21k12 Model School
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The document discusses the priorities and focus of 21st century model schools. These schools emphasize skills over content but still see content as essential. They focus on developing skills like critical thinking, problem solving, communication and collaboration through hands-on, authentic learning experiences. Student engagement and motivation are prioritized through project-based and technology-enabled active learning. Assessment focuses on formative feedback and student work rather than tests. The model aims to prepare students for real-world success through evidence-based teaching practices.
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Latest Global Educational Management Trends
New Definitions of Success
1.Rethinking Measurements
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8. Neuroscience, Youth Development Research and how Kids Learn Best
9. Mobile Learning
10. Cloud Computing
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2.Students Teaching Teachers
3.Paying Close Attention to Each Students' Needs
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7. Cloud Technologies
8. Gamification
Goal / Purpose
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To facilitate learning in a more impactful manner by integrating technology to help make the world a smaller place with interaction beyond the classroom and classmate to virtual trips and multi-region and multi-nation interactivity to commence projects and work.
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This document discusses the skills needed for 21st century learners and educators. It identifies common 21st century skills like creativity, critical thinking, communication, collaboration, and technology literacy. It emphasizes that the 21st century teacher must adapt their teaching style to different learning styles and emerging technologies. They should act as facilitators, encourage risk-taking, and model behaviors like reflection, tolerance and global awareness. Resources, skills, and having an adaptive, integrated curriculum are also important factors for educators to effectively teach 21st century skills.
Latest Global Educational Management Trends
Introduction
Global Trends and Changes shaping the future of K-12 Education with online learning as mainstream, blended learning and education systems Shift.
Latest Global Educational Management Trends
New Definitions of Success
1.Rethinking Measurements
2. Student-Centered Environments
3. Personalized Professional Development
4. Managing Change
5. Data Informed Decisions + World-Class Standards
6. Balanced Approaches: Asking To What End
7. Programming, Robotics and the Maker Movement
8. Neuroscience, Youth Development Research and how Kids Learn Best
9. Mobile Learning
10. Cloud Computing
Recent Trends in K-12 Education
1.The Use of the Internet and Social Media as a Teaching Tool
2.Students Teaching Teachers
3.Paying Close Attention to Each Students' Needs
4. Better Assessment Methods
5. Personalized Learning Experiences
6. Flipped Learning
7. Cloud Technologies
8. Gamification
Goal / Purpose
To equip teachers to digitally empower diverse learners to connect, communicate and collaborate by creating a rich environment indulging technology in the classroom to help them evolve.
To facilitate learning in a more impactful manner by integrating technology to help make the world a smaller place with interaction beyond the classroom and classmate to virtual trips and multi-region and multi-nation interactivity to commence projects and work.
Methodology
Bridging the range of project-based learning opportunities within “phenomenon-based” curriculum redesign, relevant and meaningful to students and their communities by:-
- giving flexibility to redesign student centered learning in a more flexible K-12 education and aligning to the system to set high expectations and close achievement gaps.
- rethinking accountability for new learning models to
modernize educators and leadership development to
implement personalized learning and invest in research
on the digital equity gap.
2015JohnRobertson
This document summarizes a discussion between researchers at Johns Hopkins University's School of Education about their experiences bringing evidence-based educational programs to scale. The researchers discuss the importance of having dedicated coaches and facilitators to support implementation, the challenges of high turnover rates in schools, the need to adapt programs to local contexts while maintaining fidelity, and the importance of ongoing evaluation and communicating data to demonstrate program effectiveness. The researchers emphasize facilitating quality implementation, establishing local and national support networks, and maintaining program integrity as key factors for successfully expanding evidence-based programs.
