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Roles of ICT in TAG Education David Moursund University of Oregon Version 2/6/06 Getting Started Handouts Introductions: participants’ TAG interests & involvement Time Schedule Very Brief Overview Highly interactive Presenter and participants as whole group Participants in small groups

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roles of ict in tag education

Roles of ICT in TAG Education

David Moursund

University of Oregon

Version 2/6/06

getting started
Getting Started
  • Handouts
  • Introductions: participants’TAG interests & involvement
  • Time Schedule
very brief overview
Very Brief Overview
  • Highly interactive
    • Presenter and participants as whole group
    • Participants in small groups
  • Very important overall goals
    • Improve the quality of education being provided to TAG students
    • Improve the quality of education being provided to all students
    • Enjoy ourselves—learn and have fun.
part 1 four key ideas
Part 1Four key ideas
  • Many “real world” problems are interdisciplinary, complex, challenging.
  • Information and communication technology (ICT) is a powerful, interdisciplinary aid to problem solving.
  • TAG students learn faster and better than average; they can become much better than average at solving complex, interdisciplinary problems.
  • TAG students can learn to become self-directed, self-responsible, intrinsically motivated learners.
comments about four key ideas
Comments about four key ideas
  • A small number of key ideas such as those listed can “drive” a TAG program.
  • All students (not just TAG students) can benefit from an educational program that takes into consideration the underlying concepts of the listed ideas.
part 2 foundations
Part 2: Foundations
  • "Ability will never catch up with the demand for it." (Confucius, 551 - 479 BC)
  • “When you spoke of a nature gifted or not gifted in any respect, did you mean to say that one man may acquire a thing easily, another with difficulty; a little learning will lead the one to discover a great deal; whereas the other, after much study and application, no sooner learns then he forgets…” (Plato, 427 - 347 BC)
  • "An intellectual is someone whose mind watches itself." (Albert Camus; French novelist, essayist and playwright, who received the 1957 Nobel Prize for literature.)
quick participant response survey question
Quick participant response survey question

Clearly, some students learn faster than others. What best describes the upper 10% of your students in terms of learning speed:

  • They learn about 1 1/3 times as fast as average
  • They learn about 1 2/3 times as fast as average
  • They learn about twice as fast as average.
  • They learn about 2 1/3 times as fast as average
  • They learn about 2 2/3 or more times as fast as average.
rates of learning
Rates of learning
  • On average, students in the 75 to 80 IQ range learn about half as fast as IQ 100 students.
  • On average, students in the 125 and above IQ range learn twice or more times as fast as IQ 100 students.
  • This is a factor of four or morebetween the higher IQ andlower IQ groups.
small group discussion
Small group discussion

In small groups, share examples and ideas of how you—as an educator—accommodate the individual needs of the huge range of rates of learning you encounter in your teaching.

What roles, if any, does ICT play in your accommodation efforts?

quality of learning upper potentials
Quality of learning & upper potentials
  • Quality tends to have to do with depth of understanding and ability to use learning to solve complex and challenging problems and tasks.
  • Upper potentials tend to dowith being able to graduatefrom various levels ofschooling, up through adoctorate or post doctorate level.
whole group activity
Whole group activity
  • Find out what disciplines the participants teach.
  • Ask about the nature and extent to which they teach problem solving in their disciplines.
  • How about roles of ICT in problem solving?
problem solving includes
Problem solving includes
  • Recognizing, posing, and “solving”
    • Question situations
    • Problem situations
    • Task situations
    • Decision-making situations
  • Using higher-order, critical, creative, and wise thinking to do all of the above.
  • Using tools that aid and extend one’s physical and mental capabilities.
critical thinking diane halpern 2002
Critical thinking(Diane Halpern, 2002)
  • analyze complex issues and make informed decisions;
  • synthesize information in order to arrive at reasoned conclusions;
  • evaluate the logic, validity, and relevance of data;
  • solve challenging problems, and;
  • use knowledge and understanding in order to generate and explore new questions.
adaptive assistive technology ict as auxiliary brain mind
Adaptive/assistive technology:ICT as “auxiliary brain/mind”
  • After a person learns to read and write, reading and writing serve as a major brain/mind aid.
  • A word processor with spelling and grammar checker, along with Internet and Web connectivity, is a brain/mind aid.
  • Problem-solving capabilities of ICT systems serve as major brain/mind aids.
whole group whose brain mind is helped most by ict
Whole group: Whose brain & mind is helped most by ICT?
  • Lower IQ students?
  • Mid range IQ students?
  • Higher IQ students?
whose brain mind is helped most by ict cont
Whose brain & mind is helped most by ICT? (cont.)

