tag:blogger.com,1999:blog-316375112024-03-13T13:04:41.459-05:00A Not So Different PlaceMusings about gifted kids...technology...books...nboschhttp://www.blogger.com/profile/14219753105416637743noreply@blogger.comBlogger70125tag:blogger.com,1999:blog-31637511.post-91442236368563629212010-04-30T10:59:00.003-05:002010-04-30T11:06:09.250-05:00Mapping the World By Heart<a href="http://4.bp.blogspot.com/_AoiAVKCipPk/S9r_CrdJEdI/AAAAAAAAAoI/G4prPVW1rsw/s1600/zoey+map.JPG"><img style="float:left; margin:0 10px 10px 0;cursor:pointer; cursor:hand;width: 200px; height: 150px;" src="http://4.bp.blogspot.com/_AoiAVKCipPk/S9r_CrdJEdI/AAAAAAAAAoI/G4prPVW1rsw/s200/zoey+map.JPG" border="0" alt=""id="BLOGGER_PHOTO_ID_5465961519257293266" /></a><br />Second semester 2009-2010 the 6th graders embarked on a huge project called <a href="http://www.fablevision.com/mappingtheworldbyheart/">Mapping the World by Heart</a>. Each student complete nine regional maps. After the regional maps were completed students then drew the world map using the information from their regional maps. The original year-long curriculum was compacted into 16 weeks. The maps turned out great, you can see all of them <a href="http://connections.smsd.org/el/mapping.htm">here</a>!!nboschhttp://www.blogger.com/profile/14219753105416637743noreply@blogger.com13tag:blogger.com,1999:blog-31637511.post-61823255504652928882010-04-14T09:37:00.007-05:002012-01-07T15:01:01.081-06:00Booklist for Very Young Very Precocious Readers<a href="http://4.bp.blogspot.com/_AoiAVKCipPk/S8XuL3-d1wI/AAAAAAAAAmw/HiVSdYJBGSI/s1600/book+shelf.JPG"><img style="float:left; margin:0 10px 10px 0;cursor:pointer; cursor:hand;width: 200px; height: 97px;" src="http://4.bp.blogspot.com/_AoiAVKCipPk/S8XuL3-d1wI/AAAAAAAAAmw/HiVSdYJBGSI/s200/book+shelf.JPG" alt="" id="BLOGGER_PHOTO_ID_5460032011028518658" border="0" /></a><br />Not to repeat myself but I've taught gifted kids for 25 years. Part of our assessment process for services include meeting with parents and classroom teachers. I'm on the hunt for kiddos who are (in part) reading two-three years above peers. With older students 4th-6th this is fairly easy (except for the fact that some gifted kids are not pleasure readers). Older gifted readers will have read all the regulars--popular series as well as YA fantasy and science fiction series; some classics and even outlier titles like <em>Hitchhiker's Guide to the Galaxy</em>, <em>Animal Farm</em>, Robert Ludlum thrillers, or Stephen King.<br /><br />My problem was in discussions with parents and teachers of very young very precocious readers. These kids were in kindergarten through second grade and reading 4-5 years above grade level. I'd mention <em>Charlotte's Web</em> and <em>Charlie and the Chocolate Factory</em> and then I was at a lost for good titles. Reading 4th grade books like <em>Junie B. Jones </em>or <em>Captain Underpants </em>was not good enough for me so I went on a hunt for recommended titles for these very young readers. I wanted the books to have rich themes and vocab<span style="display: block;" id="formatbar_Buttons"><span class=" down" style="display: block;" id="formatbar_CreateLink" title="Link" onmouseover="ButtonHoverOn(this);" onmouseout="ButtonHoverOff(this);" onmouseup="" onmousedown="CheckFormatting(event);FormatbarButton('richeditorframe', this, 8);ButtonMouseDown(this);"><img src="img/blank.gif" alt="Link" class="gl_link" border="0" /></span></span>ulary but age appropriate content.<br /><br />So for several months I asked everybody I knew--current gifted kids, old gifted kids, parents of gifted kids, classroom teachers, gifted ed teachers, and public and school librarians to send me good book titles. I have compiled the list. You can find the link to the list at the bottom right of my website <a href="http://adifferentplace.org">A Different Place</a>. If you have some MUST ADDS let me know. N<br /><br /><br />I have not read all these books. Be sure to let students self-select, you will be pleased with the results.nboschhttp://www.blogger.com/profile/14219753105416637743noreply@blogger.com21tag:blogger.com,1999:blog-31637511.post-12001388766423395642010-04-12T12:24:00.002-05:002010-04-12T12:58:23.559-05:00Cleaning Out File Cabinets Part II: A Vingette of FiveA Vignette of Five <br />by Ethelouise Carpenter <br /><br />He was five, and in kindergarten. The first time he was told his boots were on the wrong feet, he said, "No, these