This document discusses support for gifted children in classrooms. It suggests that the quality of thinking is critical for gifted students and outlines several strategies to support them both in and out of the classroom. These include using computers, independent study, having students teach others, and extracurricular activities. The document also discusses identifying gifted students and building lessons around their interests and passions. It proposes blended learning models and innovative opportunities like 3D printing to engage gifted students.

1. Classrooms For The Gifted

2. The quality of thinking is
critical to support for gifted
children
Gifted Teachers
Gifted Students

3. The 3 key points
for me?
Questions I want
to ask?
Or text them to 0402857458

6. Some upfront
questions
• Who in this room is gifted?
• In what are you gifted?
• Present reality? Or future
potential?

8. In-class support??
• Computer games; digital environments
• Independent contracts / independent study
• Students to develop their own RSS feeds
• Students as teachers (or Learning Detectives)
• Multi-group withdrawal
• Wacky Wednesdays / Freaky Fridays
• Mentoring of younger students

9. Out-of-class support
• Real and virtual conferences organised by students
• Part and full acceleration
• Gifted classes
• Real world inquiries
• Days and Weeks Of Excellence
• Mentors (for them; and by them)
• For a single student
• For small groups of students

12. Identification??
• Name the top third of a class in the
field of.....
• From that list, name the ones who
consistently persist with a task in that
field
• From that 2nd list, name the ones
who think ‘divergently’ in that field

14. Student Passions??!
• Have you asked every one of your gifted students
about their passions in life?
• What are the Big Three interests for your gifted
students right now?
• Where / how do you compile / monitor data
about their interests?
• Where specifically do you build those interests
into their learning environment?

15. The 3 key points
for me?
Questions I want
to ask?
Or text them to 0402857458

16. The quality of thinking is
the key to support for
gifted children
Intellectual rubberbands
Self-talk awareness
Gifted Teachers
Generating inquiry
Gifted Students
Thinking sequences
ICT immersion

18. Generating inquiry Q. What’s our
purpose for doing
this inquiry?
Q. How will we
implement and
share our
findings? Q. What do we
already know
about this
issue?
Q. How will we do
further useful
research?
Q. What are our
questions?
Q. What learning steps
will we take?

19. Generating great questions
• Why do you believe...?
• Could you give an example of that?
• Are you suggesting...?
• What reasons do you have for saying that?
• Could you clarify that comment?
• Why did you find that interesting?
• How do you know that?

20. Some philosophicals...
• In terms of a single human life, what is the age
of human civilization right now?
• What’s the hardest question in the world?
• Who are you?
• What do you categorically know to be true?
• Where IS Heaven?
• What would be an inspiring life?

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29. Coding for the HOTS
1st level. Every student is involved only with lower order thinking in which
they are presented with a series of facts or lower level skills development.
No in-depth analysis takes place at any stage.
2nd level. All students are predominantly engaged in lower order thinking,
with an occasional foray into a more complex activity.
3rd level. At least one key portion of the lesson will focus on higher order
thinking, and most students are cognitively engaged during this time.
4th level. Almost all students, for the majority of the time, are deeply
intellectually involved in the core process of the lesson. They are constantly
stimulated and challenged by the thinking complexities offered in their
learning.

31. Be careful with just
depositing content; instead, Wikis
make the wiki intellectual
and interactive
Set up virtual field trips
Develop peer reviews
Correction competition
Peer editing
Multi-author story
Classroom calendar
Fan clubs for famous historical figures
Choose your own
Wiki book club adventure story
Hall Of Fame (of the students’ achievements)
Classroom FAQ
Classroom scrapbook
Work on a social justice project with
other classes

32. What
would
happen
if
a
student
wrote
an
article;
and
then
it
got
spammed,
or
even
taken
down;
or
perhaps
expanded
upon.
What
to
do?

33. Future gifted
‘directions’??
• Blended learning
• ICT one-on-one
• Skilling teachers on gifted ed
• Student voice and choice
• Future studies

34. 6 Blended Learning models

35. M-Learning?
Level 1.
Duplication of
paper-based tasks
Level 2.
Enhancement of
paper-based tasks
Level 3. Student-directed
redefinition of tasks

36. Transformation
eg co-creating on Redefinition
group projects Tech allows for the creation of new tasks,
with other classes
previously inconceivable
world-wide
eg to make use
of multi-media Modification
in highly Tech allows for significant task redesign
enhanced ways
Enhancement
Augmentation eg using spell
Tech acts as a direct tool substitute, with check or word
functional improvement count
Substitution eg Typing out
Tech acts as a direct tool substitute, with no your work with
functional change a word
processor

38. “For decades,
technology
encouraged people to
squander their time
and intellect as
passive consumers.
Today, tech has
finally caught up with
human potential.”

39. 3D printers
tive
up ies?
isr og
D ol
t ec hn

42. Innovative
Opportunities??
Selling their IP on a global market
Students developing apps as part of their
learning
Researching for social justice solutions
Teaching classes worldwide

44. The EarthMovers
High performance
students creating
solutions to world issues

45. Two-thirds of the 130
million children not in
school in 2012 were girls
An extra year’s
schooling for a girl
can increase future
earnings by 10 to 25%
per year
Higher education leads to
better health / safety / life
achievement

46. Crowd-sourced
innovation??

52. Sustainable
practice??
•Q. How do you sustain quality
practices in your own life (eg with
staying fit)?
•Q. How will you sustain what you
have learned today?

53. Your ‘learning artifact’ in late
May: A representation on what
you have accomplished
• A 1-min video (you? a gifted child?) that explains
your approach
• A ‘runsheet’ for a specific program
• An app that your students have developed
• A design for a 3D-printed device
• A blog / website / wiki / facebook page / twitter
page that changes the world
• ????????????????

54. A coaching process
1. What do you need to achieve?
2. What’s happening right now?
3. What could you do?
4. What will you do?
5. How and when will you do it?
6. How will you keep it going??
From : The Leadership Coaching Guide

55. TEACHERS
D ____