Gifted futures

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Education and policies for gifted students are based on past research and learning traditions. But are these ideas sufficient for anticipating and understanding what might come next for developing learners and ourselves? This session draws on futures (or “foresight”) studies to explore evolving contexts for understanding and supporting gifts, giftedness, and creative talent development in our rapidly shifting and complex environments.

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  • Gifted futures

    1. 1. GIFTED FUTURES Carmen TschofenMinnesota Council for the Gifted and Talented University of St. Thomas — November 12, 2011
    2. 2. “GIFTED” IN CONTEXTS
    3. 3. “GIFTED” IN CONTEXTSIndividuals
    4. 4. “GIFTED” IN CONTEXTSIndividuals Numbers
    5. 5. “GIFTED” IN CONTEXTSIndividuals Numbers Perception/awareness (Roper)
    6. 6. “GIFTED” IN CONTEXTSIndividuals Numbers Perception/awareness (Roper) Performance in context
    7. 7. “GIFTED” IN CONTEXTSIndividuals Numbers Perception/awareness (Roper) Performance in contextFutures “given” to our children (or “re-gifted?”)
    8. 8. “GIFTED” IN CONTEXTSIndividuals Numbers Perception/awareness (Roper) Performance in contextFutures “given” to our children (or “re-gifted?”)The problem with packages (both finite and the “giftthat keeps on giving”)
    9. 9. FRAMING OUR EXPERIENCES Far from Systems Thinking Socially Relationship Building Complicated Zone of Collaboration Agreement Build relationships, create common Complexity Good Enough Vision Chunking Around Drivers ground Minimum Specifications Multiple Actions Adaptability & Organic Close to Simple Technically Complicated Plan, control Experiment, coordinate expertise Close to Certainty Far from Michael Quinn Patton, 2009 Modified: C. Tschofen 10/10
    10. 10. FRAMING OUR EXPERIENCES Connective and Inquiry-based personal learning Far from and personalized learning Systems Thinking Socially Relationship Building Complicated Zone of Collaboration Agreement Build relationships, create common Complexity Good Enough Vision Chunking Around Drivers ground Minimum Specifications Multiple Actions Adaptability & Organic Close to Simple Technically Complicated Plan, control Experiment, coordinate expertise Close to Certainty Far fromStandardized Michael Quinn Patton, 2009 Modified: C. Tschofen 10/10 content and instruction
    11. 11. POSSIBILITIES Far from Socially ComplicatedAgreement Build relationships, Cone of create common ground Possibilities Close to Simple Technically Complicated Plan, control Experiment, coordinate expertise Close to Certainty Far from Michael Quinn Patton, 2009 Modified: C. Tschofen 10/11
    12. 12. “FUTURES”?
    13. 13. “FUTURES”?Futures as a recognized field of study and endeavor
    14. 14. “FUTURES”?Futures as a recognized field of study and endeavorThe plural denotes possibilities, not prediction Possible Probable/Plausible Preferable
    15. 15. “FUTURES”?Futures as a recognized field of study and endeavorThe plural denotes possibilities, not prediction Possible Probable/Plausible PreferableInter/transdisciplinary and imaginative
    16. 16. “FUTURES”?Futures as a recognized field of study and endeavorThe plural denotes possibilities, not prediction Possible Probable/Plausible PreferableInter/transdisciplinary and imaginative“Be wrong in useful ways...” –Jamais Cascio
    17. 17. WHY THINK AHEAD?(A DIFFERENT RATIONALE)
    18. 18. WHY THINK AHEAD?(A DIFFERENT RATIONALE)Anxiety
    19. 19. WHY THINK AHEAD?(A DIFFERENT RATIONALE)AnxietyDepression
    20. 20. WHY THINK AHEAD?(A DIFFERENT RATIONALE)AnxietyDepressionUnsustainable costs: education infrastructure
    21. 21. WHY THINK AHEAD?(A DIFFERENT RATIONALE)AnxietyDepressionUnsustainable costs: education infrastructure“If you aren’t concerned, you haven’t been payingattention.”
    22. 22. DIFFICULT TRANSITIONS
