Gifted and Talented in the 21st Century

Carol Fertig recently posted Ideas for Studying the Olympics. She’s given some great links that I encourage teachers and parents to explore. 

Personally I love the Olympics as a way to learn more about geography. Here are a few ideas:

• Plot the route of the torch on a map.
• Locate each country participating in the Olympics on the map and learn more about these countries.
• The New York Times has an Interactive Map of the medal or use Community Walk or Google Maps to create your own Map the medal count of each country

There are also some great Google Tools for learning about geography while watching the Olympics.

National Geographic has a site dedicated to the 2008 Summer Olympic Games

Here’s a great challenge: read a book about each country in the Olympics or by an author from that country by the end of the year. 

Don’t miss this great opportunity to learn more about our world while enjoying the summer Olympics.

It’s been an exciting week for the Gifted Kids Network with two journals running stories about GKN.

Read the article about GKN in Tempo Magazine.

Read the article in Edweek.org

This summer 20 students from the United States and Australia came together in the Gifted Kids Network to learn about endangered animals, humane zoo keeping practices and create a virtual zoo. We asked the question:

Is it fair for animals to be raised in captivity or is it better to allow them to roam free in the wild? What’s your opinion? We’ll examine the practices of wild life preserves, zoos, humane societies and more.

Here’s an outline of what we did:

In this enrichment program you will each select an animal or area of the world that you are really interested in learning more about. You will read books, watch videos, listen to podcasts, and look at web sites about your chosen animal. Together we will each learn about some of the factors that zoo designers consider when creating a zoo.
Class Rules

Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9 

Most of the students have completed their work and you can see all of their projects on our wiki

I’m really proud of these students who choose to spend some of their summer vacation learning about animals and exploring new technologies.

It’s been a while since my last post on technology and differentiation.  As I was working on summer presentations, I came across a few additional sites that I’d like to share.

Christina Laun writes 100 Helpful Web Tools for Every Kind of Learner.  This is post shares great tools for auditory learners, visual learners and kinesthetic learners.  Technology certainly makes it easy to differentiate for different learning styles.  Steve Spengler, the Director of Instructional Technology for Secondary Education at the Pocono Mountain School District in northeastern Pennsylvania, has a great wiki on using technology to differentiate instruction. 

Sample Differentiated Lessons using Technology

General Music Lesson

A Different Place

Computer Kids Interactive Lessons

Donna Hebert Differentiation

Educational Origami

Enhance Learning with Technology

Do you know of other great lesson plans or sites that talk about how to use technology to differentiate?  Please share them with us.

I was searching for the perfect tool for my students to create their virtual zoo and came across this fabulous list of Online Drawing, Sketching and Painting Tools  most are free and many are open source. 

I am just back from partipating in Confratute, where I presented on using Web 2.0 tools to create collaborative learning environments for gifted students.  I find attending GT conferences so rejuvinating.  It is great to be surrounded by people who understand the needs of gifted students and are working everyday to make education challenging and enriching for these students.  Then I return home to realities of the GT world and the misconceptions of so many.  

 Tamara Fisher has posted a fabulous blog on What GT is NOT….  There are so many misconceptions on what GT education is.  These misconceptions make it so easy to dismiss GT education as unnecessary and unimportant.  It’s critical that advocates for GT students and GT education continue this important goal of helping to dispel these misunderstandings.   As Tamara writes so eloquently,

“GT is NOT a surplus offering for kids who have surplus knowledge. Rather, it IS an academic intervention for kids who don’t learn like other kids do. ACADEMIC INTERVENTION. Let’s start calling it what it IS so that we can help those who misperceive begin to understand what GT is really all about.”

This is a must read post!

This coming week, July 14-20, our nation will celebrate National Parenting Gifted Children Week to bring broader awareness to the joys – and challenges – involved in raising a gifted child.

 Parents of these children along with teachers, counselors and researchers know the joy is not without its share of struggles, which can include: finding an appropriate educational fit, lack of challenge in school, intensities/sensitivities, extreme concerns about justice and fairness, perfectionism, difficulty finding true peers, isolation, being teased for being different, unrealistic expectations of themselves and others, and underachievement.

