Any student in education is required to do some academic writing in your student career. Any academic writing starts with a strong literature review, whether you are working on a position paper, an editorial, a conference presentation, or a grant proposal.
I was recently asked the questions: What is the difference between an editorial, a position paper, and a literature review. Well here are some internet resources to help you make sense of this:
Editorial:
http://www.snn-rdr.ca/snn/nr_reporterstoolbox/writingeditorials.html
Position Papers:
http://homepages.uhwo.hawaii.edu/~writing/position.htm
http://www.ceu.hu/writing/position.htm
http://www.tcc.edu/students/resources/writcent/HANDOUTS/writing/pospaper.htm
Literature Reviews:
http://library.ucsc.edu/ref/howto/literaturereview.html
http://www.utoronto.ca/writing/litrev.html
http://www.wisc.edu/writing/Handbook/ReviewofLiterature.html
As I said - any academic writing has to come from a base of kowledge, and you gain this knowledge by doing a literature review. The way I approach a new subject I want to know or write about is:
1. I do a search in the article database through the University website, and google scholar. many research articles are now available online in fulltext.
2. I find an article by a person whose name I recognize as an expert in the field.
If I don’t know who the expert is, I try to find the person who has the most articles written about the topic or I look for a person who has written a book about the topic. Usually, that way you can get a fair start.
4. I scan the article, and I pay particular attention to the headings, so that I can see what issues are discussed around the topic.
5. I make a note of those issues and sub-topics.
6. Then (and this is very important), I look at the reference list at the end of the article. This way I can find other authors and other issues related to the topic.
7. I find some of those articles, and repeat steps 4 - 6 with them.
In this way, I start to build up a database of authors and important issues around the topic. In fact, I make a folder on my computer and download the pdfs or doc files of the articles into that folder. If there are enough articles about specific sub-topics, I make sub folders. You could of course make actual paper folders if you prefer to work that way, but I find the electronic stuff easier. Before you know it, you have the basis for a good lit review.
Just remember to back up your hard drive regularly. You don't want to lose all that research!
You really cannot do much writing before you have done this. When you have a grasp of the issues, you can build your outline, whether you are planning to write a complete lit review, an editorial, an article, a research proposal, or whatever else you want to write.
Happy researching!
Friday, December 08, 2006
Saturday, November 04, 2006
NAGC Handouts
Folks
I promised participants in my sessions at the NAGC Convention that I would post my handouts. Following is the handout from the researach session on Teachers' Beliefs about Culturally, Linguistically, and Economically Diverse Gifted Students.
Teachers’ Beliefs About Culturally, Linguistically, and Economically Diverse Gifted Students
Catharina F. de Wet
University of Connecticut, 2006
The purpose of this study was to investigate teachers’ beliefs about culturally, linguistically, and economically diverse (CLED) gifted students. There is no baseline information about what teachers believe about CLED students’ potential. Given the importance of teachers in identifying and serving gifted students, it is important to investigate what beliefs teachers hold about CLED students that would impact their inclusion in gifted programs.
Although there is a body of research about teachers’ beliefs concerning various groups of students, there has been no study of what teachers believe about the abilities and potentials of CLED gifted students. The nature and influences related to teachers’ beliefs about CLED students is not known.
According to the study on assumptions underlying the identification of gifted students (Brown et al., 2005, GCQ), most teachers do support a broadened definition of gifted students. Additionally, “[t]hey favor the use of individual expression criteria, ongoing assessment, multiple criteria for identification, and consideration of contextual factors” (p. 68). However, there are several questions that need to be addressed: Why have identification procedures not significantly changed? Why are there so few CLED students included in gifted programs? Do teachers believe that CLED students have the ability to perform at high academic achievement levels? Should identification procedures change to include more CLED gifted students? Should gifted programs change to accommodate the strengths and needs of CLED gifted students? To answer these questions, this study was designed to provide baseline data on a national scale that directly address these questions about what teachers believe about the potential of CLED gifted students and their involvement in gifted programs. These questions were operationalized for this study into the following four research questions:
Research Question 1: What are teachers’ core beliefs about culturally, linguistically, and economically diverse (CLED) gifted students regarding their abilities, perspectives involving CLED students in gifted programs, and the benefits of including CLED students in gifted programs?
Research Question 2: Are the population means the same or different for the scores on the dependent variables with respect to the heterogeneity of the school population in which responding teachers serve (White or CLED), training teachers have had (general classroom, bilingual, and/or gifted education), and existence of a mandate for gifted education (with or without)?
Research Question 3: What influences the formation of teachers’ beliefs about CLED gifted students?
Research Question 4: What barriers do teachers perceive to the identification and full participation of CLED students in gifted programs?
Methodology
The newly developed Teachers’ Beliefs About Culturally, Linguistically, and Economically Diverse Gifted Students Survey (De Wet, 2005) was administered to a stratified, random sample of 4,000 teachers. The survey consists of 21 demographic questions relating to gender, ethnicity, and age information as well as the experience and training of participants, followed by a 30-item, 5-point Likert scale survey, asking participants to respond on a scale of 1(Strongly Disagree) to 5 (Strongly Agree). In Section 3, two open-ended questions probe the influences that formed teachers’ beliefs about CLED students, and perceived barriers to the inclusion of CLED students in gifted programs. The last part of the instrument includes a request for permission to interview participants by phone or in person.
Teachers surveyed came from 8 states, 4 with (FL, GA, TX and VA) and 4 without mandates for gifted education (CA, CO, IL, MA). Five hundred teachers (grades 3-5) were selected from each of the 8 states. A disappointing 308 surveys were returned representing a low 7.7% response rate.
Results
Respondents believed that it would benefit gifted programs if CLED students are included, above average abilities are found in all economic strata and cultural groups, and IQ and standardized tests do not accurately reflect CLED students’ abilities. Analysis of demographic information was based on N = 308. An overwhelming number of respondents were White (83.8%) and female (90.3%). These percentages agree with National Center for Education Statistics (2005) data about the national teacher workforce. Teachers who responded to this survey were mostly older with the largest percentage (32.5%) in the age group between 51 and 60, with more than a third having over 20 years of teaching experience, and more than 50% holding a master’s degree. Teachers who responded to the survey were working in 3rd grade (20%), 4th grade (23%), 5th grade (31%), as gifted specialists (28%), and as bilingual education specialists (17%). There were a number of teachers with no specialized training. Fifty five (17.9%) teachers indicated that they had no gifted education training, and 76 (24.7%) said that they had no bilingual education training, while 5% of teachers had neither gifted nor bilingual training. There were 80 teachers certified as bilingual teachers and the same number was certified in gifted education, while 12 teachers, or 4 % held certification as both gifted and bilingual education teachers.
Three factors resulted from factor analysis of the survey, explaining 37% of the variance: Benefits of Including CLED Students in Gifted Programs (n = 10, α = .876), Universality of Abilities (n = 6, α = .734), and Assessment of Abilities (n = 6, α = .717). One-way MANOVAs did not yield significant group differences between mean scale scores on the factors for heterogeneity of schools where respondents worked (White or diverse) or type of training respondents had (no specialized training, bilingual only, gifted only, and bilingual and gifted training). Significant group differences were found on three factors as a result of whether respondents worked in a state with a mandate for gifted education or not.
Teachers believed that formation of their epistemological beliefs about CLED students were influenced by personal experiences with diverse populations or specific students. Teachers ascribed their experience to five categories of sources: (a) general and/or specific teaching experience; (b) specific students who influenced them, often accompanied by a personal story; (c) general life experience with children or minority populations; (d) family relationship with a CLED student or personal experience as a CLED student; and (e) training. Personal experiences colored the perceptions of all the respondents.
Respondents also believed that barriers exist to the inclusion of CLED students in gifted programs. Teachers responded with five categories of perceived barriers: (1) No barriers; (2) Systemic barriers; (3) Student limitations; (4) Teacher issues; and (5) Family issues. The most often mentioned barriers were ineffective and inappropriate identification procedures, the language barrier, and the need for teacher training.
