Personalized Learning Osseo - Minnesota 2015
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This document discusses utilizing technology to personalize learning for gifted kids. It begins with an introduction from Brian Housand and includes slides about being a geek, nerd, or dweeb. It explores creativity and constructing new ideas through synthesis. It promotes learning computer programming and digital literacy. It provides examples of apps and tools for creating digital content and stories. Overall, the document presents ways that technology can be used to support personalized and creative learning experiences for gifted students.
Personalized Learning Osseo - Minnesota 2015
- 1. UTILIZING TECHNOLOGY TO PERSONALIZE LEARNING FOR GIFTED KIDS
- 2. SLIDES AND RESOURCES AVAILABLE AT brianhousand.com/osseo
- 4. Brian H E L L O My name is
- 5. I AM A GEEK
- 6. BRIAN BRAIN
- 7. “THE GEEK”
- 9. GEEKNERD
- 11. GEEK Someone who is passionate about some particular area or subject, often an obscure or difficult one.
- 23. Slightly obsessive in their interests. Slightly obsessive in their interests.
- 24. Top Presentation of the Day Congratulations brianhousand! Your presentation is the Top Presentation of the Day on SlideShare. Kudos from our editorial team for your effort. Your presentation was chosen from thousands uploaded to SlideShare every day from around the world. GEEKS HAVE INHERITED THE EARTH - AAGT 2014
- 25. Likely to be mathletes, physics buffs, tech- heads, or hackers, although they could be evidence based wonks. Likely to be mathletes, physics buffs, tech- heads, or hackers, although they could be evidence based wonks.
- 26. Likely to get excited by machines or systems. Likely to get excited by machines or systems.
- 27. FONTS.FONTS.
- 29. Possess an endearingly goofy enthusiasm for their obsessions. Possess an endearingly goofy enthusiasm for their obsessions.
- 31. Probably likes sci-fi, fantasy, superheroes, TV, comics, films and computer games. Probably likes sci-fi, fantasy, superheroes, TV, comics, films and computer games.
- 36. It is OK to be smart.
- 37. It is GREAT to be smart.
- 38. It is AWESOME to be smart.
- 39. 2015
- 47. #BestYearEver
- 49. Horizon Report > 2014 K-12 Edition nmc.org/nmc-horizon TWO - THREE YEARS LEARNING ANALYTICS GAMES & GAMIFICATION
- 50. ITECH
- 53. Story
- 61. TYPE III INDEPENDENT OR SMALL GROUP INVESTIGATIONS PRODUCTS AND/OR PERFORMANCES TYPE I GENERAL EXPLORATORY ACTIVITIES TYPE II METHODOLOGICAL TRAINING / HOW-TO ACTIVITIES (Renzulli, 1977)
- 64. ACCESS
- 71. nerdist.com
- 77. mentalfloss.com
- 78. wonderopolis.com
- 81. CONTENT
- 84. CREATE
- 86. Summer 2013 T he admonition that we should be preparing our students for the 21st century is everywhere. There are numerous books, blogs, and content resources promoting and espousing the virtues of 21st cen- tury learning. If one examines the titles and descriptions of presentations at any gifted or general education conference, reference to 21st century learning is prevalent. Most of us in gifted education have regularly advocated for teaching trace their origins back at least 30 years. In 1983, the Na- tional Science Board Commission on Precollege Education in Mathematics, Science and Technology published a report entitled, Educating Americans for the 21st Century: A Plan of Action for Improving Mathematics, Science, and Technol- ogy Education for All American Elementary and Secondary Students So that their Achievement is the Best in the World by 1995. This publication outlined many of the same initia- Quality Classroom Practice for High-Abillity Students Teaching for High Potential THPThe 21st Century is SO Yesterday Brian C. Housand, Ph.D. East Carolina University www.brianhousand.com Brian Housand is an Assistant Professor at East Carolina University in the department of Elementary Education. “The world is moving at a tremendous rate. No one knows where. We must prepare our children, not for the world of the past, not for our world, but for their world, the world of the future.” — John Dewey
- 88. Creativity is just connecting things. When you ask creative people how they did something, they feel a little guilty because they didn’t really do it, they just saw something. It seemed obvious to them after a while. That’s because they were able to connect experiences they’ve had and SYNTHESIZE new things. - Steve Jobs, 1995
- 89. An idea is nothing more or less than a new combination of old elements. new combination old elements James Webb Young, 1940 A Technique for Producing Ideas
- 90. The capacity to bring old elements into new combinations depends largely on the ability to see relationships. new combination old elements James Webb Young, 1940 A Technique for Producing Ideas
- 91. They must know how to link apparently unconnected elements to create something new. People who hope to thrive in the Conceptual Age must understand the connection between diverse, and seemingly separate disciplines. -- Daniel Pink in AWhole New Mind
- 96. code.org/learn
- 97. Everybody in this country should learn how to program a computer because it teaches you how to think. - Steve Jobs
- 102. codecombat.com
- 104. codeacademy.com
- 105. “Learning to write programs stretches your mind and helps you think better, creates a way of thinking about things that I think is helpful in all domains.”
- 106. diy.org
- 110. diy.org
- 113. “Combinatory play seems to be the essential feature in productive thought.”