 Our education system as a whole – from Washington, D.C. to the state capitals to the school district level – by and large fails to provide an adequate investment in gifted education services.  Gifted resources are often the first to be placed on the chopping block during budget battles, thanks to an untrue and counterproductive notion that “gifted children will do fine on their own.”

 A national report released this year shows that while the nation’s lowest performing students have made academic progress under the federal No Child Left Behind (NCLB) Act, the brightest students often appear to be left to fend for themselves.  Because of the mission of NCLB, schools and teachers feel the need to shift their time and resources toward educational strategies aimed more at bringing the lower performing students up , which tends to neglect the achievement potential of the higher performing students.  If we are going to compete internationally in a global economy we need to prepare students for jobs and technologies that don’t even exist yet.  NCLB, while good in theory, has become a stumbling block for the students who show the most potential.  We need to diligently encourage, educate, and inspire the highly capable kids in our nation’s schools, as well as accommodate those who are struggling.

Because of the nature of giftedness, highly capable kids not only have unique learning needs, they also have unique social and emotional differences that require appropriate support and understanding.  The most important resource is a qualified teacher specifically trained to work with advanced learners, yet a recent survey found that nearly two-thirds of all teachers have little to no formal training in gifted education, and nearly 60 percent have had no professional development in this area.  This training becomes even more valuable with twice exceptional students, those who are gifted and also have a learning disability.

Ultimately, the gifted children who lose out the most are those from underserved and disadvantaged backgrounds.  While more affluent families can supplement what little resources are provided, students whose families lack the means are dependent exclusively on what the system provides.  For many throughout the country, this means that gifted and talented children will go unidentified and unserved. 

What are some recent celebrations in Colorado?In 2007 a new law was signed by Governor Ritter that tightens rules regarding gifted and talented programs in school districts across our state. If districts in Colorado were not doing it already, they now are required to identify and provide support services for gifted children, as detailed by the Colorado State Board of Education.  This is a huge step forward in raising the awareness and interest for appropriate gifted education services for all schools in our state.  Since Boulder Valley schools were already identifying and providing services to gifted and talented students, no additional steps are needed to meet these new state requirements.

 In 2008, another new bill was passed that acknowledges the unique needs of gifted and talented children.  The intent of this bill is to meet the specific needs of highly gifted 4 and 5 year olds, who are ready and wanting to start school.  It provides funding for districts to permit early access for certain students to enter kindergarten or first grade if they qualify through a stringent screening process.

What can parents do? Boulder Valley schools work very hard to identify and serve all gifted students.  However, limited funds constrain the amount of services and student attention that can be provided.  This is a problem that affects school districts across the nation. Parents can become more informed by reading books on parenting gifted children, attending local and state conferences on giftedness, and helping to support the efforts that are being made at their schools.  Effective parenting practices combined with engaging enrichment activities can provide a positive climate in which children can grow and learn.  Joining an organization that enhances the awareness and advocacy of gifted children and fosters effective parenting practices can be hugely affirming for parents.

How are we trying to make a difference locally? Boulder Valley Gifted and Talented (BVGT), an affiliate of the Colorado Association of Gifted and Talented, is a group of parents and educators who have joined together to advocate for the  gifted andtalented youth in both public and private schools in the Boulder Valley area.  BVGT provides resources and support for parenting and educating gifted children by inviting experts to speak about issues that affect the gifted population, providing newsletters with current legislative and local event information, and offering information on our web site at www.BVGT.org.

Boulder Valley School District and local private schools offer Supporting the Emotional Needs of the Gifted  (SENG) workshops for parents of gifted and talented students.  SENG groups provide parents with an opportunity to share the joys and challenges of parenting gifted students in a supportive environment. More information on joining a SENG group can be found on the BVGT website.

We celebrate National Parenting Gifted Children Week by urging our policymakers at all levels to continue to increase the investment in and attention to gifted and talented children. We encourage those in our community to support candidates who make educational opportunities for growth available to all children.  Every child deserves the right to an appropriate and meaningful education.

