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Gifted Kids Network For Nmag


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Gifted Kids Network For Nmag

  1. 1. <ul><li>Gifted and Talented Education in the 21 st Century </li></ul><ul><li>NMAG 2008 Summer Institute On Gifted Education July 31, 2008 </li></ul><ul><li>Michelle Eckstein </li></ul><ul><li>Educational Consultant </li></ul><ul><li> </li></ul>Gifted Kids Network
  2. 2. 21st Century Constructivist Learning <ul><li>Has many resources available to a student </li></ul><ul><li>Engages students in experiences that challenge their previous conceptions of their existing knowledge </li></ul><ul><li>Allows student responses to drive lessons </li></ul><ul><li>Encourages questioning by asking open-ended questions </li></ul><ul><li>Uses terminology such as &quot;classify&quot;, &quot;analyze&quot;, and &quot;create&quot; </li></ul><ul><li>Encourages and accepts student autonomy and initiative </li></ul><ul><li>Uses primary sources along with interactive materials </li></ul><ul><li>Insists on clear expression in communication from students </li></ul><ul><li>Is connected and collaborative </li></ul>
  3. 3. How can we use technology to meet the needs of gifted students? <ul><li>Siegle (2004, 2007) has suggested that technology of the 21st century can provide educators with new and exciting possibilities for engaging gifted and talented students. </li></ul><ul><li>As we enter the 21st century, tools of collaboration have changed dramatically. </li></ul><ul><li>Over the last five years, there has been a significant change in the Internet. </li></ul>
  4. 4. What is Web 2.0? <ul><li>The term ‘Web 2.0’ was officially coined in 2004 by Dale Dougherty, a vice-president of O’Reilly Media Inc. </li></ul><ul><li>Many believe the Web has entered a second phase, where new services and software - collectively known as Web 2.0 - are transforming the web from a read only medium to one where anyone can publish and share content and easily collaborate with others. </li></ul>
  5. 5. How is Web 2.0 changing education? <ul><li>Teachers are discovering that Web 2.0 can be used to empower students and create exciting new learning opportunities. </li></ul><ul><li>Web 2.0 provides opportunities for differentiation of content, process, product and learning environment. </li></ul>
  6. 6. Web 2.0 technologies <ul><li>Web 2.0 technologies are collaborative and conversational. </li></ul><ul><li>Examples: </li></ul><ul><ul><li>Wiki </li></ul></ul><ul><ul><li>Social networking </li></ul></ul><ul><ul><li>Blogs </li></ul></ul><ul><ul><li>Video and photo sharing </li></ul></ul><ul><ul><li>Discussion Forums </li></ul></ul><ul><ul><li>Podcasting </li></ul></ul>
  7. 7. Gifted Education in the 21 st Century <ul><li>Gifted Kids Network utilizes technologies such as wikis, blogs, social bookmarking, collaborative documents, podcasting and video or photo sharing to create a virtual gifted program that is collaborative, connected, and social. </li></ul>
  8. 8. GT Program For ‘At Risk’ Students <ul><li>Need to provide GT programming to students who are otherwise isolated from gifted peers. Particularly: </li></ul><ul><ul><li>GT students in rural locations </li></ul></ul><ul><ul><li>GT students in small schools with no formal GT program </li></ul></ul><ul><ul><li>GT students living in poverty </li></ul></ul><ul><ul><li>GT /ESL students </li></ul></ul><ul><ul><li>2e students </li></ul></ul><ul><ul><li>Homeschooled GT students </li></ul></ul>
  9. 9. <ul><li>Online social networking provides an opportunity for gifted students to connect with intellectual peers and engage in advanced content that is not available in their public or private school. </li></ul><ul><li>The Gifted Kids Network is a web based supplemental gifted and talented program that includes accelerated or advanced content and affective programming. </li></ul>Social Networking
  10. 10. Gifted Kids Network Overview <ul><li>Gifted Kids Network (GKN) is a new concept in gifted programming for students in fifth through eighth grades. </li></ul><ul><li>The Internet provides a way to provide appropriate content and connect GT students with each other. </li></ul><ul><li>Students meet in a secure online environment developed using a content management system called moodle. </li></ul>
  11. 11. Gifted Kids Network Overview <ul><li>The Gifted Kids Network model has three components </li></ul><ul><ul><li>Accelerated Learning Units </li></ul></ul><ul><ul><li>Enrichment 2.0 </li></ul></ul><ul><ul><li>Student Lounge </li></ul></ul><ul><li>Each component uses web 2.0 tools to connect students in various locations and engage them in high level content appropriate for gifted learners. </li></ul>
  12. 12. Community of Inquiry Model <ul><li>Garrison, Anderson and Archer (2000) present a conceptual framework of online learning termed “Community of Inquiry Model.” </li></ul><ul><li>Three components: </li></ul><ul><ul><li>cognitive presence; </li></ul></ul><ul><ul><li>social presence; </li></ul></ul><ul><ul><li>and teaching presence </li></ul></ul>
