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Gifted Social Networks


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21st century model of gifted education using Web 2.0 tools and gifted education pedagogy.

Published in: Technology, Education
  • It's insightful. I think that something is badly needed to build up the social platform for personal and community growth. On the one hand,
    Infrastructures for strengthening the learning community of the GT are
    badly needed. On the other hand, channeling resources to the neurodevelopmental profile of the gifted can facilitate the wider community to recognize the exceptional needs of learners whose brains are wired differently, at least in the prefrontal cortex. Jo
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Gifted Social Networks

  1. 1. <ul><li>Gifted and Talented Education in the 21 st Century </li></ul><ul><li>Michelle Eckstein </li></ul><ul><li>Educational Consultant </li></ul><ul><li> </li></ul>Gifted Kids Network
  2. 2. Needs of Gifted Students <ul><li>Students who are gifted have learning needs that go beyond what is traditionally offered in the regular classroom. </li></ul><ul><li>The nature of their abilities requires differentiated learning experiences and opportunities for them to maximize their potential. </li></ul>© 2007 Michelle Eckstein All Rights Reserved
  3. 3. Gifted students need opportunities to: <ul><li>pursue topics of study in greater depth or breadth; </li></ul><ul><li>engage in authentic and complex academic tasks that require doing real world work; </li></ul><ul><li>advance through activities at a faster pace; </li></ul><ul><li>interact with other gifted peers to form social and intellectual connections; and </li></ul><ul><li>develop a sense of self and the possibilities that the world has to offer. </li></ul>© 2007 Michelle Eckstein All Rights Reserved
  4. 4. 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>© 2007 Michelle Eckstein All Rights Reserved
  5. 5. 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>© 2007 Michelle Eckstein All Rights Reserved
  6. 6. 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>© 2007 Michelle Eckstein All Rights Reserved
  7. 7. 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>© 2007 Michelle Eckstein All Rights Reserved
  8. 8. 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>© 2007 Michelle Eckstein All Rights Reserved
  9. 9. Gifted Education in the 21 st Century © 2007 Michelle Eckstein All Rights Reserved
  10. 10. Gifted Kids Network Overview <ul><li>Gifted Kids Network (GKN) is a totally new concept in gifted programming for students in third through eighth grades. </li></ul><ul><li>GKN is a Web based comprehensive gifted and talented programming model that includes accelerated or advanced content, enrichment, and affective programming. </li></ul>© 2007 Michelle Eckstein All Rights Reserved
  11. 11. Goals of GKN <ul><li>There are seven main goals for GKN that are adapted from the Multiple Menu Model and Parallel Curriculum Models. </li></ul><ul><ul><li>Students will be able to critically examine the complexity of knowledge: the location, definition, and organization of a variety of fields of knowledge. </li></ul></ul><ul><ul><li>Students will be able to create, adapt, and assess multifaceted questions in a variety of fields/disciplines. </li></ul></ul>© 2007 Michelle Eckstein All Rights Reserved
  12. 12. <ul><ul><li>Students will be able to conduct thoughtful research/exploration in multiple fields. </li></ul></ul><ul><ul><li>Students will be able to think creatively and critically to identify and suggest possible solutions to real-world problems. </li></ul></ul><ul><ul><li>Students will be able to assume leadership and participatory roles in group learning situations. </li></ul></ul>© 2007 Michelle Eckstein All Rights Reserved
  13. 13. <ul><ul><li>Students will be able to set and achieve personal, academic, and career goals. </li></ul></ul><ul><ul><li>Students will be able to develop and deliver a variety of authentic products using 21st century tools that demonstrate understanding in multiple fields/disciplines. </li></ul></ul>© 2007 Michelle Eckstein All Rights Reserved
  14. 14. 21 st Century Literacies <ul><li>Students learn 21st century literacy, including evaluating information and sources for: accuracy, currency, authority, fairness, adequacy, organization, and efficiency. </li></ul><ul><li>Students utilize these technology tools to interact with high level content and produce authentic products in the content area being studied. </li></ul><ul><li>Web 2.0 tools provide authentic constructivist tools for learning. </li></ul>© 2007 Michelle Eckstein All Rights Reserved
  15. 15. Gifted Kids Network <ul><li>Accelerated Learning Units </li></ul><ul><ul><li>Creating Sustainable Environment </li></ul></ul><ul><ul><li>Space Colonies </li></ul></ul><ul><ul><li>Ancient Civilizations </li></ul></ul><ul><li>Enrichment 2.0 </li></ul><ul><ul><li>Civics and Social Action </li></ul></ul><ul><ul><li>World Affairs and Global Health </li></ul></ul><ul><ul><li>Technology </li></ul></ul><ul><li>The Lounge </li></ul><ul><ul><li>Facilitated discussion groups for affective needs of GT students </li></ul></ul>© 2007 Michelle Eckstein All Rights Reserved
