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
University of Oregon
Clearly, some students learn faster than others. What best describes the upper 10% of your students in terms of learning speed:
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?
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.
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.
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?
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.
Think of one of your areas of greater natural ability, and one of lesser natural ability. Share some examples with the whole group on:
This tends to be a nature vs. nurture situation:
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).
From ERIC Digest (Coleman, 2003)
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.)
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.
Food for thought:
“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)
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?
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.