Brian Housand
East Carolina University
brianhousand@gmail.com
brianhousand.com
Angela Housand
University of North Carolina - Wilmington
ahousand@gmail.com
angelahousand.com
NAGC 58th Annual Convention
New Orleans, Louisiana
Saturday, November 3, 2011
7:30 a.m. - 8:30 a.m.
Room: Versailles Ballroom
We are now in the second decade of the 21st century. Our world is filled with amazing technological advances, yet our schools and classrooms have largely gone unchanged since the late 19th Century. The promise of the future is attainable with available free tools like cloud computing, mobile devices, game based learning, and augmented reality. Join us as we explore how gifted students are and could be using technology to lead us into the future. This session explores past predictions for the future and demonstrates how the technology of today can create the classroom of tomorrow.
This document discusses the history and future of gifted education. It summarizes that gifted education has faced challenges from budget cuts and No Child Left Behind legislation focused on test scores. However, gifted education advocates argue it has a strong history of talent development and 21st century skills. The document presents key thinkers in critical thinking/higher order thinking, creativity, and acceleration/advanced content as foundations of gifted education. It promotes keeping technology in students' hands and embracing change and openness.
This document discusses gifted education in the 21st century and the need for change. It promotes incorporating technology, focusing on real-world problems, and developing skills like creativity, critical thinking, and communication. References are made to pioneers in gifted education from the past and promoting new literacies and a student-centered approach for the future of education.
This document provides an overview and summary of topics covered in a classroom management class, including:
- A creativity activity where students complete a picture, add details, and give it a title.
- Tales from the field and wrapping up classroom management plans.
- Discussing differentiation, curriculum compacting, and other ideas to meet varied student needs including learning contracts and interest-based explorations.
- Presenting on the theories of Gardner and Torrance about multiple intelligences and creativity.
- Assigning students to do a classroom makeover challenge analyzing problems and implementing solutions.
This document is a summary of a classroom management class that discusses maintaining appropriate student behavior. It includes sections on monitoring student behavior, consistency, dealing with inappropriate behavior, incentives and rewards, STAR strategies, putting strategies into practice, and five classroom management tips. The instructor is Dr. Brian Housand and the class took place on March 15, 2011 at East Carolina University.
This document discusses gifted education in the 21st century. It emphasizes that education should focus on developing critical thinking and problem solving skills through learning experiences that involve solving real-world problems. It also stresses the importance of technology integration and using technology as a tool to teach thinking rather than just teaching the tools themselves. The future of education is predicted to involve more personalized and collaborative learning models that leverage tools like gaming, open resources, learning analytics and personal learning environments.
The document discusses different types of classrooms and gifted education. It compares traditional classrooms to gifted classrooms and classrooms of the future. It discusses how gifted education is different by focusing on skills like critical thinking, creativity, collaboration, communication, and citizenship. It emphasizes teaching students to think through solving real problems and answering real world problems with real world solutions using technology.
Brian Housand
East Carolina University
brianhousand@gmail.com
brianhousand.com
Angela Housand
University of North Carolina - Wilmington
ahousand@gmail.com
angelahousand.com
NAGC 58th Annual Convention
New Orleans, Louisiana
Saturday, November 3, 2011
7:30 a.m. - 8:30 a.m.
Room: Versailles Ballroom
We are now in the second decade of the 21st century. Our world is filled with amazing technological advances, yet our schools and classrooms have largely gone unchanged since the late 19th Century. The promise of the future is attainable with available free tools like cloud computing, mobile devices, game based learning, and augmented reality. Join us as we explore how gifted students are and could be using technology to lead us into the future. This session explores past predictions for the future and demonstrates how the technology of today can create the classroom of tomorrow.
This document discusses the history and future of gifted education. It summarizes that gifted education has faced challenges from budget cuts and No Child Left Behind legislation focused on test scores. However, gifted education advocates argue it has a strong history of talent development and 21st century skills. The document presents key thinkers in critical thinking/higher order thinking, creativity, and acceleration/advanced content as foundations of gifted education. It promotes keeping technology in students' hands and embracing change and openness.
This document discusses gifted education in the 21st century and the need for change. It promotes incorporating technology, focusing on real-world problems, and developing skills like creativity, critical thinking, and communication. References are made to pioneers in gifted education from the past and promoting new literacies and a student-centered approach for the future of education.
