Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Engineering Serendipity


Published on

Serendipity, that unexpected but fortunate discovery or learning experience that happened accidentally, is often characterized by successful people as a “chance encounter” or a “lucky break”. In reality, luck is what happens when preparation meets opportunity (Roman Philosopher, Seneca), and gifted students in particular have the preparation, but may not have the skills to leverage technology to create opportunities. This session highlights how gifted students are uniquely qualified to leverage technology to achieve their goals, illustrates the strategies successful individuals use to make their own luck, and provides concrete examples and activities that can be applied in classrooms or at home to enable gifted students to manifest their potential for self-fulfillment and the betterment of society.

Published in: Education
  • Be the first to comment

Engineering Serendipity

  2. 2. Serendipity noun: the occurrence and development of events by chance in a happy or beneficial way
  3. 3. HORACE WALPOLE 1717-1797
  4. 4. Three Princes of Serendip
  5. 5. “The Three Princes of Serendip were always making discoveries, by ACCIDENT and SAGACITY, of things which they were not in quest of… now do you understand Serendipity.” Horace Walpole, 1754
  6. 6. Teaching THP for High Potential Summer 2013 “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 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 Quality Classroom Practice for High-Abillity Students Brian C. Housand, Ph.D. East Carolina University Brian Housand is an Assistant Professor at East Carolina University in the department of Elementary Education. 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 The 21st Century is SO Yesterday INSIDE THIS ISSUE FEATURE ARTICLES Smart Cookies 15
  7. 7. Chance favours only the prepared mind. - Louis Pasteur
  9. 9. GO
  10. 10. GO
  11. 11. BUT…
  12. 12. I am interested in _______________.
  13. 13. I am interested in _d__i_n_o__s_a__u__r_s__.
  14. 14. I am interested in __p__o__k_e_m__o__n___.
  15. 15. I am interested in _c_o__m_i_c_ _b_o__o_k__s_.
  16. 16. I am interested in N___O__T__H__I__N__G__.
  17. 17. I am interested in E__V_E_R__Y_T__H_I__N_G__!.
  19. 19. AGGREGATOR
  21. 21. 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 ( account if you haven’t already. All members over 13 should aim to have their own account. ● Watch the first TED-Ed Club Lesson ( 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 ( /TED-Ed Lessons ( 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 $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.
  22. 22. Don't be afraid to fall in love with something and pursue it with intensity
  23. 23. LURK
  24. 24. 1. (of a person or animal) be or remain hidden so as to wait in ambush for someone or something: a ruthless killer still lurked in the darkness. 2. (of an unpleasant quality) be present in a latent or barely discernible state, although still presenting a threat: fear lurks beneath the surface | (as adj. lurking) : he lives with a lurking fear of exposure as a fraud. 3. read the postings on an Internet message board or in a chat room without making any contribution oneself.
  25. 25. 1. (of a person or animal) be or remain hidden so as to wait in ambush for someone or something: a ruthless killer still lurked in the darkness. 2. (of an unpleasant quality) be present in a latent or barely discernible state, although still presenting a threat: fear lurks beneath the surface | (as adj. lurking) : he lives with a lurking fear of exposure as a fraud. 3. read the postings on an Internet message board or in a chat room without making any contribution oneself.
  26. 26. As the volume of media has grown exponentially, our propensity to explore it is diminishing. Danny Cohen / BBC1
  27. 27. flâneur one who saunters around observing society.
  29. 29.
  30. 30.
  32. 32. What are the DETAILS of the discipline? What are the MULTIPLE PERSPECTIVES in the discipline? What are the BIG IDEAS of the discipline? What are some of the UNANSWERED QUESTIONS?
  33. 33. STALK
  34. 34. Arranging serendipitous encounters isn’t always a function of WHO YOU KNOW, it should also be a function of WHO YOU WANT TO KNOW. Or WHO YOU SHOULD WANT TO KNOW, even if you don’t realize you should want to know them.
  35. 35.'s_snowballs
  36. 36. ? ? ? ? ? Who are the EXPERTS? How do I follow them? Who do they follow? What are they reading? What are they producing?
  37. 37. CREATE
  39. 39. Googleable
  40. 40. 400,000 DOWNLOADS !
  41. 41. BETHANY MOTA
  42. 42. 13
  43. 43. 13
  44. 44. 13
  45. 45. $40,000.00
  46. 46. MATT NADEL
  47. 47. marques brownlee
  48. 48. Content Quality
  49. 49. Always improving Attending to detail A lot of hard work “Able to make some serious money” MKBHD
  50. 50. (
  51. 51. ENGAGE
  52. 52. Social Capital
  53. 53. Become Well Liked
  54. 54. Valence Volume Quality
  55. 55. Nobody Likes to Hear “You’re Wrong”
  56. 56. Don’t you think if I were wrong, I’d KNOW it?
  57. 57. S O T W Helpful to achieving the objective Harmful to achieving the objective Internal Origin Attributes of the Individual Strengths Weaknesses External Origin Attributes of the Environment Opportunities Threats SWOT Analysis
  58. 58. LISTEN!
  59. 59. Relational & Egalitarian
  60. 60. Network Structure The Pattern of Connection • The number of contacts • The diversity of the contacts • The configuration and stability of the network • Position within the network
  61. 61. All in all, that night taught me you can never plan for what’s going to happen next at SXSW, but you can be prepared.
  62. 62. Openness to Experience
  63. 63. Cognitive Ability Intelligence Reasoning Ability
  64. 64. Intellectual Engagement Seeking the Truth Engaging in Ideas and Thought
  65. 65. Using Emotion, Gut Feelings, and Empathy for Decision Making Affective Engagement
  66. 66. All members must be capable of absorbing, applying, and recognizing the value of new information. Aesthetic Engagement
  67. 67. LGEOT
  68. 68. CURIOSITY + EFFORT = INTELLIGENCE (von Stumm, Hell, & Camorro-Premuzic, 2011)
  70. 70. Episodic Curiosity
  71. 71. Episodic Curiosity
  72. 72. Episodic Curiosity
  73. 73. Episodic Curiosity
  74. 74.
  75. 75. AM GAuiNdeI fForE DSevTeOlop:i n g a Creative Career 1. Don't be afraid to fall in love with something and pursue it with intensity. 2. Know, understand, take pride in, practice, develop, exploit and enjoy your greatest strengths. 3. Learn to free yourself from the expectations of others and to walk away from the games they impose on you. Free yourself to play your own game. 4. Find a great teacher or mentor who will help you. 5. Don't waste energy trying to be well rounded. 6. Do what you love and can do well. 7. Learn the skills of interdependence.