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.
Research (supplemented by informal observation) over the past ten years has shown that students of all ages have particular difficulties finding, interacting with and using information; difficulties that are exacerbated by characteristics of the WWW and by the nature of students’ interaction with it. If we want students to develop as independent learners and problem –solvers, in and out of the classroom, we need to address these difficulties in a systematic way.
http://www.ltscotland.org.uk/slf/previousconferences/2007/seminars/informationliteracywhatwhyandhow.asp
This was presented at the University of Strathclyde, Glasgow, Sotland, on 29th November 2007. The main focus is Inquiry Based Learning (IBL) but at the end I introduce Second Life and talk about my work with students in SL. Firstly I talked about what IBL is and then moved on to describe the work of the Centre for Inquiry Based Learning in the Arts and Social Sciences (CILASS) which is based at Sheffield University. I mentioned the level 1 module "Inquiry in Infrmation Management" (new last year), where I am part of the teaching team, and in particular I talked about the activity in Second Life with my first year "Information Literacy" class.
The ongoing discussion on the issue of the quality of academic eLearning criticizes the dominating culture of “quality” linked to the industrial production, mostly based on rationalization and conformity to pre-defined standards, that requires the collection of massive quantitative data, with major interest on educational outputs as a vision of system’s productivity (Ehlers & Schneckenberg, 2010, Ghislandi, 2008, 2012). Instead, quality of education requires reflection and deep understanding of complex contextual elements, interactions and relational dimensions that are essential and often invisible to traditional assessment tools. In this paper, through the presentation of an eLearning course as case study, we attempt to show how participatory/constructivist evaluation can become a key practice to support the quality of an eLearning experience from the point of view of the learner. In fact, as it emerges from the analysis, this open form of evaluation has an enormous potential to address practices towards the values/concepts underlying meaning making processes inside a transformative learning culture. Building on this results, we contend that the evaluation of quality needs to integrate methods that open up the sense of practices and values to the participant. To this regard, we also discuss how qualitative constructivist approaches to evaluation can make an important contribution drawing on the coherence found between its epistemological and ontological assumptions and the idea of new cultures of quality evaluation where the participants build the own values and concepts of goodness.
Research (supplemented by informal observation) over the past ten years has shown that students of all ages have particular difficulties finding, interacting with and using information; difficulties that are exacerbated by characteristics of the WWW and by the nature of students’ interaction with it. If we want students to develop as independent learners and problem –solvers, in and out of the classroom, we need to address these difficulties in a systematic way.
http://www.ltscotland.org.uk/slf/previousconferences/2007/seminars/informationliteracywhatwhyandhow.asp
This was presented at the University of Strathclyde, Glasgow, Sotland, on 29th November 2007. The main focus is Inquiry Based Learning (IBL) but at the end I introduce Second Life and talk about my work with students in SL. Firstly I talked about what IBL is and then moved on to describe the work of the Centre for Inquiry Based Learning in the Arts and Social Sciences (CILASS) which is based at Sheffield University. I mentioned the level 1 module "Inquiry in Infrmation Management" (new last year), where I am part of the teaching team, and in particular I talked about the activity in Second Life with my first year "Information Literacy" class.
The ongoing discussion on the issue of the quality of academic eLearning criticizes the dominating culture of “quality” linked to the industrial production, mostly based on rationalization and conformity to pre-defined standards, that requires the collection of massive quantitative data, with major interest on educational outputs as a vision of system’s productivity (Ehlers & Schneckenberg, 2010, Ghislandi, 2008, 2012). Instead, quality of education requires reflection and deep understanding of complex contextual elements, interactions and relational dimensions that are essential and often invisible to traditional assessment tools. In this paper, through the presentation of an eLearning course as case study, we attempt to show how participatory/constructivist evaluation can become a key practice to support the quality of an eLearning experience from the point of view of the learner. In fact, as it emerges from the analysis, this open form of evaluation has an enormous potential to address practices towards the values/concepts underlying meaning making processes inside a transformative learning culture. Building on this results, we contend that the evaluation of quality needs to integrate methods that open up the sense of practices and values to the participant. To this regard, we also discuss how qualitative constructivist approaches to evaluation can make an important contribution drawing on the coherence found between its epistemological and ontological assumptions and the idea of new cultures of quality evaluation where the participants build the own values and concepts of goodness.
