility

2015

WHAT MAKES A SUPERHERO?

EXTRAORDINARY ABILITIES

INTENSITIES

MOTIVATED BY A

MISSION OR

A QUEST FOR TRUTH

In brightest day, in blackest night,

No evil shall escape my sight.

Let those who worship

evil's might, Beware

my power, Green Lantern's

light!!!

superherodb.com

SUPERHERO SCIENCE

FLIGHT

INVISIBILITY

http://www.wikihow.com/Create-a-Super-Hero

1. CHOOSE YOUR SUPERPOWER2. CREATE AN ORIGIN STORY3. WHAT IS THE TRAGIC FLAW?4. SUPERHERO PERSONALITY5. EVERYDAY PERSONALITY6. NAME YOUR SUPERHERO

NEWS FLASH

LEFT TO THEIR OWN DEVICES

bit.ly/middleschooldrawntolife

CRITICAL CONSUMERS

RESPONSIBLE PRODUCERS

futurecasting.org

shelfari.com

Googleable

http://www.animationmagazine.net/wordpress/wp-content/uploads/Pixar-Creativity-Inc-post.jpg

ARE NOT YOUR IDEA

YOU- Ed Catmull

FAILURE isn’t a necessary evil. In FACT, it isn’t EVIL at all.

It is a NECESSARY consequence of doing

something NEW. - Ed Catmull

FAIL EARLY FAIL FAST

BE WRONG AS FAST AS YOU CAN.

Perfectionism PROCRASTINATION

PARALYSIS

NO ONE - not Walt, not Steve, not the people of Pixar - ever achieved creative success by clinging to what used to work.

LEARN TO FAIL

If you are impatient

then this may not be the

gAme for you

NECESSITY

“We don’t

have the option of turning away

from the future.

No one gets to

vote on whether technology is

going to change our lives.”

Bill Gates  The Road Ahead

“Every generation of teenagers embraces the freedoms and possibilities wrought by technology in ways that shock the elders.”

Time    March  27,  2006

ITECH

www.gurbuz-de.com

M E A N I N G

www.gurbuz-de.com

bit.ly/nets-profiles

1. Creativity and Innovation2. Communication and Collaboration3. Research and Information Fluency4. Critical Thinking, Problem Solving, and Decision Making5. Digital Citizenship6. Technology Operations and Concepts

Identify, research, and collect data on an

environmental issue using digital resources and propose a solution.

PK - 2

Produce a media-rich digital story about a

significant local event based on first-person

interviews.

3 - 5

Create original animations or videos documenting

school, community, or local events.

6 - 8

Design, develop, and test a digital learning game to demonstrate knowledge

and skills related to curriculum content.

9 - 12

RIGOR

VIGOR

ACCESSCREATEOPPORTUNITYRESPONSIBILITYNECESSITY

ACCESSCREATEOPPORTUNITYRESPONSIBILITYNECESSITY

ACORN

ACORN

From little acorns grow mighty oaks.

YOU

YOU ARE NOT ALONE

FIND YOUR PEEPS

#BestYearEver

Dear Future Self, SHORT MEDIUM LONG

JOYOUS

CURIOSITY

IMAGINATION

PASSION

CREATIVITY

STOP

GO

http://www.disneypictures.net/data/media/202/Buzz_Lightyear_wallpaper.jpg

TO INFINITY AND BEYOND

brianhousand.com

brianhousand@gmail.com

@brianhousand

brian.housand

bc1000