are mine" and the next time, "Well, it doesn't matter. I know where I'm going." <br /><br />As the weeks went on, we learned that he had a copper spaniel dog, he slept in a four-holster bed and he lived (in this university community) next door to merry housing. <br /><br />He had a hole in his boots that sucked up water, and he objected to walking to school on lumpy sidewalks. He had a new baby sister who leaked and who had a bath when there wasn't any dirt on her. <br /><br />In school he complained about a child who was acting too deteriorating, and one day he announced he had had a messtressing accident. <br /><br />At the workbench he ground wood and made Swiss cheese. He didn't like pineapple juice because it kinda bit him. He said he loved to eat celery-he could hear the noise inside his head. He couldn't play with guinea pigs because they were bad for his energies. He made a very mykannic thing of wood and wire and touched dry cell wires to the globe to make the world turn. <br /><br />He squeezed shoots of water from a plastic soap container, discovering he could do it to the rhythm of Yankee Doodle. He made a mousetrap and a suit of knight armor. He bottled milkweed seeds so he could see them loose without losing them. He raced two worms across a board and blew noises out of mailing tubes. He took off his shoes because he liked the rug feeling through his socks. He wore a man-shirt and necktie that he invariably wound up in the workbench vise. <br /><br />His smock was loaded with paint, his zipper was halfway up, his long belt gathered in too-large corduroy pants. He was a loud-voiced, door-slamming laugher who came to school early so he could get some things done before he got too busy. He wanted to go outside when it rained because that's when you see the best things.<br /><br />He moved to another town that summer, and the next year he failed first grade. The school evidently was not ready for him. <br /><br />I've had this in a folder for 20 years, I was glad to be reminded of it and glad I didn't have to retype it because I found it online.nboschhttp://www.blogger.com/profile/14219753105416637743noreply@blogger.com5tag:blogger.com,1999:blog-31637511.post-31520163211571326452010-04-09T11:11:00.003-05:002010-04-12T12:59:49.682-05:00Cleaning Out File Cabinets Part I: Bosch Indicators of GiftednessI am getting ready to retire so I'm cleaning out file cabinets and computer files. I found this list and it made me laugh. Wanna add any?<br /><br />Bosch’s Indicators of Cognitive Giftedness<br /><br />1.The student knows all the dinosaur names as a kindergarten<br />2.The student’s favorite movies will be Monty Python movies. <br />3.The student will “get” all your jokes even if no one else laughs.<br />4.The student will look like they are not paying attention but every time you call on them they will know the answer. <br />5.When ask to name things that fly will respond “Time…(pause) but only when you’re having fun”. <br />6.When asked what would happen if scissors had never been invented would respond…”Well, you know how you have those little scissors on your computer screen? Well you wouldn’t be able to cut and paste.”<br />7.When asked what would happen if there was no air transportation would respond…”I just have two words for your…organ transplant. You wouldn’t be able to do organ transplants because you couldn’t get the organs to the right people fast enough.”<br />8.The student will read J.R.R. Tolkien as a third grader and will also love mathematics. (Early and high ability readers will not always be cognitively gifted, some are just that—early and high ability readers. If they don’t have math abilities they probably will not score in the 99%ile.)<br />9.The student prefers science fiction and fantasy genres.<br />10.The student watches the evening news, Discovery Channel, History Channel.<br />11.One or both parents have postgraduate and/or professional degrees. <br />12.The student takes less for granted, seeking the 'hows" and "whys" and may drive the classroom teacher crazy asking questions and wanting in-depth explanations. <br />13.The student prefers to work alone and is not a good “cooperative learner”.<br />14.The student is a fluent and abstract thinker, able to produce a large quantity of possibilities, consequences, or related ideas and may actually never get anything done!!