Social media and e-learning in history teaching in UK HE – filling a gap?Jamie Wood
Presentation from Changing the Learning Landscape – Social Media in the Humanities workshop, 15th May 2013, Institute of Education University of London.
The following presentation is to spread awareness amongst the masses about the HeforShe campaign a UN Women initiative to empower Women and make men stand in favour for Women.
Collaborative learning activity involves learners working together in order to complete a task. Collaboration increases the opportunities a student has to use the target language, and thereby develop their skills in it. Employ teaching and learning strategies and collaborative activities in your classroom and be an innovative teacher.
Enhancing Students’ Motivation to Learn: Why some students’ motivation level is low compared to their classmates in Turkey?
SLOGAN: Motivation is the beakfast of the champions.
Social media and e-learning in history teaching in UK HE – filling a gap?Jamie Wood
Presentation from Changing the Learning Landscape – Social Media in the Humanities workshop, 15th May 2013, Institute of Education University of London.
The following presentation is to spread awareness amongst the masses about the HeforShe campaign a UN Women initiative to empower Women and make men stand in favour for Women.
Collaborative learning activity involves learners working together in order to complete a task. Collaboration increases the opportunities a student has to use the target language, and thereby develop their skills in it. Employ teaching and learning strategies and collaborative activities in your classroom and be an innovative teacher.
Enhancing Students’ Motivation to Learn: Why some students’ motivation level is low compared to their classmates in Turkey?
SLOGAN: Motivation is the beakfast of the champions.
What makes up a person's digital identity? Why should students control the information available about them online? What are the most popular social media outlets?
What is the relationship between heightened sensory sensitivity and anxiety in gifted students? How does heightened sensory sensitivity affect a gifted person’s experience of environmental stimuli? What cognitive and behavioral strategies can gifted students and adults use to manage their experience of offending stimuli? Join us in this interactive session as we: 1) Delve into the research about gifted students’ heightened sensory sensitivity and anxiety; 2) Address what the implications of the research are for parenting, counseling, classroom practice, and environmental design; and 3) Learn strategies for managing one’s personal response to offending environmental stimuli.
Futurecasting for Kansas Association for the Gifted, Talented, & CreativeAngela Housand
Digital Citizenship through Self-Awareness
FutureCasting™ is a curriculum of “life skills” that enables individuals of all ages to take control of their digital identity and personal reputation, identify the value systems that influence choices, define personal and professional goals, and build influence in a global society.
The goals of FutureCasting™ are to:
1. Increase individuals’ self-awareness, engagement in learning, and achievement
2. Enable individuals to develop globally recognized digital identities
3. Prepare individuals to contribute positively to local, national, and global communities.
The FutureCasting™ framework provide the necessary knowledge, tools, and skills to create a digitally responsible and influential online identity while serving numerous educational goals. For example, Millennials (individuals aged 10-25), have never known a life without computers and access to the Internet. However, just because Millennials are “digital natives” does not mean they know how to use technology responsibly or effectively leverage the ubiquitous information available online. FutureCasting™ enables them to learn the skills of digital citizenship: Being responsible producers and critical consumers of information on the Internet. Skills like conducting research online, developing a professional network, and creating a website are combined with critical self-examination to help users attain truly integrated success.
FutureCasting™ has the potential to benefit anyone who wants to increase their online presence, align their digital footprint with personal and professional goals, or learn the skills of socially responsible action. Students, ages 12-25, can use FutureCasting™ to create a digital portfolio that reflects the intersection of personal interests with academic productivity. Meanwhile adults entering the workforce can use FutureCasting™ to develop an online presence that highlights their unique talents; making their successes more accessible to future employers and putting them ahead of their competition.
In an era when information and opportunities are driven by access to information on the Internet, a tool like FutureCasting™ is what empowers people to leverage that information to catapult themselves into a future of their own design.
Gifted students today have access to more information than ever before and are connected in ways that no generation before has ever been. Yet they often do not understand the power they wield in digital environments or how to use information and networks to advance their learning. FutureCasting, a pedagogical roadmap, helps students develop a digital identity that enables them to leverage the power at their fingertips for achievement. The process enables students to take control of their digital identity and personal reputation, identify the value systems that influence choices, define personal and “professional” goals, and build influence in a global society.