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How to foster deep learning in students using 21st century teaching and learn...GLOBAL TECHNOLOGY CONSULTANCY
This document outlines a presentation on 21st century teaching and assessment strategies for effective learning. The presentation discusses how education has changed in the last 20 years and the need to foster deep learning in students using 21st century skills. It explores strategies like designing interactive lessons and using formative and summative assessments to improve learning. The goals are to examine how the teacher role and priorities have changed and to explore 21st century skills needed for future success.Admin Neshaminy
The document discusses key skills and competencies needed for the 21st century such as critical thinking, collaboration, adaptability, communication skills, and accessing and analyzing information. It mentions Tony Wagner's "Seven Survival Skills" and discusses the need for systemic changes in schools and classrooms to help students develop these skills. It also discusses concepts like personal learning networks, rethinking pedagogy, strength-based learning, passion-based learning, educational technology integration models, and developing communities of practice.
Nais2 10presentation 100301185336 Phpapp02[1]
The document discusses the gap between the skills students are being taught in schools versus the skills needed for careers, college, and citizenship in the 21st century. It identifies seven key survival skills and proposes moving from an education focused on academic content mastery to one focused on competency in critical thinking, problem solving, collaboration and other skills. It provides examples of steps schools can take to assess and improve instruction in these skills.
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The document discusses how to prepare students for the 21st century. It recommends that educational institutions shift from being "storehouses of knowledge" to places where students can explore, question, and discover. Teachers should act as guides rather than filling students' heads with information. The curriculum also needs to go beyond content to include 21st century skills like collaboration, communication, and problem solving. It identifies several models for 21st century skills like creativity, innovation, critical thinking, and various literacies that will help students succeed.
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The document discusses the need to upgrade K-12 curriculum for the 21st century. It emphasizes developing skills like critical thinking, problem solving, communication and collaboration over simple memorization of facts. Technology should enhance learning by allowing students to blog, create multimedia projects and connect globally, but not replace quality teaching. The curriculum needs to include timely topics, multiple perspectives and real-world applications of knowledge. Project-based learning and promoting lifelong learning skills are recommended over passive learning. Professional development also needs modernizing with strategies like online courses, coaching and personal learning networks.
Uaser
This document discusses the importance of teaching "21st century skills" in schools, including skills beyond core academic subjects. It identifies skills like critical thinking, collaboration, grit, resilience, empathy and global stewardship as important for students' future success. Research shows teaching social-emotional skills can boost academic performance and improve student behaviors and well-being. While some argue these "soft skills" are too subjective, the document counters that all curriculum decisions are subjective and that schools already covertly teach skills like following rules and being respectful. It concludes these 21st century skills can benefit all students and be developed through direct instruction, role modeling, stories and real-life experiences.
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The document discusses several key points about the future of education and technology:
1) Education will need to focus more on skills like collaboration, assessing information from various sources, and making decisions with incomplete information.
2) Schools will become more dynamic learning environments linked to vast networks of information. Lifelong independent learning will be emphasized.
3) Teachers will shift from being the center of learning to facilitating learning. They will need to be comfortable with technology and promote collaboration.
4) Parents, school leaders, and teachers all have important roles to play in effectively integrating technology into education to promote innovation.
Change Leadership In Education
1. The document discusses creating knowledge-generating school cultures through change leadership in education. It outlines challenges in today's changing world and how schools need to adapt instruction to focus on rigor, relevance, and relationships.
2. Key ideas presented include understanding the skills needed in today's knowledge economy, using data to improve teaching, and developing a shared vision of excellent instruction. The "seven disciplines of instruction" framework is introduced to strengthen teaching practices.
3. Creating knowledge-generating school cultures requires developing collaborative communities focused on continuous learning and generating new solutions, rather than isolated compliance. School leaders must model desired behaviors and facilitate improvement of teaching.
Hybrid/Online Teaching Strategies
Strategies for Teaching in a Hybrid* Environment
Sarah Egan Warren & Sarah Glova
*Strategies will be applicable to online and in-person courses as well
Carte Blanche
In an effort to provide challenging learning opportunities and to foster the development of 21st Century Skills, one class of fifth-grade gifted students were given a singular directive and complete autonomy to achieve self-determined goals.
