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Gifted Education in the 21st Century


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Gifted Education in the 21st Century

  1. 2.
  2. 3. Techie Researcher Educator Gifted
  3. 5. Gifted Education VS. 21st Century Skills PAST PRESENT FUTURE RESEARCH A NEW HOPE
  4. 6. A long time ago in a school far, far away...
  5. 7. Critical Thinking / Higher Order Thinking Benjamin Bloom 1913 - 1999
  6. 8. Creativity <ul><li>E. Paul Torrance </li></ul><ul><li>1915 - 2003 </li></ul>
  7. 9. Acceleration and Advanced Content <ul><li>Julian Stanley </li></ul><ul><li>1918 - 2005 </li></ul>
  8. 14. Don’t teach the tool. Teach the thinking.
  10. 16. The National Research Center on the Gifted and Talented
  11. 17. S choolwide E nrichment M odel R eading Framework
  12. 19. <ul><li>Reis, S. M., Eckert, R. D., Fogarty, E. A., Little, C. A., Housand, A. M., Sweeny, S. M., Housand, B. C., et al. (2009). Joyful reading: Differentiation and enrichment for successful literacy learning . Hoboken, NJ: Jossey-Bass. </li></ul><ul><li>Reis, S. M., Eckert, R. D., Fogarty, E. A., Little, C. A., Housand, A. M., Sweeny, S. M., Housand, B. C., et al. (2009). The joyful reading resource kit: Teaching tools, hands- on activities, and enrichment resources . Hoboken, NJ: Jossey-Bass. </li></ul><ul><li>Reis, S. M., Little, C. A., Fogarty, E. A., Housand, A. M., Housand, B. C., Sweeny, S. M., Eckert, R. D., & Muller, L. M. (2010). Case studies of successful Schoolwide Enrichment Model-Reading (SEM-R) classroom implementations (RM10240). Storrs, CT: Project SEM-R, University of Connecticut. </li></ul><ul><li>Reis, S. M., Little, C. A., Fogarty, E., Housand, A. M., Housand, B. C., Sweeny, S. M., Eckert, R. D., et al. (submitted). Case studies of Schoolwide Enrichment Model- Reading (SEM-R) classroom implementations of differentiated and enriched reading instruction. Journal of Literacy Research . </li></ul><ul><li>Reis, S. M., McCoach, D. B., Little, C. A., Muller, L. M., Housand, A. M., Sweeny, S. M., Housand, B. C., et al. (submitted). The effects of differentiated instruction and enrichment pedagogy in reading achievement. Journal of Educational Psychology . </li></ul>
  13. 20. 20%
  14. 21. The Effect of Using Renzulli Learning on Student Achievement and Student Motivation <ul><li>Brian Craig Housand </li></ul><ul><li>University of Connecticut </li></ul><ul><li>Dissertation Defense </li></ul><ul><li>May 5, 2008 </li></ul>
  15. 22. <ul><li>The purpose of this study was to investigate differences in student achievement in reading comprehension, science, and social studies between students with access to Renzulli Learning and students without access to Renzulli Learning, and to examine how Renzulli Learning is integrated into the classroom. </li></ul>
  16. 23. Sample <ul><li>Four schools within a school district </li></ul><ul><li>Grades 3 through 6 </li></ul><ul><li>Heterogeneously grouped classes </li></ul><ul><ul><li>2 classes per grade level per school randomly selected </li></ul></ul>
  17. 24. Instrumentation <ul><li>Iowa Tests of Basic Skills </li></ul><ul><ul><li>Reading Comprehension </li></ul></ul><ul><ul><li>Science </li></ul></ul><ul><ul><li>Social Studies </li></ul></ul><ul><li>SRBCSS-R </li></ul><ul><ul><li>Motivation Subscale </li></ul></ul><ul><li>Used as both a pre and post measure </li></ul>
  18. 25. Participant Observer Observations <ul><li>Document amount of time RL was used </li></ul><ul><li>Determine if there were any barriers to implementation </li></ul><ul><li>Verify that the technology is working </li></ul><ul><li>Observe the types of activities students are choosing </li></ul><ul><li>Examine the level to which students are involved with RL </li></ul><ul><li>Monitor how and to what extent the teacher provides support for the students using RL </li></ul>
  19. 26. Questions One Through Four <ul><li>A one-way repeated measures ANOVA was utilized. </li></ul><ul><li>The repeated measures for each of these questions was the students’ standardized score on the ITBS pre and post subject area tests. </li></ul>
