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NCAGT Real World


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The Real World:
Answering Real World Problems with Real World Solutions using Real World Technology
NCAGT - February 12, 2010
Dr. Brian Housand, Dr. Elizabeth Fogarty, Dr. Katie O'Connor

Published in: Education, Technology
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NCAGT Real World

  1. 1. Answering Real World Problems with Real World Solutions using Real World Technology NCAGT February 11, 2010 Dr. Elizabeth Fogarty Dr. Katie O’Connor Dr. Brian Housand
  2. 2. ncagt-real
  3. 3. <ul><li>AGENDA </li></ul><ul><li>Problems, Audiences, and Technology </li></ul><ul><li>The ECU AIG Camp Model </li></ul><ul><li>Real Student Products </li></ul><ul><li>Creating Standards Based Problems </li></ul>
  4. 4. <ul><li>The whole process of education should thus be conceived as the process of learning to think through the solution of real problems. </li></ul><ul><li>-- John Dewey, 1938 </li></ul>
  5. 5. “ We need students to get more deeply interested in things, more involved in them, more engaged in wanting to know, to have projects that they can get excited about and work on over long periods of time, to be stimulated to find things out on their own.” Interest and Rigor Lead To Creative Productivity
  6. 6. Joseph Renzulli <ul><li>What Makes A Problem Real? </li></ul>
  7. 7. What Makes A Problem Real? <ul><li>1. A real problem must have a personal frame of reference, since it involves an emotional or affective commitment as well as an intellectual or cognitive one. </li></ul>(Renzulli, 1992)
  8. 8. <ul><li>2. A real problem does not have an existing or unique solution. </li></ul>What Makes A Problem Real? (Renzulli, 1992)
  9. 9. <ul><li>3. Calling something a problem does not necessarily make it a real problem for a given person or group. </li></ul>What Makes A Problem Real? (Renzulli, 1992)
  10. 10. <ul><li>4. The purpose of pursuing a real problem is to bring about some form of change and / or to contribute something new to the sciences, the arts or the humanities. </li></ul>What Makes A Problem Real? (Renzulli, 1992)
  11. 11. <ul><li>How do educators encourage this kind of thinking in students? </li></ul>
  12. 12. What is a REAL Audience?
  13. 13. Why Technology Matters?
  14. 14.
  15. 15. One thing is clear. 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
  16. 16. If technology is an event in your school, you are doing it wrong. <ul><li>Josh Allen </li></ul>
  17. 17. Pianos NOT Stereos
  18. 19. REAL Technology
  19. 20. NETS FOR STUDENTS 2007 <ul><li>Creativity and Innovation </li></ul><ul><li>Communication and Collaboration </li></ul><ul><li>Research and Information Fluency </li></ul><ul><li>Critical Thinking, Problem Solving, and Decision Making </li></ul><ul><li>Digital Citizenship </li></ul><ul><li>Technology Operations and Concepts </li></ul>
  20. 21. NETS FOR TEACHERS 2008 <ul><li>Facilitate and Inspire Student Learning and Creativity </li></ul><ul><li>Design and Develop Digital-Age Learning Experiences and Assessment </li></ul><ul><li>Model Digital-Age Work and Learning </li></ul><ul><li>Promote and Model Digital Citizenship and Responsibility </li></ul><ul><li>Engage in Professional Growth and Leadership </li></ul>
  21. 22. Brief overview of AIG camp <ul><li>Dual purpose: Serves gifted children and serves as a practicum for ECU gifted education students </li></ul><ul><li>100 children participate for 5 days. </li></ul><ul><li>Curriculum is geared toward the overarching concept each summer. Concept examples include Perspectives, Systems, and Interactions. </li></ul><ul><li>Children self-select two units of study for the week. </li></ul><ul><li>Units of study are designed by ECU gifted education students. </li></ul>
  22. 23. ECU Model for Unit Planning <ul><li>Expectations </li></ul><ul><li>Connects to the overarching camp concept </li></ul><ul><li>Connects to a real world problem </li></ul><ul><li>Integrates technology in a meaningful way </li></ul><ul><li>Includes rigorous and new content (advance teacher research may be necessary) </li></ul><ul><li>Searches for unique solutions to a real world problem that can be presented to an authentic audience </li></ul>
  23. 24. What Does a Unit Include? <ul><li>Title page </li></ul><ul><li>4-page research paper about the content that will be taught </li></ul><ul><li>1-page paper about how the unit topic relates to the concept of &quot;perspectives&quot; </li></ul><ul><li>Unit goals and objectives </li></ul><ul><li>5 &quot;Points to Ponder&quot; </li></ul><ul><li>2-page content outline </li></ul><ul><li>2-page technology-infused authentic product paper  </li></ul><ul><li>4 rigorous lesson plans </li></ul>