- 115. Jackson, L. A., Witt, E. A., Games, A. I., Fitzgerald, H. E., von Eye, A., & Zhao, Y. (2012). Information technology use and creativity: Findings from the Children and technology Project. Computers in Human Behavior, 28(2), 370-376. CREATIVITY COMPUTER USE INTERNET USE CELL PHONE USE VIDEO GAME PLAY
- 116. Jackson, L. A., Witt, E. A., Games, A. I., Fitzgerald, H. E., von Eye, A., & Zhao, Y. (2012). Information technology use and creativity: Findings from the Children and technology Project. Computers in Human Behavior, 28(2), 370-376. CREATIVITY VIDEO GAME PLAY
- 120. wuzzittrouble.com
- 124. Imposing limits can encourage a creative response. - Ed CatmUll
- 126. flickr five frames 1st photo: establish characters and location
- 128. flickr five frames 2nd photo: create a situation with possibilities of what might happen
- 130. flickr five frames 3rd photo: involve the characters in the situation
- 132. flickr five frames 4th photo: build to probable outcomes
- 134. flickr five frames 5th photo: have a logical but surprising end
- 136. flickr five frames 1. Establish characters and location 2. Create a situation with possibilities 3. Involve the characters in the situation 4. Build to probable outcomes 5. Have a logical BUT surprising end
- 137. LEGO Movie Maker
- 138. iMovie Trailers
- 145. $40,000 PER MONTH
- 151. bookry.com
- 152. OPPORTUNITY
- 163. SAMR
- 165. getpocket.com
- 166. educreations.com
- 167. gingerlabs.com
- 168. airserver.com
- 169. elements4d.daqri.com
- 172. iTunes U
- 176. SUPERHERO SCIENCE
- 179. Suggested meeting time: 30-60 minutes (Some of you may choose to combine this meeting with meeting #2.) ! Before the meeting: ● Create a TED-Ed (ed.ted.com) account if you haven’t already. All members over 13 should aim to have their own account. ● Watch the first TED-Ed Club Lesson (http://ed.ted.com/on/vaY6FipN). Your group can choose to do this before or during the meeting. ! Guiding questions ● What is your name? How would you describe yourself? What are three things you are passionate about? ● What do you and your club members hope to get out of your TED-Ed Club experience? ! Materials ● A device to take pictures ● Index cards ● Pens ● Copies of this guidebook (one for each member) ! Meeting activities ● Take a few minutes to create a name badge on an index card. Write your name and at least 3 things that you are passionate about. ● Gather in small groups and introduce yourself to your fellow club members. Learn each other’s names and get to know each other. ● Share your reasons for joining a TED-ED Club with the group. Let people know what you’re interested in and what you’re passionate about. This will help your club members give meaningful feedback when you begin developing your presentation idea. ! What will you have created by the end of your meeting? A name badge that lists 3 things you are passionate about. You will bring this to future meetings so that everyone in the club knows your name and interests. ! After meeting #1: ● Browse through the TED Talks (www.ted.com) /TED-Ed Lessons (ed.ted.com) to find ideas that speak to your passions. ● Facilitator: Please send a photo of the name badges from different club members to TED-Ed at TEDEdClubs@ted.com. 6 #1 Introduction week: What’s your passion? It’s tough to give a good presentation on a topic that you’re not passionate about! This meeting is all about getting to know your fellow club members and spending some time identifying and articulating the ideas that motivate each member of your group. Later on, each club member will present and record their own idea worth spreading in the form of a short TED-style Talk.
- 180. RESPONSIBILITY
- 181. With great power comes great responsibility
- 187. NEWS FLASH
- 190. futurecasting.org
- 192. ARE NOT YOUR IDEA YOU - Ed Catmull
- 193. FAILURE isn’t a necessary evil. In FACT, it isn’t EVIL at all. It is a NECESSARY consequence of doing something NEW. - Ed Catmull
- 194. FAIL EARLY FAIL FAST
- 195. BE WRONGAS FAST AS YOU CAN.
- 197. NO ONE - not Walt, not Steve, not the people of Pixar - ever achieved creative success by clinging to what used to work.
- 198. LEARN TO FAIL
- 200. If you are impatient then this may not be the gAme for you
- 201. shelfari.com
- 204. Googleable
- 205. NECESSITY
- 206. “We don’t have the option of turning away from the future. No one gets to vote on whether technology is going to change our lives.” Bill Gates The Road Ahead
- 207. “Every generation of teenagers embraces the freedoms and possibilities wrought by technology in ways that shock the elders.” Time March 27, 2006
- 209. ITECH
- 210. www.gurbuz-de.com
- 212. M E A N I N G
- 213. www.gurbuz-de.com
- 215. YOU ARE NOT ALONE
- 216. FIND YOUR PEEPS
- 217. bit.ly/nets-profiles 1. Creativity and Innovation 2. Communication and Collaboration 3. Research and Information Fluency 4. Critical Thinking, Problem Solving, and Decision Making 5. Digital Citizenship 6. Technology Operations and Concepts
- 218. Identify, research, and collect data on an environmental issue using digital resources and propose a solution. PK - 2
- 219. Produce a media-rich digital story about a significant local event based on first-person interviews. 3 - 5
- 220. Create original animations or videos documenting school, community, or local events. 6 - 8
- 221. Design, develop, and test a digital learning game to demonstrate knowledge and skills related to curriculum content. 9 - 12
- 222. RIGOR
- 223. VIGOR
- 229. ACORN
- 230. From little acorns grow mighty oaks.
- 232. YOU
- 233. #BestYearEver
- 235. JOYOUS
- 236. CURIOSITY
- 237. IMAGINATION
- 238. PASSION
- 239. CREATIVITY
- 240. STOP
- 241. GO