This document discusses utilizing technology to personalize learning for gifted kids. It provides examples of how tools like LiveBinders, iBooks Author, and coding platforms can be used to spark interests, stimulate creativity, and allow for independent exploration of topics. Compacting the curriculum is also presented as a way to free up time for gifted students to pursue self-selected projects based on their specific interests and areas of passion.
Mental Health & Learning Strategies for Twice Exceptional 2e ChildrenLeila Pirnia
Summary of what it means to be twice exceptional: being gifted and having a learning disability or processing weakness, including autism spectrum disorder, ADHD, sensory processing disorder, dyslexia and many others. This presentation discusses 2e children, how they may present in the classroom, how their giftedness or disabilities may be masked by compensating techniques and how best to serve them from a teacher's perspective and a mental health or therapist's perspective.
Engaging Math Learners and Improving Achievement Through Blended LearningDreamBox Learning
New software and blended learning environments are enabling districts to implement personalized learning on a scale never before possible. New school structures in which classroom teachers and innovative learning technology engage students in more personalized ways hold some of the greatest potential for raising student AYP in mathematics particularly at the elementary level.
Attend this web seminar to hear how an experienced administrator implemented a personalized blended learning approach in her elementary school and has seen impressive and measurable growth in engagement and achievement in mathematics. Participants will learn ways to make learning more personal for elementary school students. Learn ideas for meeting the needs of each student and using new learning technologies effectively to help students become great critical thinkers.
Topics will include:
How to implement a blended learning model
Using data effectively to drive math achievement
Strategies for professional development in blended learning
Mental Health & Learning Strategies for Twice Exceptional 2e ChildrenLeila Pirnia
Summary of what it means to be twice exceptional: being gifted and having a learning disability or processing weakness, including autism spectrum disorder, ADHD, sensory processing disorder, dyslexia and many others. This presentation discusses 2e children, how they may present in the classroom, how their giftedness or disabilities may be masked by compensating techniques and how best to serve them from a teacher's perspective and a mental health or therapist's perspective.
Engaging Math Learners and Improving Achievement Through Blended LearningDreamBox Learning
New software and blended learning environments are enabling districts to implement personalized learning on a scale never before possible. New school structures in which classroom teachers and innovative learning technology engage students in more personalized ways hold some of the greatest potential for raising student AYP in mathematics particularly at the elementary level.
Attend this web seminar to hear how an experienced administrator implemented a personalized blended learning approach in her elementary school and has seen impressive and measurable growth in engagement and achievement in mathematics. Participants will learn ways to make learning more personal for elementary school students. Learn ideas for meeting the needs of each student and using new learning technologies effectively to help students become great critical thinkers.
Topics will include:
How to implement a blended learning model
Using data effectively to drive math achievement
Strategies for professional development in blended learning
Engage students with experiential learning in your classroomSean Glaze
A how-to interactive training for teachers to help them learn how to use experiential learning in their classroom. Easy and fun activities that they can immediately apply after the training event to engage students
Gifted children are, by definition, "Children who give evidence of high performance capability in areas such as intellectual, creative, artistic, leadership capacity, or specific academic fields, and who require services or activities not ordinarily provided by the school in order to fully develop such capabilities."
By
Dr. Gail Gross, Contributor
Human Behavior, Parenting, and Education Expert, Speaker, Author. Ph.D., Ed.D., M.Ed.
Common characteristics
There are some common characteristics the gifted child may possess. The gifted child may be:
• Self-disciplined, independent, often anti-authoritarian.
• Zany sense of humor
• Able to resist group pressure, a strategy that is developed early
• More adaptable and more adventurous
• Greater tolerance for ambiguity and discomfort
• Little tolerance for boredom
• Preference for complexity, asymmetry, open-endedness
• High in divergent thinking ability
• High in memory, good attention to detail
• Broad knowledge background
• Need think periods
• Need supportive climate, sensitive to environment
• Need recognition, opportunity to share
• High aesthetic values, good aesthetic judgement
• Freer in developing sex role integration; lack of stereotypical male/female identification.
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Differences between the sexes
However, studies have shown that the characteristics of the gifted child can differ on the basis of sex.
The following are common characteristics of the female gifted child:
• She likes school, especially courses in science, music, and art.
• She likes her teachers.
• She regularly reads news, magazines, an other non-required reading.
• She is active in drama and musical productions.
• She does not go out on dates as often.
• She is a daydreamer.
The following are common characteristics of the male gifted child:
• He dislikes school.
• He dislikes teachers and thinks they are uninteresting.
• He does little homework.
