Gifted Education in a Changing Landscape : How to Keep Your Head Above Water

1. Gifted Education in a Changing Landscape: How to Keep Your Head Above Water http://www.flickr.com/photos/sindi/4039745295/

2. Kathy Ray Cindy Sheets TGIF Columbus, MS February 22, 2013 AHA-Learners.org

4. What is the Same/Different for our Gifted Students in Today’s Classroom?

5. The Landscape is Changing USGS Public Domain http://en.wikipedia.org/wiki/File:Polar_bear_arctic.JPG CC

6. New Definitions of Giftedness • Fixed vs Malleable • Talent Development • Gifted education has contributed greatly to general education “best practices” • Problem-based learning, differentiation, cluster grouping, creative/critical thinking, Bloom’s Taxonomy • Research – Talent Development based • Giftedness as a state one grows into and acquired as a result of learning and achievement • Practice – G as a stable trait identified through testing • Programs driven by identification rather than by service models

7. Malleable Minds Psychologists now believe that IQ represents only a part of intelligence, and intelligence is only one factor in both retardation and giftedness. . . . The growth of a more recent concept, the malleability of intelligence, has also served to discredit labeling. http://www.gifted.uconn.edu/nrcgt/malleableminds.html

8. IQ May Not Be Stable • As Brain Changes, So Can IQ • Wall Street Journal, 10-20-2011 • Changes up to 20 IQ points (both directions) • Study reported in Nature http://bit.ly/WRxuhJ

10. Mindset • Research work of Dr. Carol S. Dweck • Fixed or Growth Mindset • Internal beliefs about your own intelligence • Praise • Negative or positive • Importance of effort and belief that brain is malleable

11. Parents and teachers who take to heart the message that ability is malleable and teach their children accordingly lay the long‐term groundwork for eager, courageous learning and the willingness to stick with the difficult. • Nancy M Robinson, University of Washington, Seattle

12. What Does This Mean for Gifted Education?

13. Changing Roles of Gifted Education Specialist

14. A more elaborate, expansive, and integrative gifted education program illustrates the new roles and responsibilities of gifted education specialists. These include providing instructional support for classroom teachers, direct educational services, coordination of out-of-school resources and programs, and advice on curriculum and instruction. ~Nancy Hertzog

15. Curriculum Experts? • Who, me? • Differentiation is NOT easy • RTI? PBL? • How can we help classroom teachers enrich and challenge our gifted students? • Advocate for their right to learn something new every day

16. Common Core Standards • Increasingly important to advocate for advanced students • Expanded role as mentor/coach in implementation efforts and understanding needs for differentiation http://www.nagc.org/index.aspx?id=8982

17. ByrdSeed • http://www.byrdseed.com/714p898d4591f/Improve%20Your%20Gifted%20Classroom.pdf /Users/cindys2449/Documents/Byrdseed Differentiator.pn Improve your gifted classroom booklet

19. What Are We Doing Well for Gifted Students?

20. 21st Century Skills

21. Why We Need Common Core:I Choose C https://www.youtube.com/watch?v=dY2mRM4i6tY http://www.flickr.com/photos/albertogp123/5843577306/

22. 21st Century Learning EnvironmentsKansas Relationships Relevance Rigorous Learning Environment Results Responsive Culture (Embrace innovation and creativity, students’ interests, motivating and challenging)

23. 21st Century Skills

25. Learning Environment & Tools There are three competing visions of educational computing. We can use classroom computers to benefit the system, the teacher, or the student.

26. Gifted Students and 21st Century Learning

27. ‘Our kids will spend the rest of their lives in the future. Are we getting them ready?’ Kevin Honeycutt

28. Digital Citizenship Protect? Or Teach?

29. Digital Footprints

30. Digital Literacy

31. Facilitating Classrooms

32. WHAT IS PROBLEM BASED LEARNING?

33. NEED TO KNOW-GPS coordinates lead to geocaches

34. Authentic Audience- presenting to engineers their energy proposal after in-depth research

35. Paleontology What animal is this? • driving question • need to know • reflection and revision

36. Mock Trial • In-Depth Inquiry • Authentic audience

37. Change is the law of life. And those who look only to the past or present are certain to miss the future. John F. Kennedy

38. Process not Product “We teach a subject not to produce little living libraries on that subject, but rather to get a student to think mathematically for himself, to consider matters as an historian does, to take part in the process of knowledge-getting. Knowing is a process, not a product.” (Bruner, 1966, p. 72)

39. Life and Career Skills “What we resolve to do in school only makes sense when considered in the broader context of what the society intends to accomplish through its educational investment in the young.” Jerome S. Bruner, The Culture of Education

40. Change Can Be Difficult

41. Become a powerful advocate for change

42. Share your knowledge and passion

43. Showcase your work and student’s work

44. Have High Expectations

45. Use All Available Resources

46. And be sure to gather a support group . . .

47. In the final analysis it is not what you do for your children but what you have taught them to do for themselves that will make them successful human beings. Ann Landers Advice Column

48. Need Reinforcements? • Karen Rogers – synthesis of research on benefits of various service models • http://austega.com/gifted/articles/Rogers_researchsynthesis.htm • Lessons Learned about Educating the Gifted and Talented - Gifted Child Quarterly, 2007 (SAGE Publishing • Sandra Kaplan – concentric circles of knowledge – curriculum • Cluster grouping research • http://www.gifted.uconn.edu/nrcgt/gentry.html • Parallel curriculum – concept-based curriculum • NAGC bookstore • H. Lynn Erickson • Problem Based Learning, one to one laptops Ginger Lewmanginglerl@essdack.org

49. True "college and career readiness" is more than a particular knowledge base, more than how many hours of nonfiction one has read, more than how much evidence one has used to develop ideas. Being ready for college and career also has something to do with self-belief, care for others, taking risks, falling down and getting back up. Chris Lehman

50. I worry that in the age of the Common Core we can mistake "initiatives" with "learning." That we can be led to believe that adopting the CCSS means what teachers must do, instead of seeing how students are doing in comparison to the standards. That we can get swept into a frenzy of initiatives-to-check-off. Chris Lehman