<br />15.The student’s response to a classroom question will at first seem wrong. You’ll wake up in the middle of the night and say to yourself…;”Damn, he was right!”nboschhttp://www.blogger.com/profile/14219753105416637743noreply@blogger.com2tag:blogger.com,1999:blog-31637511.post-29219220985599839422009-04-19T13:31:00.003-05:002009-04-19T13:37:09.962-05:00"Bullet Train Approach"<a href="http://rcmsgifted.blogspot.com/2009/04/allowing-students-to-learn-at-faster.html">Marlene Armstrong</a> is holding a discussion on the Susan Winebrenner book Teaching Gifted Kids in the Regular Classroom and recently threw out a question about pacing. It reminded me of a discussion I had two years ago with Rory at Parentalcation on the same topic. I decided to post my comments to Rory on Marlene's blog rather than retyping my thoughts. That reminded me to post it here to see who's reading.<br /><br />To Marlene: I agree with "faster isn't always better" but picking up the pace for bright kids would help a lot and would cut down on what they hate most--repetition. Research shows that gifted students need 1-3 repetitions to learn something where the average learner needs 17 repetitions. Could the gifted learners be delving deeper? or extending what they have learned?<br /><br />Whatever you do make sure that they aren't helping the slower learners catch up! Gifted kids hate doing it and even if they don't hate it, they are there to learn new material, too.<br /><br />There are many obvious problems with moving through the curriculum at your own pace...here is a comment I made to a guy I was arguing with on this exact topic a couple of years ago. Rather than retype I'll c/p what I said to him about the 'bullet train approach' to teaching, in this case mathematics.<br /><br />To Rory May 2007:<br /><span style="font-style: italic;"></span><blockquote><span style="font-style: italic;">"I actually agree with what you say “One have to learn a set of skills and knowledge during certain number of years to survive (and be successful) in the human world”. But maybe I’m more of a realist. I’ve been teaching for 25+ years and have had my 3 gifted sons in public schools and state universities for that whole time. (They are now grown—a lawyer, a chemical engineer and a philosopher)</span><br /><br /><span style="font-style: italic;">I have always been concerned about the lack of academic rigor and the pace of the curriculum in schools, especially grades K-8. I am a special education teacher who provides services for gifted kiddos. I teach in a Title 1 school in a large suburban school district. Here are the facts—50% of our students are children of poverty, do we leave some of them behind in our quest for “a set of skills”? 25% of our kids leave during the year and are replaced with new move-ins, do we leave them behind? Some are underachievers and choose not to perform, do we leave them behind? 20% do not speak English as their primary language, do we leave them behind? Many have no parental support, do we leave them behind? Some are gifted girls who just want to “fit in”, do we leave them behind? Some of them only come to school 3 or 4 days a week, do we leave them behind? We’ve established who gets left behind.</span><br /><br /><span style="font-style: italic;">OK, now we have this forward moving group. Some are moving faster in math, some reading, some computers, some history, some science, some art, some music. Are you going to be the person that schedules these kiddos into classes with teachers qualified to teach them? Let’s take math for example…you have 8 kids ready to move forward through pre-algebra, algebra, geometry, Pre-Calc etc. Who is going to teach them? If they don’t take the class at a high school they won’t get high school credit; if they don’t take Honors they won’t get a 5 point A and it will affect their GPA. The teachers certified to teach them have 7-12 certificates, so cannot work in an elementary school. Let’s say, this does work—and you can find a highly qualified math teacher to teach them and they get the credit they need for their high school transcripts no matter their age-- 8 years old, ten years, old, etc. Then what?</span><br /><br /><span style="font-style: italic;">They need to be driven to the local college or university for advanced classes, they can’t drive—parents work all day. Are you as a tax payer, going to have your local school district provide transportation? Then what, doesn’t this kid still need Science instruction? History instruction? English instruction? Does he go to grade school for this? middle school ? high school?