FutureCasting at EduFest
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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!
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FutureCasting at EduFest
- 1. Future Casting... Future Casting® Become the Hero of Your Own Story
- 5. Pew Research Center, 2010
- 7. 776
- 10. 1076
- 15. © Angela Housand, 2013 Future Casting®
- 16. A Pedagogical Road Map Connecting Interests & Passions to Academic Content FutureCasting® © Angela Housand, 2013
- 17. TYPE III INDEPENDENT OR SMALL GROUP INVESTIGATIONS PRODUCTS AND/OR PERFORMANCES TYPE I GENERAL EXPLORATORY ACTIVITIES TYPE II METHODOLOGICAL TRAINING / HOW-TO ACTIVITIES (Renzulli, 1977)
- 18. Three Ring Conception of Giftedness
- 19. Courage Optimism Romance with a Topic Vision or Sense of Destiny Physical and Mental Fortitude Sensitivity to Human Concerns
- 24. Every hero’s journey begins the same…
- 25. FutureCasting®org © Angela Housand, 2013 Novice Community Participant to Expert Global Participant
- 26. WHO AREYOU?
- 29. ACTION !!!
- 30. Social Capital
- 31. FutureCasting®org © Angela Housand, 2013
- 32. WHO AREYOU?
- 34. Did you know you have multiple identities?
- 38. It is easy!
- 49. I like to… I am good at… I am proud that I… My favorite food is… My favorite animal is…
- 50. Quotes that represent me… If I could only save three things… Images that represent me…I am proud that I…
- 55. Explore
- 56. Explore Students Conduct Research to Answer: What are my values? How do I like to spend my time? What might I want to do in the future? What skills do I need to be successful in the future? What steps do I need to take to attain my vision of the future? © Angela Housand, 2013
- 57. LIFE VALUES INVENTORY Values Clarification & Personal Development
- 73. Explore www.skillcow.com cfnc.org https://diy.org/ www.mynextmove.org www.lifevaluesinventory.org
- 76. Source: Munster, G. (2014) Taking Stock With Teens: Collaborative Consumer Insights Project. Piper Jaffray.
- 78. Why Control the Message? • College Admissions Officers & Committees will search you • Potential Employers will search you • Friends (& non-friends) will search you • Your Competition will search you • Potential Boyfriend/Girlfriend will search you © Angela Housand, 2013
- 80. BETHANY MOTA
- 81. $40,000.00
- 82. Digital Identity
- 87. Volume The amount of information there is about you on the internet
- 88. Relevancy The usefulness of the information that exists about you and how consistent that information is with you you say you are and what you claim to value
- 89. Purity The amount of information that comes up in an Internet search that is about you and not someone with a similar name or similar interests
- 90. Diversity The mixture of information found when you are searched online: • Do you have a website? • Are you found in real time content? • Are there images and video of you?
- 98. MATT NADEL
- 101. marques brownlee
- 102. Content Quality
- 103. Always improving Attending to detail A lot of hard work “Able to make some serious money” MKBHD
- 108. Future Self
- 110. in20years.com
- 118. ACTION !!!
- 120. Cyclical & Ongoing
- 127. Writing Prompt ● I would like to improve… ● Some people are unhappy with… ● I want to learn more about… ● An idea I would like to try… ● Something I think would really make a difference is… ● Something I would like to change is…
- 128. Activity: S.W.O.T.
- 129. S TO W Helpful to achieving the objective Harmful to achieving the objective Internal Origin Attributes of the Individual Strengths Weaknesses External Origin Attributes of the Environment Opportunities Threats SWOT Analysis
- 130. © Angela Housand, 2013
- 131. © Angela Housand, 2013
- 132. Strengths What unique skills do I have? What do I do well? When do others ask for my help? What experiences have I had that will help me as I move forward? © Angela Housand, 2013
- 133. Weaknesses What areas do I need to improve? What do others view as my weakness or area for improvement? What is something I would like to change? © Angela Housand, 2013
- 134. Opportunities What opportunities are already available to me? What resources do I have available? How can I use my strengths to create opportunities for myself? Who do I know that can help me? © Angela Housand, 2013
- 135. Threats What could hinder my success? What are potential problems I could encounter? What are the challenges I face? What are the restrictions in my life (time, money, vehicle, access to computer or the Internet, etc.)? © Angela Housand, 2013
- 136. Goal attainment is not luck,
- 137. Goal attainment is not luck, it takes time and requires effort.
- 138. Social Capital
- 141. Explicit Hierarchy
- 142. Implicit Hierarchy
- 145. Advantageous
- 146. Exchange There must be an opportunity to exchange skills and access information.
- 150. S TO W Helpful to achieving the objective Harmful to achieving the objective Internal Origin Attributes of the Individual Strengths Weaknesses External Origin Attributes of the Environment Opportunities Threats SWOT Analysis
- 151. Possibility There must be the possibility of gaining NEW knowledge and developing NEW skills.
- 154. Motivated All members must be motivated to engage without knowing the outcome value.
- 155. (Otta & Tavella, 2010) Autonomyw/Competence
- 156. (Otta & Tavella, 2010) Autonomyw/Competence IntrinsicMotivation
- 157. (Otta & Tavella, 2010) TooEasyorTooHard IntrinsicMotivation
- 158. High achieving students demonstrated greater autonomy and competence than low achieving students in computer-based learning tasks. (Otta & Tavella, 2010)
- 159. • Interesting • Integral to one’s vision of the future • Immediately useful • Tied to one’s identity Achievement Motivation
- 160. Capable All members must be capable of absorbing, applying, and recognizing the value of new information.
- 163. Activity: Meme
- 167. © Angela Housand, 2013
- 175. Productivity
- 179. write stories design graphics paint pictures program softwaretake photographs make movies start a business perform music invent sculpt build serve the community advocate create computer games conduct an experiment present research raise funds
- 196. Fight the Good Fight “I wish a politician with no teaching experience would just come in and tell me how to teach,” said no teacher EVER.
- 200. Live by a Code of Honor
- 201. Invest in Yourself
- 202. Invest in Yourself Personal Growth
- 203. Invest in Yourself Personal Growth Professional Learning
- 204. Invest in Yourself Personal Growth Professional Learning Health & Well Being
- 205. You Can Change the World
- 210. Thank You!
- 211. Learning & Performance Environment & Behavior Life Outside School Digital Access full electronic participation in society Digital Security & Safety electronic precautions to guarantee safety Digital Law electronic responsibility for actions & deeds Digital Communication electronic exchange of information Digital Etiquette electronic standards of conduct or procedure Digital Health & Wellness physical & psychological well-being in a digital world Digital Literacy teaching & learning about technology and its use Digital Rights & Responsibilities freedoms extended to everyone in a digital world Digital Commerce electronic buying and selling of goods