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Technology and Gifted Students. Evelyn Wassel, Ed.D . Schuylkill IU29 PETE & C 2014. http:// bit.ly/PETEGifted14. Curriculum and Instruction Planning. DI to Equip students with 21 st Century skills Inquiry Problem-solving skills Critical thinking Self-regulating skills

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Technology and gifted students

Technology and Gifted Students

Evelyn Wassel, Ed.D.

Schuylkill IU29

PETE & C 2014



Curriculum and instruction planning
Curriculum and Instruction Planning

  • DI to

    • Equip students with 21st Century skills

      • Inquiry

      • Problem-solving skills

      • Critical thinking

      • Self-regulating skills

    • Scaffold learning

    • Periathiruvadi, S. & Rinn, A.N.,Technology I Gifted Education: A Review of Best Practices and Empirical Research. JRTE, 45:2, 153-169.


Math curriculum
Math Curriculum

  • Facilitate open-ended problem-solving to think critically

    • Graphing calculators

    • Emulator programs

    • On-line plotting programs

    • Digital drawing tools


Science curriculum
Science Curriculum

  • Digital cameras and palm-held computers to work through stations to learn about environment

  • Need prior training

  • Improve inquiry skills and scaffold


Social studies curriculum
Social Studies Curriculum

  • e-Publishing for creating student-authored books in elementary

    • All students showed improvement in assessment

    • Gifted students showed most gains

  • Note-taking

    • Cut & paste from Internet sites

    • Students were selective


Hypermedia learning environment
Hypermedia learning environment

  • PBL

    • Positive attitudes

    • Equal performance

  • Self-regulation strategies

    • Nonsequential manner to meet personal goals for learning

      • High levels of SRL strategies

      • Summarized

      • Coordinated info


Programming options
Programming Options

  • Acceleration, enrichment, individualized learning

  • Independent study, mentoring, internships, OL courses

  • Fostered HOTS, social skills

    • Students looked for F-2-F

    • Individual  engagement and challenge

  • Textbooks and Internet


Effective learning environments
Effective Learning Environments

  • Learner centered

  • Independence

  • Innovation

  • Grouping options

  • Flexible


Online
OnLine

  • Desire to learn more

  • Unavailability of F-2-F

  • Set own pace

  • Get ahead

  • AP credit

  • Extra coursework

  • Advanced, challenging, self-paced

    • Missed social aspects

    • Wanted textbooks

    • Increase in AP scores


Blended learning
Blended Learning…

“…allows gifted students to seek their own level; they can move at their own pace without hitting the glass ceiling that often exists in traditional public schools”

ElfiSanderson

NorthwesternUniversity


How can technology help the gifted student
How Can Technology Help the Gifted Student?

  • Meet academic needs

  • Serve social and emotional needs

  • Increase engagement

    • Experts

    • Research at achievement level

    • Multimedia options for presentation

    • Cooperative learning

    • Connect to others with same interests


Enrichment clusters
Enrichment Clusters

  • Multigradeinvestigative groups based on constructivist learning methodology

  • Organized around major disciplines, interdisciplinary themes, or cross-disciplinary topics.

  • Grouped across grade levels by interests and focused toward the production of real-world products or services

  • Modeled after the ways in which knowledge utilization, thinking skills, and interpersonal relations took place in the real world


Enrichment 2 0
Enrichment 2.0

  • Inquiry-based learning model where students select a topic, are grouped to work on the topic, and prepare an authentic product or service.

  • Allows students who are not physically in the same space to collaborate in an area of interest.



Tools of the 21 st century
Tools of the 21st Century

  • Wikis

  • Social bookmarking

  • Aggregators

  • Podcasts

  • Collaborative documents

  • Blogs


Wikis
Wikis

  • Wiki, the Hawaiian word for quick, is an easy-to-edit Web page that does not require programming knowledge

  • The “home” for Enrichment 2.0.

  • Teacher sets up a wiki for each enrichment cluster. Links to all other files, sources of information, and tools are placed on the main wiki page so that all students can access the information.

    • Most wiki sites keep a chronological history for every page, so nothing is lost forever and revisions can always be undone.


Social bookmarking
Social Bookmarking

  • Students use social bookmarking such as del.icio.us (http://del.icio.us) to keep track of Internet sites with relevant information and share it with their classmates.

  • When a student locates an Internet site with relevant information, he or she can create an online bookmark of the site that other students can then refer to.

https://delicious.com/stanshum



Google custom search engine
Google Custom Search engine

Custom Search Engines – a Good Fit for your Library

  • Vertical search – focus your users on what matters most

  • Choose exactly which Web sites or pages your CSE searches across

  • CSE tool makes it easy to create your own search engine

  • Embed your CSE in Web pages or simply link to them.

http://www.google.com/coop/cse/






Motivate them
Motivate Them!!!

  • They often display a questioning attitude and seek information for its own sake as much as for its usefulness. 

  • They exhibit an intrinsic motivation to learn, find out, or explore and are often very persistent. "I'd rather do it myself" is a common attitude. 


Kahn academy
Kahn Academy

Kahn Academy


What interests them
What Interests Them?

  • Their interests are both wildly eclectic and intensely focused. 

  • They like to learn new things, are willing to examine the unusual, and are highly inquisitive. 

  • They may read a great deal on their own, preferring books and magazines written for children older than they are.


Web poster wizard
Web Poster Wizard

WebPoster Wizard



Web poster wizard1
Web Poster Wizard

  • Use the following information when creating your poster. Type values exactly as shown.

  • Class Name: PETEGifted

  • Teacher's name: Dr. Wassel

  • Class code: 237282


Communication
Communication

  • Gifted children often read widely, quickly, and intensely and have large vocabularies. 