</span><br /><br /><span style="font-style: italic;">Does he need recess? Gym? Choir? Fieldtrips? Does he need to learn how to work with others? Have time to think about what he is learning? Think critically and creatively?</span><br /><br /><span style="font-style: italic;">For those parents and teachers who want the “bullet train approach” claiming faster is better, I have seen no workable solutions—just a lot of complaining. If you want changes in your child’s school then lead the charge, if the schools won’t listen change schools, if you can’t afford to change schools then home school. If you teach in a school that won’t listen then change schools, if you can’t change schools then change careers. We are all just doing the best we can. What I do is provide gifted kids with alternatives to low level discussions, slow progress, material already mastered and drill and practice—even if it is only 20% of the week—it’s better than nothing."</span></blockquote><span style="font-style: italic;"></span>nboschhttp://www.blogger.com/profile/14219753105416637743noreply@blogger.com2tag:blogger.com,1999:blog-31637511.post-84100718479628797382009-04-16T18:15:00.002-05:002009-04-16T18:18:12.497-05:00School Supplies<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="http://1.bp.blogspot.com/_AoiAVKCipPk/See8VCgr2HI/AAAAAAAAAmo/ziYATsgKdMo/s1600-h/Big+Chief+Tablet.jpg"><img style="margin: 0pt 10px 10px 0pt; float: left; cursor: pointer; width: 155px; height: 200px;" src="http://1.bp.blogspot.com/_AoiAVKCipPk/See8VCgr2HI/AAAAAAAAAmo/ziYATsgKdMo/s200/Big+Chief+Tablet.jpg" alt="" id="BLOGGER_PHOTO_ID_5325432154026137714" border="0" /></a>Someone at CR 2.0 wanted a list of school supplies from back in the day. I started school in 1954 and compiled a list of this and that--can you think of any other school supplies we used? Cross post on <a href="http://averyoldplace.blogspot.com">A Very Old Place</a><span style="text-decoration: underline;"></span><a href="http://anotsodifferentplace.blogspot.com/"><br /></a><br />1. Big Chief or Alladin Tablets<br />2. Crayon 16 pack (?) in early grades there were 8 colors, they were big and fat with one flat side<br />3. Big Husky wooden pencils with real lead<br />4. Pink Pet erasers<br />5. Cartridge pens, (fountain pen with nub; bought replacable cartridges)<br />6. PeeChee folders<br />7. 3 ring notebooks blue canvas cover w/ color-coded dividers; notebook paper with reinforcements (liitle white canvas circles)<br />8. purple memeographed handouts (they smelled)<br />9. metal lunch boxes and thermos' with glass liners (always got broken!)<br />10.In junior high and high school all textbooks had to be covered with brown paper<br />11. no backpacks--you just stacked up you stuff and carried the stack either in front of you or if you were very clever on your hip!<br />12. Sliderules, if you took advance math<br />13. Chalkboards and chalk<br />14. Black and white essay books for tests<br />15. LePage Glue--glass bottle with ruber top, top has a slit in it and you press the top on the paper and the glue came out or white glue (did it have a brush or a paddle) that would harden into a lump and there was always a kid who would eat it.<br />16. We put all our pencils and stuff in a cigar box.<br />17. This was the same time as white soxes, brown tie up shoes, petticoats, twin sets, girls never wore pants, Ah those were the days!! I'll add more as I think of more during this trip down memory lane.nboschhttp://www.blogger.com/profile/14219753105416637743noreply@blogger.com5tag:blogger.com,1999:blog-31637511.post-27946339173757663022009-03-31T11:10:00.002-05:002009-03-31T11:14:17.531-05:00The Truth About Online Book DiscussionsCrossposted on Classroom 2.0 2008<br /><br />I teach gifted elementary students and have done about 8 different book discussions over the last 5 years using at first Blackboard and then Moodle. We read at least one SPECTACULAR book a semester (students come once a week). The platforms work about the same. I search the internet for high level book discussion questions (synthesis, analysis, and evaluation) and get permission from the author to use them. Why re-invent the wheel? I post each of the questions and have set up formal "rules" for responding, the goal being improved writing skills and improved reflective and critical thinking.You can see our book discussions here <a href="http://www.smsdonline.org/login/index.php">http://www.smsdonline.org/login/index.php</a> and use baguest for username and password.