Category Archives: STEM

Exploring Passion-Based Learning

 

Passion-Based Learning builds on students’ passion to assist in learning. It facilitates learning focusing on current passions and stimulating new interests. It begins at a position of strength motivating students to want to learn and take the initiative to solve problems important to them. It provides the opportunity to develop critical thinking skills, how to work and communicate with others, and seek creative solutions to problems.

Why is Passion-Based Learning a good option for GT students? Passion-Based Learning invokes intrinsic motivation. Through interested inquiry, GT students are lead to deeper learning, are better able to retain new learning, and develop stronger relationships with their teachers and peers. It enables students to think creatively, increases student engagement, and motivates students to take the lead in their own learning. Passion-Based Learning makes learning personal and relevant to students’ lives; prepares them for careers that involve their passions. It empowers GT students and encourages them to seek unique solutions to real world problems.

How can teachers get started with Passion-Based Learning in their classrooms? Passion-Based Learning builds on students’ previous experiences at the same time using materials and information that increases their knowledge and learning about the topic being studied. The very process of Passion-Based Learning enables students to not only consume content but to learn how to plan and design a project using research methods curated content. Teachers can facilitate it by allowing students time to connect emotionally with their passions and time to collaborate with like-minded peers via classroom interactions or online. Teachers can foster a learning environment which encourages creativity, imagination, curiosity, discovery, and risk-taking.

Technology in Passion-Based Learning can open doors to global collaboration with mentors as well as experts in the student’s field of study. It provides students the opportunity to conduct research and gain technical expertise in their final product design. Technology can also provide students with an authentic audience to review their products and solutions.

Parents can play a vital role in Passion-Based Learning outside of school by supporting classroom activities such as encouraging imaginative play, facilitating face-to-face collaboration with peers, and providing necessary resources. They can look for opportunities to inspire their children’s passions and then time to explore those passions.

Where can you find resources for Passion-Based Learning? Edutopia is a great resource for Passion-Based Learning. Resources for Passion-Based Learning can also be found by searching for Project-Based Learning, Genius Hour, Design Thinking. All the resources shared during chat can be found below.

A transcript of this chat may be found on our Wakelet page.

Global #gtchat Powered by the Texas Association for the Gifted and Talented  is a weekly chat on Twitter. Join us Thursdays at 8E/7C/6M/5P in the U.S. and Fridays at 2PM NZDT/Noon AEDT/1 AM UK  to discuss current topics in the gifted community and meet experts in the field. Transcripts of our weekly chats can be found at Wakelet. Our Facebook Page provides information on the chat and news and information regarding the gifted community. Also, checkout our Pinterest Page and Playlist on YouTube.

Lisa Conrad About the authorLisa Conrad is the Moderator of Global #gtchat Powered by TAGT and Social Media Manager of the Global #gtchat Community. She is a longtime  advocate for gifted children and also blogs at  Gifted Parenting Support. Lisa can be contacted at: gtchatmod@gmail.com

Resources:

How to Ignite Passion in Your Students: 8 Ways Educators Can Foster Passion-based Learning

The 4 Essential Elements of Passion-based Learning

Edutopia: Passion-Based Learning

Passion-Based Learning

Guidelines of Passion-Based Learning

A New Culture of Learning: Cultivating the Imagination for a World of Constant Change (book)

Passion-Based Learning A Practical Way for Educators to Empower Learners

Passion that Chooses Us

25 Ways To Promote Passion-Based Learning In Your Classroom

Passion-Based Projects in Education

How I Used Personal Passion Projects In My Classroom

Teaching Strategies to Help Students Find Their Passion

Teaching Strategies to Promote Passion, Empower Students

Passion-Driven Research Projects

Catch a Fire: Fuelling Inquiry and Passion Through Project-Based Learning (book)

The Power of Passion Projects For Kids

Passion-Driven Classroom, The: A Framework for Teaching and Learning (book)

10 Ways to Encourage Passion-based Learning

Sprite’s Site: Grey Sneakers

Sprite’s Site: Brown Brogues

Andi McNair: Genius Hour (website)

Cybraryman’s Self-Determined Learning Page

Cybraryman’s Passion-Based Learning Page

Thinking Like a Lawyer: A Framework for Teaching Critical Thinking to All Students (book)

Gifts for Learning (website)

Photo courtesy of Pixabay Pixabay License

Graphic courtesy of Lisa Conrad.

