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Gifted Kids Online, Differentiation and Web 2.0
Elfi SandersonProgram CoordinatorGifted LearningLinks
http://ctd.northwestern.edu/gll
Gifted Myths
• Gifted students are a homogeneous group, all high achievers
• Gifted students do not need help, they can take care of themselves
• Gifted students have fewer problems than others
• Gifted students develop synchronously, social and emotional development matches intellectual development
Gifted Kids• Learn rapidly • Are intense & sensitive• Develop asynchronously• Have a strong, persistent
need to know• Have a longer attention
span• Perceive more unusual and
remote associations• Demonstrate more
sophisticated communications skills
• Are more adept at using abstract thinking skills
• Are imaginative
Related Needs
• Challenging curriculum• Exposure to higher order thinking including
problem-solving and creative thinking skills• Access to intellectual peers• Exposure to a variety of subjects and issues• Exposure to a variety of people with varying
abilities, talents and points of view• Opportunity to pursue ideas and interests• Appropriate pace of learning geared to the
individual • To learn to set realistic, achievable goals
Organizational Patterns• Individualized learning; contracts• Self-selected groupings• Subject acceleration• Grade level acceleration• Enrollment in advanced classes on other
campuses• Integrated curriculum• Flexible scheduling• Work with intellectual peers
(Taken from: Clark, B. (1988). Growing up gifted. (3rd ed.). Columbus: Merrill Publishing Co.)
How Do We Meet Gifted Student Needs?
Differentiation
Content
Product
Process
Rigor
“Rigor is defined as the intellectual engagement that requires a learner
to stretch beyond their comfort zone.”
Heacox, 2009
° Multiple processes° More expansive knowledge bases° Greater depth or ambiguity in thinking
What Zone Am I In?
. . .Complexity and Abstraction
• Metacognitive Skills
• Critical Reasoning° Inductive Reasoning° Deductive
Reasoning• Creative Thinking
° Fluency° Flexibility° Elaboration° Originality
• Problem-solving Skills° Define the problem° Zero in ° Generate
alternative solutions
° Prioritize° Implement/
Experiment° Monitor° Evaluate° Repeat as needed
Bloom’s Taxonomy
One of the simplest ways to elevate the task/thinking involved is by using Bloom’s Taxonomy and the verbs associated with the different levels.
Verb WheelBased on Bloom’s TaxonomyP Product
VerbThinking
Integrating Complexity and Rigor
Knowledge Synthesis
Rising LevelsOf Complexity
Modified
On-Target
Advanced
Differentiation for Gifted and Talented
• Engage in solving “real problems” in contexts that show application of their learning in the world
• Move them to go beyond the familiar to find new ways of demonstrating what they have learned
• Provide authentic audiences and/or authentic feedback from subject area experts
• Work towards creating original products using creative thinking
• Provide choice and flexible pacing
Enter Online Learning, the Gifted. . .
• Pursue interests and academic talents• Rigorous and challenging curriculum • Interact with like-minded peers from around
the world• Work at their own pace and level• Develop skills: technology, study, time
management and writing• Ongoing interaction with instructors/mentors• Differentiated curriculum to meet individual
needs
And Web 2.0
• New content-friendly, people-friendly internet based tools to allow everyone to produce content
• Web as place for students to build knowledge, interact, and share ideas
• If we accept that knowledge creation is a significant part of pedagogy, we need tools that support this
Examples of Web 2.0 Tools
• Blogs• Wikis• Social Networking• Video Conferencing• VoiceThreads• Google Docs• WebPages
Blogs
• What is a Blog?° Part website - Part journal° Free-form writing spaces that allow authors
to web publish instantly Only the author can create a new topic/post Posts are in reverse chronological order
° Allow authors to create conversations with public or designated audience Example: Teachers and students to
interactively converse or add information
Why Should I Blog?