<br /><br />OK, here are my editorial comments: None of the kids "love" it", they tolerate it. They will do it because I assign it. Their written responses have improved over time but they do not seem to do a lot of thinking before answering the questions. Generally the responses are mediocre no matter how much they loved the book, I get 1000 times more out of them orally. I respond to each entry and ask them to respond to each other, my comments and theirs seem shallow and repetitive. Even the kids that "love" to write, don't get off on answering the questions. I guess it is no different to them than answering the questions at the end of the chapter in a basal reader.<br /><br />I've taught gifted kids for 25 years and I see their writing skills taking a nose dive---I blame NCLB, since they never seem to write much in the regular classroom but the online book discussion hasn't been the answer.<br /><br />The best outcome I had to online question/response activity was with a Philosophy unit I did with 6th graders, Using David White's book we discussion a philosophical question in a group, then they reflected about the discussion and how it related to their lives. Finally I got some deep thinking!The kids are much more enthused about blogging, which you could do with another class. You could pose thought provoking questions like "What if electricity had been invented?" or "What would have happened if Walt Disney hadn't been born?" or "How would things be different if the South won the Civil War?" "Should all kids where school uniforms?" "at what age should a kid have a cellphone?" Then let them go at it, at least they'd have to think, organize their thoughts and reflect!!<br /><br />You can see our blog here <a href="http://areallydifferentplace.org/">http://areallydifferentplace.org/</a> .So that's been my experience with online book discussions. It actually may be a better tool in the regular classroom since they have to answer the questions for a grade. In our gifted ed classroom we get much deeper reflection orally. Good luck and let me know how things turn out. Nnboschhttp://www.blogger.com/profile/14219753105416637743noreply@blogger.com4tag:blogger.com,1999:blog-31637511.post-35969004975046010002009-03-10T17:57:00.001-05:002009-03-10T17:59:35.407-05:00Gifted ReadersI teach gifted kids and you would think most of them are avid and rabid readers. Not the case--some of them don't (or didn't) read at all for pleasure. (I call them the 'math/science' kids). Anyway, several years ago I started developing a class library. Many of my older students have out grown the school library or it wasn't getting the series they wanted fast enough. So I have an "Adopt a Book" drive at the beginning of the year. I also carry a list of all the books with me so I can pick them up cheap at our local library's book sales.<br /><br />Here is an outcome from our class library I didn't expect but has thrilled me---many of my 'non pleasure' readers (mostly boys) have started reading up a storm. AND it's all about getting the right book in their hands. I guess some parents don't have a clue what's "hot" and even some school librarians don't get the right book to the right kid. So--the point? I don't know, but I know there is a book for every kid--it's just finding a good match.<br /><br />I want to do something with graphic novels but haven't started that yet.<br /><br />BTW I started reading Hunger Games by Suzanne Collins to my 6th graders today--they love being read to, too. It's wonderful, I read it over the weekend--but for mature readers. I have other great books I could recommend if you are interested.nboschhttp://www.blogger.com/profile/14219753105416637743noreply@blogger.com7tag:blogger.com,1999:blog-31637511.post-31975420789213683412009-02-20T19:31:00.002-06:002009-02-20T19:36:25.067-06:00To Blog or Not To Blog: Part 2Sue Waters sent me To Konrad's blog on <a href="http://www.teachandlearn.ca/blog/2009/02/20/thoughts-on-assessment/">Assessment</a> after I whined in my previous post about my student bloggers. Here is my comment on his blog. We've had a <a href="http://areallydifferentplace.org">student blog</a> for almost three years averaging about 50 bloggers a year. I teach gifted kids, many of them brilliant thinkers and writers albeit reluctant.