 

Barriers to Women’s Achievement

Barriers for women’s achievement and career advancement are pervasive and pernicious. The belief that the ‘glass ceiling’ has been shattered is itself a barrier. Societal prejudice and stereotypes create ongoing barriers. Career advancement for women is thwarted by a lack of women in the ‘C’ suite and thus a lack of role models who advance to mid-level leadership roles. Qualities associated with leadership mimic male attributes. A long-standing barrier for women exists in a lack of access/entrance to the ‘good ole boys’ network. Networking is crucial in career advancement, but the opportunity to network with peers is lacking for women. Women are often forced with difficult decisions regarding work-life balance when pursuing their career. Limited availability for after-work obligations, travel, or training is reflected in job evaluations.

Impostor Syndrome – not feeling ‘good enough’ – affects how women react to workplace discrimination; how they choose their careers; and how they leave a career (quietly, leaving unresolved issues behind). It starts early for women and can determine what classes they take in high school and college. Reduced confidence can become a self-fulfilling effect in their lives. Internalizing, rationalizing, and avoidance of barriers reduce their chance of career advancement.

What can companies do to develop female talent within their organizations? Companies need to acknowledge ‘Second-Generation Gender Bias’ – a bias which creates an environment reflective of the values of men in the workplace, but includes subtle discrimination against women. Female talent development needs to recognize ability, ensure equitable professional development, provide access to peer-networking opportunities, and afford women affirmation through the creation of leadership identity. It is enhanced when more women are placed in leadership roles. This counters a male-oriented work culture that only values gender-based qualities and maintains the status quo.

There are many things women can do to promote gender equity including promoting discussion of gender bias in their workplace. They can be positive role models for and mentors to their female co-workers. And, self-advocacy is so important, as well. Women can build communities of support within companies where they feel safe to give candid feedback, discuss sensitive topics, and provide emotional support for each other.

Gender inequity starts early and continues throughout a woman’s life. Education of all stakeholders can make a real difference for women in the workplace. Women excel at all levels of education; grades; participation in GT programs, AP classes; and graduation rates. Yet, fail to rise to the highest levels in the corporate/academic world. Women at all ages should not be discouraged in seeking careers in male-dominated fields. Educators must acknowledge and address the ‘confidence gap’ that female students increasingly face over time in areas such as math & science. New approaches to education that can improve outcomes for women include design thinking, AI integration, and STEM equity.

There are many things that can ensure gender equity in the future including investing in lifelong learning opportunities, offering flexible work schedules and environments, and encouraging work-life balance. Gender equity in the workplace can be accomplished if companies mandate gender equity, establish a chief diversity officer, consider drawing workers from a broad diverse talent pool, and create open lines of communication.

This week we celebrated 10 YEARS of #gtchat on Twitter and were excited to welcome @DeborahMersino ~ founder and first moderator of Global #gtchat ~ as our guest!

 

Image

 

View image on Twitter

View image on Twitter

Sprite’s Site courtesy of Jo Freitag.

A transcript of this chat can be found at Wakelet.

Global #gtchat Powered by the Texas Association for the Gifted and Talented  is a weekly chat on Twitter. Join us Thursdays at 8E/7C/6M/5P in the U.S. and Fridays at 2PM NZDT/Noon AEDT/1 AM UK  to discuss current topics in the gifted community and meet experts in the field. Transcripts of our weekly chats can be found at Wakelet. Our Facebook Page provides information on the chat and news and information regarding the gifted community. Also, checkout our Pinterest Page and Playlist on YouTube.

Resources:

6 Barriers for Women’s Career Advancement

Women Rising: The Unseen Barriers

Who Will Lead and Who Will Follow? A Social Process of Leadership Identity Construction in Organizations (pdf)

Impossible Selves: Image Strategies and Identity Threat in Professional Women’s Career Transitions (pdf)

Negotiating in the Shadows of Organizations: Gender, Negotiation, and Change (pdf)

Taking Gender into Account: Theory and Design for Women’s Leadership Development Plans (pdf)

Barriers for Women to Positions of Power: How Societal and Corporate Structures, Perceptions of Leadership and Discrimination Restrict Women’s Advancement to Authority

Gender Issues and Achievement

Women are “Bossy” and Men are “Decisive”: What Gender Stereotypes Really Mean in the Workplace and How to Overcome Them

Defining Female Achievement: Gender, Class, and Work in Contemporary Korea (pdf)

Women in the Boardroom A Global Perspective (pdf)

Top 10 Work Force Trends to Watch in the New Decade

The Future of Women at Work: Transitions in the Age of Automation

Women and the Future of Work

Women in C-suite: Navigating Invisible Obstacles

New Study Reveals 6 Barriers Keeping Women from High-Power Networking

Women in the Workplace: A Research Roundup

Girls Get Smart, Boys Get Smug: Historical Changes in Gender Differences in Math, Literacy, and Academic Social Comparison and Achievement

‘Women and Leadership: Defining the Challenges’ in Handbook of Leadership Theory and Practice (book)

Why A Post About Women Downplaying Their Awesomeness Went Viral

Additional Resources:

The Invisible Obstacles for Women

Social Norms as a Barrier to Women’s Employment in Developing Countries (pdf)

Dismantling Perceptions, Attitudes, and Assumptions: Women Leaders are Interested in Advancement

Invisible Women: Data Bias in a World Designed for Men (book)

The Confidence Gap

School Is Not Working for Too Many Boys and Nobody Wants to Talk About It

Feel like a fraud?