  13. 13. Safety and Security <ul><li>Most of GKN activities are conducted in a private, password protected environment. </li></ul><ul><li>Students and families sign an Internet safety contract and Terms of Use statement. </li></ul><ul><li>Each course begins with a review of internet safety guidelines and rules of conduct. </li></ul>
  14. 14. Accelerated Learning Unit <ul><ul><li>Standards based curriculum </li></ul></ul><ul><ul><li>Inquiry based learning </li></ul></ul><ul><ul><li>Advanced content </li></ul></ul><ul><ul><li>Critical and creative thinking skills </li></ul></ul><ul><ul><li>Collaborative – requires students to collaborate with each other </li></ul></ul><ul><ul><li>Uses the Multiple Menu Model for curriculum design </li></ul></ul><ul><ul><li>Facilitated by GT specialist who provides guidance and feedback to students on their work. </li></ul></ul>
  15. 15. <ul><li>Each unit is based on major principles and essential understandings that correlate to state and national standards within the areas of science, social studies, and language arts. </li></ul><ul><li>Each lesson in the unit includes media rich content and activities requiring constructivist student inquiry. Throughout each unit there are opportunities for students to collaborate on activities, to share ideas through discussion forums and to reflect on their learning through blog entries and responses. </li></ul>Accelerated Learning Unit
  16. 16. Goals for the ALU <ul><li>Students will be able to: </li></ul><ul><ul><li>ask and assess multifaceted questions in a variety of content areas. </li></ul></ul><ul><ul><li>critically examine the complexity of knowledge and information. </li></ul></ul><ul><ul><li>think creatively and critically to identify and suggest possible solutions to real-world problems. </li></ul></ul>
  17. 17. <ul><ul><li>conduct thoughtful and thorough research. </li></ul></ul><ul><ul><li>assume leadership and participatory roles in group learning situations. </li></ul></ul><ul><ul><li>set and achieve personal and academic goals. </li></ul></ul><ul><ul><li>produce a variety of authentic products using 21st century tools that demonstrate understanding in multiple fields and disciplines. </li></ul></ul>
  18. 18. Enrichment 2.0 <ul><li>Student centered learning </li></ul><ul><li>Offers students the opportunity to utilize ‘tools of the trade’ to investigate topics of interest. </li></ul><ul><li>Inquiry based learning </li></ul><ul><li>Critical and creative thinking skills </li></ul><ul><li>Collaborative – requires students to collaborate with each other </li></ul><ul><li>Asks students to produce a ‘real world’ product to demonstrate their learning. </li></ul><ul><li>A 21 st century adaptation of the Enrichment Cluster Model proposed by Renzulli and Reis (1997) </li></ul><ul><li>Facilitated by GT specialist who helps facilitate the investigation of student selected topics </li></ul>
  19. 19. Mentoring <ul><li>Adult or teen mentors outside immediate community can provide feedback and scaffolding. </li></ul><ul><li>International experts and professionals can support and enhance learning. </li></ul>
  20. 20. Pilot Program Spring 2008
  21. 21. Participants <ul><li>Was open to gifted and talented students in grades three – eight who fit one of the following categories: </li></ul><ul><ul><li>homeschooled, </li></ul></ul><ul><ul><li>live in rural location, </li></ul></ul><ul><ul><li>living in poverty, </li></ul></ul><ul><ul><li>English language learners, or </li></ul></ul><ul><ul><li>other gifted students who were underachieving in their current situation. </li></ul></ul><ul><li>50 students from 12 school districts participated </li></ul>
  22. 22. Anticipated Outcomes <ul><li>Students would: </li></ul><ul><ul><li>gain increased technological skill and increased confidence using the computer for collaborative and self directed learning; </li></ul></ul><ul><ul><li>master benchmarks related to their specific courses; </li></ul></ul><ul><ul><li>develop research, communication, and technological skills that would transfer to their schoolwork; and </li></ul></ul><ul><ul><li>connect with other gifted students and address many affective concerns of being gifted gaining new skills in dealing with many of the social and emotional problems faced by gifted elementary and middle school students. </li></ul></ul>
  23. 23. Development of the Network <ul><li>The Gifted Kids Network was developed using the Moodle content management system. </li></ul><ul><li>Moodle is a free open source application that enables a teacher to develop online content without significant programming knowledge. </li></ul><ul><li>Moodle offers teachers the ability to embed lessons, workshops, discussion forums, blogs, wikis, quizzes and multimedia content into an online class. The Moodle content management system, also allows a teacher to restrict access to the course thereby ensuring student safety and privacy. </li></ul>