<br /><br />I decided that I wanted to see if I could get my kids into the blogging habit so before Winter Break I made blogging mandatory. I only see the kids once a week so they were to blog at home. There was a 'reward/punishment' system built in to the requirement. 95% of the kids blogged/commented every week. The quality varied from "State Assessments ( and why they are completely and utterly ridiculous)" to "My Last Basketball Game" to "Why Am I Addicted to Gummy Bears". Comments too ranged from profound and insightful to stupid. BUT we were blogging. <br /><br />Several weeks ago I decided to drop the requirement and the posts and comments dropped off considerably. Now I'm rethinking my purpose and what the next step is--I just realized after reading your post that the lack of give and take commenting was more disappointing than 'silly' initial posts. <br /><br /><span style="font-style:italic;">There was so much focus on getting the task done (required post) that there was not the level of reflecting and thinking I was trying to engage the kids in. Thanks for letting me think more about this here--I know I can contribute in a different way. I'll be thinking about that. </span> This was my aHa!!nboschhttp://www.blogger.com/profile/14219753105416637743noreply@blogger.com4tag:blogger.com,1999:blog-31637511.post-15166482729158628572009-02-18T18:01:00.002-06:002009-02-18T18:05:21.778-06:00To Blog or Not To Blog: That is the QuestionI'm struggling to find a balance between "requiring" so many blog posts a week, rewarding for posts, punishing for no posts or just letting it run its natural course. I made a huge effort to teach good blogging and good commenting and as long as I was requiring several posts a week I had a lot of participation--when I dropped the requirement, participation bottomed out. <br /><br />I tried for two months to "make" everybody participate, I wanted to see if I could capture some kids who would not normally blog. I did capture a few, but mainly the bloggers are the girls who like to write. I get so furious at the laziness of kids, What to do? What to do?nboschhttp://www.blogger.com/profile/14219753105416637743noreply@blogger.com7tag:blogger.com,1999:blog-31637511.post-5222339414613610842009-02-18T14:59:00.004-06:002009-02-18T15:17:26.662-06:00RSS Feed: What Good Is It For Kids?Live and learn left this comment on another post--I'll answer as best I can.<br /><blockquote>This must be a dumb question. WHY exactly do I want an RSS feed? What will my fourth students gain from it? Do you assign specific assignments based on the feed or is it just more info to expose them to? If you have time, this would be a great blog post for us newbies. If not, I understand! </blockquote><br /><br />RSS stands for "Rich Site Summary" or "Really Simple Syndication" and it is a format for bringing ever-changing news INTO you so you don't have to go OUT and look for it. It's especially helpful if you read a lot of blogs, instead of having to type in a URL or click an address from your favorites or go to your Delicious account, new posts from bloggers you read come INTO you on a "feed reader" (I use Bloglines) --you don't have to go OUT to find them. New feed comes in everyday. <a href="http://anotsodifferentplace.blogspot.com/search/label/RSS%20feeds">Here</a> are the feeds we have coming into our blog.<br /><br />So what does this do for kids? It can bring SAFE, up-to-date content into your feed reader, blog or website for your students to look at. The only reason I use it on my <a href="http://areallydifferentplace.org">students' blog</a> is so they can see some "news" or "interesting info" without having to waste the time searching for it. It's on the blog as possible prompts to encourage writing. Does every classroom need it? Hmmm--it you want to have control of what comes into your classroom via the internet then it's a great add. Let me know if I didn't explain that well enough and I'll try again. <br /><br />PS Be sure to study the site before adding to your kids' reader--giving a kid access to it. News, like Newsweek, Time,New York Times, etc. sights might seem like a good idea but you have to deal with rapists, murders, carjacking, etc along with politics, weather and sports.nboschhttp://www.blogger.com/profile/14219753105416637743noreply@blogger.com1tag:blogger.com,1999:blog-31637511.post-60378736405726877632009-02-03T19:42:00.004-06:002009-02-03T20:11:28.265-06:00Doodle 4 Google Contest Is Back!!The <a href="http://www.google.com/doodle4google/index.html">Doodle 4 Google Contest</a> is back. See details below from the site. Last year our center had<a href="http://areallydifferentplace.org/node/924"> two state winners</a> and the kids had a blast! Check it out, it is really fun. Be sure to supply plenty of templates!