Unleashing learners VALA Conference June 13 2014Adrian Bertolini
How do we unleash our students to find their passion, to be intrinsically motivated, to become entrepreneurial? It not only requires an unleashing of the mindset and beliefs of the students but also the mindset and beliefs of teachers and school leadership. In this session the presenter will share his experiences of unleashing young people via the ruMAD (Are you Making a Difference) program but how he followed his passion to work with schools to think from, plan for, and gradually set up learning environments that unleash learning in schools.
For students to be 21st Century Learners, they must be able to self-regulate their behavior in digital environments and classrooms as well as initiate the learning process for themselves.
What makes online interactions beneficial? How does quality productivity in a digital environment support the building of your personal brand? Find out in today's lecture!
In the year 2030, NASA intends to send humans to Mars (the red planet). Gifted students in our classrooms today are the scientists, engineers, pioneers, and innovators who will make that plan a reality, but they cannot accomplish this without motivation, determination and perseverance. These students must learn the skills that will enable them to take initiative, work autonomously, make decisions, and persevere in the face of obstacles to become the creative and independent producers that the future needs. Join us as we explore activities that support students in developing the strategies for awesomeness.
Gifted students today have access to more information than ever before and are connected in ways that no generation before has ever been. Yet they often do not understand the power they wield in digital environments or how to use information and networks to advance their learning. FutureCasting, a pedagogical roadmap, helps students develop a digital identity that enables them to leverage the power at their fingertips for achievement. The process enables students to take control of their digital identity and personal reputation, identify the value systems that influence choices, define personal and “professional” goals, and build influence in a global society. Join us as we explore activities that can be implemented in classrooms immediately and help students launch their talents!
In the year 2035, NASA intends to send humans to Mars (the red planet). Gifted students in our classrooms today are the scientists, engineers, pioneers, and innovators who will make that plan a reality, but they cannot accomplish this without motivation, determination, and perseverance. These students must learn the skills that will enable them to take initiative, work autonomously, make decisions, and persevere in the face of obstacles to become the creative and independent producers that the future needs. Join us as we explore activities that support students in developing the strategies for awesomeness.
FutureCasting provides a systematic framework that enables individuals to navigate the environments they encounter, achieve the goals they set, and establish a network of support for both personal and “professional” advancement. The program results in tangible outcomes related to personal brand, digital footprint, citizenship, and online presence.
FutureCasting at Duke TIP Summer InstituteAngela Housand
Futurecasting is a program that provides a systematic framework for adolescents and young adults that will enable them to navigate the environments they encounter, achieve the goals they set, and establish a network of support for both personal and “professional” advancement. The program results in tangible outcomes related personal identity formation, digital footprint awareness, and online presence. Become the hero of your own story with FutureCasting!
By 2040, NASA intends to send humans to Mars. Gifted students in our classrooms today are the scientists, engineers, pioneers, and innovators who will make that plan a reality, but they cannot accomplish this without motivation, determination and perseverance. These students must learn the skills that will enable them to take initiative, work autonomously, make decisions, and persevere in the face of obstacles to become the creative and independent producers that the future needs. Join us as we explore activities that support students in developing the strategies for awesomeness.
FutureCasting, a framework of “life skills” enables young people to connect who they are today with the person they will be in the future. Within this framework, students answer the questions “Who am I?” and “Who do I want to be?” The answers to these questions empower students to take control of their digital identity and personal reputation, identify the value systems that influence choices, define personal and “professional” goals, and become aware of how the choices they make today effect future opportunities. This session introduces teachers to FutureCasting and provides activities for participants that can be implemented immediately. Join us as we begin the work of helping students become the master of their own developmental trajectory and the hero of their own story!
FutureCasting, a framework of “life skills” enables young people to connect who they are today with the person they will be in the future. Within this framework, students answer the questions “Who am I?” and “Who do I want to be?” The answers to these questions empower students to take control of their digital identity and personal reputation, identify the value systems that influence choices, define personal and “professional” goals, and become aware of how the choices they make today effect future opportunities. This session introduces teachers to FutureCasting and provides activities for participants that can be implemented immediately. Join us as we begin the work of helping students become the master of their own developmental trajectory and the hero of their own story!