  24. 25. Example: Taking initial thinking and moving toward more rigorous thinking… <ul><li>Initial Thinking </li></ul><ul><li>We want to plan an architect unit. </li></ul><ul><li>Children will use an architectural software program. </li></ul><ul><li>Questions </li></ul><ul><li>What will the children be learning in this unit? </li></ul><ul><li>How is it related to a real world problem? </li></ul><ul><li>Who can the children present their ideas to? </li></ul><ul><li>Answers </li></ul><ul><li>The real world problem might be how to build a house for a wheelchair bound individual that is comfortable and safe. </li></ul><ul><li>Interview a wheelchair bound person to find out her wants and needs. </li></ul><ul><li>The content will be learning about appropriate building products and building codes. </li></ul><ul><li>Present ideas to a local builder and receive feedback. </li></ul>
  25. 26. Example: Taking initial thinking and moving toward more rigorous thinking… <ul><li>Initial Thinking </li></ul><ul><li>We want to plan a unit about space. </li></ul><ul><li>Children will visit the NASA website. </li></ul><ul><li>Questions </li></ul><ul><li>What is the content of this unit? </li></ul><ul><li>How is it related to a real world problem? </li></ul><ul><li>How can you connect an audience? </li></ul><ul><li>Answers </li></ul><ul><li>The real world problem might be whether or not we should continue to explore space during tight financial times. </li></ul><ul><li>The content will be learning about recent developments in space exploration to prepare for a debate on the topic. </li></ul><ul><li>A few NASA officials will be present via Skype to hear the debate and give feedback to the teams. </li></ul>
  26. 27. Example: Taking initial thinking and moving toward more rigorous thinking… <ul><li>Initial Thinking </li></ul><ul><li>We want to plan a unit about sports equipment. </li></ul><ul><li>Children will use a simulation to test out different sports equipment. </li></ul><ul><li>Questions </li></ul><ul><li>What will the children learn? </li></ul><ul><li>Describe the real world problem and its connection? </li></ul><ul><li>How can you connect an audience? </li></ul><ul><li>Answers </li></ul><ul><li>The real world problem might be how the type of sports equipment used affects the success during a game. What about access to everyone? What happens when athletes don’t have the funds to purchase the best equipment or when some athletes have access to the equipment before others? </li></ul><ul><li>For new content, incorporate standards and regulation information from various sports and their governing bodies. (i.e. type of bats in baseball, type and material for competitive swimsuits). </li></ul><ul><li>Present ideas using a PSA format to a governing sport’s body or to a Health and Human Performance professor regarding accessibility of equipment and new regulations to consider for specific sports. </li></ul>
  27. 28. Example: Taking initial thinking and moving toward more rigorous thinking… <ul><li>Initial Thinking </li></ul><ul><li>We want to plan a unit about photography. </li></ul><ul><li>The same photo can mean different things to people depending upon their perspectives. </li></ul><ul><li>Children will use digital cameras. </li></ul><ul><li>Questions </li></ul><ul><li>What is the content of this unit? Will the children learn how to take “good” pictures? What about back lighting, bounce lighting, a densitometer, lens speeds, shutter priority, etc. What are the facts, content, etc. that they will learn that is new during the week? </li></ul><ul><li>What’s the real world problem related to taking a photograph? </li></ul><ul><li>How can you connect an audience? </li></ul>
  28. 29. Here is a slant that may be “new” for children— Ethical Issues in Photography <ul><li>Image of a Tragedy for Sale-- Question: Is it ethically wrong for the photographer to accept the large sum, in the sense that it could mean profiting from awful misfortune? </li></ul><ul><li>Props-- Situation: In an actual case, an accomplished landscape photographer was arrested and fined after fires he had set as a backdrop for night photography grew out of control and caused damage to natural formations at Arches National Park in Utah. </li></ul><ul><li>Using Another Photographer’s Perspective--Question: Is it plagiarism to copy the artistic perspective of the original photographer? </li></ul><ul><li>Digital Improvement of Substance—Question: It is ethical to improve the appearance of reality in an image, digitally or through the traditional darkroom, if the majority of viewers understand that it may have been done? </li></ul><ul><li>Technology and Audience Connection: Can the children present a Voicethread regarding the ethics in photography to Emerge Art Gallery staff or to ECU students in the art department? </li></ul><ul><li>By ©Bill Katzenstein </li></ul>
  29. 30. Real-World Problem-Solving and Problem-Finding <ul><li>Important aspect of curriculum for the gifted. </li></ul><ul><li>Allows students to apply their learning </li></ul><ul><li>Allows students to utilize analytical thinking skills to solve a problem or find problems to solve </li></ul><ul><li>Encourages development of social capital </li></ul>
  30. 31. Use real- world problem solving and real-world problem finding to increase the depth and complexity of your lessons.