This document provides an overview and summary of topics covered in a classroom management class, including:
- A creativity activity where students complete a picture, add details, and give it a title.
- Tales from the field and wrapping up classroom management plans.
- Discussing differentiation, curriculum compacting, and other ideas to meet varied student needs including learning contracts and interest-based explorations.
- Presenting on the theories of Gardner and Torrance about multiple intelligences and creativity.
- Assigning students to do a classroom makeover challenge analyzing problems and implementing solutions.
This document is a summary of a classroom management class that discusses maintaining appropriate student behavior. It includes sections on monitoring student behavior, consistency, dealing with inappropriate behavior, incentives and rewards, STAR strategies, putting strategies into practice, and five classroom management tips. The instructor is Dr. Brian Housand and the class took place on March 15, 2011 at East Carolina University.
This document discusses gifted education in the 21st century. It emphasizes that education should focus on developing critical thinking and problem solving skills through learning experiences that involve solving real-world problems. It also stresses the importance of technology integration and using technology as a tool to teach thinking rather than just teaching the tools themselves. The future of education is predicted to involve more personalized and collaborative learning models that leverage tools like gaming, open resources, learning analytics and personal learning environments.
The document discusses different types of classrooms and gifted education. It compares traditional classrooms to gifted classrooms and classrooms of the future. It discusses how gifted education is different by focusing on skills like critical thinking, creativity, collaboration, communication, and citizenship. It emphasizes teaching students to think through solving real problems and answering real world problems with real world solutions using technology.
This document provides strategies for differentiating instruction for gifted students. It discusses that gifted students often learn differently by asking questions, having wild ideas, and only needing 1-2 repetitions to master concepts. It recommends differentiating through curriculum compacting, independent projects, tiered assignments, flexible grouping, learning centers, and varying questions. Specific strategies described include de-emphasizing single right answers, giving challenging problems, allowing students to compact the curriculum, and appreciating students' gifts and talents.
Brian Housand
East Carolina University
Angela Housand
University of North Carolina - Wilmington
Jennifer Troester
O’Neil Public Schools
Jillian Gates
Anchorage School District
Susan Jackson
The Daimon Institute for the Highly Gifted
In this highly interactive session participants will explore the social and psychological implications of living in a world with boundless technology opportunities. Using case studies and current research we will explore how to help students create balance, navigate digital environments safely, and advocate for their own well-being. This session addresses the tough questions facing teachers, parents, and administrators as they help students navigate a new world online: How do gifted students deal socially, emotionally, and intellectually with “constant connectivity”? How do teachers and parents bridge the digital divide to support gifted students while keeping them safe online?
1) The document summarizes a classroom management class that took place on February 8, 2011 and discussed tips for managing student work, tales from the field, procedures for assignments, and classroom management plans.
2) The class also covered inner discipline and empowering students, with tips from Barbara Coloroso, including treating students with respect, holding discussions on rules, and empowering students to make their own decisions.
3) Additional topics included punishment versus discipline, recognizing three types of misbehavior, and working together to end bullying.
This document provides an overview of a class on classroom management. It discusses establishing rules and procedures, including examples of classroom rules. It covers creating and teaching procedures, routines, and a discipline plan. The importance of the first day of school is emphasized, with suggestions for greeting students, setting expectations, and establishing an assignment. References to additional required reading are also included.
NAGC 58th Annual Convention
New Orleans, Louisiana
Sunday, November 6, 2011
8:00 a.m. - 9:00 a.m.
Room: Belle Chase
Just as the music industry has evolved from classic rock on vinyl to indie rock on Pandora, Google has a similar evolutionary history. Once only a search engine, Google has now become the computer. Learn how to take advantage of some of the FREE tools and resources that Google has to offer. With an eye on practical application for increasing creativity and productivity in teachers and students, work your way from classic tools to more recent developments out of the Google lab. Participants leave with a playlist of free technologies that will rock their classroom!
This document discusses how technology can be used effectively by gifted and talented teachers and students. It emphasizes using technology to solve real-world problems and work on long-term, engaging projects. Quotes highlight how technology allows for freedom and change if used to stimulate deeper interest, answer real problems, and have a real audience and impact.