Sincerely,

Terry Bradley, President, Boulder Valley Gifted and Talented

Michelle Eckstein, Secretary, Boulder Valley Gifted and Talented

Also published as a letter to the editor in the Boulder Daily Camera.

The pilot program of the Gifted Kids Network has just finished.  Students have been blogging all semester and many of the students reviewed the program in their blogs.   Many students discovered that taking online classes is more difficult than they imagined.  It takes a committed, organized, and motivated student to do well in online classes.   

Read one parent’s review of the program,

A new program, the Gifted Kids Network (GKN) is offering engaging, multimedia-rich classes that encourage student activism.  This is fantastic!
Bright, talented kids are learning how they can make this world a better place.

Eight-year-old Alex just completed the Beta program for the Gifted Kids Network.  Despite the work involved and the late start (we didn’t find out about the class until a month into the session), he loved it. 

Each week in his Space Colonies Class, he got to watch videos or play games that taught him about the factors to consider – such as atmosphere or geology – when assessing the habitability of planets. Later in the course, he read The Green Book, a story about a family that is forced to leave a dying Earth to colonize a distant planet.

If you ask him, Alex will loudly proclaim that “The Green Book is the worst book on the face of the planet.”  I still don’t know why he had such a negative reaction, but I suspect it’s because the main character was a girl.  And, even though he hated the book, it certainly inspired his latest writing, Alex’s Journal: Journey to the New Planet.

Take a look at all the amazing projects that these talented students completed in various classes on the GKN Student Blog Site.  You will be impressed.

I think that what he liked best about this class was the chance to connect with other kids who share his interests.  Alex has been asking for his own IM account for awhile, but I don’t think he’s old enough to handle a public account like AOL’s AIM.  However, on the GKN there is a “lounge” where the kids can chat in a safe, teacher-monitored environment.

Now, he’s looking forward to GKN’s Animal Planet Summer Enrichment Class where he’ll get to create a humane, virtual zoo.  Older sister Kayla is also excited about the Cool Tools Summer Enrichment Class where she will get to create an online multimedia project that will incorporate “digital photography, video creation, web design, and more.”

Personally, I’m thrilled that they will both get to participate in a fun learning experience from the comfort of our home, or wherever we take our laptops!

Technology of the 21st century provides educators with new and exciting possibilities for engaging gifted and talented students in enrichment programs. Enrichment 2.0, a web based enrichment cluster that allows students who are not physically in the same space to collaborate in an area of interest. Enrichment 2.0 utilizes the tools of the 21st century including wikis, blogs, discussion boards, videoconferencing, podcasting, interactive graphic organizers, and social bookmarking. Students utilize these technology tools and literacies to interact with high level content and produce authentic products. I’ve started a Ning group for educators interested in collaborating on Enrichment 2.0 activities. Please join our group and share ideas and resources for creating online enrichment clusters.

View my page on Enrichment 2.0

| View | Upload your own

We are about 12 weeks into the pilot of the Gifted Kids Network and I keep asking myself, why are some students successful in the program and others have great difficulty?  What characteristics are necessary for students to be successful online learners?  Are there specific learning styles that learn better in a virtual environment than others?   How can this information guide teachers in selecting gifted students to participate in online learning opportunities?  What can teachers do to maximize opportunities for student success?  How can the environment be designed and modified to respond to the learning needs of students?  I will address these questions in a series of posts related to success in an online learning environment — lessons learned from the Gifted Kids Network pilot program.

Characteristics of students that seem to be having the most success in the program.