Respondents to this study recognized two conflicting realities: the need to identify students who can perform in existing gifted programs and the need to include more CLED students in gifted programs. On the one hand, some respondents believed that students who do not qualify for gifted programs in the “standard fashion” cannot be successful in gifted programs. There was a recognition that CLED students have limitations that hinder their successful inclusion in gifted programs: limited English proficiency, “holes” in background knowledge, limited knowledge of “White,” American experiences, the things “that can be considered normal.” On the other hand, they recognized that CLED students have strengths and abilities that are not identified by existing identification procedures: culturally biased tests, the use of English language tests with students who are not proficient in English, the use of English language-rich performance measures like writing samples limit the inclusion of CLED students in gifted programs. Respondents wanted identification procedures to change to accommodate larger numbers of CLED students, but their perceptions of the characteristics of gifted students and gifted programs indicated that they equated giftedness with high academic achievement. One teacher summarized this conundrum: “They often have trouble keeping up with rigorous academic standards. The teacher’s dilemma – do I lower the standards?”
A few respondents seemed to understand that there is a solution to the dilemma - changing gifted programs to capitalize on CLED students’ strengths, and to support their limitations, or at least adding options to the services offered that would suit the strengths and limitations of CLED gifted students. Some suggestions of respondents to this study were:
· Try new, innovative techniques
· Adjust the pace of instruction to accommodate for their language differences
· Create gifted programs taught in foreign languages
· Adjusting curriculum to fit the diverse and multicultural nature of CLED students
· Give CLED students opportunities to gain the cultural and academic background knowledge they lack
· Bilingual gifted education teachers, or at the very least teachers who have been trained to work with English language learners.
This study is significant because it provides baseline information about teachers’ beliefs, gives insight into why CLED students are still under identified, and a reliable instrument was developed to assess teachers’ beliefs about gifted CLED students.
xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
Curricular and Instructional Strategies for Diverse Gifted Students
1. Principles of Effective Curriculum
Student learning based on
Characteristics of the learner;
Time devoted to learning an objective;
Quality of instruction
This presentation: Quality of Instruction mediated by characteristics of learners
Effective, challenging curriculum
Targeted and deliberate instruction
2. Characteristics of learners
Capacity to learn at faster rates
Capacity to find, solve, and act on problems more readily
Capacity to manipulate abstract ideas and make connections more easily (VanTassel- Baska & Stambaugh, 2006)
Also variations in:
Strengths, Scope of abilities, Interests, Style preferences, Opportunities,
Background or prior knowledge, Approaches to learning
3. Effective Curriculum
Help students along continuum of expertise (National Research Council, 2000)
Built on fundamental nature of discipline/subject (Renzulli, 2005)
Create independent learners – responsible for own learning
Enhance student motivation, curiosity, self-confidence, self-reliance, self-knowledge
Learning result of thinking – all students able
Learning should include deep understanding:
Flexible, active use of knowledge (Perkins, Project Zero)
4. Three Kinds of Knowledge
To-be-presented knowledge
Just-in-time knowledge (Renzulli)
Throw-away knowledge (Glasser)
5. Hallmarks of Effective Curriculum
Teaching for understanding
Usefulness of knowledge
Learning skills and strategies
Inquiry- or problem-based curriculum
Product Focus
Big Ideas
Escalating intellectual engagement with materials
Culturally responsive
6. Teaching for understanding
Knowledge
Knowing the facts
Knowing a body of coherent facts
Verifiable claims
Knowing something is right or wrong
Responding on cue
Understanding
Knowing meaning of facts
Knowing the theory that provides coherence
Fallible and in-process theories
Matter of degree and sophistication
Judging when to respond and with what
7. Usefulness of knowledge
Usefulness in real world
Focused on useful skills
Students can show haw what they have learned can be used (Glasser)
Relevance to life experiences
Creative productive work (Renzulli)
Authentic language and methodology
Authentic products
Authentic audiences
8. Learning skills and strategies
Learning skills and strategies more than facts
Higher order thinking skills – creative, analytical, critical thinking
How-to skills (Type II – Renzulli)
Conspicuous and explicit teaching of strategies
9. Thinking Skills
Trends
Setting goals
Developing hypothesis
Testing generalizations
Inductive and deductive reasoning
Fantasy/reality
Fact/opinion
Advantages/disadvantages
Identifying point of view
Examining viewpoints
Determining bias
Judging accuracy
Determining relevance
Credibility of sources
Recognizing assumptions/fallacies
Drawing conclusions
Identifying attributes
Compare/contrast
Classify
Setting criteria
Sequencing
Relationships
Patterns
Predicting
Cause/effect
Analogies/metaphors
Formulating
Summarizing
Infering
10. Inquiry- or Problem-Based Learning
Occurrence, object, issue
Involves doubt, uncertainty, or difficulty
Ask students to identify own questions and find own solutions
Explicit attention to
authentic problem solving,
hands-on learning
self-directed inquiry
Outcome: creation of a product
11. Product Focus
Tangible evidence of learning (Maker & Nielsen)
Products may be
Written
Visual
Performance
Oral
Multicategorical
Service
12. Big Ideas
Are timeless
Are universal
Are abstract
Are broad
Examples:
Patterns Change
Systems Conflict
Structure Power
Relationships Adaptation
13. Escalating Intellectual Engagement
Acceleration
Complexity
Depth
Challenge
Creativity
Abstractness
Acceleration
Increase pace of learning
Cover objectives faster
Assign fewer tasks to master objectives
Compacting
Standards-based skills assessed earlier or before teaching
Teach only what needs to be learned
Complexity
Use multiple higher-level skills
Add more variables to study
Require multiple resources
Link study across disciplines
Changes over time
Different points of view
Depth
Study a concept in multiple applications
Conduct original research
Develop a product
Use language of the discipline
Details of concept, theory, principle, or fact
Patterns – recurring events represented by details
Trends – factors influencing events
Unanswered questions
Rules – structure or order of things, n atural or man-made
Ethics – dilemmas or controversial issues
Big ideas – generalizations and principles
Challenge
Advanced resources
Sophisticated content stimuli
Origins – catalysts, roots, causes, beginnings
Contributions – achievements, consequenses, effects
Parallels – comparable, similar, analogous relationships
Paradoxes – fallacies or incongruities
Convergence – meeting points
Cross-disciplinary applications
Explicit reasoning
Creativity
Creative problem solving
Fluency, originality, flexibility
Design a model based on principles or criteria
Provide alternatives for tasks, products, and assessments
Emphasize oral and written communication to authentic audience
Abstractness
Use macroconcepts for connections across disciplines
Use macroconcepts for connections within topic
Determine own generalization for concepts
Culturally Responsive
Rooted in understanding of culture
Integrates diverse ways of knowing, understanding, representing information
Multicultural viewpoints
Relevance to students’ experiences
Safe environment to explore and express cultural differences and viewpoints
14. Hallmarks of Effective Instruction
Provide transitional curriculum
Curriculum that balances basic and higher-order skills
Explicit teaching of strategies and skills
Use native language and culture as instructional aid and processing medium
Instruction that enhances understanding:
Teaching metacognitive strategies
Using routines
Making instruction comprehensible
Adjust vocabulary and level of English
Teach required "prior" knowledge if necessary
Give opportunities for practice
Provide transitional curriculum
Teach required "prior" knowledge when necessary
Explicitly teach "lingo," knowledge necessary to navigate system
Explicitly make connections between students’ lives and school
Use many and varied exploratory, exposing activities (Renzulli’s Type I enrichment)
Balance basic and higher order skills
Use hands-on learning experiences
Use concrete experiences to connect to the abstract
Use visual aids
Pictures
Graphic organizers
Manipulatives
Use mentors
Start with student strengths
Native language
Native language support
Academic language scaffolding
Cooperative learning – opportunities for students to discuss process with each other
Opportunities to practice discourse
Dialogue journaling
Instruction to enhance understanding
Teach metacognitive strategies
Use routines
Make instruction comprehensible
Adjust vocabulary and level of English
Explain and demonstrate what students will be doing
Teach required "prior" knowledge if necessary
Opportunities for practice
Opportunities for self-directed activities
15. Internet Resources
Renzulli Learning Systems (www.renzullilearning.com)
Webquests (www.webquest.org)
Filamentality (www.kn.pacbell.com/wired/fil/)
Wiseman Tech (www.wisemantech.com)
Dr. Hotlist (www.districtadnministration.com)
My blog (http://oneviewgt.blogspot.com)
References
Erickson, E. L. (2002). Concept-based curriculum and instruction: Teaching beyond the facts. Thousand Oaks, CA: Corwin Press.