Social Networks in the Classroom NAGC 2011Brian Housand
This document discusses how teachers can use social networks in the classroom. It provides information on using Facebook and Edmodo as social learning platforms for students and teachers. Facebook allows connection to others while Edmodo is designed specifically for education and protects student privacy by not requiring email addresses. The benefits discussed are increased access to peers and teachers, opportunities for collaboration and organization, and modeling appropriate online behaviors. Teachers are encouraged to use hashtags to follow events and share ideas on Twitter. Overall, social networks can enhance education when used responsibly and for their intended educational purposes.
NCAGT Professional Development SuperheroBrian Housand
Becoming a Professional Development Super Hero is possible through free online tools. These tools allow sharing of presentations, conducting webinars, collecting quick polls, and creating discussion forums to continue exchanging ideas beyond in-person meetings. Popular platforms that enable these skills include Google Docs, Poll Everywhere, WordPress, Edmodo and Ning, helping educators network and enhance their practices.
The document discusses gifted education, 21st century skills, and technology integration. It provides information on researchers in gifted education from the past. It also discusses a study on the impact of the Renzulli Learning program on student achievement and motivation. The document advocates for developing skills like critical thinking, creativity, and teaching thinking over specific tools. It highlights characteristics of distinguished teachers who effectively integrate technology.
This document discusses the importance of curiosity in fueling creativity and innovation. It contains 3 main points:
1. Curiosity is the root of creativity, and maintaining curiosity keeps leading people down new paths of exploration and discovery. Staying curious requires an openness to new ideas and experiences.
2. Connecting different experiences and ideas is how truly creative people develop new combinations and solutions. Creativity comes from making connections between old elements in new ways.
3. Failure is an inevitable and necessary part of innovation. An environment that encourages risk-taking and learning from mistakes allows people to do new things where failure is possible but not feared. This kind of culture is more conducive to breakthrough
This document summarizes a presentation on creative outlets and plugging students into technology. It includes an agenda for workshops on creativity and innovation. It discusses how in a digital economy, the focus is on creating and producing rather than just using. Creativity is as important as literacy. Examples are given of student projects using technology creatively, such as podcasts, websites, animations and simulations. Technologies discussed for fostering creativity include Scratch, Picocricket, and digital portfolios. The conclusion emphasizes that every generation has a chance to change the world through their ideas.
This document provides information about creative outlets and integrating technology. It discusses the importance of creativity in education and includes quotes from experts like Sir Ken Robinson. Various creative and technology tools are presented such as Google Docs, Diigo, Dropbox, Glogster, YouTube, Jing, Flickr, and STEM Challenge. The 5-step technology integration plan and quotes about the inevitability of change are also summarized.
This document discusses strategies for Phase 3 of the SEM-R framework for reading enrichment. Phase 3 focuses on student interest and choice. It recommends providing open-ended activity choices that demonstrate responsiveness to student interests and expression styles. A highly effective Phase 3 includes most students working without reminders, demonstrating enthusiasm for their chosen activity. The teacher enhances activities through organization and easy access to resources.
This document provides tips and strategies for getting organized and avoiding information overload in 5 steps:
1. Identify your priorities by assessing what is most important to focus your time and energy on.
2. Set specific, measurable, attainable, realistic and time-bound goals to provide direction.
3. Manage your time and materials effectively using tools like calendars, to-do lists, and organizing your emails and files.
4. Be discerning about what information and tools you adopt, using the right tools for the right purposes and specializing in your needs.
5. Reflect on and evaluate your processes periodically to improve your methods and stay on track.
This document provides guidance for developing units for gifted education. It includes sections on developing an engaging title and blurb, setting unit goals, identifying big ideas and essential questions, planning a four-day instructional plan with active learning each day, using a hook to engage students, utilizing points to ponder instead of just questions, ensuring activities are content-driven rather than fluff, providing discussion posts, and information on upcoming professional learning opportunities for gifted education.
This document summarizes research presented at the 2014 North Carolina Association for the Gifted and Talented conference on gifted students' perceptions of interest, challenge, choice, and enjoyment in different educational settings. The research surveyed gifted students about their experiences in regular classrooms, gifted classrooms, and a gifted summer camp program. The results showed students had differing levels of engagement based on setting, with regular classrooms generally providing the least engagement. The document outlines the study's methodology and provides examples of strategies and resources to enhance interest, challenge, choice and enjoyment for gifted students.