Answer: Probably this is a dumb question. All are helped. The nature and extent of the help depends heavily on the situation and the nature of the needs and interests of the person.

g gf and gc nature and nurture
G, Gf, and GcNature and Nurture
  • g is general intelligence, consisting of:
    • Gf fluid intelligence (nature), the biological component; increases into one’s early 20s, and then begins decreasing.
    • Gc crystallized intelligence (nurture), developed through informal and formal education and experience; increased into mid to late 50s if one works at it hard enough.
  • The aging brain …
multiple intelligences
Multiple Intelligences

The work of Howard Gardner and others provides good evidence that we need to think about a person having different intelligence levels in different areas.

  • Linguistic
  • Logical/mathematical
  • Spatial
  • Musical
  • Etc.
question to ponder
Question to ponder

Some people seem to be very much better than others in the learning and use of ICT. Should ICT be one of the Multiple Intelligences on Howard Gardner’s list?

differing rates of learning in different areas of intelligence
Differing rates of learning in different areas of intelligence

I have a doctorate in math. I doubt if I could have earned a bachelors degree in foreign languages, and I am quite sure I could not have achieved this level ofdegree in the performanceareas of art or music.

whole group activity21
Whole group activity

Think of one of your areas of greater natural ability, and one of lesser natural ability. Share some examples with the whole group on:

  • Do you find it helpful (or not) to have this knowledge about yourself?
  • How schools helped you deal with this when you were a student.
  • How you have helped yourself deal with this.
part 3 gifted vs talented
Part 3Gifted vs. Talented

This tends to be a nature vs. nurture situation:

  • Giftedness, ability, and potential tend to mean the same thing.
  • Talent, attainment, and developed potential tend to mean the same thing.
  • I often hear sports announcers use the word athleticism. I think they mean a high level of athletic giftedness, ability, and potential.
definitions of tag
Definitions of TAG

Gifted and talented children are those identified by professionally qualified persons who by virtue of outstanding abilities are capable of high performance. These are children who require differentiated educational programs and/or services beyond those normally provided by the regular school program in order to realize their contribution to self and society (Sidney Marland, US Commissioner of Education, 1971).

information used in tag identification
Information used in TAG identification

From ERIC Digest (Coleman, 2003)

  • multiple types of information (e.g., indicators of student's cognitive abilities, academic achievement, performance in a variety of settings, interests, creativity, motivation; and learning characteristics/behaviors);
  • multiple sources of information (e.g., test scores, school grades, and comments by classroom teachers, specialty area teachers, counselors, parents, peers, and the students themselves); and
  • multiple time periods to ensure that students are not missed by "one shot" identification procedures that often take place at the end of second or third grade.
highly profoundly gifted
Highly & profoundly gifted

Highly and profoundly gifted students are children whose needs are so far beyond "typical" gifted that they require extraordinary resources. When tested with a Weschler Intelligence Scale for Children (WISC), their scores range from 145 to 159 for highly gifted and above 160 for profoundly gifted. In those ranges, these children are as different in intellectual abilities from gifted children (usually 130 to 144) as gifted are from a typical regular education population. IQ scores do not tell the whole story; however, they are a useful indicator of individual differences, particularly when used to inform instruction (ERIC, Profoundly Gifted, n.d.)

