What's your problem? NAG 2020
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This document contains a collection of slides on gifted education from Brian Housand. The slides discuss puzzles as a way to engage students, the importance of simulations and hands-on activities, and Joseph Renzulli's three-ring conception of giftedness which involves above-average general and/or specific abilities, high levels of task commitment, and high levels of creativity. Later slides discuss pursuing real problems and having students directly engage with societal issues through independent investigations to bring about change.
What's your problem? NAG 2020
- 6. Gifted Child Quarterly Vol. 26, Issue 4 1982
- 7. PUZZLES
- 8. PUZZLES ARE FIRST STEPS
- 10. What travels around the world staying in the same corner? It only increases and never decreases. What is it? What can be seen once in a minute, twice in a moment, and never in a thousand years?
- 12. Johnsons Kerrs Nortons Russells Sheltons Thompsons Friday Monday Saturday Thursday Tuesday Wednesday AshAvenue BrianLane FrontStreet KermitLane LakeStreet ToddStreet Families Days Streets RentsStreetsDays $800 $810 $820 $830 $840 $850 Ash Avenue Brian Lane Front Street Kermit Lane Lake Street Todd Street Friday Monday Saturday Thursday Tuesday Wednesday 4x6 Logic Puzzle Presented by Puzzle Baron Puzzle ID: J332UM For hints, solutions and more puzzles, go to our website: www.Printable-Puzzles.com PUZZLES ARE NOT PROBLEMS
- 16. Why are kids so much better at this than adults?
- 20. Fluency Originality Elaboration Abstractness of Titles Resistance to Premature Closure TTCTTORRANCE TEST OF CREATIVE THINKING
- 25. 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)
- 31. HYPOTHESIS: Repeatedly watching YouTube instructional videos increases confidence but not ability.
- 32. Table Cloth
- 33. DOSE EFFECT
- 34. WATCH LEARN
- 35. WATCH LEARN≠
- 36. It's more complicated than you think.
- 37. THINKING FEELING DOING Create situations where students are
- 47. disneyyouth.com
- 52. CREATE ON RAMPS TO INVESTIGATIONS
- 53. ACT ONE
- 57. How many boxes will fit in that trunk?
- 58. What is a number that is TOO HIGH?
- 59. What is a number that is TOO LOW?
- 60. What is your BEST guess?
- 61. ACT TWO
- 62. MAKE A LIST OF THE INFORMATION YOU NEED.
- 68. 1,207.908 cm 3
- 69. HOW MANY CUBIC CM ARE IN A CUBIC M?
- 70. 1m 1m 1m
- 71. 100 cm 100 cm 100cm 100cm X 100cm X 100cm = 1,000,000cm 3
- 72. HOW MANY CUBIC CM ARE IN 1.11 CUBIC M?
- 73. SUPER SIZE THIS!!! What are the dimensions of a box that holds TWICE as many cookies?
- 74. ACT THREE
- 76. EXPLAIN WHY YOUR ANSWER IS DIFFERENT.
- 78. What was the lesson objective?
- 79. What did we learn in the lesson?
- 80. What would you title this lesson?
- 81. But…
- 83. THE PURSUIT OF A REAL PROBLEM THE STUDY OF SOCIETAL ISSUES SIMULATION ACTIVITIES TRAINING EXERCISES PUZZLES (Renzulli, 1982)
- 84. THE STUDY OF A SOCIETAL ISSUE
- 85. WHAT IS THE REAL PROBLEM? WHAT ARE MY CONCERNS? IN WHAT WAYS MIGHT I… HOW MIGHT I…
- 86. THE PURSUIT OF A REAL PROBLEM
- 87. The whole process of education should thus be conceived as the process of learning to think through the solution of real problems. -- John Dewey, 1938
- 88. A real problem must have a personal frame of reference, since it involves an emotional or affective commitment as well as an intellectual or cognitive one.
- 89. A real problem does NOT have an existing or unique solution.
- 90. Calling something a problem does NOT make it a REAL problem for a given person or group.
- 91. The purpose of pursuing a real problem is to bring about some form of CHANGE and/or to contribute something new to the sciences, the arts, or the humanities.
- 92. 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)
- 93. TYPE III QUALITY CHECKLIST 1. Did every student do it? 2. Should every student do it? 3. Would every student want to do it? 4. Could every student do it? 5. Did the student do it willingly and with zest? 6. Did the student use appropriate resources and methodology? 7. Was the work directed toward having an impact upon an audience?
- 94. Never doubt that a small group of thoughtful, committed citizens can change the world; indeed, it's the only thing that ever has. Magaret Mead
- 95. Every great dream begins with a dreamer. Always remember, you have within you the strength, the patience, and the passion to reach for the stars to change the world. – Harriet Tubman