This document discusses how creativity involves remixing and combining old ideas in new ways. It provides several quotes that define creativity as making connections between different experiences and elements. The document encourages changing aspects like the setting, audience, narrator, or genre of a story as ways to remix and reinvent it in a new, creative form. It includes examples of changing the classic story of "The Three Little Pigs" by making the pigs space explorers on Mars to demonstrate how remixing can generate new ideas.
The document discusses the importance of technology tools for today's teachers. It notes that more information is now generated in a single year than in the previous 5,000 years combined. It also outlines how quickly certain technologies have been adopted, with cloud computing and collaborative environments being adopted within 1-3 years. The document emphasizes that students now need to learn, unlearn, and relearn. It argues that schools should not ask students to unplug and that technology integration should not be an event, but rather fully embedded in the curriculum.
Virginia Gifted Conference October 2020Brian Housand
Great teachers personalize learning, take interest in students' interests, have great expectations for students, and create meaningful learning experiences. The document discusses how great teachers differentiate, individualize, and personalize learning for students. It also explains how great teachers design learning experiences that heighten anticipation, stimulate interest, and deepen understanding through techniques like Connect-Extend-Wonder discussions. The overall message is that great teachers make learning engaging and personalized for each student.
This document contains details about Brian Housand's upcoming speaking tour for various gifted education associations in Fall 2020. It lists the dates and locations for his presentations, which will be either online or in-person. It also advertises his virtual conference presentations in November and December. The text promotes Brian's approach of engaging students through choice, creativity, complexity, and curiosity to increase engagement. It provides his email addresses and website for more information.
This document provides strategies for differentiating instruction for gifted students. It discusses that gifted students often learn differently by asking questions, having wild ideas, and only needing 1-2 repetitions to master concepts. It recommends differentiating through curriculum compacting, independent projects, tiered assignments, flexible grouping, learning centers, and varying questions. Specific strategies described include de-emphasizing single right answers, giving challenging problems, allowing students to compact the curriculum, and appreciating students' gifts and talents.
Brian Housand
East Carolina University
Angela Housand
University of North Carolina - Wilmington
Jennifer Troester
O’Neil Public Schools
Jillian Gates
Anchorage School District
Susan Jackson
The Daimon Institute for the Highly Gifted
In this highly interactive session participants will explore the social and psychological implications of living in a world with boundless technology opportunities. Using case studies and current research we will explore how to help students create balance, navigate digital environments safely, and advocate for their own well-being. This session addresses the tough questions facing teachers, parents, and administrators as they help students navigate a new world online: How do gifted students deal socially, emotionally, and intellectually with “constant connectivity”? How do teachers and parents bridge the digital divide to support gifted students while keeping them safe online?
1) The document summarizes a classroom management class that took place on February 8, 2011 and discussed tips for managing student work, tales from the field, procedures for assignments, and classroom management plans.
2) The class also covered inner discipline and empowering students, with tips from Barbara Coloroso, including treating students with respect, holding discussions on rules, and empowering students to make their own decisions.
3) Additional topics included punishment versus discipline, recognizing three types of misbehavior, and working together to end bullying.
This document provides an overview of a class on classroom management. It discusses establishing rules and procedures, including examples of classroom rules. It covers creating and teaching procedures, routines, and a discipline plan. The importance of the first day of school is emphasized, with suggestions for greeting students, setting expectations, and establishing an assignment. References to additional required reading are also included.
NAGC 58th Annual Convention
New Orleans, Louisiana
Sunday, November 6, 2011
8:00 a.m. - 9:00 a.m.
Room: Belle Chase
Just as the music industry has evolved from classic rock on vinyl to indie rock on Pandora, Google has a similar evolutionary history. Once only a search engine, Google has now become the computer. Learn how to take advantage of some of the FREE tools and resources that Google has to offer. With an eye on practical application for increasing creativity and productivity in teachers and students, work your way from classic tools to more recent developments out of the Google lab. Participants leave with a playlist of free technologies that will rock their classroom!
This document discusses how technology can be used effectively by gifted and talented teachers and students. It emphasizes using technology to solve real-world problems and work on long-term, engaging projects. Quotes highlight how technology allows for freedom and change if used to stimulate deeper interest, answer real problems, and have a real audience and impact.