  31. 32. Technology-infused Products for Authentic Audiences <ul><li>Important aspect of curriculum for the gifted. </li></ul><ul><li>Allows students to apply their learning </li></ul><ul><li>Forces students to take risks </li></ul><ul><li>Develops students’ creative productivity – allows gifts to manifest themselves </li></ul>
  32. 33. Etarvmitcrja (Cryptography) Can we fight an invasion of privacy with an invasion of privacy?
  33. 34. Agent Sheila Toler Agent Kristen Argent
  34. 35. <ul><li>Eleventh Grade United States History </li></ul><ul><li>Competency Goal 12: The United States since the Vietnam War (1973-present) - The learner will identify and analyze trends in domestic and foreign affairs of the United States during this time period. </li></ul><ul><li>Objectives </li></ul><ul><li>12.02 Evaluate the impact of recent constitutional amendments, court rulings, and federal legislation on United States' citizens. </li></ul><ul><li>12.03 Identify and assess the impact of economic, technological, and environmental changes in the United States. </li></ul><ul><li>12.06 Assess the impact of twenty-first century terrorist activity on American society. </li></ul>
  35. 36. Which is more effective at protecting secrets: codes or ciphers? <ul><li>Substitution Ciphers </li></ul><ul><li>Ceasar Shift Ciphers </li></ul><ul><li>Letter Shift Substitution Ciphers </li></ul><ul><li>Number Shift Ciphers </li></ul><ul><li>Grid Transposition Ciphers </li></ul><ul><li>Random Transposition Ciphers </li></ul><ul><li>Algorithms </li></ul>
  36. 41. <ul><li>Sixth Grade Science </li></ul><ul><li>COMPETENCY GOAL 1: The learner will design and conduct investigations to demonstrate an understanding of scientific inquiry. </li></ul><ul><li>Objectives </li></ul><ul><li>1.05 Analyze evidence to: </li></ul><ul><li>Explain observations. </li></ul><ul><li>Make inferences and predictions. </li></ul><ul><li>Develop the relationship between evidence and explanation. </li></ul>
  37. 42. <ul><li>Simulating a Real-World Problem to study the authentic methodologies of a discipline: </li></ul><ul><li>The class pet, Whiskers, is missing. </li></ul><ul><li>A ransom note has been left at the scene. </li></ul><ul><li>There are no witnesses. </li></ul>
  38. 43. Crime Scene Investigator ID #AIG07200804 Authorization Level: Date Issued: 7/14/08 L1
  39. 44. <ul><li>Whiskers </li></ul><ul><li> Caretaking Log </li></ul><ul><li>Put him in his ball. </li></ul><ul><li>Refill his water. </li></ul><ul><li>Replenish his food. </li></ul><ul><li>Add bedding if needed. </li></ul><ul><li>Put him back in his cage. </li></ul><ul><li>Give him a yogurt treat. </li></ul><ul><li>Sign log. </li></ul>Signature Date Comments
  40. 46. Develop Technology Infused Products for Authentic Audiences <ul><li>Students utilize many different technology devices and technological processes to create an end product of a virtual case file. </li></ul><ul><li>Devices include: a Smartboard, digital cameras, Palm pilots, iPods, a scanner, laptops, specialized lighting, and microscopes. </li></ul><ul><li>Processes include: downloading, uploading, scanning, creating podcasts, creating files with security codes, and searching data bases. </li></ul>
  41. 47. <ul><li>Fifth Grade Social Studies </li></ul><ul><li>COMPETENCY GOAL 5: The learner will evaluate ways the United States and other countries of North America make decisions about the allocation and use of economic resources. </li></ul><ul><li>Objectives </li></ul><ul><li>5.04 Describe the ways in which the economies of the United States and its neighbors are interdependent and assess the impact of increasing international economic interdependence. </li></ul><ul><li>5.05 Evaluate the influence of discoveries, inventions, and innovations on economic interdependence. </li></ul>
  42. 49. <ul><li>Look at the following video made by a 6 th grader. </li></ul><ul><li>What goal could this assignment meet? </li></ul><ul><li>What objective could this assignment meet? </li></ul>
  43. 51. Your Lessons and Units <ul><li>Make curriculum appropriate for </li></ul><ul><li>gifted learners by incorporating: </li></ul><ul><ul><li>Real-world problems </li></ul></ul><ul><ul><li>Real-world technology </li></ul></ul><ul><ul><li>Real world audiences </li></ul></ul>
  44. 52. [email_address] [email_address] [email_address]