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