Social Networks in the Classroom NAGC 2011Brian Housand
This document discusses how teachers can use social networks in the classroom. It provides information on using Facebook and Edmodo as social learning platforms for students and teachers. Facebook allows connection to others while Edmodo is designed specifically for education and protects student privacy by not requiring email addresses. The benefits discussed are increased access to peers and teachers, opportunities for collaboration and organization, and modeling appropriate online behaviors. Teachers are encouraged to use hashtags to follow events and share ideas on Twitter. Overall, social networks can enhance education when used responsibly and for their intended educational purposes.
NCAGT Professional Development SuperheroBrian Housand
Becoming a Professional Development Super Hero is possible through free online tools. These tools allow sharing of presentations, conducting webinars, collecting quick polls, and creating discussion forums to continue exchanging ideas beyond in-person meetings. Popular platforms that enable these skills include Google Docs, Poll Everywhere, WordPress, Edmodo and Ning, helping educators network and enhance their practices.
The document discusses gifted education, 21st century skills, and technology integration. It provides information on researchers in gifted education from the past. It also discusses a study on the impact of the Renzulli Learning program on student achievement and motivation. The document advocates for developing skills like critical thinking, creativity, and teaching thinking over specific tools. It highlights characteristics of distinguished teachers who effectively integrate technology.
This document discusses the importance of curiosity in fueling creativity and innovation. It contains 3 main points:
1. Curiosity is the root of creativity, and maintaining curiosity keeps leading people down new paths of exploration and discovery. Staying curious requires an openness to new ideas and experiences.
2. Connecting different experiences and ideas is how truly creative people develop new combinations and solutions. Creativity comes from making connections between old elements in new ways.
3. Failure is an inevitable and necessary part of innovation. An environment that encourages risk-taking and learning from mistakes allows people to do new things where failure is possible but not feared. This kind of culture is more conducive to breakthrough
This document summarizes a presentation on creative outlets and plugging students into technology. It includes an agenda for workshops on creativity and innovation. It discusses how in a digital economy, the focus is on creating and producing rather than just using. Creativity is as important as literacy. Examples are given of student projects using technology creatively, such as podcasts, websites, animations and simulations. Technologies discussed for fostering creativity include Scratch, Picocricket, and digital portfolios. The conclusion emphasizes that every generation has a chance to change the world through their ideas.
This document provides information about creative outlets and integrating technology. It discusses the importance of creativity in education and includes quotes from experts like Sir Ken Robinson. Various creative and technology tools are presented such as Google Docs, Diigo, Dropbox, Glogster, YouTube, Jing, Flickr, and STEM Challenge. The 5-step technology integration plan and quotes about the inevitability of change are also summarized.
This document discusses strategies for Phase 3 of the SEM-R framework for reading enrichment. Phase 3 focuses on student interest and choice. It recommends providing open-ended activity choices that demonstrate responsiveness to student interests and expression styles. A highly effective Phase 3 includes most students working without reminders, demonstrating enthusiasm for their chosen activity. The teacher enhances activities through organization and easy access to resources.
This document provides tips and strategies for getting organized and avoiding information overload in 5 steps:
1. Identify your priorities by assessing what is most important to focus your time and energy on.
2. Set specific, measurable, attainable, realistic and time-bound goals to provide direction.
3. Manage your time and materials effectively using tools like calendars, to-do lists, and organizing your emails and files.
4. Be discerning about what information and tools you adopt, using the right tools for the right purposes and specializing in your needs.
5. Reflect on and evaluate your processes periodically to improve your methods and stay on track.
This document provides guidance for developing units for gifted education. It includes sections on developing an engaging title and blurb, setting unit goals, identifying big ideas and essential questions, planning a four-day instructional plan with active learning each day, using a hook to engage students, utilizing points to ponder instead of just questions, ensuring activities are content-driven rather than fluff, providing discussion posts, and information on upcoming professional learning opportunities for gifted education.
This document summarizes research presented at the 2014 North Carolina Association for the Gifted and Talented conference on gifted students' perceptions of interest, challenge, choice, and enjoyment in different educational settings. The research surveyed gifted students about their experiences in regular classrooms, gifted classrooms, and a gifted summer camp program. The results showed students had differing levels of engagement based on setting, with regular classrooms generally providing the least engagement. The document outlines the study's methodology and provides examples of strategies and resources to enhance interest, challenge, choice and enjoyment for gifted students.