Kaplan, S. (2005). Layering differentiated curricula for the gifted and talented. In F. A. Karnes, & S. M. Bean (Eds), Methods and materials for teaching the gifted (2nd ed). Waco, TX: Prufrock Press.
Karnes, F. A., & Bean, S. M. (Eds.). (2005). Methods and materials for teaching the gifted (2nd ed). Waco, TX: Prufrock Press. (ISBN: 1-59363-022-0)
Renzulli, J. S. (2005). Equity, excellence, and economy in a system for identifying students in gifted education programs: A guidebook (RM05208). Storrs, CT: The National Research Center on the Gifted and Talented, University of Connecticut.
Tomlinson, C. A. (2005). Quality curriculum and instruction for highly able students. Theory into Practice, 44(2), 160-166.
VanTassel-Baska, J., & Stambaugh, T. (2006). Comprehensive curriculum for gifted learners (3rd Edition). Boston, MA: Pearson
Wiggins, G. P. & McTighe, J. (2005). Understanding By Design, Expanded 2nd Edition. Alexandria, VA: The Association for Supervision and Curriculum Development.
Renzulli, J. S., Leppien, J. H., & Hays, T. S. (2000). The Multiple Menu Model: A Practical Guide for Developing Differentiated Curriculum. Mansfield Center, CT: Creative Learning Press.
I promised participants in my sessions at the NAGC Convention that I would post my handouts. Following is the handout from the researach session on Teachers' Beliefs about Culturally, Linguistically, and Economically Diverse Gifted Students.
Teachers’ Beliefs About Culturally, Linguistically, and Economically Diverse Gifted Students
Catharina F. de Wet
University of Connecticut, 2006
The purpose of this study was to investigate teachers’ beliefs about culturally, linguistically, and economically diverse (CLED) gifted students. There is no baseline information about what teachers believe about CLED students’ potential. Given the importance of teachers in identifying and serving gifted students, it is important to investigate what beliefs teachers hold about CLED students that would impact their inclusion in gifted programs.
Although there is a body of research about teachers’ beliefs concerning various groups of students, there has been no study of what teachers believe about the abilities and potentials of CLED gifted students. The nature and influences related to teachers’ beliefs about CLED students is not known.
According to the study on assumptions underlying the identification of gifted students (Brown et al., 2005, GCQ), most teachers do support a broadened definition of gifted students. Additionally, “[t]hey favor the use of individual expression criteria, ongoing assessment, multiple criteria for identification, and consideration of contextual factors” (p. 68). However, there are several questions that need to be addressed: Why have identification procedures not significantly changed? Why are there so few CLED students included in gifted programs? Do teachers believe that CLED students have the ability to perform at high academic achievement levels? Should identification procedures change to include more CLED gifted students? Should gifted programs change to accommodate the strengths and needs of CLED gifted students? To answer these questions, this study was designed to provide baseline data on a national scale that directly address these questions about what teachers believe about the potential of CLED gifted students and their involvement in gifted programs. These questions were operationalized for this study into the following four research questions:
Research Question 1: What are teachers’ core beliefs about culturally, linguistically, and economically diverse (CLED) gifted students regarding their abilities, perspectives involving CLED students in gifted programs, and the benefits of including CLED students in gifted programs?
Research Question 2: Are the population means the same or different for the scores on the dependent variables with respect to the heterogeneity of the school population in which responding teachers serve (White or CLED), training teachers have had (general classroom, bilingual, and/or gifted education), and existence of a mandate for gifted education (with or without)?
Research Question 3: What influences the formation of teachers’ beliefs about CLED gifted students?
Research Question 4: What barriers do teachers perceive to the identification and full participation of CLED students in gifted programs?
Methodology
The newly developed Teachers’ Beliefs About Culturally, Linguistically, and Economically Diverse Gifted Students Survey (De Wet, 2005) was administered to a stratified, random sample of 4,000 teachers. The survey consists of 21 demographic questions relating to gender, ethnicity, and age information as well as the experience and training of participants, followed by a 30-item, 5-point Likert scale survey, asking participants to respond on a scale of 1(Strongly Disagree) to 5 (Strongly Agree). In Section 3, two open-ended questions probe the influences that formed teachers’ beliefs about CLED students, and perceived barriers to the inclusion of CLED students in gifted programs. The last part of the instrument includes a request for permission to interview participants by phone or in person.
Teachers surveyed came from 8 states, 4 with (FL, GA, TX and VA) and 4 without mandates for gifted education (CA, CO, IL, MA). Five hundred teachers (grades 3-5) were selected from each of the 8 states. A disappointing 308 surveys were returned representing a low 7.7% response rate.
Results
Respondents believed that it would benefit gifted programs if CLED students are included, above average abilities are found in all economic strata and cultural groups, and IQ and standardized tests do not accurately reflect CLED students’ abilities. Analysis of demographic information was based on N = 308. An overwhelming number of respondents were White (83.8%) and female (90.3%). These percentages agree with National Center for Education Statistics (2005) data about the national teacher workforce. Teachers who responded to this survey were mostly older with the largest percentage (32.5%) in the age group between 51 and 60, with more than a third having over 20 years of teaching experience, and more than 50% holding a master’s degree. Teachers who responded to the survey were working in 3rd grade (20%), 4th grade (23%), 5th grade (31%), as gifted specialists (28%), and as bilingual education specialists (17%). There were a number of teachers with no specialized training. Fifty five (17.9%) teachers indicated that they had no gifted education training, and 76 (24.7%) said that they had no bilingual education training, while 5% of teachers had neither gifted nor bilingual training. There were 80 teachers certified as bilingual teachers and the same number was certified in gifted education, while 12 teachers, or 4 % held certification as both gifted and bilingual education teachers.
Three factors resulted from factor analysis of the survey, explaining 37% of the variance: Benefits of Including CLED Students in Gifted Programs (n = 10, α = .876), Universality of Abilities (n = 6, α = .734), and Assessment of Abilities (n = 6, α = .717). One-way MANOVAs did not yield significant group differences between mean scale scores on the factors for heterogeneity of schools where respondents worked (White or diverse) or type of training respondents had (no specialized training, bilingual only, gifted only, and bilingual and gifted training). Significant group differences were found on three factors as a result of whether respondents worked in a state with a mandate for gifted education or not.
Teachers believed that formation of their epistemological beliefs about CLED students were influenced by personal experiences with diverse populations or specific students. Teachers ascribed their experience to five categories of sources: (a) general and/or specific teaching experience; (b) specific students who influenced them, often accompanied by a personal story; (c) general life experience with children or minority populations; (d) family relationship with a CLED student or personal experience as a CLED student; and (e) training. Personal experiences colored the perceptions of all the respondents.
Respondents also believed that barriers exist to the inclusion of CLED students in gifted programs. Teachers responded with five categories of perceived barriers: (1) No barriers; (2) Systemic barriers; (3) Student limitations; (4) Teacher issues; and (5) Family issues. The most often mentioned barriers were ineffective and inappropriate identification procedures, the language barrier, and the need for teacher training.