Image courtesy of Pixabay  Pixabay License

Graphic courtesy Lisa Conrad.

Photo courtesy of Deborah Mersino.

Photo courtesy of the Texas Association for the Gifted and Talented.

Image courtesy of Jo Freitag of Gifted Resources (AUS).

 

Tech Addiction – Regulating Screen Time

Tech addiction or digital addiction actually covers three broad areas involving social media addiction, video game addiction, and Internet addiction. According to Shaw & Black at the University of Iowa, tech or digital addiction is distinguished by impairment or distress resulting from “urges or behaviors regarding computer use and Internet access.” Children addicted to tech often express feeling profound loneliness, lack social skills, display executive functioning disorder, and have trouble regulating their emotions.

Should GT students excelling in tech have their screen time limited at all? Students who excel at tech may actually be even more at risk of addiction than other students. It becomes a matter of balance; balancing necessary time using tech and avoiding addiction. GT students may be tech savvy at younger ages than their age-peers. Screen time can intrude on much need social interactions and ultimately affect social growth.

How does unlimited screen time affect twice-exceptional and are there potential benefits to screen time? It depends on the nature of their twice-exceptionality. Some twice-exceptional kids are highly susceptible to types of tech that are repetitive in nature. They may not understand why adults are limiting access. Tech affords opportunities for GT and #2ekids to express their creativity and to explore their passions. It gives them access to more challenging content and coursework.

Moderating access to tech almost has to have different approaches at school and at home. So much of differentiation for gifted students involves technology; both in the classroom and for homework assignments. At home use of tech may deal with different forms of tech use; such as, social media and video gaming. As such, it may require criteria that differ significantly from using tech for school work and interaction with peers.

The upside to tech addiction involves consideration of quality time online versus quantity of time. Availability of tech can be motivating. Limiting access to tech can also motivate students to use their time more wisely. Teachers can structure tech time to involve time offline supporting activities initiated online. Students can interact online to discuss assignments, but do the majority of work offline.

In recent years, gifted education in many school districts has come to rely heavily on tech as both a way to differentiate instruction as well as give students time to interact with intellectual peers at off campus locations. Parents need to be diligent in monitoring and regulating screen time. They should give forethought to their discussions about boundaries regarding the use of tech. GT kids will be well prepared with counter arguments. A transcript of this chat can be found at Wakelet.

Global #gtchat Powered by the Texas Association for the Gifted and Talented  is a weekly chat on Twitter. Join us Thursdays at 8E/7C/6M/5P in the U.S. and Fridays at 2PM NZDT/Noon AEDT/1 AM UK  to discuss current topics in the gifted community and meet experts in the field. Transcripts of our weekly chats can be found at Wakelet. Our Facebook Page provides information on the chat and news and information regarding the gifted community. Also, checkout our Pinterest Page and Playlist on YouTube.

Resources:

Giftedness and Technology

Gifted and Addicted: Perils of the Cyber World

Technology and the Unseen World of Gifted Students

MRIs Show Screen Time Linked to Lower Brain Development in Preschoolers

Associations between Screen-Based Media Use and Brain White Matter Integrity in Preschool-Aged Children

Media and Young Minds

Create Your Family Media Plan (American Academy of Pediatrics)

Change in the Brain’s White Matter: The role of the brain’s white matter in active learning and memory may be underestimated

What to Do If Your Kid becomes Addicted to Tech

Screen Time and the Gifted Student: Balance and Quality Are Key

What Educators Need to Know about Technology Addiction

Dealing with Digital Distraction in the Classroom

Technology Addiction

Are Gifted Children More Prone to Digital Addictions?

Screen Time = Scream Time

Autism and Screen Time: Special Brains, Special Risks

Balancing Technology and School: Is Technology Addiction a Problem?

Media Use in School-Aged Children and Adolescents

Effects of Technology on Gifted Children

Cybraryman’s Screen Time Page

Is Too Much Screen Time Bad?

Photo courtesy of Pixabay CC0 Public Domain

Graphic courtesy of Lisa Conrad.