• Good at following written directions
• Self directed learners
• Good time management skills
• Don’t procrastinate
• Willing to work both on their own or in groups
• Enjoy discovering new information not having it spoon fed
• Enjoy internet research
• Enjoy trying and learning new technologies/software applications
• Aren’t afraid to try something new
• Have a teacher or parent in their home or school environment that can support their technological questions
• Communicate with teacher/mentor when there are questions or problems
• Keep open communication with the instructor, so he or she knows circumstances that may prevent my meeting a deadline. Requests an extension when cannot meet a deadline.
• Preserver when they don’t understand the first time
• Willing to redo an assignment or activity until they achieve mastery

Characteristics of students that are having the most difficulty

• Trouble following written directions
• Need structured environment
• Disorganized
• Poor time management skills
• Procrastinate
• Prefer to have content provided for them rather than investigating and discovering on their own
• Hesitant in learning new technologies
• Do not speak up when they don’t understand something
• Do not wish to resubmit assignments to achieve mastery

 Suggestions for being successful in an online class

Self-directed and Self-motivated As an online learning student, you need to be self-directed and self-motivated in your approach to learning. Online courses are not easier than traditional classroom courses. Teachers in online classes take the role of facilitator and guide for exploring a subject and not the dispenser of the information. You have to assume a greater share of the responsibility for learning that takes place in an online environment. You may find that online classes require more time, commitment, and discipline.

Learning Style Unlike the traditional classroom where you receive auditory, visual and non-verbal input, the virtual classroom is primarily text-based. Communication occurs almost solely in written form. Print materials are the primary source of directions and information in online courses. Online classes provide less opportunity for verbal interaction. If you learn best by listening and interacting with other students and instructors, if you are dependent upon auditory input, you could be at a disadvantage in an online course, but you can succeed. Online courses frequently offer multimedia opportunities to engage in content.  However, many schools block streaming video sites, limiting the ability to use multimedia in the program.   Students may need to access the class from home in order to view multimedia content.  

Communication Skills In online classes, a lot of the communication is written, so being able to express yourself effectively in writing is important.  What you write is the main source of information available to the teacher and fellow students.

Problem Solver Things will go wrong. You will be more successful if you attempt to resolve a problem that occurs by asking questions and trying to problem solve, rather than waiting for the problem to go away on its own. When you run into an obstacle, seek solutions that allow you to fulfill course requirements. Contact others in the class. Contact your teacher. Propose alternate solutions. If you are experiencing difficulties on any level-either with course content or the technology, communicate this to your teacher immediately.

Ability to Organize and Prioritize Work Because there is more freedom and flexibility in the online environment than in a traditional classroom, you need to be particularly responsible and self-disciplined. The online process requires that you pay careful attention to deadlines, using the online calendar to keep track of your assignments, frequently checking grades to be sure you haven’t missed an assignment, and posting to the discussion forum in a timely manner is essential.

Procrastination Since you don’t have to physically go to class, it’s tempting to put off reading class ‘lecture’ or completing class projects until later.  It is critical to stay current with readings, projects, and any other required tasks. Don’t wait until the last minute to do your work. It seems as if when you are working at the last minute, you can count on having computer problems, the network going down, a snow day or other weather delay preventing you from accessing your school computer.  

Stay on Task You find yourself wandering through cyberspace instead of finishing your reading of course lectures and project descriptions. Online courses have fewer external cues or prompts to return you to the task at hand than do those in regular classroom settings. You will be required to preview, study, and review course material without the direct supervision of the teacher or the stimulation of classroom interaction.

Participation Be an active participate in the online learning community Participate in discussion forums, the lounge, use the class ‘chat’ function when it is offered, and communicate with classmates and the teacher through messaging. Discussion forums take the place of class discussions. Contribute your ideas and comments. Read those of your classmates. Keep comments and discussions positive. You can learn a great deal from each other. No question is too dumb to ask. Someone else probably has the same question.

Academic Honesty Academic honesty and integrity applies to online courses. Cheating on tests, copying from the internet, submitting someone else’s work as your own, and other forms plagiarism or academic dishonestly will not be tolerated. 

Critical Thinking Skills Be able to apply critical thinking and decision making skills to the learning process. The online learning process will require you to make decisions based on facts as well as experience. You must be able to use critical thought to assimilate information and make effective decisions.

Perseverance You must realize and accept that online classes are a different learning environment and that things will not always go as expected. Multiple attempts may be common before tasks are successfully completed. At times, you will be confused and uncertain of what to do, not fully understand something, and have computer and/or network problems. You must persevere and refuse to give up when these situations happen.

My next post will focus on what I’ve learned from the pilot about how I can affect student success.