• To share and debate ideas• To have a historical record of your
thoughts about your passion• To encourage class participation and
discussion• To extend the class discussion outside
of the physical classroom
Online Writers WorkshopGrades 3-8
Uses a blog within the course as a place to do
BrainstormingStoryboardingOutliningPeer Editing
https://courses.northwestern.edu
Creating Work for Real Audiences icollaboratory
• http://sites.google.com/a/collaboratory.northwestern.edu/collaboratory-home/
• http://sites.google.com/a/collaboratory.northwestern.edu/ctd-gll-online-writing-workshop---summer-2009/
Creating Work for Real Audiences
Blog Examples
• Reading and Writing in the Classroom° http://www.weblogg-ed.com
• Education Week: Blogs° http://www.edweek.org/ew/section/blogs/index.html
• Education Blog Directory° http://www.blogged.com/directory/education
• Blogs for Learning° http://blogsforlearning.wordpress.com
• Find a blog:° Blogged – http://www.blogged.com ° Google Blog Search – http://blogsearch.google.com
Wikis
• What is a Wiki?° A web site that lets any visitor become a
participant° It’s continuously “under revision” and a
living collaboration of those who are contributing
° Content created for the community… by the community
° “Wiki-wiki” comes from the Hawaiian language, meaning “quick” or “fast”
Why use a Wiki?
• Build stronger connections between new and old knowledge by collaboration of information and ideas
• Increase engagement and interaction of students
• Develop interpersonal/teamwork, communication and writing skills
International Politics Wiki
In this course on international politics students created their content based on
readings and research.
http://scratchpad.wikia.com/wiki/International_Relations_and_Conflict
Wiki Examples
• Wikipedia – www.wikipedia.com• Wikitravel – www.wikitravel.com• Curriki – www.curriki.org
Using Acrobat Connect (Webcasting)
Introduction to Philosophical Ethics
Provocative Discussions
Provocative Discussions Using Email Threads: AP English Literature
For this month, I'd like us to focus on the issue of tragedy. ハ We usually use the word to mean "sad catastrophe" as in "Hurricane Katrina was such a tragedy." However, Aristotle classically defined tragedy as the fall of a "great" (usually royal) man from power to some kind of ruin (catastrophe) due to some kind of hamartia (fault), usually hubris (pride). The performance of such a tragedy would elicit "catharsis" (emotional purging) from the audience. So some questions on which to ruminate: ・ How is what you're reading this type of "tragedy" (or not)? ・ What other elements do you notice in tragedy as you read that might present themselves as legitimate additions to "tragedy?
Provocative DiscussionResponse
I have been reading Oedipus Rex this week. I am not fully sure if i consider it a tragedy as defined by Aristotle yet. If it involves the "falling of a 'great'", then I am not sure I would. I have (been) mulling over if Oedipus was truly "great". On one side of the argument, he did not intentionally marry his mother and kill his father, and the chorus seems to support him in such a way that it sounds like he is a fair ruler. However, even though he did not know the man was his father, Oedipus killed several men out of anger. He also was quick to threaten to kill the oracle, Teiresais, if he did not state the truth. ハ I think it may be a tragedy of some sort but the "great" that fell may not be Oedipus.
Followed by….. . . .Of course, it really depends upon one's definition of "great". If we're referring to morally great, then murder and threats probably count Oedipus down a bit morally speaking. At the same time, however, this would probably discount people such Andrew Jackson from "greatness"; while he was a champion of the common man, he killed a number of people in duels and caused the Trail of Tears, without a doubt one of the most morally depraved acts of the 1800s. But at the same time, greatness can't just be related to authority; ハ dictators such as Stalin could hardly be considered "great" by any but the most lenient definitions of the word.
VoiceThread
• A VoiceThread is a conversation using media
• You can participate using your voice (with a microphone or telephone), text, audio file, or video (with a webcam)
http://voicethread.com
A Midsummer’s Night Dream
http://www.youtube.com/watch?v=Hqxng9BKfow
Google Docshttp://www.google.com/intl/en/options/
Google Doc “Form”
Google DocsSpreadsheet
Webspirationhttp://mywebspiration.com/
• Visual Thinking• Brainstorming• Outlining• Idea Mapping• Flow chart
Wordleshttp://www.wordle.net/create
Creating Original Products Using WebPages
WebPages
Additional Web 2.0 Resources to Explore
• GO2WEB20: Web 2.0 Tools and Applications° http://www.go2web20.net/
• Web 2.0 for the Classroom Teacher° http://www.kn.att.com/wired/fil/pages/listweb20
s.html• Internet4Classrooms: Web 2.0 Tools
° http://www.internet4classrooms.com/web2.htm• The Edublogger: Tips, tricks, ideas and
help with using web 2.0 technologies and edublogs° http://theedublogger.edublogs.org/
Questions???
THANKS FOR COMING!!!