Role of Technology in Gifted Education

Last week during chat, we discussed cluster grouping of gifted students. Although a strategy to be considered, technology can be a better option for GT students to explore passions and work at their own pace. It is a natural fit for GT students working in STEM areas who are conducting research or working with mentors at an early age. Emerging technologies such as VR, Augmented Reality, and AI are all appealing to GT students and they are capable of utilizing the tech to their advantage.

Tech can be used to connect GT students on social networks such as Twitter to give and receive authentic feedback to their work. It expands their audience to a global level in many cases. GT students can use online resources for independent, self-directed learning; research; and access to highered online courses.

Special populations within the gifted community often struggle to form and maintain relationships with age-peers. Online opportunities can put them in contact with intellectual peers. Technology resources, especially for low-SES and rural students, need to be available not only during school hours; but, also after-school and during school breaks as well.

Asynchronous development can be a factor for younger GT students who may be drawn into groups of older students who may be intellectual peers, but much more mature. Parental and teacher guidance should be utilized. Memory construction (and recall) and sustaining attentive focus is a concern for some twice-exceptional students. Adult supervision may be required by parents, teachers or support staff to ensure optimal learning occurs. In recent years, online bullying of GT students has steadily increased. Before beginning networking, students should understand the importance of reporting of any incidences to an adult.

Accommodating a wide range of abilities in a single classroom can be nearly impossible for any teacher. Technology can be a great asset in differentiating curriculum, tiering assignments, and scaffolding learning. It can enhance learning experiences by providing educators with high quality, ongoing professional development; something that was nonexistent just a few years ago. It’s important to remember that technology is a tool and not be considered a learning outcome. It should raise awareness; provide answers to questions; and avenues to finding new questions to ask.

Is online learning a viable alternative to traditional classrooms for GT students? Yes and no. There are certainly excellent online learning experiences available. Many resources have been the result of meeting the demands of gifted homeschoolers and GT students isolated in rural school districts. Although many GT students excel in online environments, others report preferring to interact with peers and teachers face-to-face in the classroom whenever possible.

A transcript of this chat may be found at Wakelet.

Global #gtchat Powered by the Texas Association for the Gifted and Talented  is a weekly chat on Twitter. Join us Thursdays at 8E/7C/6M/5P in the U.S. and Fridays at Noon NZST/10 AM AEST/1 AM UK  to discuss current topics in the gifted community and meet experts in the field. Transcripts of our weekly chats can be found at Wakelet. Our Facebook Page provides information on the chat and news and information regarding the gifted community. Also, checkout our Pinterest Page and Playlist on YouTube.

 Lisa Conrad About the authorLisa Conrad is the Moderator of Global #gtchat Powered by TAGT and Social Media Manager of the Global #gtchat Community. She is a longtime  advocate for gifted children and also blogs at  Gifted Parenting Support. Lisa can be contacted at: gtchatmod@gmail.com

Resources:

Challenging Gifted Students in the General Education Classroom (pdf)

How to Put the Six Blended Learning Models into Action

Differentiating Technology for Gifted Learners

Technology in Gifted Education: A Review of Best Practices and Empirical Research (pdf)

Using Technology in Gifted and Talented Education Classrooms: The Teachers’ Perspective (pdf)

Computer Technology for the Gifted and Talented Child! (pdf)

Technology in Gifted Education: Annotated Bibliography

The Role of Technology in Gifted and Talented Education

6 Must Have Apps, Tools, and Resources for Gifted Children (2017)

Effects of Technology on Gifted Children

Using Technology with Gifted Students

3 Ways Technology Can Help You Support Gifted Students

How to Identify, Understand and Teach Gifted Children

Teaching Strategies for Gifted Students

Students that Are Gifted Need to Be Challenged

For Frustrated Gifted Students, Distance Learning Offers a World of Opportunities

5 Activities to Try in Your Gifted and Talented Classroom

The Neglected Readers: Differentiating Instruction for Academically Gifted and Talented Learners (pdf)

Factors That Promote/Inhibit Teaching Gifted Students in a Regular Class: Results from a Professional Development Program for Chemistry Teachers

Simple Truth: Technology Changes. The Skills We Believe in Don’t.

In Celebration of Teaching Geeks!

Cybraryman’s Technology Page

Cybraryman’s Technology Integration Page

The Impact of Student-Created Apps

Leveraging Technology to Empower Student Voice, Ease Anxiety, and Create Compassionate Classrooms (Book)

Skype in the Classroom

ePals

Cybraryman’s Connected Educators/Students Page

Technology and the Gifted Child

Storybird

Assistive Technology for the 2e Learner

Meeting the Needs of Gifted and Talented Students through Technology Supported Distance Teaching

2e Students: Who They Are and What They Need

Medieval Helpdesk (with English subtitles) (YouTube 2:44)

Image courtesy of Pixabay Pixabay License

Graphic courtesy of Lisa Conrad.

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