Sonnet GT

Being inspired by my love of 80/90s "alternative" music, I wrote this about gifted education and creating with technology. Enjoy.

Shall I compare thee to a Pixies’ song
Plug in and eliminate the mundane

A wave of motivation carries on
Often seen as strange, learning will remain

Sometimes too obscure to reach the masses
Yet often dynamic shifts will progress

And abstract thought is the one that passes
Extended creativity, success!

No, this monkey shall not go to heaven
Nor shall it stop moving and creating

Small audiences waiting to leaven
All filled with knowing, ready and waiting

Create within boundaries; loud quiet loud
So gouge away, discover, and be proud

Blogging to Enhance Understanding

http://www.scribd.com/doc/113742486/Blogging-Poster

From a social constructivist point of view, learning is  the development that results from social interaction that affords learners increased access to roles in expert performances.  Following this theory, teachers should have the goal of designing learning experiences that support learners' development of skills and concepts that they could not previously acquire on their own.  This approach suggests that teachers must consider Vygotsky's Zone of Proximal Development (ZPDs) when designing a learning environment.  To simplify, if teachers want students to learn and interact with others in order to master skills and acquire new knowledge, then social networks, such as blogs or wikis, must be established.

As Anne Bartlett-Brigg notes, before implementing these social networks, teachers must consider the following assumptions that learners:

• want to communicate and collaborate with others 
• enjoy sharing their ideas with like-minded people
• will openly share their experiences
• look for recommendations and feedback from trusted resources
• will create their own contextual knowledge by self-publishing

If you are planning for a congregated setting of gifted learners, then you should be able to assume that most of the above are true.  If they are not, then this is something to strive for.  And if you are new to blogging, then I recommend that you read these 20 considerations before establishing class blogs.  And if you are wondering what to use for class blogs, there seems to be more options everyday.  In the past I have used:

• Kidblog
• Posterous
• Blogger (which is what you are reading)

Many blog options are similar, you just need to pick one that will work best for your students.

Before I began blogging with the students, I gave the a brief survey about their blogging experience and it revealed that I have a mix of comfort-levels and experiences in my class (from students who have never blogged to those that keep a blog of their own).  However, this did not intimidate the novices, and they performed at a similar rate to those who are "avid bloggers."  The wonderful observation that my intern and I made throughout the blogging experience (from late September to November) is that almost all students experienced growth through their blogging experience (see graphs above for more).

Aside from gathering data through the actual blog, I gave my students a reflection to see how they see themselves progressing.  Not only does this help me assess their progress, it also assists the students in their reflecting practices and become autonomous learners.  And the best part?  Nearly all students experienced growth not only in the mechanics of their writing (spelling, grammar, etc.), but they also in their content and questioning skills (which was the primary objective of this activity).

My recommendation: If you are not already blogging with your students, start now!  This is a part of our reality, and this practice will help them to learn in an authentic audience, collaborate with others, find information, and apply these skills to future situations and problems.

Create!

Creativity and Imagination

With the launch of the new iPad Mini today, I am reminded of Einstein's quote: "If at first, the idea is not absurd, then there is no hope for it."  While this new iPad is not the most revolutionary invention, the Apple rollouts often have been what many would have seen as absurd.  For example, the iPhone.  Ten years ago, most people would not have believed that such an invention could exist in the timeframe that it came out. However, kids now can't imagine a world without this technology.

Gifted students need to think and be challenged.  However, in a regular classroom, without differentiation, gifted students often are not given the opportunity to think critically or creatively.  Stephanie Tolan's cheetah metaphor explores this theme, saying that much like the cheetah needs to run, gifted students need to think.

According to Anne B. Crabbe, via British Columbia's Ministry of Education, characteristics of creative people are:

• Adventurous
• Willing to take risks
• Feel whole parade is out of step
• Always baffled by something
• Persistent
• Independence in judgment
• Unconcerned about power
• Questioning
• Becomes preoccupied with a problem
• Emotionally sensitive
• Never bored
• Sense of humour
• Not interested in small details
• Stubborn
• Speculative
• Strives for distant goals
• Thorough
• Receptive to ideas of others
• Self starters

Anne B. Crabbe, Future Problem Solving Program (1986)

So where does one start? How is creativity taught?  As has been my experience, students who are new to gifted education programs have not always been encouraged to take risks or think creatively (or at least they perceive this to be the case).  A simple way to encourage creativity is to employ the Torrence Tests of Creativity.  These tests can take only minutes, but will focus students and let them know that being creative is encouraged.