• He dislikes physical education and seldom engages in team sports.
• He is regarded as radical or unconventional.
• He often wants to be a lone to pursue his own thoughts and interests.
Teachers need to equip themselves to be able to facilitate the learning for the learners for 21st century skills so that the Gen Z is prepared to face next industrial revolution
The Digital Arts and Humanities structured PhD programme hosted its annual Institute in University College Cork, 3-4 September 2014. The theme, "Reflecting on Transformations: careers, disciplines, and methods" reflects the significant transformations that have taken place in the arts and humanities over the last number of decades.
This two day event included presentations by students as well as international and national speakers from the digital arts and humanities community as well as practical sessions on digital preservation and project management.
Dr. Mike Cosgrave, 'It's teaching, Jim, but not as we know it".
Superheroes and the gifted often possess virtues like compassion, altruism, and a sense of justice. Hope for the future relies not on superheroes miraculously saving the day but instead on empowering today’s gifted kids to conquer the problems of tomorrow. This session compares gifted youth to superheroes and examines the type of support necessary for their own hero’s journey.
@brianhousand
brianhousand.com
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
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.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
10. 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)
26. Summer 2013
T
he admonition that we should be preparing our
students for the 21st century is everywhere. There
are numerous books, blogs, and content resources
promoting and espousing the virtues of 21st cen-
trace their origins back at least 30 years. In 1983, the Na-
tional Science Board Commission on Precollege Education
in Mathematics, Science and Technology published a report
entitled, Educating Americans for the 21st Century: A Plan
Quality Classroom Practice
for High-Abillity Students
Teaching for High Potential
THPThe 21st
Century
is SO Yesterday
Brian C. Housand, Ph.D.
East Carolina University
www.brianhousand.com
Brian Housand is an Assistant Professor at
East Carolina University in the department of
Elementary Education.
“The world is moving at a tremendous rate. No one knows where.
We must prepare our children, not for the world of the past,
not for our world, but for their world, the world of the future.”
— John Dewey
28. Creativity is just
connecting things.
When you ask creative people how
they did something, they feel a little
guilty because they didn’t really do it,
they just saw something. It seemed
obvious to them after a while.
That’s because they were able to
connect experiences they’ve had and
SYNTHESIZEnew things.
- Steve Jobs, 1995
29. An idea is nothing
more or less than
a new combination
of old elements.
new combination
old elements
James Webb Young, 1940
A Technique for Producing Ideas
30. The capacity to bring
old elements into
new combinations
depends largely on the
ability to see
relationships.
new combination
old elements
James Webb Young, 1940
A Technique for Producing Ideas
70. flickr five frames
1.Establish characters and location
2.Create a situation with possibilities
3.Involve the characters in the situation
4.Build to probable outcomes
5.Have a logical BUT surprising end
79. What is Curriculum Compacting?
• Streamlining the regular curriculum
• Eliminating the repetition of previously
mastered material
• Upgrading the challenge level
• Providing time for enrichment and/or
acceleration activities while ensuring
mastery of basic skills
80. When teachers
eliminated as much as
50% of the curriculum,
no differences were
found between treatment
and control groups.
Reis, S. M., Westberg, K.L., Kulikowich, J., Caillard, F., Hébert, T., Plucker, J., Purcell, J.H., Rogers, J.B., & Smist, J.M. (1993). Why not let high ability students start school in
January? The curriculum compacting study (Research Monograph 93106). Storrs, CT: The National Research Center on the Gifted and Talented, University of Connecticut.
81. Approximately 40-50% of
traditional classroom
material could be
eliminated for targeted
students.
Reis, S. M., Westberg, K.L., Kulikowich, J., Caillard, F., Hébert, T., Plucker, J., Purcell, J.H., Rogers, J.B., & Smist, J.M. (1993). Why not let high ability students start school in
January? The curriculum compacting study (Research Monograph 93106). Storrs, CT: The National Research Center on the Gifted and Talented, University of Connecticut.
82. GOALS FOR COMPACTING
Create a challenging learning environment
in the classroom
Define objectives and guarantee proficiency
in basic curriculum
Find time for alternative learning activities
based on advanced content
and individual student interest
83. FOR STUDENTS, COMPACTING…
• Recognizes large reservoir of
knowledge
• Satisfies hunger to learn more about
self-selected topics
• Encourages independence
• Eliminates boredom resulting from
unnecessary drill and practice
84. TWO TYPES OF COMPACTING
Basic Skills Compacting
Eliminates specific skills that students
have already acquired.
Spelling, mathematics, or grammar.
Pre-testing is easier to accomplish.