<br /><br /><img src="http://www.google.com/doodle4google/2009/images/whatiwish.gif" alt="What I Wish For The World?" class="logo" /><br /><p style="font-style: italic;" class="wish_list"> … we use plants for electricity<br /> … we make college free for everyone<br /> … we give health insurance to all who need it<br /> … we connect everyone by cell phone or computer<br /> </p> <p style="font-style: italic;">Welcome to Doodle 4 Google, a competition where we invite K-12 students to play around with our homepage logo and see what new designs they come up with. This year we're inviting U.S. kids to join in the doodling fun, around the intriguing theme "What I Wish for the World."</p> <p style="font-style: italic;">These are exciting times and both our country and the world are on the brink of significant change. At Google we believe in thinking big, and dreaming big, and we can't think of anything more important than encouraging students to do the same. </p> <p style="font-style: italic;">Registration closes at <strong>11:59:59 PM Pacific time on March 17, 2009</strong> and entries are due by <strong> 11:59:59 PM Pacific time on March 31, 2009</strong>. Teachers, you'll find everything you need to get started on the <a href="http://doodle4google.appspot.com/register">Registration</a> page. Only teachers or school employees should register. Parents or students who are interested should contact their teacher to register them.</p>nboschhttp://www.blogger.com/profile/14219753105416637743noreply@blogger.com0tag:blogger.com,1999:blog-31637511.post-24609123601281194332009-01-17T10:11:00.003-06:002009-01-17T10:21:12.152-06:00Podcasting: This Should Make You SmileFrom Classroom 2.0 4/08<br /><br />I have a great idea for podcasts. I have been stewing for weeks about learning how to do podcasts and teaching my kids how to do them. I've posted here and other places begging for the best instructions, videos or explanations. (You have been generous in helping--thanks)<br /><br />Today a couple of my 6th grade girls had finished their research assignments and I was furiously helping others post assignments to our project website-- I turned and said to the girls -- "the computer guy downloaded Audacity, go figure out how to do podcasts---there is a new wireless mic in the blue box under the counter."<br /><br />I went back to my work with other students--in less than 15 minutes I heard "We're done, Mrs. B. we've figured it out!!" I smiled at my co-teacher--and listened as the girls across the room were recording their first podcast and making plans our big project.<br /><br />I would have spent hours stewing and fussing and making sure I knew every in and out before I plugged in the mic, they just went for it. What a joy!<br /><br />1/09<br /><br />We were working on a huge <a href="http://connections.smsd.org/titanic">Titanic</a> project and students podcast as if they were someone (passenger or crew) on the Titanic. Each kid did a biographical sketch on a person, couple, family, or group and podcast that person. You can see the biographical sketch and listen to the podcasts here.<br /><br />The most memorable part of this experience had to do with a 6th grade student. He is a brilliant student but was very anxious, OCD etc. he barely spoke above a whisper the three years I knew him. When he did his podcast he sounded like Tom Browkaw, his voice was loud, clear and he was 100% articulate. I asked him about it later and he, in his tiny little voice said, "Since my speech was written down I didn't have to worry about making a mistake." Go figure.nboschhttp://www.blogger.com/profile/14219753105416637743noreply@blogger.com0tag:blogger.com,1999:blog-31637511.post-45573237780362357872009-01-09T21:21:00.004-06:002009-01-09T21:27:28.872-06:00Speaking of Rick Riordan<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="http://1.bp.blogspot.com/_AoiAVKCipPk/SWgVDnCIBpI/AAAAAAAAAkg/ySsd-d6NbHY/s1600-h/lightning+thief.jpg"><img style="margin: 0pt 10px 10px 0pt; float: left; cursor: pointer; width: 134px; height: 