Moving beyond this, students should be lead through the following types of activities:

• Imagination
• Critical Thinking
• Divergent Questioning
• Activity Penguins
  Phase of Development Early-Middle Childhood
  Learning Area Cross curriculum
  Strategy Divergent Questioning
  
  
  The following types of divergent questions are adapted from Polette, N and Hamlin, M (1980), Exploring Books with Gifted Children. Colorado: Libraries Unlimited.
  Quantity Type Question: How many types of penguins are there?
  Change question: What changing would occur if too many penguins were born and survived to adulthood?
  Prediction Questions: What would happen if pollution caused whole populations of penguins to disappear?
  Point of view question: Tell the story of humans in Antarctica from a penguin's point of view.
  Personal involvement question: You are a penguin caught in an oil spill. What will you do?
  Comparative association question: Compare the life of a penguin family with your own.
  Valuing question: Which have the right to live in the Antarctic - seals or penguins?

The above links have a number of suggestions and activities that can easily be implemented or adapted.  

So where does technology come in?  Easy answer: Everywhere

With all of the various software and programs out there, the possibilities are endless.  For example, given the above activity on divergent questioning, students could answer the questions, arrive at a conclusion, and then represent their answer through an infographic or curate a social media news site.  This allows the students to share their findings with an authentic audience, and allow discussions to occur by sharing them (either online, or within a closed setting such as class blog or website).

Creativity can also be demonstrated through making movies.  Given that many schools are investing in iPads, this tool should be used to capture stories that have not been told yet.  Simply download iMovie or another editing software, and start filming.  Again, by sharing their creativity with their peers (or possibly beyond the walls of the classroom), students feel validated for their work. 

Other Possibilities?  Use your imagination.


Where to go from here: Fermi Questions and "UnGoogleable" questions.

Stay tuned...

Reflections and Observations

Just over a month into a new year, with a new group of gifted students (many of whom are new to a congregated gifted setting), and it is time to reflect on what we have been doing.  While I try to get students to reflect on their actions throughout their day, it is not always an easy task when there are so many things going on.  However, in order to be a responsive practitioner, it is important to see how the students perceive their own development.  The following is a list of questions that you can ask students.  If students feel more comfortable answering these questions online, then a site such as Surveymonkey would serve this purpose.

Possible Questions for Reflection:

1. What have you learned so far this term?
2. What have your strengths been?
3. Where do you need to improve?
4. What has been working well for you?
5. Have you encountered any problems that you have not been able to solve (academic or otherwise)?
6.  What has been your favourite thing this term?
7. What has been your least favourite thing?
8. What can I do for you?
9. What can your classmates do for you?
10.  What are your goals for this month?

I also like to survey students how technology has been helping them learn, and how we can use it better to help them on their journey.


Other Observations:

• Beware of time
• Be patient
• Make students feel valued
• Help students to solve problems on their own
• Challenge students
• Don't rush things

Keep on creating everyone!

100 Words

Generally I like to create longer posts filled with images, links, and sources; however, Edward Amend, clinical psychologist at Amend Psychological Services in the US, sums up how I feel in the following 100 words.

“A gifted child needs TIME. Time to be a gifted student, time to be a gifted kid, and time to be a kid. These ‘times’ may overlap; they may also be distinct. A gifted student needs opportunities to learn, explore, delve, and stretch in a quest for knowledge. A gifted kid needs time to dream, wonder, and ponder the eccentricities of life and the existential aspects of our world. A kid needs time to play, grow, hurt, and enjoy. Each needs the emotional support of caring adults and peers who love them for who they are and help them find these ‘times’ to develop an identity as a gifted individual."