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Brunei Darussalam
The Global Achievement Gap
The document discusses the gap between what schools are teaching and testing versus the skills students need for careers, college and citizenship in the 21st century. It identifies seven survival skills needed, including critical thinking, collaboration, initiative and imagination. It argues that schools need to reinvent themselves to teach and assess these skills through practices like internships, team-based learning and accountability for student outcomes beyond standardized tests.
Passion based elpaso
This document discusses transformational change in education through action research and project-based learning. It promotes developing a collaborative culture, becoming connected learners, and transparently sharing what is learned. Action research involves teachers systematically examining their own practices to improve effectiveness. Project-based learning is curriculum-driven and asks an engaging question for students to investigate real-world problems. The goal is to move from an explicit knowledge model to experiences that foster tacit knowledge and connections through intrinsic motivation and social justice outcomes.
Education of thE GiftEd and talEntEdSylvia B. Rimm
Education of thE GiftEd
and talEntEd
Sylvia B. Rimm
Case Western Reserve University School of Medicine and the Family
Achievement Clinic, Cleveland, Ohio
Del Siegle
University of Connecticut
Gary A. Davis
University of Wisconsin
S e v e n t h E d i t i o n
330 Hudson Street, NY, NY 10013
Director and Portfolio Manager: Kevin M. Davis
Content Producer: Janelle Rogers
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Every effort has been made to provide accurate and current Internet information in this book. However, the Internet
and information posted on it are constantly changing, so it is inevitable that some of the Internet addresses listed in
this textbook will change.
Copyright © 2018, 2011, 2004, by Pearson Education, Inc., Upper Saddle River, New Jersey 07458. All rights
reserved. Manufactured in the United States of America. This publication is protected by Copyright, and permission
should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or
transmission in any form or by any means, electronic, mechanical, photocopying, recording, or likewise. To obtain
permission(s) to use material from this work, please submit a written request to Pearson Education, Inc., Permissions
Department, 501 Boylston Street, Suite 900, Boston, MA, 02116, fax: (617) 671-2290, email: [email protected]
pearson.com
Library of Congress Cataloging-in-Publication Data
Names: Rimm, Sylvia B., 1935- author. | Siegle, Del, author. | Davis, Gary A., 1938- author.
Title: Education of the gifted and talented / Sylvia B. Rimm, Del Siegle,
Gary A. Davis.
Description: Seventh edition. | Boston : Pearson, 2018. | Includes
bibliographical references and index.
Identifiers: LCCN 2016057606 | ISBN 9780133827101 | ISBN 0133827100
Subjects: LCSH: Gifted children—Education—United States.
Classification: LCC LC3993.9 .D38 2018 | DDC 371.95—dc23 LC record available at
https://lccn.loc.gov/2016057606
10 9 8 7 6 5 4 3 2 1
ISBN-13: 978-0-13-382710-1
ISBN-10: 0-13-382710-0
https://lccn.loc.gov/2016057606
To Buck, Ilonna, Joe, Miriam, Benjamin and Avi
David, Janet, Dan, and Rachel
Eric, Allison, Hannah, and Isaac, and
Sara, Alan, Sam, and Davida
To Betsy, Jessica, and Del
To Chelsea, Nathan, Tegan, and Neil
This page intentionally left blank
Preface
These are the goals of educational programs for gifted and
talented students, and these are the purposes of this book.
Gifted and talented students have special needs and special
i ...
Education of th e gifted and talentedsylvia b. rimm
The document provides an overview of gifted education and summarizes the 7th edition of the textbook "Education of the Gifted and Talented". Key points include:
- The 7th edition contains approximately 30% new content including new directions in gifted education, identification of underserved groups, Response to Intervention models, and new curriculum and teaching models.
- Gifted education has historically cycled between periods of increased interest and funding followed by cuts, though it has shown resilience through differentiated instruction and ability grouping.
- The authors thank the many contributors to the new edition and acknowledge the ongoing cycling of gifted education issues between progress and challenges to the field.
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Education of thE GiftEd and talEntEdSylvia B. Rimm
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