  20. 27. RQ3: Social Studies Achievement <ul><li>Social Studies X Condition </li></ul><ul><ul><li>Wilks’ Λ = .984 </li></ul></ul><ul><ul><li>F (1, 332) = .984 </li></ul></ul><ul><ul><li>p = .023 </li></ul></ul><ul><ul><li>Partial eta squared = .016 </li></ul></ul>
  21. 28. Teachers <ul><li>Comfortable with technology </li></ul><ul><li>Limited access </li></ul><ul><li>RL as teaching tool </li></ul><ul><ul><li>Jamestown </li></ul></ul><ul><li>Student Centered vs. Teacher Centered </li></ul><ul><li>State assessment pressures </li></ul>
  22. 29. Students <ul><li>Visible excitement </li></ul><ul><li>Individual profiles / experiences </li></ul><ul><li>Supportive learning environment </li></ul><ul><li>Parallel learning </li></ul><ul><li>Instruction by peers </li></ul><ul><li>Visual and interactive </li></ul><ul><li>Highly engaged </li></ul>
  23. 30. RL / Enrichment Online <ul><li>RL = Technology Tool </li></ul><ul><li>Not typically viewed by teachers as teaching tool </li></ul><ul><li>Some used as teaching tool to support social studies </li></ul><ul><li>Missed opportunities to extend students’ interests </li></ul>
  25. 32. Plugging Into Creative Outlets Brian C. Housand Angela M. Housand Gifted Education Communicator Spring 2011 Vol. 42, No. 1
  26. 33. Avenues to Professional Learning Online Catherine A. Little Brian C. Housand Gifted Child Today Summer 2011 Vol. 34, No. 3
  27. 34. Characteristics, Practices, and Behaviors of Technology Integration among Distinguished Teachers
  28. 35. <ul><li>“ New teacher candidates must be equipped with 21st century knowledge and skills and learn how to integrate them into their classroom practice for our nation to realize its goal of successfully meeting the challenges of this century.” </li></ul>AACTE and P21 (2010). 21st Century Knowledge and Skills in Educator Preparation . Retrieved Jan. 17, 2010 from
  29. 36. Teachers Integrate and Utilize Technology in Their Instruction <ul><li>Teachers know when and how to use technology to maximize student learning. Teachers help students use technology to learn content, think critically, solve problems, discern reliability, use information, communicate, innovate, and collaborate. </li></ul>North Carolina Teacher Evaluation Rubric
  30. 37. What classroom characteristics, practices, and behaviors do distinguished teachers report and employ as they integrate and use technology in their instruction? What classroom characteristics, practices, and behaviors are identified in state/national standards (ISTE & P-21) as distinguished/exemplary for integrating and using technology in instruction?
  31. 39. Real World Problems Academic Rigor Technology Integration
  32. 40. RIGOR
  33. 41. RIGOR “ I learned new information and acquired new skills every day.” Agree Neutral Disagree ELEM 52 1 0 MIDG 37 9 1
  34. 42. RIGOR “ My child left each day learning new info and acquiring new skills.” Strongly Agree Agree Neutral Disagree Strongly Disagree Parents 56 23 1 0 0
  35. 43. RIGOR “ I was challenged during the AIG Camp.” Agree Neutral Disagree ELEM 36 15 3 MIDG 29 13 5
  36. 44. RIGOR “ My child was appropriately challenged during the AIG Camp.” Strongly Agree Agree Neutral Disagree Strongly Disagree Parents 53 23 3 1 0
  38. 46. 2011 Video Competition: “ What it means to be gifted.” NAGC 60th Anniversary Retrospective 1953 - 2013
  39. 50. 4,113
  40. 55. Why Do We Ask Kids To UNPLUG At School?
  41. 56. 80%
  42. 57. Every generation of teenagers embraces the freedoms and possibilities wrought by technology in ways that shock the elders.
  43. 60. We welcome change and openness; for we believe that freedom and security go together, that the advance of human liberty can only strengthen the cause of world peace.
  44. 63. “ Every man should have a built-in automatic crap detector operating inside of him.”
  46. 67. the answer, then you may be asking the wrong question. If your students can
  47. 75. Computers serve best when they allow everything to change .
  48. 76. The illiterate of the 21st Century will not be those who cannot read or write, but those who cannot LEARN , UNLEARN AND RELEARN . (Toffler, 1971)