Personalized Learning Osseo - Minnesota 2015

UTILIZING
TECHNOLOGY TO PERSONALIZE
LEARNING FOR GIFTED KIDS

SLIDES AND RESOURCES AVAILABLE AT
brianhousand.com/osseo

brianhousand.com
brianhousand@gmail.com
@brianhousand
brian.housand
bc1000

NERD
Someone
who is
passionate
about
learning,
being smart,
or academia.

GEEK
Someone
who is
passionate
about some
particular
area or
subject,
often an
obscure or
difficult one.

laughingsquid.com/nerd-venn-diagram-geek-dork-or-dweeb

35%
Dork Points
57th Percentile

Probably Wears
Glasses
Probably Wears
Glasses
http://philosophyforlife.org/why-im-not-a-geek/

Above Average
Intelligence
Above Average
Intelligence

Slightly obsessive
in their interests.
Slightly obsessive
in their interests.

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
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GEEKS HAVE INHERITED THE EARTH - AAGT 2014

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.

Likely to get
excited by
machines or
systems.
Likely to get
excited by
machines or
systems.

Possess an
endearingly goofy
enthusiasm for
their obsessions.
Possess an
endearingly goofy
enthusiasm for
their obsessions.

Probably likes sci-fi,
fantasy, superheroes,
TV, comics, films and
computer games.
Probably likes sci-fi,
fantasy, superheroes,
TV, comics, films and
computer games.

Horizon Report > 2014 K-12 Edition
nmc.org/nmc-horizon
TWO - THREE YEARS
LEARNING
ANALYTICS
GAMES &
GAMIFICATION

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)

youtube.com/user/crashcoursekids

LiveBinders
bit.ly/contentbinder

http://cowparadenc.com/images/cows/peedee.jpg

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

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

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

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

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

byrdseed.com/tickling-curiosity

(Resnick, 1996)
NOT
Stereos
Pianos

Everybody in this
country should learn how
to program a computer
because it teaches you
how to think.
- Steve Jobs

“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.”

“Combinatory play
seems to be the
essential feature in
productive thought.”

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

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

http://www.animationmagazine.net/wordpress/wp-content/uploads/Pixar-Creativity-Inc-post.jpg

http://4.bp.blogspot.com/-yop_r8Qqafc/Uc3NpeSweCI/AAAAAAAAAwE/vX8od1KvedU/s1440/pixag+copy.jpg

Imposing
limits can
encourage
a creative
response.
- Ed CatmUll

http://www.ﬂickr.com/groups/visualstory/
ﬁve frames

ﬂickr ﬁve frames
1st photo:
establish
characters and location

2nd photo:
create a situation
with possibilities of
what might happen

3rd photo:
involve the characters
in the situation

4th photo:
build to
probable outcomes

5th photo:
have a logical
but surprising end

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

bit.ly/middleschooldrawntolife

3
2
1
Words
Questions
Metaphor

Substitution
Augmentation
Modiﬁcation
Redeﬁnition

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.

With great power comes
great responsibility

CRITICAL
CONSUMERS
RESPONSIBLE
PRODUCERS

ARE NOT
YOUR IDEA
YOU
- Ed Catmull

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

Perfectionism
PROCRASTINATION
PARALYSIS

NO ONE - not Walt, not Steve, not the people of Pixar -
ever achieved creative success by clinging to what used to work.

If you are
impatient
then this may
not be the
gAme for you

“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

“Every generation of
teenagers embraces
the freedoms and
possibilities wrought
by technology in ways
that shock the elders.”
Time

March
27,
2006

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

Identify, research, and
collect data on an
environmental issue using
digital resources and
propose a solution.
PK - 2

Produce a media-rich
digital story about a
signiﬁcant local event
based on ﬁrst-person
interviews.
3 - 5

Create original animations
or videos documenting
school, community, or local
events.
6 - 8

Design, develop, and test a
digital learning game to
demonstrate knowledge
and skills related to
curriculum content.
9 - 12

ACCESS
CREATE
OPPORTUNITY
RESPONSIBILITY
NECESSITY

ACCESS
CREATE
OPPORTUNITY
RESPONSIBILITY
NECESSITY
A
C
O
R
N

From little acorns
grow mighty oaks.

Dear Future Self,
SHORT
MEDIUM
LONG

http://www.disneypictures.net/data/media/202/Buzz_Lightyear_wallpaper.jpg

Personalized Learning Osseo - Minnesota 2015

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