Classrooms for the gifted
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Transcript of Classrooms for the gifted
Classrooms For The Gifted
Gifted Teachers Gifted Students
The quality of thinking is critical to support for gifted
children
The 3 key points for me?
Questions I want to ask?
Or text them to 0402857458
• Who in this room is gifted?
• In what are you gifted?
• Present reality? Or future potential?
Some upfront questions
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
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
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
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?
The 3 key points for me?
Questions I want to ask?
Or text them to 0402857458
Gifted Teachers Gifted Students
The quality of thinking is the key to support for
gifted childrenIntellectual rubberbands
Self-talk awareness
Generating inquiry
Thinking sequences
ICT immersion
Q. What’s our purpose for doing this inquiry?
Q. What do we already know about this issue?
Q. What are our questions?
Q. What learning steps will we take?
Q. How will we do further useful research?
Q. How will we implement and share our findings?
Generating inquiry
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?
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?
Explicit thinking
sequences
TONY RYAN
20 powerful Thinkers Keys.Over 300 extra activities.
For Windows systems only.Fantastic teaching tool.
More at thinkerskeys.com
DIGITAL
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Coding for the HOTS1st level. Every student is involved only with lower order thinking in which they 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 order thinking, and most students are cognitively engaged during this time.
4th level. Almost all students, for the majority of the time, are deeply intellectually involved in the core process of the lesson. They are constantly stimulated and challenged by the thinking complexities offered in their learning.
WikisBe careful with just depositing content; instead, make the wiki intellectual
and interactiveSet up virtual field trips
Develop peer reviewsCorrection competition
Fan clubs for famous historical figures
Peer editingMulti-author story
Hall Of Fame (of the students’ achievements)
Wiki book club Choose your own adventure story
Classroom scrapbookClassroom FAQ
Classroom calendar
Work on a social justice project with other classes
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?
Future gifted ‘directions’??
•Blended learning
• ICT one-on-one
• Skilling teachers on gifted ed
• Student voice and choice
• Future studies
6 Blended Learning models
M-Learning?
Level 2. Enhancement of
paper-based tasks
Level 1. Duplication of
paper-based tasks
Level 3. Student-directed redefinition of tasks
RedefinitionTech allows for the creation of new tasks,
previously inconceivable
ModificationTech allows for significant task redesign
AugmentationTech acts as a direct tool substitute, with
functional improvement
SubstitutionTech acts as a direct tool substitute, with no
functional change
eg Typing out your work with a word processor
eg using spell check or word count
eg to make use of multi-media in highly enhanced ways
eg co-creating on group projects with other classes world-wide
Enha
ncem
ent
Transformation
“For decades, technology encouraged people to squander their time and intellect as passive consumers. Today, tech has finally caught up with human potential.”
3D printers
Disruptive
technologies?
Innovative Opportunities??
Selling their IP on a global market
Students developing apps as part of their learning
Researching for social justice solutions
Teaching classes worldwide
The EarthMovers
High performance students creating
solutions to world issues
An extra year’s schooling for a girl can increase future
earnings by 10 to 25% per year
Higher education leads to better health / safety / life
achievement
Two-thirds of the 130 million children not in
school in 2012 were girls
Crowd-sourced innovation??
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?
Your ‘learning artifact’ in late May: 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
• ????????????????
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
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TEACHERS