Respondents to this study recognized two conflicting realities: the need to identify students who can perform in existing gifted programs and the need to include more CLED students in gifted programs. On the one hand, some respondents believed that students who do not qualify for gifted programs in the “standard fashion” cannot be successful in gifted programs. There was a recognition that CLED students have limitations that hinder their successful inclusion in gifted programs: limited English proficiency, “holes” in background knowledge, limited knowledge of “White,” American experiences, the things “that can be considered normal.” On the other hand, they recognized that CLED students have strengths and abilities that are not identified by existing identification procedures: culturally biased tests, the use of English language tests with students who are not proficient in English, the use of English language-rich performance measures like writing samples limit the inclusion of CLED students in gifted programs. Respondents wanted identification procedures to change to accommodate larger numbers of CLED students, but their perceptions of the characteristics of gifted students and gifted programs indicated that they equated giftedness with high academic achievement. One teacher summarized this conundrum: “They often have trouble keeping up with rigorous academic standards. The teacher’s dilemma – do I lower the standards?”
A few respondents seemed to understand that there is a solution to the dilemma - changing gifted programs to capitalize on CLED students’ strengths, and to support their limitations, or at least adding options to the services offered that would suit the strengths and limitations of CLED gifted students. Some suggestions of respondents to this study were:
· Try new, innovative techniques
· Adjust the pace of instruction to accommodate for their language differences
· Create gifted programs taught in foreign languages
· Adjusting curriculum to fit the diverse and multicultural nature of CLED students
· Give CLED students opportunities to gain the cultural and academic background knowledge they lack
· Bilingual gifted education teachers, or at the very least teachers who have been trained to work with English language learners.
This study is significant because it provides baseline information about teachers’ beliefs, gives insight into why CLED students are still under identified, and a reliable instrument was developed to assess teachers’ beliefs about gifted CLED students.
xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
Curricular and Instructional Strategies for Diverse Gifted Students
1. Principles of Effective Curriculum
Student learning based on
Characteristics of the learner;
Time devoted to learning an objective;
Quality of instruction
This presentation: Quality of Instruction mediated by characteristics of learners
Effective, challenging curriculum
Targeted and deliberate instruction
2. Characteristics of learners
Capacity to learn at faster rates
Capacity to find, solve, and act on problems more readily
Capacity to manipulate abstract ideas and make connections more easily (VanTassel- Baska & Stambaugh, 2006)
Also variations in:
Strengths, Scope of abilities, Interests, Style preferences, Opportunities,
Background or prior knowledge, Approaches to learning
3. Effective Curriculum
Help students along continuum of expertise (National Research Council, 2000)
Built on fundamental nature of discipline/subject (Renzulli, 2005)
Create independent learners – responsible for own learning
Enhance student motivation, curiosity, self-confidence, self-reliance, self-knowledge
Learning result of thinking – all students able
Learning should include deep understanding:
Flexible, active use of knowledge (Perkins, Project Zero)
4. Three Kinds of Knowledge
To-be-presented knowledge
Just-in-time knowledge (Renzulli)
Throw-away knowledge (Glasser)
5. Hallmarks of Effective Curriculum
Teaching for understanding
Usefulness of knowledge
Learning skills and strategies
Inquiry- or problem-based curriculum
Product Focus
Big Ideas
Escalating intellectual engagement with materials
Culturally responsive
6. Teaching for understanding
Knowledge
Knowing the facts
Knowing a body of coherent facts
Verifiable claims
Knowing something is right or wrong
Responding on cue
Understanding
Knowing meaning of facts
Knowing the theory that provides coherence
Fallible and in-process theories
Matter of degree and sophistication
Judging when to respond and with what
7. Usefulness of knowledge
Usefulness in real world
Focused on useful skills
Students can show haw what they have learned can be used (Glasser)
Relevance to life experiences
Creative productive work (Renzulli)
Authentic language and methodology
Authentic products
Authentic audiences
8. Learning skills and strategies
Learning skills and strategies more than facts
Higher order thinking skills – creative, analytical, critical thinking
How-to skills (Type II – Renzulli)
Conspicuous and explicit teaching of strategies
9. Thinking Skills
Trends
Setting goals
Developing hypothesis
Testing generalizations
Inductive and deductive reasoning
Fantasy/reality
Fact/opinion
Advantages/disadvantages
Identifying point of view
Examining viewpoints
Determining bias
Judging accuracy
Determining relevance
Credibility of sources
Recognizing assumptions/fallacies
Drawing conclusions
Identifying attributes
Compare/contrast
Classify
Setting criteria
Sequencing
Relationships
Patterns
Predicting
Cause/effect
Analogies/metaphors
Formulating
Summarizing
Infering
10. Inquiry- or Problem-Based Learning
Occurrence, object, issue
Involves doubt, uncertainty, or difficulty
Ask students to identify own questions and find own solutions
Explicit attention to
authentic problem solving,
hands-on learning
self-directed inquiry
Outcome: creation of a product
11. Product Focus
Tangible evidence of learning (Maker & Nielsen)
Products may be
Written
Visual
Performance
Oral
Multicategorical
Service
12. Big Ideas
Are timeless
Are universal
Are abstract
Are broad
Examples:
Patterns Change
Systems Conflict
Structure Power
Relationships Adaptation
13. Escalating Intellectual Engagement
Acceleration
Complexity
Depth
Challenge
Creativity
Abstractness
Acceleration
Increase pace of learning
Cover objectives faster
Assign fewer tasks to master objectives
Compacting
Standards-based skills assessed earlier or before teaching
Teach only what needs to be learned
Complexity
Use multiple higher-level skills
Add more variables to study
Require multiple resources
Link study across disciplines
Changes over time
Different points of view
Depth
Study a concept in multiple applications
Conduct original research
Develop a product
Use language of the discipline
Details of concept, theory, principle, or fact
Patterns – recurring events represented by details
Trends – factors influencing events
Unanswered questions
Rules – structure or order of things, n atural or man-made
Ethics – dilemmas or controversial issues
Big ideas – generalizations and principles
Challenge
Advanced resources
Sophisticated content stimuli
Origins – catalysts, roots, causes, beginnings
Contributions – achievements, consequenses, effects
Parallels – comparable, similar, analogous relationships
Paradoxes – fallacies or incongruities
Convergence – meeting points
Cross-disciplinary applications
Explicit reasoning
Creativity
Creative problem solving
Fluency, originality, flexibility
Design a model based on principles or criteria
Provide alternatives for tasks, products, and assessments
Emphasize oral and written communication to authentic audience
Abstractness
Use macroconcepts for connections across disciplines
Use macroconcepts for connections within topic
Determine own generalization for concepts
Culturally Responsive
Rooted in understanding of culture
Integrates diverse ways of knowing, understanding, representing information
Multicultural viewpoints
Relevance to students’ experiences
Safe environment to explore and express cultural differences and viewpoints
14. Hallmarks of Effective Instruction
Provide transitional curriculum
Curriculum that balances basic and higher-order skills
Explicit teaching of strategies and skills
Use native language and culture as instructional aid and processing medium
Instruction that enhances understanding:
Teaching metacognitive strategies
Using routines
Making instruction comprehensible
Adjust vocabulary and level of English
Teach required "prior" knowledge if necessary
Give opportunities for practice
Provide transitional curriculum
Teach required "prior" knowledge when necessary
Explicitly teach "lingo," knowledge necessary to navigate system
Explicitly make connections between students’ lives and school
Use many and varied exploratory, exposing activities (Renzulli’s Type I enrichment)
Balance basic and higher order skills
Use hands-on learning experiences
Use concrete experiences to connect to the abstract
Use visual aids
Pictures
Graphic organizers
Manipulatives
Use mentors
Start with student strengths
Native language
Native language support
Academic language scaffolding
Cooperative learning – opportunities for students to discuss process with each other
Opportunities to practice discourse
Dialogue journaling
Instruction to enhance understanding
Teach metacognitive strategies
Use routines
Make instruction comprehensible
Adjust vocabulary and level of English
Explain and demonstrate what students will be doing
Teach required "prior" knowledge if necessary
Opportunities for practice
Opportunities for self-directed activities
15. Internet Resources
Renzulli Learning Systems (www.renzullilearning.com)
Webquests (www.webquest.org)
Filamentality (www.kn.pacbell.com/wired/fil/)
Wiseman Tech (www.wisemantech.com)
Dr. Hotlist (www.districtadnministration.com)
My blog (http://oneviewgt.blogspot.com)
References
Erickson, E. L. (2002). Concept-based curriculum and instruction: Teaching beyond the facts. Thousand Oaks, CA: Corwin Press.
