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Gifted and talented education: using technology to engage students

Gifted and talented education: using technology to engage students
Here we have collated some highlights and links from our recent live chat, in association with IGGY, that explored the role of technology in gifted education. To read the discussion in full, click here. Jackie Swift (@jactherat), head of English at a London secondary school, was the G&T co-ordinator at her previous school and has blogged for the Guardian Teacher Network on gifted and talented pupils: Just what is gifted and talented? Do gifted and talented pupils need gifted and talented teachers? I agree that G&T students do need exceptional teachers, ones who don't feel threatened by them, who are open to being challenged beyond the usual and open to many things. Indeed a multi-subject specialist of some sort would fit the bill. Ian Warwick, senior director, London Gifted and Talented Dr Adam Boddison, academic principal for IGGY is responsible for ensuring that there is a broad range of academic content for IGGY members, which is both relevant and engaging Links, videos and blog posts:

Being Gifted It’s painful. It’s a blessing and a curse It’s what you are. The Pain Understand that the psychological / existential turmoil you’re suffering through is an aspect of being gifted. You don’t fit into the slots provided to you by society. You suffer because you see through the BS, but don’t know what you can do about it. You’re lost out there in the world. Why me? We are a byproduct of society’s dramatic evolution, and the chaos unleashed by it. We are adaptive, imaginative, and creative. We are the cure. It’s Not the Ideal Plan, but We’ve Been Left with no Alternatives Societal evolution created a ton of problems, but also countless areas of opportunity. We were sprinkled around the globe, and left with little to no support for development. However, we are out there. There is No “Path” for Us We have to seek out and find one another. We have to identify giftedness in other people when we see it, and reach out to them. We must help them to recognize, understand, and embrace what they are. Related

Potential Plus UK - Home Page Tim Rylands' Blog - to baldly go....... Using ICT to inspire Can You Hear the Flowers Sing? Issues for Gifted Adults Can You Hear the Flowers Sing? Issues for Gifted Adults Author: Deirdre V. Lovecky Citation: Copyright © American Counseling Association. There has been comparatively little focus in the literature on the characteristics and social and emotional needs of gifted adults. Although the personality traits and social and emotional needs of gifted children have been widely described (Erlich, 1982; Terman, 1925; Torrance, 1962; Webb, Meckstroth, & Tolan, 1982), there has been comparatively little focus on gifted adults. In studies of male scientists (Roe, 1952), creative artists and writers (Cattell, 1971), female mathematicians (Helson, 1971), and architects (MacKinnon, 1962), among others, the predominant characteristics found included impulsivity, curiosity, high need for independence, high energy level, introversion, intuitiveness, emotional sensitivity, and nonconformity. For the most part, the literature on gifted adults does not address the social impact of the various traits described.

NACE >> Welcome to NACE Blogging Effective provision for gifted and talented students in secondary education Publication date: Jun 2007 Ref: Audience: Inclusion staff, Lead intervention teacher, Leading teacher, Teacher Function: Effective practice, Leading teacher, Phase guidance, Teaching and learning Format: Booklet, Key resource This publication sets out general principles for secondary schools to follow in order to plan and deliver effective provision for gifted and talented learners. This guidance follows on from that given in Identifying gifted and talented learners – getting started. This publication may be available to order from: This publication is only available for download.

Online tools Teaching for A*s | headguruteacher Beyond the very general notion that we should teach as well as we possibly can, are there approaches we can use that help to secure the highest grades at GCSE? I don’t want to suggest that there are any simple tricks or quick wins or that it is possible or wise for us to expect ever more A* grades. However, getting A*s is something we often discuss at KEGS. Perhaps it is better to think of it differently, working on the assumption that only a certain proportion of students will be awarded A*s across a national exam cohort. From conversations with colleagues and my experience as a teacher (and more recently as a parent) I do think that there are some common features of successful approaches to securing the highest grades at GCSEs; to getting close to full marks. Expectations and DriveTiming and sequencing of the courseAcceleration through depth, not speedRelating the learning to the exam requirementsFacilitating independent study There is also a sting in the tail. 1. 2. 3. 4. 5. Like this:

11 Tips for Self-Education in the Internet Age 195 23Share Synopsis If we are not actively curious, knowledge-seeking inquirers—we cannot hope to attain significant insight or understanding in any area of study. “Knowledge emerges only through . . . the restless, impatient, continuing, hopeful inquiry human beings pursue in the world, with the world, and with each other.” A few weeks ago, I wrote an essay that decried the inadequacies of our mass education systems and made a case for an autodidactic approach to learning. “. . . I further suggested that whether one wishes to adopt such an attitude is one’s own prerogative, but I submitted that “in the face of mounting global crises and a rapidly evolving world, we need as many flexible, thoughtful minds as possible to navigate the complexity and develop a human-friendly, Earth-conscious future.” Ideally, though, I think one should become a voracious learner not merely because one feels some obligation to the world, but rather because one is human. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11.

Getting students out of the classroom benefits everyone - Communications & Media - University of Tasmania, Australia As a key part of its strategy to develop graduates who are work-ready, the University of Tasmania's Tasmanian School of Business and Economics is expanding Work Integrated Learning (WIL) into more of its classes. WIL takes students out of the classroom and into the workplace, exposing them to some of the realities of work and allowing them to apply their knowledge to authentic problems. Recently a cohort of TSBE postgraduate students completed a "live case study" as part of their Human Resource Development unit. The students assessed the executive development needs of eight large Tasmanian employers. "The live case was a successful and worthwhile educational experience for students, integrating a real world perspective into their studies, something that is too often left out of university education," said Stuart Schonell, convenor of the course and avid proponent of WIL. "A degree is a significant cost to students and the community, in the form of taxpayer funding.

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