Mastery can be documented more
easily and objectively.
85. Content Compacting
Students may already know the
objectives or may be able to read the
material and master the objectives in a
fraction of the time.
More flexible – students can absorb the
material at their own speed.
Evaluation may be less formal – essays,
interviews, or open ended tasks.
87. Consistently finishes tasks quickly
Finishes reading assignments first
Appears bored during instruction time
Brings in outside reading material
Creates own puzzles, games, or
diversions in class
Consistently daydreams
88. Has consistently high performance in
one or more academic areas
Tests scores consistently excellent
Asks questions that indicate
advanced familiarity with material
Is sought after by other students for
assistance
89. Uses vocabulary and verbal
expression advance of grade level
Expresses interest in pursuing
alternate or advanced topics.
90. The success of
education depends
on adapting
teaching to
individual
differences among
learners. Yuezheng
4th century B. C.
Chinese treatise, Xue Ji
93. Step One
•Which objectives cannot be learned without
formal or sustained instruction?
•Which objectives reflect the priorities of
the school district/state department of education?
95. Step Two
•Which objectives have already been mastered
by the student?
•Which objectives have not already been mastered
by the student?
•Which problems might be causing students to fall
short of reaching any of the objectives?
97. Step Three
•Look at the individual strengths of the students
in your class.
•Academic records, class performance, and
evaluations from former teachers are all effective
methods of pinpointing candidates for pre-testing.
98. How to Compact
Step Four: Pre-test students
to determine their mastery
level of the chosen subjects.
99. Step Four
•Point out that some students will already be
familiar with the material.
•Ask students individually, if they would like to
“test out” of the unit by demonstrating that they
already know the objectives being taught.
100. How to Compact
Step Five: Eliminate
instructional time for students
who show mastery of the
objectives.
101. Step Five
•Students who have a thorough grasp of the learning objectives
should be allowed to take part in enrichment or acceleration
activities.
•Some students may be excused from specific class sessions, while
others may skip certain chapters or pages in the text or specific
learning activities.
102. How to Compact
Step Six: Streamline instruction of
those objectives students have not yet
mastered but are capable of mastering
more quickly than their classmates.
103. Step Six
•Bright students frequently need less practice to
master new objectives than their peers.
•Students may demonstrate mastery of some, but
not ALL the target learning objectives.
104. 4 conditions to create individualized
instruction
1. Work must be high quality.
2. Work must be appropriate to the students’ levels.
3. Students must be motivated to work on the tasks.
4. Students must have adequate time to learn.
105. How to Compact
Step Seven: Offer challenging
alternatives for time provided
by compacting.
106. Step Seven
•Assign individual or small group projects using
contracts or management plans
•Create interest or learning centers
•Create opportunities for self-directed learning or
decision making
•Teach mini-courses on research topics or other
high interest areas
107. How to Compact
Step Eight: Keep records of this
process and the instructional
options available to compacted
students.
108. Step Eight
•Record student strength areas, as verified by test
scores or performance
•Save the pre-tests used to determine mastery and
the learning objectives that were eliminated
•Compile enrichment and acceleration activities
109. Base decisions about replacement
activities on
• The needs of the students
• Time
• Space
• Resources
• School policy
• Support personnel
110. YOUR TURN
Which students would benefit from
Compacting?
What might you do DIFFERENT for these
students?
What topics do students already know?
What topics do students NOT already know?
113. Start the compacting process
by targeting a small group of
students for whom
compacting seems especially
appropriate.
114. Try different methods of pre-testing.
Be flexible in accomplishing this by
experimenting with different systems.
Ask for assistance from other faculty members,
aides, or volunteers.
Decide in advance what score constitutes a pass.
115. Compact by unit, chapter,
or topic rather than by time
(marking period or quarter)
116. Decide how to
document compacted
material and define
proficiency based on
staff consensus and
district policy.
117. Find a variety of alternatives
Request help from all available
resources in order to create a
wide range of opportunities and
alternatives to replace content
that has been eliminated through
compacting.
138. “We don’t have
the option of
turning away from
the future.
No one gets
to vote on
whether technology
is going to change
our lives.”
Bill Gates
The Road Ahead
139. “Every generation of
teenagers embraces
the freedoms and
possibilities wrought
by technology in ways
that shock the elders.”
153. “I have come to believe that a
great teacher is a great artist
and that there are as few of
these as there are of any other
great artists. It might even be
the greatest of the arts since
the medium is the human mind
and spirit.”
154. She breathed
curiosity into us so
that we brought in
facts or truths
shielded in our hands
like captured fireflies.