Kaplan, S. (2005). Layering differentiated curricula for the gifted and talented. In F. A. Karnes, & S. M. Bean (Eds), Methods and materials for teaching the gifted (2nd ed). Waco, TX: Prufrock Press.
Karnes, F. A., & Bean, S. M. (Eds.). (2005). Methods and materials for teaching the gifted (2nd ed). Waco, TX: Prufrock Press. (ISBN: 1-59363-022-0)
Renzulli, J. S. (2005). Equity, excellence, and economy in a system for identifying students in gifted education programs: A guidebook (RM05208). Storrs, CT: The National Research Center on the Gifted and Talented, University of Connecticut.
Tomlinson, C. A. (2005). Quality curriculum and instruction for highly able students. Theory into Practice, 44(2), 160-166.
VanTassel-Baska, J., & Stambaugh, T. (2006). Comprehensive curriculum for gifted learners (3rd Edition). Boston, MA: Pearson
Wiggins, G. P. & McTighe, J. (2005). Understanding By Design, Expanded 2nd Edition. Alexandria, VA: The Association for Supervision and Curriculum Development.
Renzulli, J. S., Leppien, J. H., & Hays, T. S. (2000). The Multiple Menu Model: A Practical Guide for Developing Differentiated Curriculum. Mansfield Center, CT: Creative Learning Press.
Thursday, October 19, 2006
Traveling Trunks
Are you looking for resources to put some zing (short for hands on, primary documents, artifacts based learning experiences) in your teaching? Explore the world of traveling trunks.
Traveling trunks are offered by many non-profit organizations, commercial companies, and other entities who like to share their resources. Traveling trunks give the busy teacher the opportunity to access resources that might be too expensive to obtain otherwise. Usually these trunks come with lesson plan ideas to make your job even easier.
Today, I am sharing with you some of these resources. I have many more up my sleeve, so if you do not see something you might like to use, leave a message, and I might just have what you are looking for.
1. The National Park Service (http://www.nps.gov/learn/trunks.htm)
The National Park Service has a variety of traveling trunks available for teachers. They require in most cases a refundable security deposit. Trunks pertaining to resources for each park are available from specific parks. Trunks include:
* Ellis Island: Five different "Park in a pack" trunks.
* Aztec Ruins National Parks: Different trunks containing numerous replica artifacts, the Hisatsinom video, and a teacher's guide. The teacher's guide includes background readings, lessons, and field trip advice.
* Geology or Archeology traveling trunks from the Delaware Water Gap
* Jefferson National Park Expansion Memorial in Missouri (10 different trunks available)
Investigate the website for more information. There are also other teacher resources on the "Parks in the Curriculum" page.
2. Civil War: Life of a Civil War Soldier
Friends of the National Park at Gettysburg will send you this trunk for a suggested donation. COntact them at tel. 717-334-0772 x 222, or email at
taltland@friendsofgettysburg.org.
You can find a lesson plan to use for this trunk online at http://www.oah.org/pubs/magazine/publichistory/sanders.html
3. Home for History Traveling Trunk
http://www.arkansaspreservation.org/preservation-services/youth-education/#trunk
This trunk is for 2nd through 6th grade and teaches about architecture and historical preservation. Contact them at tel. (501) 324-9880, email at
info@arkansaspreservation.org
4. Center For Diversity Education (CDE)
http://eduweb.unca.edu/diversityed/
This education center offers several trunks:
*An Unmarked Trail (Stories of African Americans in Bumcombe County 1850- 1900)
*Choosing to Remember from the Shoah to the Mountains (Shoah is Hebrew for catastrophe)
*Coming to the Mountains (Immigration and Western North Carolina)
* It’s Only a Game? (portrayal of Native Americans in sports)
* Lest We Forget (WW II)
* The Power of Words
*Treasure of Diversity
Florida Holocaust Museum
http://www.floridaholocaustmuseum.org/Trunks/trunks2.cfm
Contact them at tel: (727) 820-0100 ext 221 or email at:
trunks@flholocaustmuseum.org
They have 10 trunks available for 1st grade through 12th grade levels
A variety of topics related to the holocaust, human rights, tolerance, etc.
*Different and Same (for 1st-2nd grade)
*Creating Community (3rd-4th grade)
*Beginning Holocaust Studies (5th grade)
*Investigating Human Behavior (middle school)
*Historical Perspective of the Holocaust (high school)
*Arts Trunk (either elementary or secondary)
*Human Rights and Genocide (middle and high school)
Holocaust Museum of Houston (http://www.hmh.org/ed_cur_trunk.asp)
Contact them at tel: 713-942-8000
*Elementary School
*Middle School
*High School Social Studies
*High School Language Arts
*Advanced Placement High School Language Arts
6. Lewis and Clarke: Montana Lewis & Clark Bicentenial http://www.montanalewisandclark.org/resources/travelingtrunks.htm
Contact them at tel: 406) 443-2109 or email at rcortright@mt.gov
*The Expedition
*Natural History
*Montana’s First People
There are many regional centers who also offer trunks. Contact your local natural history museum or the art museum to see what they have available. Since I live in Alabama, here are some Alabama resources also.
7. Mobile Museum of fine arts (http://www.mobilemuseumofart.com/)
Contact them at tel: (334) 343-2667
They have: * An African Trunk
*A Native American Trunk
*A Preschool trunk
8. Alabama Power Science Suitcases (http://www.southerncompany.com/alpower/community/sciencesuitcases.asp?mnuOpco=apc&mnuType=sub&mnuItem=oc)
They have many resources for teachers, including over 300 suitcases:
Nutshells - Grades 2 - 6
Delta Science Corners - Grades 2 - 6
Delta Science Modules
Delta FOSS (Full Option Science System) Modules Cuisenaire-->
Carolina Biological
Insights (Kendall/Hunt) Kits
Wabash Instrument Corporation
Water Assessment Kits
Enviroscape - Grades 3 - 8
9. Alabama Department of Archives and History, Montgomery http://www.archives.state.al.us/teacher/architrunk.html
Contact them at tel: (334) 242-4435
ArchiTrunk: Alabama History Teaching Kit. This kit is aligned with fourth grade Alabama teaching standards and contain Artifact reproductions, Books, Videos, Maps, Lesson Plans, and Activity Sheets. Costs only shipping.
10. Burritt on the Mountain (www.burrittmuseum.com/pages/education_programs_out.htm)
Contact them at tel: (256) 512-0146
They offer: *Grandmother’s trunk (TN Valley)
*Gifts from the earth (Native Americans and early Europeans of Southeast)
*Animals (skulls, pelts, etc)
*School Days (school items from 1800s)
My thanks to Debbie Carden for help with the research on this topic.
Does this not excite you? If students can touch and see, they will enjoy learning much more, they will remember much more, and you might just inspire a budding scholar to investigate further. Apart from the benefits to students, changing the everyday into a special day will help you enjoy your work more!
Have fun!
Traveling trunks are offered by many non-profit organizations, commercial companies, and other entities who like to share their resources. Traveling trunks give the busy teacher the opportunity to access resources that might be too expensive to obtain otherwise. Usually these trunks come with lesson plan ideas to make your job even easier.
Today, I am sharing with you some of these resources. I have many more up my sleeve, so if you do not see something you might like to use, leave a message, and I might just have what you are looking for.
1. The National Park Service (http://www.nps.gov/learn/trunks.htm)
The National Park Service has a variety of traveling trunks available for teachers. They require in most cases a refundable security deposit. Trunks pertaining to resources for each park are available from specific parks. Trunks include:
* Ellis Island: Five different "Park in a pack" trunks.
* Aztec Ruins National Parks: Different trunks containing numerous replica artifacts, the Hisatsinom video, and a teacher's guide. The teacher's guide includes background readings, lessons, and field trip advice.