  16. 16. Accelerated Learning Unit (ALU) <ul><li>Multidisciplinary high interest topics related to social issues since they offer powerful and relevant contexts for learning. </li></ul><ul><li>Based on major principles and essential understandings that correlate to state and national standards within the areas of science, social studies, math and language arts. </li></ul><ul><li>Utilizes Multiple Menu Model and Parallel Curriculum Models to develop units. </li></ul>© 2007 Michelle Eckstein All Rights Reserved
  17. 17. Accelerated Learning Unit <ul><li>Provides above grade level content to gifted and talented students through collaborative, contextual, online learning. </li></ul><ul><li>Suggest teacher pretest students and allow students to compact out of material that they have already mastered. </li></ul><ul><li>Allows gifted and talented (GT) students to collaborate with other GT students throughout a school district in areas of strength. </li></ul>© 2007 Michelle Eckstein All Rights Reserved
  18. 18. <ul><li>Includes media rich content and activities requiring constructivist student inquiry. </li></ul><ul><li>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><ul><li>Students, teachers, or mentors can post forum questions for discussion. </li></ul>© 2007 Michelle Eckstein All Rights Reserved
  19. 19. <ul><li>Students use blogs to reflect on what they have learned; why it is important; and how they can use the knowledge they have gained. </li></ul><ul><li>Students work both collaboratively and, at times, independently on products. </li></ul><ul><li>Student’s can be evaluated based on participation, thoroughness and insightfulness of contributions, formative quizzes and projects, and summative projects and tests. </li></ul>© 2007 Michelle Eckstein All Rights Reserved
  20. 20. Enrichment 2.0 <ul><li>21st century adaptation of the Enrichment Cluster Model, originally proposed by Renzulli and Reis. </li></ul><ul><li>Offers gifted and talented students an opportunity to apply the tools of inquiry used by professionals to explore content in areas of interest. </li></ul><ul><li>Enrichment 2.0 is an open ended inquiry model, where students are empowered to be self directed and collaborative learners. </li></ul><ul><li>Utilizes the same tools of collaboration as the ALUs. </li></ul>© 2007 Michelle Eckstein All Rights Reserved
  21. 21. <ul><li>High interest, interdisciplinary themes that are student selected. </li></ul><ul><li>Students discuss content, to share ideas, and to eventually create a product appropriate to their topic. </li></ul><ul><li>Teachers, facilitators, and mentors assist students in exploring the chosen topic and suggest resources for further exploration. </li></ul>© 2007 Michelle Eckstein All Rights Reserved
  22. 22. Preliminary Questions <ul><li>What areas of knowledge will we need to explore to investigate this topic? </li></ul><ul><li>What do people who are interested in this area do? </li></ul><ul><li>What products do they create /what services do they provide? </li></ul><ul><li>How, and with whom, do they communicate the results of their work? </li></ul><ul><li>What resources and materials are needed to produce high quality products and services? </li></ul><ul><li>Who are experts in the field and how can we contact them? </li></ul><ul><li>Who else can help us with this research? </li></ul><ul><li>What tools and skills will we need to conduct our research and create our project? </li></ul>© 2007 Michelle Eckstein All Rights Reserved
  23. 23. 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>© 2007 Michelle Eckstein All Rights Reserved
  24. 24. 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>© 2007 Michelle Eckstein All Rights Reserved
  25. 25. 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>© 2007 Michelle Eckstein All Rights Reserved
  26. 26. No Boundaries <ul><li>Wide range of individuals can participate: </li></ul><ul><ul><li>gifted students from rural areas; </li></ul></ul><ul><ul><li>Students from a variety of cultures and socio-economic backgrounds; </li></ul></ul><ul><ul><li>homeschooled students; and </li></ul></ul><ul><ul><li>students with extremely unique interests. </li></ul></ul><ul><li>All students can find like minded peers within a larger community of learners. </li></ul>© 2007 Michelle Eckstein All Rights Reserved
  27. 27. Mentoring <ul><li>Adult mentors outside immediate community can provide feedback and scaffolding. </li></ul><ul><li>International experts and professionals can support and enhance learning. </li></ul>© 2007 Michelle Eckstein All Rights Reserved
  28. 28. At Risk Students <ul><li>This model has tremendous possibility for gifted ‘at risk’ students: </li></ul><ul><ul><li>students from rural populations; </li></ul></ul><ul><ul><li>students living in poverty; </li></ul></ul><ul><ul><li>homeschooled gifted students; </li></ul></ul><ul><ul><li>mathematically or scientifically gifted girls; </li></ul></ul><ul><ul><li>second language learners; and </li></ul></ul><ul><ul><li>twice exceptional students. </li></ul></ul>© 2007 Michelle Eckstein All Rights Reserved
  29. 29. 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>© 2007 Michelle Eckstein All Rights Reserved
  30. 30. <ul><li>For more information or to enroll in GKN </li></ul><ul><li>Contact: </li></ul><ul><li>Michelle Eckstein </li></ul><ul><li>[email_address] </li></ul><ul><li> </li></ul>Gifted Kids Network © 2007 Michelle Eckstein All Rights Reserved