Laredo September 2014

INTEGRATING
TECHNOLOGY
WITH DEPTH &
COMPLEXITY
brianhousand.com/laredo

GEEKS HAVE INHERITED
THE EARTH

2014-2015!
Howard County Maryland
Laredo, Texas
Alabama Gifted Conference
ECU Gifted Conference
Kansas Gifted Conference
Florida Gifted Conference
NAGC Baltimore
South Carolina Gifted Conference
Austin, Texas
Round Rock, Texas
Minnesota Gifted Conference
Little Rock, Arkansas
North Carolina Gifted Conference
Pennsylvania Gifted Conference
Confratute

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

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

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

TALK TO YOUR KIDS
ABOUT BEING GIFTED

DEPTH & COMPLEXITY
THINKING SKILLS
RESOURCES
PRODUCTS

!
TECHNOLOGY
DEPTH & COMPLEXITY
THINKING SKILLS
RESOURCES
PRODUCTS

“We don’t
have the option
of turning away
from the future.
No one gets to
vote on whether
technology is
going to change
our lives.”
!
! ! Bill Gates !
The Road Ahead

LANGUAGE OF
THE DISCIPLINES DETAILS PATTERNS TRENDS
LANGUAGE OF
THE DISCIPLINES UNANSWERED
UNANSWERED
QUESTIONS QUESTIONS ETHICS BIG IDEAS RULES
COMPLEXITY COMPLEXITY COMPLEXITY
ACROSS
DISCIPLINES
OF VIEW
COMPLEXITY
OVER TIME ACROSS
DISCIPLINES
POINTS
OF VIEW
DEPTH & COMPLEXITY

LANGUAGE OF
THE DISCIPLINES
Nomenclature, lexicon, or
vocabulary of the study
What terms or words are specific to the work of
the disciplinarian?
!
What tools does the disciplinarian use?

DETAILS
Traits, attributes,
characteristics to
describe something
What are its attributes?
What features characterize this?
What specific elements define this?
What distinguishes this from other things?

PATTERNS
Reoccurring events
What are the reoccurring events?
What elements, events, and ideas are repeated?
What was the order of events?
How can we predict what will come next?

TRENDS
Influences or forces that
shape ideas
What ongoing factors have influenced this study?
!
What factors have contributed to this study?

UNANSWERED
QUESTIONS
Unknown areas of a
discipline
What is still not understood about this area, topic,
study, or discipline?
!
What is yet unknown about this area, topic, study,
or discipline?
!
In what ways is the information incomplete or
lacking in explanation?

ETHICS
Dilemmas,
controversies, issues
What dilemmas or controversies are involved in
this areas, topic, study, or discipline?
!
What elements can be identified that reflect bias,
prejudice, and discrimination?

BIG IDEAS
Generalizations,
principles, theories
What overarching statement best describes
what is being studied?
!
What general statement includes
what is being studied?

RULES
Stated or unstated
reasons or explanations
How is this structured?
!
What are the stated and unstated causes
related to the description or explanation
of what we are studying

OVER TIME
Past, present, future
happenings
How are ideas related between the past, present and future?
How are these ideas related within or
during a particular time period?
How has time affected the information?
How and why do things change or remain the same?

ACROSS
DISCIPLINES
Connections between
and across disciplines
How are these ideas related or connected?

POINTS
OF VIEW
Perspective, opinion
What are the opposing viewpoints?
!
How do different people and characters see this
event or situation?

LANGUAGE OF
UNANSWERED
QUESTIONS ETHICS BIG IDEAS RULES
OVER TIME ACROSS
DISCIPLINES
POINTS
OF VIEW
DEPTH & COMPLEXITY
LANGUAGE OF
UNANSWERED
OVER TIME ACROSS
DISCIPLINES
POINTS
OF VIEW
DEPTH & COMPLEXITY
LANGUAGE OF
UNANSWERED
OVER TIME ACROSS
DISCIPLINES
POINTS
OF VIEW
DEPTH & COMPLEXITY

K BEGINNINGS
1 CHANGES
2 STRUCTURE
3 ORDER
4 PATTERNS
5 SYSTEMS
6 DISCOVERIES
7 COMMUNICATION
8 INFLUENCES
9 FORCES
10 RELATIONSHIPS
11 CONFLICT
12 POWER

KNOWLEDGE
APPLICATION
ASSIMILATION
ADAPTATION
ACQUISITION

http://www.leadered.com/our-philosophy/rigor-relevance-framework.php

If your students can GOOGLE the answer...