identification is a challenge
Identification is a challenge
  • Roles of teachers
  • Roles of parents
  • Roles of TAG specialists
  • Roles of IQ tests
  • Roles of the student in self-identification; available of self-assessment instruments on the Web.
whole group sharing
Whole group sharing
  • Share examples of the good and the not so good processes of identification of TAG students that you are familiar with.
  • How well does the “system” in your school or district seem to be working for minorities?
part 4 expertise
Part 4Expertise
  • "In short, learning is the process by which novices become experts. " (John T. Bruer. Schools for Thought, 1999, page 13, brain scientist)
  • "An expert is a person who has made all the mistakes that can be made in a very narrow field." (Niels Bohr, 1885-1962, physicist)
tag students and expertise
TAG students and expertise

A student who learns faster and better than average is able to “accumulate” or achieve more islands or areas of expertise, at a higher level, than an average student.

be all you can be
“Be all you can be.”
  • When applied to students in general, this refers to the idea of developing levels of talent consistent with one’s level of giftedness, ability, and potential.
  • In my opinion, our goal as educators is to help students be all they can be.
  • We are not nearly as successful with gifted students as we could/should be.
lower and higher order knowledge and skills
Lower and higher-order knowledge and skills

Food for thought:

  • Computers are far better than humans at memorization and quick recall.
  • How much school time and student learning time is “wasted” by over emphasis on lower-order knowledge and skills?
islands of expertise small group activity
Islands of expertiseSmall group activity
  • Think of some quite specific (perhaps quite small) area in which you have a high level of expertise relative to your peers.
  • What led you to developing this island of expertise?
  • How long did it take you to develop this island of expertise.
building a high level of expertise
Building a high level of expertise
  • To be much better than one’s peer schoolmates in a narrow area (an island of expertise) may take a modest period of time.
  • To achieve one’s potential in a broader area such as musical performance, math, or writing tends to take 10 to 15 years of very hard work and the help of very good teachers and coaches.
whole group question
Whole group question
  • How long does it take for a teacher to come reasonably close to being all he or she can be?
part 5 total talent portfolio ttp
Part 5Total Talent Portfolio (TTP)
  • The TTP idea comes from Joseph Renzulli, perhaps the leading TAG person in the US.
  • It is applicable to all students.
  • The basic idea is for students to learn about themselves as learners, and learn to take increased responsibility for their own learning.
whole school approach
Whole school approach

“After forty years of intensive research on school learning in the United States as well as abroad, my conclusion is: What any person in the world can learn, almost all persons can learn if provided with appropriate prior and current conditions of learning.” (Benjamin Bloom, Developing Talent in Young People, 1985)

renzulli s three ring model
Renzulli’s Three Ring Model
  • The three factors of his three-ring model are above average:
    • ability
    • task commitment
    • creativity.
  • He supports multiple intelligence ideas and approaches.
components of a total talent portfolio
Components of a Total Talent Portfolio
  • Special strengths and abilities.
  • Special weaknesses and challenges. (** Not included in Renzulli’s model.)
  • Interest areas.
  • Style preferences:
    • Instructional style
    • Learning environment
    • Thinking style
    • Expressions and performance style
strengths abilities weaknesses challenges
  • Self assessment, and learning to self assess.
  • Comparison with classmates, friends, etc.
  • Comparison with other’s performance on state and national tests, Q tests, and so on.
small group discussions
Small group discussions
  • Share your insights into whether your students know their strengths and weaknesses.
  • Share your insights into whether your students understand the meaning of, uses of, consequences of, etc. their strengths and weaknesses.
instructional style preferences
Instructional style preferences
  • Computer-assisted instruction.
  • Demonstration.
  • Drill and practice.
  • Lab and/or other hands-on.
  • Learning station (rotation to)
  • Independent study.
  • Individual Project-based Learning (PBL)
  • Individual tutoring.
  • Lecture.
  • Small group discussion.
  • Small group PBL.
  • Student reports (presentations)
  • Whole class discussion.
small group discussion45
Small group discussion

What do you know about the instructional style preferences of your students, and what do you do with this knowledge?