* Geology or Archeology traveling trunks from the Delaware Water Gap
* Jefferson National Park Expansion Memorial in Missouri (10 different trunks available)
Investigate the website for more information. There are also other teacher resources on the "Parks in the Curriculum" page.
2. Civil War: Life of a Civil War Soldier
Friends of the National Park at Gettysburg will send you this trunk for a suggested donation. COntact them at tel. 717-334-0772 x 222, or email at
taltland@friendsofgettysburg.org.
You can find a lesson plan to use for this trunk online at http://www.oah.org/pubs/magazine/publichistory/sanders.html
3. Home for History Traveling Trunk
http://www.arkansaspreservation.org/preservation-services/youth-education/#trunk
This trunk is for 2nd through 6th grade and teaches about architecture and historical preservation. Contact them at tel. (501) 324-9880, email at
info@arkansaspreservation.org
4. Center For Diversity Education (CDE)
http://eduweb.unca.edu/diversityed/
This education center offers several trunks:
*An Unmarked Trail (Stories of African Americans in Bumcombe County 1850- 1900)
*Choosing to Remember from the Shoah to the Mountains (Shoah is Hebrew for catastrophe)
*Coming to the Mountains (Immigration and Western North Carolina)
* It’s Only a Game? (portrayal of Native Americans in sports)
* Lest We Forget (WW II)
* The Power of Words
*Treasure of Diversity
Contact them at tel: (828) 232-5024
5. Holocaust Information:Florida Holocaust Museum
http://www.floridaholocaustmuseum.org/Trunks/trunks2.cfm
Contact them at tel: (727) 820-0100 ext 221 or email at:
trunks@flholocaustmuseum.org
They have 10 trunks available for 1st grade through 12th grade levels
A variety of topics related to the holocaust, human rights, tolerance, etc.
*Different and Same (for 1st-2nd grade)
*Creating Community (3rd-4th grade)
*Beginning Holocaust Studies (5th grade)
*Investigating Human Behavior (middle school)
*Historical Perspective of the Holocaust (high school)
*Arts Trunk (either elementary or secondary)
*Human Rights and Genocide (middle and high school)
Holocaust Museum of Houston (http://www.hmh.org/ed_cur_trunk.asp)
Contact them at tel: 713-942-8000
*Elementary School
*Middle School
*High School Social Studies
*High School Language Arts
*Advanced Placement High School Language Arts
6. Lewis and Clarke: Montana Lewis & Clark Bicentenial http://www.montanalewisandclark.org/resources/travelingtrunks.htm
Contact them at tel: 406) 443-2109 or email at rcortright@mt.gov
*The Expedition
*Natural History
*Montana’s First People
There are many regional centers who also offer trunks. Contact your local natural history museum or the art museum to see what they have available. Since I live in Alabama, here are some Alabama resources also.
7. Mobile Museum of fine arts (http://www.mobilemuseumofart.com/)
Contact them at tel: (334) 343-2667
They have: * An African Trunk
*A Native American Trunk
*A Preschool trunk
8. Alabama Power Science Suitcases (http://www.southerncompany.com/alpower/community/sciencesuitcases.asp?mnuOpco=apc&mnuType=sub&mnuItem=oc)
They have many resources for teachers, including over 300 suitcases:
Nutshells - Grades 2 - 6
Delta Science Corners - Grades 2 - 6
Delta Science Modules
Delta FOSS (Full Option Science System) Modules Cuisenaire-->
Carolina Biological
Insights (Kendall/Hunt) Kits
Wabash Instrument Corporation
Water Assessment Kits
Enviroscape - Grades 3 - 8
9. Alabama Department of Archives and History, Montgomery http://www.archives.state.al.us/teacher/architrunk.html
Contact them at tel: (334) 242-4435
ArchiTrunk: Alabama History Teaching Kit. This kit is aligned with fourth grade Alabama teaching standards and contain Artifact reproductions, Books, Videos, Maps, Lesson Plans, and Activity Sheets. Costs only shipping.
10. Burritt on the Mountain (www.burrittmuseum.com/pages/education_programs_out.htm)
Contact them at tel: (256) 512-0146
They offer: *Grandmother’s trunk (TN Valley)
*Gifts from the earth (Native Americans and early Europeans of Southeast)
*Animals (skulls, pelts, etc)
*School Days (school items from 1800s)
My thanks to Debbie Carden for help with the research on this topic.
Does this not excite you? If students can touch and see, they will enjoy learning much more, they will remember much more, and you might just inspire a budding scholar to investigate further. Apart from the benefits to students, changing the everyday into a special day will help you enjoy your work more!
Have fun!
Tuesday, October 10, 2006
Taming the Beast (in other words, How to navigate internet resources)
The internet contains a wealth of information and very usable tools. The problem is finding those tools and that information in a timely manner, and keeping track of them so that you don't have to find the same things over and over again.
So, you say, that is what BOOKMARKS or FAVORITES are for. Yes, that's true. But what if you have more than one computer? The bookmarks and favorites are stored on your computer, not the email account (unless you have an internet-based account). That means if you save a bookmark on one computer, it will not be on the other, and so forth. I have a solution further down.
The other great help in finding good websites, is to find a good HOTLIST. Today I share some of my own favorite hotlists with you.
1. Backflip (http://www.backflip.com/login.ihtml)
Backflip is an internet-based bookmarking site. Membership is free and once you are registered, you can add your bookmarks or favorites from your computer, and add a toolbar button to "Backflip" any site you wish to add to your favorites list. Your bookmarks can be organized in categories, and it even has a "daily routine" section for websites you access everyday. It is easy to use, and it keeps your bookmarks/favorites organized and accessible even on someone else's computer. There are also public folders, where other people post useful links. I love this tool and use it every day.
I learned of this tool from Ken Wiseman.
2. Wiseman Tech (http://www.wisemantech.com)
One of the most useful educational technology sites I've come across. Mr. Wiseman has beginner level, and more advanced tutorials on digital photo, digital video, web collaboration, searching the internet effectively and efficiently, and even a wonderful resource on Guidance, put together by Mrs. Wiseman. Don't take my word for it. If you want to know how to do anything related to technology, try Wiseman Tech first.
3. District Administration Journal's Dr. Hotlist (http://www.districtadministration.com). Scroll down and you'll find the Dr. Hotlist icon on the left.
This hotlist of education websites is managed by Gil Dyrli, retired but very active professor of education from the University of Connecticut. Look for the Online Resources button. Explore the
Curriculum Hotspots, Professional Resources, Emerging Technologies, and Dr. Dyrli's technology column, The online Edge.
4. Filamentality (http://www.kn.pacbell.com/wired/fil/)
Do you want ready made differentiation material? Looking for tiered assignments on anything?The Filamentality website offers thousands (77142 at last count) of mini-webquests on any subject you can imagine, created by teachers for their students.
Search Filamentality for "Ancient Greece," and you find 2943 different files created by teachers. Some are hotlists of student safe websites, some are webquests. A great resource if you need information on a subject quickly. I have not searched on any subject without finding some good resources.
Be prepared to plow through the filamentalities to find one that suits your students' age and ability. Usually it is worth the effort.
5. Webquests (http://bestwebquests.com)
As far as I can figure, the first webquest was written by Tom March (1995) at the San Diego State University, co-teaching with Bernie Dodge. The "Best Webquests" website is administered by Tom March, and on his site, he gives the following webquest resources:
Portals:
Tom March.com The central location for all Tom's "Bright Ideas for Education"
BestWebQuests Celebrating the Best in WebQuests
WebQuests for Learning WebQuests and materials created by Tom March
The WebQuest Portal Interactive WebQuest Community from Bernie Dodge
Online WebQuest Makers, of which Filamentality is one; WebQuest Design Guides; and Articles about Webquests.
Happy hunting. Next time, I plan to talk about trunks and suitcases offered by museums, non-profits, and organizations for checkout by teachers.
So, you say, that is what BOOKMARKS or FAVORITES are for. Yes, that's true. But what if you have more than one computer? The bookmarks and favorites are stored on your computer, not the email account (unless you have an internet-based account). That means if you save a bookmark on one computer, it will not be on the other, and so forth. I have a solution further down.