FutureCasting, a framework of “life skills” enables young people to connect who they are today with the person they will be in the future. Within this framework, students answer the questions “Who am I?” and “Who do I want to be?” The answers to these questions empower students to take control of their digital identity and personal reputation, identify the value systems that influence choices, define personal and “professional” goals, and become aware of how the choices they make today effect future opportunities. This session introduces teachers to FutureCasting and provides activities for participants that can be implemented immediately. Join us as we begin the work of helping students become the master of their own developmental trajectory and the hero of their own story!
The Internet provides access to information and enables connection in ways that no generation before has ever experienced. While gifted students in our classrooms may have the intellectual maturity for Internet participation, they may lack the social and emotional maturity. How then do we help them develop the skills of digital citizenship while maintaining safe boundaries and limiting their access to the Internet? This session introduces teachers to FutureCasting and provides activities for participants that can be implemented immediately. Join us as we help students use technology to be productive, participate in an online community, and develop a digital presence!
The Internet has become the great equalizer of the 21st Century. Today, gifted students have access to information and networks of influence previously reserved for adults. With this access, comes great opportunity and great responsibility. Gifted students can pursue interests, showcase their abilities, and even advance their career before ever leaving middle school, but are they ready to launch their talent onto a global stage?
Attaining success requires resiliency in order to overcome challenges along the way. Yet many advanced learners expect to “get the right answer” on their first attempt and once faced with truly challenging situations, give up before trying. This session provides parents with strategies to support high potential youth as they engage in the struggles that lead to meaningful SUCCESS.
Serendipity, that unexpected but fortunate discovery or learning experience that happened accidentally, is often characterized by successful people as a “chance encounter” or a “lucky break”. In reality, luck is what happens when preparation meets opportunity (Roman Philosopher, Seneca), and gifted students in particular have the preparation, but may not have the skills to leverage technology to create opportunities. This session highlights how gifted students are uniquely qualified to leverage technology to achieve their goals, illustrates the strategies successful individuals use to make their own luck, and provides concrete examples and activities that can be applied in classrooms or at home to enable gifted students to manifest their potential for self-fulfillment and the betterment of society.
Carolina Forest International Elementary is implementing gifted pedagogy for all of the second grade students. This presentation is a first step in supporting teachers in that process.
Using the Schoolwide Enrichment Model Reading framework with emergent readers. SEM-R with alignments to science curriculum, technology use, and U-STARS PLUS.
Technology is a powerful equalizer, so much so that the unique contributions of any individual can get lost in the abundant and pervasive repository of information available on the Internet. FutureCasting, a framework of digital life skills, enables gifted students to leverage the Internet to take control of their digital identity, build influence via social media, make contributions that stand out in virtual landscapes, and understand oneself within the context of an online global society. Join us as we explore activities that can be implemented immediately and begin the work of helping students become the hero of their own story!
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
1. Carte Blanche:
Giving Students the Freedom to
Develop Learning Tasks in a
Digital Environment
Angela M. Housand
University of North Carolina, Wilmington
North Carolina Association for the Gifted and Talented 2010
Winston-Salem, NC
5. Self-Regulated Learning
Students are self-regulated when
they are, “metacognatively,
motivationally, and behaviorally
active participants in their own
learning process.”
(Zimmerman 1989, p. 329)
6. Active engagement in the
learning process produces
increases in academic
performance.
(Ablard & Lipschultz, 1998; Ames, 1984; Corno, 1986, 1989; Dweck, 1986; Schunk & Rice; 1985,
1987, 1991; Zimmerman, 1989; Zimmerman & Martinez-Pons, 1990)
8. Gifted Students
Higher degrees of self-efficacy
for using successful learning
strategies
(Ablard & Lipschultz, 1998; Housand, 2008; Risemberg & Zimmerman, 1992; Zimmerman & Martinez-Ponz,
1990)
9. Frequently use
strategies related to
successful learning
– Organizing and
Transforming
– Self-Consequating
– Seeking Assistance
– Reviewing
Gifted Students
(Zimmerman 1986)
10. Strategy use impacted
by environmental
conditions
– Classroom management
– Organization
– Clear and consistent
expectations
– Required reflection and
progress monitoring
Gifted Students
(Housand, 2008)
11. Gifted Students
Use of strategies varies
widely within gifted group
(Ablard & Lipschultz, 1998; Housand, 2008; Risemberg & Zimmerman, 1992; Zimmerman & Martinez-Ponz,
1990)
12. Competence…
The state or quality of being
adequately or well qualified.