Enjoy your year!


http://www.sengifted.org/

Thanks, and Stay Tuned

                                                  http://myfrenchcountryhome.blogspot.ca/2012/01/merci-for-past-two-years.html


When I started this blog, I planned on learning for myself, and sharing this as a journal that only a handful of people would read.  However, when I check my stats I see that this is not the case. Therefore, I plan to continue blogging about technology and gifted education (and likely beyond) in September (despite my course being over), and periodically over the summer.

Get outside, get inspired, and keep in touch!

Thanks again, and stay tuned!

Connectivism in the Gifted Classroom

Connectivism...it's all the rage these days!  But what does it mean? Is it learning theory? A pedagogy? What does it look like? What are it's implications for learning?  Would it apply to gifted learners too?


This is (potentially) a huge topic (prolific writer and thinker Stephen Downes does it in just over 600 pages) !  But a very easy one to comprehend and explain.  Well, sort of...

Let's take it from the top.  Connectivism is a learning theory that was first proposed by George Siemens and Stephen Downes.  Dubbed A Learning Theory for the Digital Age, connectivism is a pedagogy based on the realization that any knowledge, all knowledge, is (complex). Knowledge is not something we can package neatly in a sentence and pass along as though it were a finished product" (like I am trying to do here).  "It is complicated, distributed, mixed with other concepts, looks differently to different people, is inexpressible, tacit, mutually understood but never articulated" 
(Connectivism and Connected Learning: Essays on learning and learning networks. Downes, 611).


Let's let George Siemens explain his experience with connectivism.

While this course was designed for a university, and would look different in an elementary or high school, many of the fundamental principles easily transfer over, especially to a gifted class.  For example, having students either blog or microblog, or connect through Skype allows for students to have an open conversation with an author, politician, or anyone in any other part of the world.  This connect takes information, applies technology, and transforms it to higher ground through connection.  


Now watch the video below and see the implications for the learner in this theory.  It's easy, all you need to do is connect the...

One can see that this theory is closely related to constructivism (see my blog post Construct and Create for more), but that it also goes beyond it in that connectivism acknowledges that technology connects us through informal networked arenas.  This theory, then, emphasizes the primacy of the connection, and the distribution of knowledge across a variety of networks.  Furthermore, as learning is an actionable knowledge, there is an emphasis on the learner's ability to navigate the information (Siemens), and create something out of it.  


Downes (2005) lists the qualities of networked learning as:

•  diversity
•  autonomy
•  interactivity
•  openness

What are the implications of these qualities for the gifted learner?












Nauta and Ronner define a gifted individual as a "quick and clever thinker, who is able to deal with complex matters; an individual who is autonomous, curious and passionate; a sensitive and emotionally rich person, who is living intensely. He or she is a person who enjoys being creative" (2009).  Much like connectivism is about making connections along thin strands of knowledge, the gifted learner is also encouraged make connections in order to have a more complex understanding of their world.  As gifted learners are encouraged to use learning strategies that represent the triadic spectrum for self-regulating and managing personal processes, behaviour and environment, there is often more freedom in a gifted classroom to explore connections and enrich understandings through connections to literature, videos, poetry, music, and any other piece of information.  Furthermore, as gifted learners are often labeled as "creative" (which, really, we all are), the implications of connectivism are great, as it does not constrict creativity.

How does a connectivist teach?

He or she attempts to apply network theory, systems theory and social learning theory.  In other words, connective educators are:

• technologically competent   
• experimental
• autonomous
• creative
• playful
• capable of complexity

In Connectivism and Connective Knowledge, Downes describes connectivist teaching and learning as consisting of four major sorts of activities:
1. Aggregation- content- delivered through a variety of sources (example: newsletter)
2. Remixing-make connections, and then keep track of these resources and connections through blogs, delicious, Facebook, Twitter, etc.
3. Repurposing- creating
4. Feeding forward- sharing with the world


Hmmm...certainly lots to think about over the summer.


Stay tune...


Sources
http://blogs.ubc.ca/constructivism/readings/
http://www.connectivism.ca/
http://bit.ly/MJSfYi
http://www.downes.ca/files/Connective_Knowledge-19May2012.pdf
http://www.istockphoto.com/stock-photo-5963750-checklist-on-clipboard.php
http://www.sengifted.org/archives/articles/giftedness-in-the-work-environment-backgrounds-and-practical-recommendations