Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Classrooms for the gifted

Session with CEOWA on April 10th

  • Login to see the comments

Classrooms for the gifted

  1. 1. Classrooms For The Gifted
  2. 2. The quality of thinking is critical to support for gifted childrenGifted TeachersGifted Students
  3. 3. The 3 key points for me? Questions I want to ask? Or text them to 0402857458
  4. 4. Some upfront questions• Who in this room is gifted?• In what are you gifted?• Present reality? Or future potential?
  5. 5. 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
  6. 6. 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
  7. 7. 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
  8. 8. 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?
  9. 9. The 3 key points for me? Questions I want to ask? Or text them to 0402857458
  10. 10. The quality of thinking is the key to support for gifted children Intellectual rubberbandsSelf-talk awareness Gifted Teachers Generating inquiry Gifted Students Thinking sequences ICT immersion
  11. 11. Generating inquiry Q. What’s our purpose for doing this inquiry?Q. How will weimplement andshare ourfindings? Q. What do we already know about this issue?Q. How will we dofurther usefulresearch? Q. What are our questions? Q. What learning steps will we take?
  12. 12. 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?
  13. 13. 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?
  14. 14. TONY RYA N Explicit thinkingsequences DIG 20 po we ITAL Over 3 rful Thinke 00 ext rs Key For W ra act s. indow ivities Fanta s syste . stic te ms on achin l More at thin g tool y. kerske .
  15. 15. 28
  16. 16. Coding for the HOTS1st level. Every student is involved only with lower order thinking in whichthey 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 orderthinking, and most students are cognitively engaged during this time.4th level. Almost all students, for the majority of the time, are deeplyintellectually involved in the core process of the lesson. They are constantlystimulated and challenged by the thinking complexities offered in theirlearning.
  17. 17. Be careful with just depositing content; instead, Wikis make the wiki intellectual and interactive Set up virtual field trips Develop peer reviews Correction competitionPeer 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
  18. 18. 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?
  19. 19. Future gifted‘directions’??• Blended learning• ICT one-on-one• Skilling teachers on gifted ed• Student voice and choice• Future studies
  20. 20. 6 Blended Learning models
  21. 21. M-Learning? Level 1. Duplication of paper-based tasks Level 2. Enhancement of paper-based tasksLevel 3. Student-directed redefinition of tasks
  22. 22. Transformationeg co-creating on Redefinitiongroup projects Tech allows for the creation of new tasks,with other classes previously inconceivableworld-wideeg to make useof multi-media Modificationin highly Tech allows for significant task redesignenhanced 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
  23. 23. “For decades,technologyencouraged people tosquander their timeand intellect aspassive consumers.Today, tech hasfinally caught up withhuman potential.”
  24. 24. 3D printers tive up ies? isr og D ol t ec hn
  25. 25. Innovative Opportunities?? Selling their IP on a global market Students developing apps as part of their learningResearching for social justice solutions Teaching classes worldwide
  26. 26. The EarthMovers High performance students creatingsolutions to world issues
  27. 27. Two-thirds of the 130 million children not inschool in 2012 were girls An extra year’s schooling for a girl can increase future earnings by 10 to 25% per yearHigher education leads tobetter health / safety / life achievement
  28. 28. Crowd-sourced innovation??
  29. 29. 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?
  30. 30. Your ‘learning artifact’ in lateMay: 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• ????????????????
  31. 31. A coaching process1. 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
  32. 32. TEACHERSD ____