You may be asking the WRONG questions!

ANSWERS ARE
EASY.
It’s asking the
right questions
which is hard.
- THE DOCTOR

32 1
Words
Questions
Metaphor

DIFFERENTIATE FACT FROM OPINION

76%
76% of teachers surveyed “strongly agree” with the assertion that internet search engines have conditioned students to expect to be able to find information quickly and easily.

83%
Agree with the notion that the amount of information available online today is overwhelming to most students.

71%
Today’s digital technologies discourage students from using a wide range of sources when conducting research.

A METHOD TO OUR MADNESS
Proof of Evidence
Determine the Relevance
Note the Ambiguity
Judge with Criteria
Relate
Differentiate Fact from Opinion
Defend
-THINKING SKILLS ACCORDING TO KAPLAN

A METHOD TO OUR MADNESS
Proof of E
Evidence
Determine the Relevance
R
Note the Ambiguity
A
Judge with C
Criteria
Relate
Differentiate F Fiction from T
Truth
Defend
D

google.com/insidesearch/searcheducation

__
OR
“x”
intext:
filetype:

Definition
Subheading with more information

Fiction f rom
Truth using
Evidence

“Every man
should have a
built-in
automatic
crap detector
operating
inside of him.”
-- Ernest Hemingway

NEW LITERACIES
newliteracies.uconn.edu
IDENTIFY Important Questions
LOCATE Information
CRITICALLY EVALUATE
SYNTHESIZE Information
COMMUNICATE Answers

5 TYPES OF EVALUATION
UNDERSTANDING
RELEVANCY
ACCURACY
RELIABILITY
BIAS
(Coiro, 2006)

WHO
WROTE THIS
INFORMATION?
!
WHEN WAS
THE ARTICLE WRITTEN?
!
CAN THE INFORMATION BE
VERIFIED FOR ACCURACY?

ϵ http://bit.ly/searchlesson5

Audience
-Subjective
-Not authentic

Audience
- Authentic
-Co-Created
!

THINKING
SKILLS
PROVE WITH EVIDENCE
DETERMINE THE
RELEVANCE
NOTE THE
AMBIGUITY JUDGE WITH CRITERIA
RELATE
DIFFERENTIATE
FACT FROM
OPINION DEFEND

THINKING
SKILLS
PROVE WITH EVIDENCE
DETERMINE THE
RELEVANCE
NOTE THE
RELATE
DIFFERENTIATE
FACT FROM
OPINION DEFEND
THINKING
SKILLS
PROVE WITH EVIDENCE
DETERMINE THE
RELEVANCE
NOTE THE
RELATE
DIFFERENTIATE
FACT FROM
OPINION DEFEND

THINKING
SKILLS
PROVE WITH EVIDENCE
DETERMINE THE
RELEVANCE
NOTE THE
RELATE
DIFFERENTIATE
FACT FROM
OPINION DEFEND
THINKING
SKILLS
PROVE WITH EVIDENCE
DETERMINE THE
RELEVANCE
NOTE THE
RELATE
DIFFERENTIATE
FACT FROM
OPINION DEFEND
LANGUAGE OF
UNANSWERED
OVER TIME ACROSS
DISCIPLINES
POINTS
OF VIEW
DEPTH COMPLEXITY
LANGUAGE OF
UNANSWERED
OVER TIME ACROSS
DISCIPLINES
POINTS
OF VIEW
DEPTH COMPLEXITY
LANGUAGE OF
UNANSWERED
OVER TIME ACROSS
DISCIPLINES
POINTS
OF VIEW
DEPTH COMPLEXITY

LiveBinders
bit.ly/contentbinder

FAILURE
isn’t a necessary evil.
In FACT, it isn’t EVIL at all.
It is a NECESSARY
consequence of doing
something NEW.
- Ed Catmull

YOU
ARE NOT
YOUR IDEA
- Ed Catmull

Perfectionism
PROCRASTINATION
PARALYSIS

“There is
nothing
that is NOT
possible.”

UNLIMITED
You can make it into
whatever you want it to be.