  24. 24. Development of the Network
  25. 25. Results of Pilot <ul><li>The pilot showed the model to be successful for gifted students in rural communities and homeschooled gifted students. </li></ul><ul><li>Students who participated in the program as an alternative to a heterogeneous class in their school were most successful. </li></ul>
  26. 26. Results of Pilot <ul><li>Seigle (2005) identified several traits for successful online learning: active engagement, curiosity, focus, flexibility of thought, and motivation. </li></ul><ul><li>Ng and Nicholas (2007) suggested students need “ to be highly motivated, independent learners who have the desire to learn and who extend themselves both academically and socially.” </li></ul><ul><li>The pilot demonstrated that students do need to be highly motivated, curious, and actively engaged in learning in order to be successful in the online environment. </li></ul>
  27. 27. Characteristics of students that seem to be having the most success in the program. Characteristics of students that are having the most difficulty Good at following written directions Trouble following written directions Self directed learners Need structured environment Good time management skills Poor time management skills Don’t procrastinate Procrastinate Enjoys investigating a topic Prefer to have content provided for them rather than investigating and discovering on their own Enjoy trying and learning new technologies/software applications Hesitant in learning new technologies . Willing to redo an assignment or activity until they achieve mastery Do not wish to resubmit assignments to achieve mastery. Communicate with teacher/mentor when there are questions or problems Do not speak up when they don’t understand something. Keep open communication with the instructor, so he or she knows circumstances that may prevent my meeting a deadline. Requests an extension when cannot meet a deadline. Do not communicate with instructor about problems.
  28. 28. Age Trends <ul><li>Most primary students did not have technological skills to work independently online. Great for homeschooled elementary students. </li></ul><ul><li>Middle school students enjoyed the benefits o social networking, self paced coursework, and accelerated classes. </li></ul>
  29. 29. <ul><li> </li></ul>Example
  30. 30. Options for Implementation <ul><li>The model can be adopted and independently run through a school district’s web server using the districts gifted education specialists and teachers to facilitate the program. </li></ul><ul><li>Smaller school districts, independent schools, or homeschooled students might enroll students in a community Gifted Kids Network. </li></ul><ul><li>One example of a community Gifted Kids Network is housed at . </li></ul>
  31. 31. Setting Up a Social Network <ul><li>Developing the social network does not require sophisticated technological skills as a private social network on Ning or a Moodle Room at is easy to establish. </li></ul>
  32. 32. Moodle <ul><li>Moodle is a free open source content management system. It is possible to host a moodle system on your district servers. </li></ul>
  33. 33. Ning <ul><li>Free add free networks are available to educators working with students over age 13. </li></ul>
  34. 34. <ul><li>Teacher/facilitator comfortable with the online environment </li></ul><ul><li>Accelerated Learning Units </li></ul><ul><ul><li>Introductory lessons </li></ul></ul><ul><ul><li>Discussion Forums </li></ul></ul><ul><ul><li>Collaborative Investigations </li></ul></ul><ul><ul><li>Summative Evaluations and Products </li></ul></ul>Requirements
  35. 35. <ul><li>Teacher directed ‘lessons’ which present material and allow students to move through introductory material at their own pace. </li></ul><ul><ul><li>Hyperlinked PowerPoint Presentations </li></ul></ul><ul><ul><li>Podcasts </li></ul></ul><ul><ul><li>Videos </li></ul></ul><ul><ul><li>Simulations </li></ul></ul>Introductory Lessons
  36. 36. <ul><li>In order to accommodate differences in student background knowledge, readiness, and interest, most lessons allow students flexibility in their study. </li></ul><ul><li>Students move through the lesson at their own pace, moving quickly through topics they already know or moving slowly through topics they are unfamiliar with or are interested in learning more about. </li></ul>Hyperlinked PowerPoints
  37. 37. Hyperlinked PowerPoints
  38. 38. <ul><li>Online discussions using the Socratic method </li></ul><ul><li>The instructor is a facilitator asking questions and asking for elaboration. </li></ul><ul><li>Allow students to take the lead </li></ul><ul><li>Consider having a student facilitator of the week </li></ul><ul><li>Encourage students to take the devil’s advocate position, to think critically and to be creative in their responses. </li></ul>Discussion Forums