This document discusses how creativity involves remixing and combining old ideas in new ways. It provides several quotes that define creativity as making connections between different experiences and elements. The document encourages changing aspects like the setting, audience, narrator, or genre of a story as ways to remix and reinvent it in a new, creative form. It includes examples of changing the classic story of "The Three Little Pigs" by making the pigs space explorers on Mars to demonstrate how remixing can generate new ideas.
The document discusses the importance of technology tools for today's teachers. It notes that more information is now generated in a single year than in the previous 5,000 years combined. It also outlines how quickly certain technologies have been adopted, with cloud computing and collaborative environments being adopted within 1-3 years. The document emphasizes that students now need to learn, unlearn, and relearn. It argues that schools should not ask students to unplug and that technology integration should not be an event, but rather fully embedded in the curriculum.
Virginia Gifted Conference October 2020Brian Housand
Great teachers personalize learning, take interest in students' interests, have great expectations for students, and create meaningful learning experiences. The document discusses how great teachers differentiate, individualize, and personalize learning for students. It also explains how great teachers design learning experiences that heighten anticipation, stimulate interest, and deepen understanding through techniques like Connect-Extend-Wonder discussions. The overall message is that great teachers make learning engaging and personalized for each student.
This document contains details about Brian Housand's upcoming speaking tour for various gifted education associations in Fall 2020. It lists the dates and locations for his presentations, which will be either online or in-person. It also advertises his virtual conference presentations in November and December. The text promotes Brian's approach of engaging students through choice, creativity, complexity, and curiosity to increase engagement. It provides his email addresses and website for more information.
This document discusses different archetypes or personality types that gifted individuals may relate to, including Orphan, Wanderer, Warrior, Altruist, Innocent, and Magician. Each type has a core task and gift, such as the Orphan's task of survival and gift of resilience. The document provides guidance on how to support students who identify with each type, such as by modeling compassion for Altruists or allowing independence for Wanderers. It also discusses theories of identity development and features quotes about giftedness and heroism from movies.
This document discusses the role of a "meddler-in-the-middle" teacher based on Erica McWilliam's research. A meddler teacher allows students to struggle through problems without rushing to provide answers, encouraging independent and creative thinking. Examples are provided of questions a meddler teacher may ask students to stimulate discussion and different perspectives. The document also promotes strategies like assigning perplexing projects and having students slow down and closely examine ideas and problems from multiple angles. Overall, the summary promotes the benefits of a teacher taking a meddling approach to bring out students' creative thinking.
Math, memes, and Maintaining a Social DistanceBrian Housand
The document shows a diagram with points A, B, C, and D positioned 6 feet apart in a square formation. It then demonstrates that the distance between points A and B is the square root of 18, or 4.24 feet. Next, it asks how far point A is from point C if A is maintaining 6 feet of social distance from point B. Using the Pythagorean theorem, it calculates the distance between A and C is the square root of 72, or 8.49 feet. The document encourages maintaining a 6 foot social distance.
1) The document discusses how technology and constant change require students to be adaptable, able to collaborate, and improve skills.
2) It notes that in the past, jobs like elevator operators, pinsetters, and switchboard operators no longer exist due to technology.
3) The key to surviving and thriving in today's world is being adaptable to change, rather than being the strongest or most intelligent. Students must learn collaboration and improvisation.
NCAGT 2020 - Visions of the Future: The Road Ahead for Gifted EdBrian Housand
This document summarizes key ideas from a presentation about gifted education and equity. It discusses the need to promote both equity and excellence in gifted programs to ensure all students have access and opportunities. Specifically, it outlines that equity in gifted education does not mean sacrificing the needs of some students or having barriers to access, but rather expanding opportunities for students from all backgrounds to demonstrate their potential. Realizing equity and excellence requires intentionally creating environments where talents in all students can be recognized and developing mindsets, policies and practices that approach gifted education from this shared perspective.
NCAGT 2020 - FAILURE IS THE ONLY OPTIONBrian Housand
This document provides an agenda for Brian Housand's upcoming training session. It includes:
- Details about the live online training session on April 7th and asynchronous online sessions from April 8th-15th.
- A list of Brian's past speaking engagements from January to March 2020 at various schools and conferences around the country.
- Information about Brian's 360 Gifted professional learning experiences which are available online or in person.
This document provides examples of techniques a "Meddler teacher" might use to engage students in active, complex thinking. It describes how Meddler teachers avoid simply providing answers and instead allow students to struggle productively and think through problems on their own. Examples shown include posing thought-provoking questions, assigning perplexing open-ended projects, and pointing out logical fallacies in clickbait headlines to encourage critical thinking. The goal of a Meddler teacher is to prepare students to think independently and creatively solve complex issues.