The other great help in finding good websites, is to find a good HOTLIST. Today I share some of my own favorite hotlists with you.
1. Backflip (http://www.backflip.com/login.ihtml)
Backflip is an internet-based bookmarking site. Membership is free and once you are registered, you can add your bookmarks or favorites from your computer, and add a toolbar button to "Backflip" any site you wish to add to your favorites list. Your bookmarks can be organized in categories, and it even has a "daily routine" section for websites you access everyday. It is easy to use, and it keeps your bookmarks/favorites organized and accessible even on someone else's computer. There are also public folders, where other people post useful links. I love this tool and use it every day.
I learned of this tool from Ken Wiseman.
2. Wiseman Tech (http://www.wisemantech.com)
One of the most useful educational technology sites I've come across. Mr. Wiseman has beginner level, and more advanced tutorials on digital photo, digital video, web collaboration, searching the internet effectively and efficiently, and even a wonderful resource on Guidance, put together by Mrs. Wiseman. Don't take my word for it. If you want to know how to do anything related to technology, try Wiseman Tech first.
3. District Administration Journal's Dr. Hotlist (http://www.districtadministration.com). Scroll down and you'll find the Dr. Hotlist icon on the left.
This hotlist of education websites is managed by Gil Dyrli, retired but very active professor of education from the University of Connecticut. Look for the Online Resources button. Explore the
Curriculum Hotspots, Professional Resources, Emerging Technologies, and Dr. Dyrli's technology column, The online Edge.
4. Filamentality (http://www.kn.pacbell.com/wired/fil/)
Do you want ready made differentiation material? Looking for tiered assignments on anything?The Filamentality website offers thousands (77142 at last count) of mini-webquests on any subject you can imagine, created by teachers for their students.
Search Filamentality for "Ancient Greece," and you find 2943 different files created by teachers. Some are hotlists of student safe websites, some are webquests. A great resource if you need information on a subject quickly. I have not searched on any subject without finding some good resources.
Be prepared to plow through the filamentalities to find one that suits your students' age and ability. Usually it is worth the effort.
5. Webquests (http://bestwebquests.com)
As far as I can figure, the first webquest was written by Tom March (1995) at the San Diego State University, co-teaching with Bernie Dodge. The "Best Webquests" website is administered by Tom March, and on his site, he gives the following webquest resources:
Portals:
Tom March.com The central location for all Tom's "Bright Ideas for Education"
BestWebQuests Celebrating the Best in WebQuests
WebQuests for Learning WebQuests and materials created by Tom March
The WebQuest Portal Interactive WebQuest Community from Bernie Dodge
Online WebQuest Makers, of which Filamentality is one; WebQuest Design Guides; and Articles about Webquests.
Happy hunting. Next time, I plan to talk about trunks and suitcases offered by museums, non-profits, and organizations for checkout by teachers.
Taming the Beast (in other words, How to navigate internet resources)
The internet contains a wealth of information and very usable tools. The problem is finding those tools and that information in a timely manner, and keeping track of them so that you don't have to find the same things over and over again.
So, you say, that is what BOOKMARKS or FAVORITES are for. Yes, that's true. But what if you have more than one computer? The bookmarks and favorites are stored on your computer, not the email account (unless you have an internet-based account). That means if you save a bookmark on one computer, it will not be on the other, and so forth. I have a solution further down.
The other great help in finding good websites, is to find a good HOTLIST. Today I share some of my own favorite hotlists with you.
1. Backflip (http://www.backflip.com/login.ihtml)
Backflip is an internet-based bookmarking site. Membership is free and once you are registered, you can add your bookmarks or favorites from your computer, and add a toolbar button to "Backflip" any site you wish to add to your favorites list. Your bookmarks can be organized in categories, and it even has a "daily routine" section for websites you access everyday. It is easy to use, and it keeps your bookmarks/favorites organized and accessible even on someone else's computer. There are also public folders, where other people post useful links. I love this tool and use it every day.
I learned of this tool from Ken Wiseman.
2. Wiseman Tech (http://www.wisemantech.com)
One of the most useful educational technology sites I've come across. Mr. Wiseman has beginner level, and more advanced tutorials on digital photo, digital video, web collaboration, searching the internet effectively and efficiently, and even a wonderful resource on Guidance, put together by Mrs. Wiseman. Don't take my word for it. If you want to know how to do anything related to technology, try Wiseman Tech first.
3. District Administration Journal's Dr. Hotlist (http://www.districtadministration.com). Scroll down and you'll find the Dr. Hotlist icon on the left.
This hotlist of education websites is managed by Gil Dyrli, retired but very active professor of education from the University of Connecticut. Look for the Online Resources button. Explore the
Curriculum Hotspots, Professional Resources, Emerging Technologies, and Dr. Dyrli's technology column, The online Edge.
4. Filamentality (http://www.kn.pacbell.com/wired/fil/)
Do you want ready made differentiation material? Looking for tiered assignments on anything?The Filamentality website offers thousands (77142 at last count) of mini-webquests on any subject you can imagine, created by teachers for their students.
Search Filamentality for "Ancient Greece," and you find 2943 different files created by teachers. Some are hotlists of student safe websites, some are webquests. A great resource if you need information on a subject quickly. I have not searched on any subject without finding some good resources.
Be prepared to plow through the filamentalities to find one that suits your students' age and ability. Usually it is worth the effort.
5. Webquests (http://bestwebquests.com)
As far as I can figure, the first webquest was written by Tom March (1995) at the San Diego State University, co-teaching with Bernie Dodge. The "Best Webquests" website is administered by Tom March, and on his site, he gives the following webquest resources:
Portals:
Tom March.com The central location for all Tom's "Bright Ideas for Education"
BestWebQuests Celebrating the Best in WebQuests
WebQuests for Learning WebQuests and materials created by Tom March
The WebQuest Portal Interactive WebQuest Community from Bernie Dodge
Online WebQuest Makers, of which Filamentality is one; WebQuest Design Guides; and Articles about Webquests.
Happy hunting. Next time, I plan to talk about trunks and suitcases offered by museums, non-profits, and organizations for checkout by teachers.
So, you say, that is what BOOKMARKS or FAVORITES are for. Yes, that's true. But what if you have more than one computer? The bookmarks and favorites are stored on your computer, not the email account (unless you have an internet-based account). That means if you save a bookmark on one computer, it will not be on the other, and so forth. I have a solution further down.
The other great help in finding good websites, is to find a good HOTLIST. Today I share some of my own favorite hotlists with you.
1. Backflip (http://www.backflip.com/login.ihtml)
Backflip is an internet-based bookmarking site. Membership is free and once you are registered, you can add your bookmarks or favorites from your computer, and add a toolbar button to "Backflip" any site you wish to add to your favorites list. Your bookmarks can be organized in categories, and it even has a "daily routine" section for websites you access everyday. It is easy to use, and it keeps your bookmarks/favorites organized and accessible even on someone else's computer. There are also public folders, where other people post useful links. I love this tool and use it every day.
I learned of this tool from Ken Wiseman.
2. Wiseman Tech (http://www.wisemantech.com)
One of the most useful educational technology sites I've come across. Mr. Wiseman has beginner level, and more advanced tutorials on digital photo, digital video, web collaboration, searching the internet effectively and efficiently, and even a wonderful resource on Guidance, put together by Mrs. Wiseman. Don't take my word for it. If you want to know how to do anything related to technology, try Wiseman Tech first.
3. District Administration Journal's Dr. Hotlist (http://www.districtadministration.com). Scroll down and you'll find the Dr. Hotlist icon on the left.
This hotlist of education websites is managed by Gil Dyrli, retired but very active professor of education from the University of Connecticut. Look for the Online Resources button. Explore the
Curriculum Hotspots, Professional Resources, Emerging Technologies, and Dr. Dyrli's technology column, The online Edge.