The ability to be successful.
14. Autonomy
The more autonomous (self-determined)
a person believes their behavior to be
the greater the personal satisfaction and
enjoyment from engaging in that
behavior.
15. The Program
Elementary – 5th
Grade
Enrichment pull-out program
Environmental science focus
Coastal region
Nearby lake and stream
16. 10 Fifth Grade Students
Gender
6 female
4 male
Identified
7 formal district
procedures
3 teacher
recommendation
Ethnic Diversity
6 European-white
2 Latino
2 African American
17. Complete Autonomy to:Complete Autonomy to:
• Engage in high-level content andEngage in high-level content and
real world learning focused on local,real world learning focused on local,
regional, and global contextsregional, and global contexts
• Research and critically examine theResearch and critically examine the
impacts of regional growth onimpacts of regional growth on
complex ecosystemscomplex ecosystems
18. Complete Autonomy to:Complete Autonomy to:
• Apply skills of leadership,Apply skills of leadership,
responsibility, productivity, and self-responsibility, productivity, and self-
direction to achieve self-determineddirection to achieve self-determined
goalsgoals
• Communicate and collaborate viaCommunicate and collaborate via
the Internet with students fromthe Internet with students from
NorwayNorway
19. The Instructor
PhD in Gifted Education
In depth knowledge of:
Dynamic learning communities
Curriculum for gifted and talented
Environmental science
20. Connection to Norway
Gifted students
Advanced contact and planning
between instructors
Surrounded by similar water bodies
Different climate
23. Major Finding #1
Insufficient access to the internet
Too few computers in classroom
Inadequate computer hardware
and software
iPhone used to circumvent school
firewall
Difficulty accessing technology
24.
25. Inadequate technology may have contributed
to the failure of effectively creating a dynamic
learning community with students’ in Norway.
31. Major Finding #2
Certain students emerged as
leaders
Lead to distractions
Impacted access to technology
and tools
Impacted opportunities to
contribute
Impacted group assignment
Self-advocacy and Self-promotion
32. Equal Opportunity
Be systematic
Encourage shy/quiet students
Provide opportunities for written
responses or idea generation
Provide different kinds of leadership
roles
33. Research Tells Us…Research Tells Us…
When the learning environment provides:
Choice and volitional control over
processes, timing, challenge level, and
outcome or product of learning tasks
Students Engagein Self-RegulatedStudents Engagein Self-Regulated
Learning BehaviorsLearning Behaviors
34. Volitional Control
Set clear expectations in advance
Provide reminders
Bring students attention to their
behavior when they lose self-
regulation
36. • Tied to Student’s
Identity
• Personally
Interesting
• Integral to the
Student’s Vision
of the future
• Viewed as
Useful
(Eccles & Wigfield)
37. Major Finding #3
Instruction varied by learning
style, process, and product
Almost no whole group
instruction
Student groups were self-
selected
Increased student engagement
when products and processes
were authentic
Differentiated Instruction
38. Research Tells Us…Research Tells Us…
When the learning environment provides:
Opportunities for help-seeking from
resources, peers, and teacher (e.g. small
group instruction and differentiation)
Students Engagein Self-RegulatedStudents Engagein Self-Regulated
Learning BehaviorsLearning Behaviors
39. Depth and Complexity
Ask open-ended questions
Provide open-ended learning tasks
Provide students opportunities for
higher order thinking!
40. Research Tells Us…Research Tells Us…
When the learning environment provides:
Complex tasks that extend over time, allow
for variation in expression style, and
integrate multiple processes, both cognitive
and procedural
Students Engagein Self-RegulatedStudents Engagein Self-Regulated
Learning BehaviorsLearning Behaviors
41. “From thestandpoint of the
child…heisunableto apply in
daily lifewhat heislearning at
school. That istheisolation of the
school - itsisolation from life.”
John Dewey
42. How does one engage
students authentically?
Present students with real-
world challenges that require
them to apply their relevant
skills and knowledge.
43. How does one engage
students authentically?
Have students engage
problems in the same ways
that professionals in the
associated fields do.