    23. 23. SCENARIOS
    24. 24. SCENARIOSScenes or stories intended to help us understand andmanage uncertainty, emergence and complexity.
    25. 25. SCENARIOSScenes or stories intended to help us understand andmanage uncertainty, emergence and complexity.Building blocks for today’s scenarios: Scanning Trends (loosely defined) and emerging issues: identification and extrapolation Imagination (“rigorous art”)
    26. 26. SCENARIOSScenes or stories intended to help us understand andmanage uncertainty, emergence and complexity.Building blocks for today’s scenarios: Scanning Trends (loosely defined) and emerging issues: identification and extrapolation Imagination (“rigorous art”)Encourage long-term thinking and personal agency
    27. 27. SCENARIO1 Trend: Privatization and profit motives in mass learning technologies“Online learning” $32 billion in 2010 $50 billion by 2015Teach.gov now run by Microsoft
    28. 28. SCENARIO1 Trend: Struggles for social well-being Poverty Health Education•
    29. 29. SCENARIO1 Trend: Learning PlatformsKnewton
    30. 30. THE NATIONAL LEARNING GAMEA story
    31. 31. SCENARIO 2 Trend: Learning Analytics“Data are collected from explicit student actions, such as completingassignments and taking exams, and from tacit actions, includingonline social interactions, extracurricular activities, posts on discussionforums, and other activities that are not directly assessed as part ofthe student’s educational progress. Analysis models that process anddisplay the data assist faculty members and school personnel ininterpretation.The goal of learning analytics is to enable teachersand schools to tailor educational opportunities to each student’s levelof need and ability.” –Horizon Report 2011 <http://wp.nmc.org/horizon2011/sections/learning-analytics/>
    32. 32. SCENARIO 2 Trend: Monitoring and Streamshttp://www.youtube.com/watch?v=nZ-VjUKAsao
    33. 33. SCENARIO 2Trend: Medical frontiers (It’s all in your head)http://www.youtube.com/watch?v=ZDD7Ohs5tAk
    34. 34. THE GREAT TRADE-OFFA story
    35. 35. SCENARIO 3 Trend: Networks as learning experience platformsDirectedtowardinterestsandstrengths
    36. 36. SCENARIO 3 Trend: Maker CultureDIYbio, Makerfaire, and Etsy http://www.youtube.com/watch?v=Ig-DbfPoz3o
    37. 37. SCENARIO 3 Trend: Environmental Instability“Nature deficit disorder”Climate changeResource scarcity
    38. 38. HAND-CRAFTED LEARNINGA story
    39. 39. FUTURES THINKING
    40. 40. FUTURES THINKINGDemands non-standardized skills
    41. 41. FUTURES THINKINGDemands non-standardized skills Research
    42. 42. FUTURES THINKINGDemands non-standardized skills Research Imagination
    43. 43. FUTURES THINKINGDemands non-standardized skills Research Imagination Creativity
    44. 44. FUTURES THINKINGDemands non-standardized skills Research Imagination Creativity Problem-solving/ Innovation
    45. 45. FUTURES THINKINGDemands non-standardized skills Research Imagination Creativity Problem-solving/ InnovationFree
    46. 46. FUTURES THINKINGDemands non-standardized skills Research Imagination Creativity Problem-solving/ InnovationFreeAvailable to all
    47. 47. “WHAT’S WRONG WITH THAT?”
    48. 48. QUESTIONSWhat does “gifted” mean when some skill mastery orexpert knowledge is easily acquired/accessed?What elements support a “new” vision of giftedness?How does our inclination to wait for or expect anidentifiable “future” hinder our personal agency in thepresent?
    49. 49. RESOURCES2011 Horizon Report (web version) http://wp.nmc.org/horizon2011/Invisible Learning: Toward a new ecology of educationhttp://www.invisiblelearning.com/en/ (video summary:http://bit.ly/tc3b1B)OECD Schooling Scenarios http://bit.ly/ugw47MTeaching about the Future: The basics of foresighteducation (Hines and Bishop, 2012?)
    50. 50. GIFTED FUTURES Carmen Tschofenhttp://www.slideshare.net/tschofen

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