  39. 39. <ul><li>Provide collaborative multimedia tool for students to explore content with peers: </li></ul><ul><ul><li>Wiki </li></ul></ul><ul><ul><li>VoiceThread </li></ul></ul><ul><ul><li>Animoto </li></ul></ul><ul><ul><li>Google Docs or Zoho </li></ul></ul>Investigations and Collaborations
  40. 40. <ul><li>Each major lesson should have a summative evaluation. </li></ul><ul><ul><li>Written products </li></ul></ul><ul><ul><ul><li>Essays </li></ul></ul></ul><ul><ul><ul><li>Newspapers </li></ul></ul></ul><ul><ul><ul><li>Blogs </li></ul></ul></ul><ul><ul><li>Multimedia </li></ul></ul><ul><ul><ul><li>VoiceThread </li></ul></ul></ul><ul><ul><ul><li>Video </li></ul></ul></ul><ul><ul><ul><li>Podcasts </li></ul></ul></ul>Project Based Learning
  41. 41. <ul><li>Component of GKN </li></ul><ul><li>Can be implemented independently from GKN </li></ul>Enrichment 2.0
  42. 42. <ul><li>Need to start slowly? </li></ul><ul><li>Rather than operate an independent district or state network, schools or individuals pay tuition for students to enroll in a community network. </li></ul><ul><li>One example of a community Gifted Kids Network is housed at . </li></ul>
  43. 43. <ul><li>The Gifted Kids Network offers courses in science and social studies as alternatives to heterogeneous classes offered in a student’s public or private school as well as enrichment clusters. The student, in conjunction with a guidance counselor, selects the appropriate courses to meet the school’s required standards and benchmarks. Students have the opportunity to fulfill state and local academic requirements while going beyond the standards and benchmarks traditionally offered in a heterogeneous class. </li></ul>
  44. 44. Fall 2008 GKN Programs <ul><li> </li></ul>
  45. 45. History/Social Studies Units <ul><li>Ancient Civilizations Grades 5-7 </li></ul><ul><li>United States History pre-Columbian – 1850 Grades 5-6 </li></ul><ul><li>  World Affairs/Current Events Grades 7-8 </li></ul>
  46. 46. Science Units <ul><li>Life on Earth g rades 5-6 </li></ul><ul><li>Space Colonies grades 5-6 </li></ul><ul><li>The Dynamic Earth grades 7-8 </li></ul><ul><li>Ecosystems and Biodiversity grades 7-8 </li></ul><ul><li>Astrobiology grades 7-8 </li></ul>
  47. 47. Enrichment 2.0 <ul><li>Animal Planet grades 3-5.  </li></ul><ul><li>Digital Photography and Digital Stories grades 5-8. </li></ul><ul><li>Web Design grades 6-8. </li></ul>
  48. 48. What is The Lounge? <ul><li>GKN Lounge provides opportunities where students can discuss school friendly, but not necessarily school related topics with other gifted peers. </li></ul><ul><li>GKN allows students to share concerns, thoughts, and ideas in a supportive environment. </li></ul><ul><li>The rules of behavior are clearly outlined for students. </li></ul><ul><li>Lounge is monitored by adult facilitators or teachers. </li></ul><ul><li>Focuses on social and emotional needs of gifted students. </li></ul>
  49. 49. GKN Lounge Rationale <ul><li>GKN Lounge is an important component to the program as it provides an avenue for gifted students to develop intellectual peer groups, support networks, and friendships. </li></ul><ul><li>This is particularly crucial for gifted students who are geographically or physically separated from their peers. </li></ul>
  50. 50. Social and Emotional Needs <ul><li>Facilitated discussion forum on topics relevant to gifted and talented youth: </li></ul><ul><ul><li>multipotentiality </li></ul></ul><ul><ul><li>perfectionism </li></ul></ul><ul><ul><li>asynchrony </li></ul></ul><ul><ul><li>peer relations </li></ul></ul><ul><ul><li>excessive self criticism </li></ul></ul><ul><ul><li>career planning </li></ul></ul>
  51. 51. Conclusion and Next Steps <ul><li>Determine whether your district has the expertise and funds to establish your own online program. </li></ul><ul><li>Consider a state level program if your district is too small to offer it’s own program. </li></ul><ul><li>Consider registering students in rural schools without a GT program in a community network such as </li></ul>
  52. 52. Web 2.0 Technologies <ul><li>Utilizes Internet (Web 2.0) technologies that are collaborative and conversational. </li></ul><ul><li>Sources for the tools are listed in your handout. </li></ul><ul><ul><li>Wikis </li></ul></ul><ul><ul><li>Blogs </li></ul></ul><ul><ul><li>Video and photo sharing </li></ul></ul><ul><ul><li>Discussion Forums </li></ul></ul><ul><ul><li>Podcasting </li></ul></ul><ul><ul><li>Collaborative documents </li></ul></ul>
  53. 53. Resources <ul><li>Enrichment2.0 Ning a group of educators interested in collaborating on Enrichment 2.0 clusters. </li></ul><ul><li>Enrichment2.0 Wiki a wiki with resources for starting your own enrichment program. </li></ul><ul><li>Gifted Kids Network – provides online classes as well as consulting to help districts establish their own online program. </li></ul>