44. Facilitating Authentic
Investigation
1. Assess, Find, or Create
Student Interests
2. Conduct Interviews to
Determine Interest Strengths
3. Problem Finding and
Focusing
4. Formulate a Written Plan
45. Facilitating Authentic
Investigation
5. Work with Students to
Locate Resources
6. Provide Methodological
Assistance (Like the Pros)
7. Help Students Choose a
Question
8. Offer Managerial Expertise
47. Minor Finding #1
Supported by instructor
Occurred regularly
Lacked benchmarks for success
Goals did not escalate (repetitive)
Limited reflection and evaluation
Goal Setting & Planning
48. Research Tells Us…Research Tells Us…
When the learning environment provides:
Opportunities for students to participate in
the processes of goal-setting, tracking
progress, and evaluating their own work
Students Engagein Self-RegulatedStudents Engagein Self-Regulated
Learning BehaviorsLearning Behaviors
50. Set goals that are slightly out of your
immediate grasp, but not so far that
there is not hope of achieving them.
51. Goal Setting
Challenges students to give their efforts
a preplanned direction
Take responsibility for the key events
that give form to their experience
Provides opportunity for reflection
52. Complex Tasks
Give students a purpose for the task
During the process
For completion
Require student reflection
Progress
Process
53. Planning and Self-Monitoring
• What skills do I need to achieve this?
• What help or assistance do I need?
• What resources do I need?
• What can block progress?
• Am I on task or am I being
distracted?
54. Self-Reflection
Did I accomplish what I planned to do?Did I accomplish what I planned to do?
Was I distracted and how did I get backWas I distracted and how did I get back
to work?to work?
Did I plan enough time or did it takeDid I plan enough time or did it take
longer than I thought?longer than I thought?
In which situation did I accomplish theIn which situation did I accomplish the
most work?most work?
56. The greater danger for
most of us lies not in
setting our aim too high
and falling short;
but in setting our aim too
low,
and achieving our mark.
-Michelangelo
57. Minor Finding #2
Degreased students’ generation of
alternative solutions to challenges
Increased attempts to please
teacher
Time Constraints &
Performance Pressure
59. Interest and Depth lead to
Creative Productivity
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.
(Howard Gardner in an interview with R. Brandt, Educational Leadership, 1993)
60. -Thomas Edison
The first requisite
of success is the
ability to apply your
physical and mental
energies to one
problem without
growing weary.
61. Minor Finding #3
Students expressed fear of being
late to homeroom
Frequently late to enrichment class
Absences?
Lack of Homeroom
Teacher Support
62. What does it mean to place students
into cluster groups?
A group of gifted identified students is
clustered into a mixed ability classroom
with a teacher who is trained to differentiate
for gifted students.
63. Suggested classroom composition
30 students
in 3 classes
Gifted High
Averag
e
Averag
e
Low
Averag
e
Far Below
Average
A 6 0 12 12 0
B 0 6 12 6 6
C 0 6 12 6 6
64. Placing students in the classrooms:
• Determine placement for upcoming year following
spring testing
• Gifted students make up approximately 20% of
the gifted cluster class
• Create the number of gifted cluster classrooms
necessary to serve all gifted students in each grade
65. Special Considerations for Placements
Create procedures for determining
placement of the following groups:
• Kindergarten students
• New students enrolling during school year
• Twice-exceptional gifted students
• ELL gifted students
69. • What will I need to
work on my project?
• Where will I work?
• Who will I work with?
• What might hinder my
process?
70. • Am I accomplishing
what I planned?
• Is this taking longer
than I thought?
• Am I on task or am I
being distracted?
71. • Did I accomplish what I
planned to do?
• Was I distracted and how
did I get back to work?
• Did I plan enough time or
did it take longer than I
thought?
• In which situation did I
accomplish the most
work?
72. You must do the thing you
think you cannot do.
-Eleanor Roosevelt
five environmental constraints have consistently proven to be sure-fire killers of intrinsic motivation and creativity (Amabile, 1983a, 1996; Hennessey, 1996): (a) Expected Reward (b) Expected Evaluation (c) Competition (d) Surveillance and (e) Time Limits.
Thomas Edison’s teachers called him “too stupid to learn.” He made 3,000 mistakes on his way to inventing the lightbulb. Eventually he held 1.093 patents and in 1928, it was estimated that he made a $15,599,000,000 dollar contribution to society with his inventions.