What do your students know about their instructional style preferences, and what do they do with this knowledge?

who does what
Who does what?
  • In creating a student’s TTP?
    • You (the teacher)
    • The student
    • Others
  • In making use of a student’s TTP?
    • You (the teacher)
    • The student
    • Others
ttp within a discipline area such as ict
TTP within a discipline area such as ICT
  • Last spring my preservice elementary education teachers tried out the TTP/ICT idea in elementary schools where they were doing field experience activities. It worked well, but it was time consuming.
  • ICT may be a useful, not so threatening area in which to experiment with your students.
renzulli s schoolwide enrichment model
Renzulli’s Schoolwide Enrichment Model

The heart of Joseph Renzulli’s Schoolwide Enrichment Model is a school decision to devote a half-day per week to project-based learning (PBL). During that time, all students in the school are engaged in PBL. A specific project may involve students from many different grade levels.

whole group questions
Whole group questions
  • Do any of you make extensive use of PBL in your teaching?
  • Do any of you know of schools that have implemented something akin to the Renzulli, half-day a week, PBL model?
  • Have any of you experimented with TTP?
part 6 project based learning pbl
Part 6Project-based Learning (PBL)
  • "Tell me, and I will forget. Show me, and I may remember. Involve me, and I will understand." (Confucius around 450 BC)
  • "You don't just learn knowledge; you have to create it. Get in the driver's seat, don't just be a passenger. You have to contribute to it or you don't understand it." (Dr. Edwards Deming; industrial quality control guru)
why pbl
Why PBL?
  • PBL lies at the heart of the Schoolwide Enrichment Model developed by Joseph Renzulli.
  • PBL creates a learning environment that can be effectively used in a variety of TAG education plans.
  • ICT Assisted PBL adds a new dimension to traditional PBL and helps to create a learning environment that can benefit both TAG and non-TAG students.
pbl from student viewpoint
PBL from student viewpoint
  • Is learner centered and intrinsically motivating.
  • Encourages collaboration and cooperative learning.
  • Requires students to produce a product, presentation, or performance.
  • Allows students to make incremental and continual improvement in their product, presentation, or performance.
  • Is designed so that students are actively engaged in "doing" things rather then in "learning about" something.
  • Is challenging, focusing on higher-order knowledge and skills.
pbl from teacher viewpoint
PBL from teacher viewpoint
  • Has authentic content and purpose.
  • Uses authentic assessment.
  • Is teacher facilitated—but the teacher is much more a "guide on the side" rather than a "sage on the stage."
  • Has explicit educational goals.
  • Is rooted in constructivism (a social learning theory) and gives careful consideration to situated learning theory.
  • Is designed so that the teacher will be a learner, learning from and with the students.
appendix 1 of tag book
Appendix 1 of TAG book
  • This appendix contains more than 20 pages of examples and discussion of ICT-Assisted PBL activities chosen for their open endedness and suitability for use with a broad range of students.
  • Examples:
    • Learning and Forgetting
    • Me: A Course of Study
    • Scenarios of the Future.
part 7 final topics and questions
Part 7Final topics and questions
  • Research and practice in TAG education can be analyzed from an ICT point of view.
  • Here are some general TAG considerations to think about from an ICT point of view. These come from the Carnegie Mellon Institute for Talented Elementary and Secondary Students.
    • Tutoring other students—is not recommended.
    • Working ahead in the textbook, usually isolated an the back of the room—is not recommended.
tag considerations cont
TAG considerations (cont.)
  • Work on independent study project. Recommended as a supplement, but not a substitute to a compacted regular curriculum.
  • Work in greater depth in regular curriculum. Recommended—but, avoid a “busy work” approach.
  • Explore Enrichment Topics in the regular classroom—is recommended.
  • Compact the curriculum—highly recommended.
tag considerations cont57
TAG considerations (cont.)
  • Work in small groups with other TAG students. Homogeneous & ability grouping are recommended.
  • Move up one or more grades in a particular subject area. Good for students with strong gift in one area.
  • Participate in an “all TAG student” program. Good for exceptionally, broadly gifted students.
  • (Moursund’s addition.) TAG students to learn to fully integrate ICT into each content area they are studying in school.