  • They usually respond and relate well to parents, teachers, and other adults. They may prefer the company of older children and adults to that of their peers. 

  • They can be less intellectually inhibited than their peers are in expressing opinions and ideas, and they often disagree spiritedly with others' statements. 



Problem Solving

  • They tackle tasks and problems in a well-organized, goal-directed, and efficient manner. 

  • They are flexible thinkers, able to use many different alternatives and approaches to problem solving.

  • They are elaborate thinkers, producing new steps, ideas, responses, or other embellishments to a basic idea, situation, or problems. 

  • They are willing to entertain complexity and seem to thrive on problem solving. 



Itsi su
ITSI-SU

http://concord.org/projects/itsi



http://itsisu.portal.concord.org/activities/45.jnlp?teacher_mode=true


Jog the web
Jog the Web

  • JOG THE WEB is a web-based tool that allows anyone to create a synchronous guide to a series of web sites.

  • Its step by step approach of taking viewers through web sites allowing the author to annotate and ask guiding questions for each page is unique.

  • http://www.jogtheweb.com/run/eqyMZJemBlcT/Concord-Resources#1



Memory
Memory

  • Memory—Retains and retrieves information. 

  • Already knows something that is assumed to be new knowledge.

  • Needs few repetitions for mastery.

  • Has a wealth of information about school and/or non-school topics.

  • Pays attention to details.

  • Manipulates information. 



Inquiry
Inquiry

  • They often display a questioning attitude and seek information for its own sake as much as for its usefulness. 

  • They can readily construct hypotheses or "what if" questions. 


Nobel prize educational productions
Nobel Prize Educational Productions

http://www.nobelprize.org/educational/


http://www.nobelprize.org/educational/medicine/bloodtypinggame/index.htmlhttp://www.nobelprize.org/educational/medicine/bloodtypinggame/index.html


  • BIOINTERACTIVEhttp://www.nobelprize.org/educational/medicine/bloodtypinggame/index.html

  • Free resources for science teachers and students, including animations, short films, and apps.

http://www.hhmi.org/biointeractive


Insighthttp://www.nobelprize.org/educational/medicine/bloodtypinggame/index.html

  • They often pick up and interpret nonverbal cues and can draw inferences that other children need to have spelled out for them. 

  • They are good guessers.

  • Gifted children are fluent thinkers, able to generate possibilities, consequences, or related ideas. 


Exploratree
Exploratreehttp://www.nobelprize.org/educational/medicine/bloodtypinggame/index.html

  • Free online library of thinking guides

  • Print them out or fill in and complete your project on the exploratree website

  • Build up a personal portfolio of useful thinking guides

  • Change or customise them using images, text and shapes

http://www.exploratree.org.uk/


Reasoning
Reasoninghttp://www.nobelprize.org/educational/medicine/bloodtypinggame/index.html

  • They tackle tasks and problems in a well-organized, goal-directed, and efficient manner. 

  • They readily grasp underlying principles and can often make valid generalizations about events, people, or objects. 

  • Gifted children are fluent thinkers, able to generate possibilities, consequences, or related ideas. 

  • They are flexible thinkers, able to use many different alternatives and approaches to problem solving. 

  • They are original thinkers, seeking new, unusual, or unconventional associations and combinations among items of information. 


Intel seeing reason tool
Intel Seeing Reason Toolhttp://www.nobelprize.org/educational/medicine/bloodtypinggame/index.html

http://www.intel.com/content/www/us/en/education/k12/thinking-tools/seeing-reason.html


Creativity
Creativityhttp://www.nobelprize.org/educational/medicine/bloodtypinggame/index.html

  • Produces many and/or highly original ideas.

  • Shows exceptional ingenuity in using everyday materials.

  • Has wild, perhaps silly ideas.

  • Produces ideas fluently or flexibly.

  • Is highly curious. 


Bomomo
Bomomohttp://www.nobelprize.org/educational/medicine/bloodtypinggame/index.html

  • Create abstract art pictures in your browser. Works only with Firefox and Safari browsers.

  • There are 18 different drawing brushes to choose from.

  • Donwload and Save ready art to your computer.

  • No sign up or registration required.


Story starters k 6
Story Starters K-6http://www.nobelprize.org/educational/medicine/bloodtypinggame/index.html


Story starters k 61
Story Starters K-6http://www.nobelprize.org/educational/medicine/bloodtypinggame/index.html


Humor
Humorhttp://www.nobelprize.org/educational/medicine/bloodtypinggame/index.html

  • Humor—Brings heretofore unrelated ideas together in a recognizable relationship.

  • Uses a keen sense of humor – may be gentle or hostile.

  • Has a large accumulation of information about emotions.

  • Sees unusual relationships.

  • Demonstrates unusual emotional depth.

  • Demonstrates sensory awareness.


  • http://http://www.nobelprize.org/educational/medicine/bloodtypinggame/index.htmlwww.gocomics.com/explore/editorials

  • http://mashable.com/2010/10/24/create-your-own-comics/


21 st century competencies
21http://www.nobelprize.org/educational/medicine/bloodtypinggame/index.htmlst Century Competencies

  •        Creativity and Innovation

  •        Critical thinking and problem solving

  •        Agility, adaptability and capacity for lifelong learning

  •        Teamwork and collaboration in virtual teams

  •        Initiative, self direction and entrepreneurialism

  •        Effective oral and written communication

  •        Proficiency in the mother tongue

  •        Multiple languages and cultural awareness

  •        Effectively accessing and analyzing information

  •        Digital competence 


“We ignore high-potential students at our peril. If they are not challenged, they can disengage and even drop out due to boredom. These students are a key to our future international competitiveness, job creation, and civic leadership. Squandering this natural resource is a price we cannot afford.”

Dan Peters

Lovett & Ruth Peters Foundation


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