4. Filamentality (http://www.kn.pacbell.com/wired/fil/)
Do you want ready made differentiation material? Looking for tiered assignments on anything?The Filamentality website offers thousands (77142 at last count) of mini-webquests on any subject you can imagine, created by teachers for their students.
Search Filamentality for "Ancient Greece," and you find 2943 different files created by teachers. Some are hotlists of student safe websites, some are webquests. A great resource if you need information on a subject quickly. I have not searched on any subject without finding some good resources.
Be prepared to plow through the filamentalities to find one that suits your students' age and ability. Usually it is worth the effort.
5. Webquests (http://bestwebquests.com)
As far as I can figure, the first webquest was written by Tom March (1995) at the San Diego State University, co-teaching with Bernie Dodge. The "Best Webquests" website is administered by Tom March, and on his site, he gives the following webquest resources:
Portals:
Tom March.com The central location for all Tom's "Bright Ideas for Education"
BestWebQuests Celebrating the Best in WebQuests
WebQuests for Learning WebQuests and materials created by Tom March
The WebQuest Portal Interactive WebQuest Community from Bernie Dodge
Online WebQuest Makers, of which Filamentality is one; WebQuest Design Guides; and Articles about Webquests.
Happy hunting. Next time, I plan to talk about trunks and suitcases offered by museums, non-profits, and organizations for checkout by teachers.
Tuesday, October 03, 2006
The Wonderful World of Newsletters
I have discovered that some people spend a lot of time gathering information and publishing it in the form of newsletters. If you search long enough, you can probably find a newsletter on just about any subject. Often, a newsletter will be a collection of news articles on a particular subject. I use those to scan through a large amount of information quickly. Usually, these newsletters have the title and an introductory paragraph for a number of news articles. If you want to read the full article, the newsletter gives a link for you to click on and voila! Sometimes, a newsletter on a particular topic gives helpful hints. Other newsletters, often for commercial ventures such as bookstores, give new release information and special offers.
Today, I give you links to my favorite newsletters.
1. ASCD Smartbrief (http://www.smartbrief.com/ascd/)
This newsletter contains "E-Mail news for the K-12 education profession." It is one of those collections of news articles pertinent to K-12 education. It keeps you up to date on trends and issues in education. You can choose to follow a particular news story, and the Smartbrief will give you alerts when more about a particular topic is published. They also periodically give links to special reports on specific topics. There is always information about new publications for educators, and they have a "Who's Hiring" feature advertising available jobs.
Subscription is free.
2. CEC Smartbrief (http://www.smartbrief.com/cec/)
Same format, often some of the same content, but content is specific to matters of interest to members of the Council on Exceptional Children - special education issues. It includes gifted education issues.
Subscription is free.
3. eSchool News (http://www.eschoolnews.com)
Newsletter covering issues with technology in schools. Currently, they are running a report on technology and its impact on Formative Assessment (http://www.eschoolnews.com/resources/reports/formative_assessment/index.cfm), as well as a resource center on Multimedia Instructional Tools http://www.eschoolnews.com/resources/reports/Multimedia_Instructional/index.cfm
If you are interested in technology, try this newsletter. It's free.
4. Dave Paradi - Thinking Outside The Slide
(http://www.ThinkOutsideTheSlide.com/newsletter.htm )
Each Dave Paradi newsletter contains a great Powerpoint Tip. He has written a book on the effective use of MS Powerpoint and offers online conferencing training sessions on specific Powerpoint skills. I have attended one of those and it was practical and helpful and worth every penny I paid. The training sessions are not free, although he will throw in a free ebook, and his free newletter is chockfull of practical hints. It is worth your time to read this!
Free subscription.
5. Gifted Child Education Newsletter (http://www.prufrock.com/)
Published by Prufrock Press, this newsletter has little articles, news items, and of course, special promotions from Prufrock on their new releases. While you are about it, look at their catalogue - special internet deals. They have a few interesting teacher resource books available for as little as $2.95. They also have 2 blogs: a Gifted Education blog, and a Gifted Child Info blog.
Free subscription.
6. The Annenberg Media Newsletters (http://www.learner.org/mailman/listinfo/updates
This organization has an excellent educational resource website (http://www.learner.org) with videos and a TV broadcasting schedule of educational programs. You can choose from a total of 37 discussion lists. Examples include: TEACHING GEOGRAPHY, ARTS IN EVERY CLASSROOM, LEARNING SCIENCE THROUGH INQUIRY, and PRIMARY SOURCES.
Free subscription.
If you can contribute more helpful newsletter ideas for those interested in education and specifically gifted education, let us know.
Today, I give you links to my favorite newsletters.
1. ASCD Smartbrief (http://www.smartbrief.com/ascd/)
This newsletter contains "E-Mail news for the K-12 education profession." It is one of those collections of news articles pertinent to K-12 education. It keeps you up to date on trends and issues in education. You can choose to follow a particular news story, and the Smartbrief will give you alerts when more about a particular topic is published. They also periodically give links to special reports on specific topics. There is always information about new publications for educators, and they have a "Who's Hiring" feature advertising available jobs.
Subscription is free.
2. CEC Smartbrief (http://www.smartbrief.com/cec/)
Same format, often some of the same content, but content is specific to matters of interest to members of the Council on Exceptional Children - special education issues. It includes gifted education issues.
Subscription is free.
3. eSchool News (http://www.eschoolnews.com)
Newsletter covering issues with technology in schools. Currently, they are running a report on technology and its impact on Formative Assessment (http://www.eschoolnews.com/resources/reports/formative_assessment/index.cfm), as well as a resource center on Multimedia Instructional Tools http://www.eschoolnews.com/resources/reports/Multimedia_Instructional/index.cfm
If you are interested in technology, try this newsletter. It's free.
4. Dave Paradi - Thinking Outside The Slide
(http://www.ThinkOutsideTheSlide.com/newsletter.htm )
Each Dave Paradi newsletter contains a great Powerpoint Tip. He has written a book on the effective use of MS Powerpoint and offers online conferencing training sessions on specific Powerpoint skills. I have attended one of those and it was practical and helpful and worth every penny I paid. The training sessions are not free, although he will throw in a free ebook, and his free newletter is chockfull of practical hints. It is worth your time to read this!
Free subscription.
5. Gifted Child Education Newsletter (http://www.prufrock.com/)
Published by Prufrock Press, this newsletter has little articles, news items, and of course, special promotions from Prufrock on their new releases. While you are about it, look at their catalogue - special internet deals. They have a few interesting teacher resource books available for as little as $2.95. They also have 2 blogs: a Gifted Education blog, and a Gifted Child Info blog.
Free subscription.
6. The Annenberg Media Newsletters (http://www.learner.org/mailman/listinfo/updates
This organization has an excellent educational resource website (http://www.learner.org) with videos and a TV broadcasting schedule of educational programs. You can choose from a total of 37 discussion lists. Examples include: TEACHING GEOGRAPHY, ARTS IN EVERY CLASSROOM, LEARNING SCIENCE THROUGH INQUIRY, and PRIMARY SOURCES.
Free subscription.
If you can contribute more helpful newsletter ideas for those interested in education and specifically gifted education, let us know.
Monday, October 02, 2006
Hello (in other words, Introduction)
Today, I am starting on a new adventure - my own blog. I hope you will join this journey and enjoy the ride. Who knows where it will go and where we will end. It will be interesting.
I am doing this primarily to create a space where I can share ideas, resources, and questions about the world of gifted education. I trust this will be a helpful space. Remember though, this is a personal view of my world. This blog is designed for the exchange of ideas. Some of these ideas may be grounded in theory and research. Others may very well be wild and woolly.
I invite you to respond. Agree with me if you can. Set me straight if you think you need to.
Welcome!
I am doing this primarily to create a space where I can share ideas, resources, and questions about the world of gifted education. I trust this will be a helpful space. Remember though, this is a personal view of my world. This blog is designed for the exchange of ideas. Some of these ideas may be grounded in theory and research. Others may very well be wild and woolly.
I invite you to respond. Agree with me if you can. Set me straight if you think you need to.
Welcome!
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