This document contains a collection of slides on gifted education from Brian Housand. The slides discuss puzzles as a way to engage students, the importance of simulations and hands-on activities, and Joseph Renzulli's three-ring conception of giftedness which involves above-average general and/or specific abilities, high levels of task commitment, and high levels of creativity. Later slides discuss pursuing real problems and having students directly engage with societal issues through independent investigations to bring about change.
Tech Tips 2 Defeat Distraction NAG 2020Brian Housand
This document discusses strategies for promoting productivity and creativity while reducing distraction from digital devices. It begins by outlining some of the negative impacts of excessive smartphone and social media use, such as only spending 2% of time creating and feeling constantly distracted. It then provides several solutions, including tracking app and screen time usage, creating boundaries by turning off notifications and scheduling email checks, focusing on one task at a time using the Pomodoro technique, reducing consumption by deleting unneeded apps or social media accounts, and collaborating with others on creative projects. The overall message is that digital technologies should serve our goals of learning, creating and problem-solving rather than distracting or limiting us.
NAG 2020 - Gifted - Honestly, it's not for everyone.Brian Housand
The document discusses gifted education and provides recommendations for its future. It notes that gifted education has a history of championing innovative instructional practices, but that many of these practices are now common in regular classrooms. It states that for gifted education to remain meaningful, the field needs a clear vision of what it wants the future to hold and to envision possible futures and outcomes for gifted education. The document emphasizes that gifted education should focus less on labels and more on ensuring all students receive an appropriate level of challenge and engagement in their learning.
- Brian Housand gave a presentation in Salisbury, NC on February 13, 2020 about creativity and gifted education.
- He shared his contact information and details about his upcoming winter speaking tour at various schools and conferences across the U.S. in January, February, and March.
- The presentation included exercises and discussions around noticing and wondering, brainstorming, thinking like a child, and developing creativity and curiosity.
This document discusses problem-based learning and gifted education. It defines what makes a real problem, including that it must have personal meaning, no unique solution, and aim to create change. Real problems are different than puzzles or exercises. The document advocates for Type III investigations where students independently investigate real problems. Checklists are provided to ensure Type III work is high-quality and impactful. Overall, the document promotes helping students pursue meaningful problems through noticing, wondering, and independent investigation.
The document discusses failure and the importance of embracing it. It provides several quotes from notable figures emphasizing that failure is an inevitable and necessary part of learning and innovation. Attempting new things carries the risk of failure, but avoiding failure can paradoxically make it more likely by preventing learning and progress. The document encourages an attitude of learning from mistakes and failures rather than seeing them as something to be avoided at all costs.
This document outlines Brian Housand's 2020 winter speaking tour schedule and topics. It promotes developing curiosity and creativity in students and adults. Some key messages are: curiosity fuels creativity; notice details in your environment; wonder about things instead of jumping to conclusions; and spend less time consuming on devices and more time creating and learning both independently and with others.
CHOOSE YOUR OWN ADVENTURE: Increasing Student EngagementBrian Housand
This document provides an overview of a presentation on increasing student engagement through choice, curiosity, creativity, and critical thinking. It encourages choosing your own adventure and engaging students through notice and wonder questions. Various quotes are presented on topics like creativity, curiosity, play, and thinking outside the box. Interactive activities like morphological matrices and clickbait traps are also discussed. The goal is to spark creativity and higher-level thinking in students.
This document provides information about Brian Housand's upcoming fall 2019 tour schedule presenting at various education conferences around gifted education. It also shares quotes and ideas about being a "meddler" or provocateur in the classroom to encourage students to think more deeply and consider problems from multiple perspectives. Some key ideas discussed are allowing students to experience confusion and struggle during learning, assigning perplexing open-ended projects, and asking questions to broaden students' thinking beyond typical or "right" answers.
Brian Housand is a speaker giving presentations on creativity and curiosity. His upcoming schedule includes presentations in Ohio, North Carolina, Alabama, Pennsylvania, New Mexico, New Jersey and Texas between September and December. Some of his presentation topics include trying to think like a kid, exploring curiosity through websites like wonderopolis.org, and discussing different creative personality types. He emphasizes staying curious and learning throughout life.
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