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

EXPERTS AT What?
creativity
communication
collaboration
problem solving
Task commitment
navigation

Jackson, L. A., Witt, E. A., Games, A. I., Fitzgerald, H. E., von Eye, A., Zhao, Y. (2012). Information technology use and creativity: Findings from the Children and technology Project.
Computers in Human Behavior, 28(2), 370-376.
CREATIVITY
COMPUTER
USE
INTERNET
USE
CELL
PHONE
USE
VIDEO
GAME
PLAY

CREATIVITY VIDEO
GAME
PLAY
Jackson, L. A., Witt, E. A., Games, A. I., Fitzgerald, H. E., von Eye, A., Zhao, Y. (2012). Information technology use and creativity: Findings from the Children and technology Project.
Computers in Human Behavior, 28(2), 370-376.

Go ahead….
TELL ME
I CAN’T!

bit.ly/middleschooldrawntolife

!
“Gifted(means(you(have(abilities(to(do(stuff(others(may(not(be(able(to(do,(even(if(they(are(not(
easy.((This(tree(is(growing(in(the(shade(under(a(step….that’s(not(easy.”

“As$a$gifted$learner$I$feel$that$I$am$different;$!
I$am$a$leader;$and$I$am$powerful!”$

“We$all$have$an$impact$on$the$world.$$!
Although$we’re$small,$someday$we$!
will$do$something$great.$$It$means$to$!
be$inspiring,$creative,$helpful,$and$smart.$$!
Although$being$gifted$has$its$problems,$!
Being$gifted$is$very$special.”$

“Giftedness$is$
being$different$in$
your$own$way$and$
to$capture$
beautiful$moments$
in$life$for$
something$cool.$$
Then$your$
differences$will$
shine!”

“Giftedness$
means$you$can$
be$talented$in$
some$things$but$
not$at$others;$
you$swing$back$
and$forth$at$the$
things$you$are$
good$at$and$the$
things$you$are$
not.”

Imposing
limits can
encourage
a creative
response.
- Ed CatmUll

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

flickr five frames
1st photo: establish characters and location

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

flickr five frames
3rd photo: involve the characters
in the situation

flickr five frames
4th photo: build to probable outcomes

flickr five frames
5th photo: have a logical but surprising end

flickr five frames
1. Establish characters and location!
2. Create a situation with possibilities!
3. Involve the characters in the situation!
4. Build to probable outcomes!
5. Have a logical BUT surprising end

CREATIVITY INNOVATION
COMMUNICATION COLLABORATION
RESEARCH INFORMATION FLUENCY
CRITICAL THINKING, PROBLEM SOLVING,
DECISION MAKING
DIGITAL CITIZENSHIP
TECHNOLOGY OPERATIONS CONCEPTS

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

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

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

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

The whole process of
education should
thus be conceived as
the process of
learning to think
through the solution
of real problems.
!
-- John Dewey, 1938

TYPE II
METHODOLOGICAL
HOW-TO ACTIVITIES
TYPE III
TYPE I
GENERAL
EXPLORATORY
ACTIVITIES
!
TRAINING /
!
INDEPENDENT OR SMALL GROUP INVESTIGATIONS
PRODUCTS AND/OR PERFORMANCES
(Renzulli, 1977)

THE PURSUIT OF A REAL PROBLEM
THE STUDY OF SOCIETAL ISSUES
SIMULATION ACTIVITIES
TRAINING EXERCISES
PUZZLES
(Renzulli, 1982)

We need students to get
more DEEPLY INTERESTED in things,
more INVOLVED in them,
more ENGAGED in wanting to know,
to have projects that they can
get EXCITED about and work on
o v e r l o n g p e r i o d s o f t i m e ,
to be STIMULATED
TO FIND THINGS OUT ON THEIR OWN.
- Gardner

THINKING Create situations where students are
DOING
FEELING

An instructional
Trilogy
ACADEMIC RIGOR
TECHNOLOGY INTEGRATION
A REAL PROBLEM

49
In Indium
52
Te Tellurium
88
Ra Radium
6
C Carbon
22
Ti Titanium
8
O Oxygen
7
N Nitrogen
EAST CAROLINA UNIVERSITY / PITT COUNTY SCHOOLS AIG CAMP 2014
http://bit.ly/ECU-AIG-CAMP-2014

DEPTH COMPLEXITY
THINKING SKILLS
RESOURCES
PRODUCTS

Dear Future Self,
SHORT MEDIUM LONG

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

Laredo September 2014

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Laredo September 2014