Mixin Classes in Odoo 17 How to Extend Models Using Mixin Classes
2010 nagc tech panel
1. Using Technology in the
Classroom to Differentiate for
Gifted Learners
National Association for Gifted Children
2010 – Atlanta, GA
2. Panelists
Kevin Besnoy, Northern Kentucky University
Brian Housand, East Carolina University
Jann Leppien, University of Great Falls
Del Siegle, University of Connecticut
Elizabeth Shaunessy, University of South
Florida—Moderator
4. Teachers
• Technology Competency – ability to work with
specific pieces of technology
• Technology Literacy – capacity to understand broader
technical world
• Relationship between the two is on a continuum –
meaning that students must learn to manipulate
technologies in efficient and effective ways
• When left alone –
– Kids can develop technology competency
– Not sure to what extent they will develop the
necessary technology literacies to compete in a
global arena 4
6. 6
Photo-visual literacy ~ interpret visual-graphic information
Reproduction literacy ~ create messages in digital format
Branching literacy ~ navigate information in a nonlinear-based
format
Information literacy ~ validate credibility and value of
information
Social-emotional literacy ~ use communication tools in a
responsible and respectful way
(Eshet-Alkalai & Amichai-Hamburger, 2004)
Technology Literacy Skills
30. Using Technology in the Classroom
to Differentiate for Gifted Learners
AudioBooks, E-Text
Research Skills
Literacy Tools
Math Tools
Science Resources
Social Studies Resources
Study Skills Tools
Graphic Organizers
Text-to-Speech
31. Differentiated Instruction
is a model of instruction that
revolves around the belief that
students learn in many different
ways.
34. A differentiated classroom
provides multiple options for:
Content...taking in information
Process...making sense of information
Product…expressing what student understands
35. Differentiated Instruction
• Providing materials and tasks at varied
levels of difficulty with varying degrees of
scaffolding, through multiple instructional
groups.
• Encouraging student success by varying
ways in which students work: alone or
collaboratively, in auditory or visual modes,
or through practical or creative means.
(Tomlinson, 2000)
36. 36
High Quality Curriculum &
Instruction
fresh and surprising
seems real (is real) to the student
coherent (organized, unified, sensible) to the student
rich, deals with profound ideas (concept-based)
stretches the student (rigorous)
calls on students to use what they learn in interesting
and important ways
involves the student in setting goals for their learning
and assessing progress toward those goals
37. 37
High Quality Curriculum &
Instruction
clearly focused on essential understandings and skills
of the discipline that a professional would value
(authentic)
mentally and affectively engaging to the learner
joyful-or at least satisfying
provides guided choices
allows meaningful collaboration
focuses on products that matter to students
connects with students’ lives and world
45. Technology presents
(a)Extensive sources for access to more advanced
content, as well as communication with experts
in the disciplines;
(b)Contexts for developing and applying critical
and creative thinking skills; and
(c)Tools for constructing and sharing
sophisticated products.
46. “Tomorrow’s illiterate
will not be the man [or
woman] who can’t read;
he [or she] will be the
man [or woman] who has
not learned how to learn”
Herbert Gerjuoy as reported by Alvin Toffler (1970, p.
414).
47. “Tomorrow’s illiterate
will not be the man [or
woman] who can’t read;
he [or she] will be the
man [or woman] who has
not learned how to learn
[and to collaborate]”
48. Bill Gates’ 12th Rule for Business
at the Speed of Thought
“Use digital tools to help
customers solve problems
for themselves.”
65. How can technology be used to
differentiate the learning process for
gifted learners?
66. • Collaborative Active Reading
Strategy (C.A.R.S)
– Create a wiki - post the reading
– As students read - they identify unfamiliar
text (terms, concepts, and people)
– Research those and embed hyperlinks to
that content
66
67. • Digital Writer’s Notebook: - Ralph Fletcher
–Students record quotations, flesh our story ideas,
explore haunting memories, experiment with
argument and play with language
• Digital Reader’s Notebook
–Students can write their personal reflections about
and responses to what they read. The writing should
reflect vibrant, vigorous thinking. It should support
thinking about books and help scaffold student to
write longer about those books. Students are able to
track their thoughts and enable them to participate in
whole-class or small-group discussions.
67
68. How can product development be
differentiated for gifted learners
through technology?
75. Hank Levin asserts that research
from the 90s shows that high
productivity, which is currently
not a high stakes focus of schools,
often determines whether a person
succeeds or fails in the workforce.
83. As teachers develop expertise in
teaching gifted learners and using
technology, how might they "raise the
bar" in their own practice? In other
words, how might we see teachers'
practice evolve in harnessing the power
of technology to differentiate
instruction?
84. What is a "critical consideration" in
differentiating instruction through
technology that you would stress to
educators?
85. How can teachers of the gifted work
with the school or district-level
technology support team to develop
differentiated instruction for the
gifted?
86. What is a caution you would give
to educators as they differentiate
instruction with technology?
87. How do you operationalize
"technological literacy" for gifted
learners?
Notas del editor
Same as it ever was. Same as it ever was.
Same as it ever was. Same as it ever was.
Video games teach children what computers are beginning to teach adults--that some forms of learning are fast-paced, immensely compelling, and rewarding. The fact that they are enormously demanding of one's time and require new ways of thinking remains a small price to pay (and is perhaps even an advantage) to be vaulted into the future. Not surprisingly, by comparison School strikes many young people as slow, boring, and frankly out of touch.