200px;" src="http://1.bp.blogspot.com/_AoiAVKCipPk/SWgVDnCIBpI/AAAAAAAAAkg/ySsd-d6NbHY/s200/lightning+thief.jpg" alt="" id="BLOGGER_PHOTO_ID_5289500914108335762" border="0" /></a>The popular author of the <span style="font-style: italic;">Lightning Thief</span> endorses a summer camp based on his books. You can read about <a href="http://web.mac.com/camphalfblood/Camphalf-blood.com/Camp_Home.html" mce_href="http://web.mac.com/camphalfblood/Camphalf-blood.com/Camp_Home.html">Camp Half Blood here</a><span class="mceItemHidden">. It usually fills up very fast but they ha<span class="mceItemHiddenSpellWord">ve</span> just opened a new session. If your child is a fan of the author and his characters he/she would lo<span class="mceItemHiddenSpellWord">ve</span> this camp. It is only a day camp--no overnights. Here's what Percy Jackson has to say about the camp:</span> <p class="MsoNormal"><i><span class="style2">Dear Campers,</span></i></p> <p class="MsoNormal"><i><span class="style2">If you’re reading this, I’m really sorry. It means you’ve found out you are half-bloods, and now you’re in for a world of trouble.<br /><!--[if !supportLineBreakNewLine]--><br /><!--[endif]--></span></i></p> <p class="MsoNormal"><i><span class="style2">I’d like to tell you things will get better now that you’ve made your way to our new branch camp in Austin. But the truth is you’ve still got a lot of dangerous work ahead of you. Train hard. Watch your back. And learn to cooperate with your cabin mates. Your life now depends on it. Monsters are everywhere. The gods are watching, and some of them won’t be on your side!<br /><!--[if !supportLineBreakNewLine]--><br /><!--[endif]--></span></i></p> <i><span class="style2">I know Grover will take good care of you. He’s a pretty cool satyr. (Just keep your hands, feet, and soda cans away from his mouth).<br /><br /></span></i><p class="MsoNormal"><em><span class="style2">A few other words of advice:<br />1)Do not try breathing underwater unless you are absolutely sure you are a child of Poseidon.<br />2)Watch your wallet when you’re hanging out with Hermes cabin.<br />3)Do not try arm-wrestling with the Ares cabin.<br />4)And finally, watch where you step. The pegasi are not housebroken.<br /><!--[if !supportLineBreakNewLine]--><br /><!--[endif]--></span></em></p> <p class="MsoNormal"><em><span class="style2">Good luck! I hope you survive the camp. If you do, maybe I’ll see you around next summer.</span></em></p> <p class="MsoNormal"><em><span class="style2">Peace from Manhattan,</span> <span class="style2">Percy Jackson</span></em></p>nboschhttp://www.blogger.com/profile/14219753105416637743noreply@blogger.com0tag:blogger.com,1999:blog-31637511.post-1852013230568554152009-01-08T18:03:00.003-06:002009-01-08T18:08:26.800-06:00Blogging BrainstormI had a brainstorm over winter break---many elementary kids NEVER do any authentic writing. OK, they write an occassional narrative or what ever it is they have to do for state assessment. BUT rarely do they write on a topic of their interest for other people to read. We've had a class blog, <a href="http://areallydifferentplace.org/">A Really Different Place</a>, for three years and some of the posts are "extended analysis and synthesis over longer periods of time that builds on previous posts, links, and comments" (Will Richardson), some are low level chats.<br /><br />All of my 5th and 6th graders have to blog once a week (at home) but I've decided to raise the bar. I decided that many kids don't know how to write an entry that will evoke discussion or reflection. So just the week we had a long discussion on Bloom's Taxonomy, talked about and gave example of the six levels. Then I used Andrew Churches' <a href="http://edorigami.wikispaces.com/">Digital Taxonomy</a> blogging rubric and exemplars to show how different posts fall into different levels. Their task over the next week is to write a thought-provoking post that will generation discussion and reflection--and so far I'm very pleased. (Prizes will be given!!) If you want to see the results start at Recent Posts to see who's blogging about what.<br /><br />I do wonder if fourth grade is too young for high level posts and comments---I teach gifted kids and what I notice about the difference between the 4th graders and the older kids is the 4th graders are still young, immature (as far as social topics), and oblvious to what going on in the world. They are still really self-centered and their worlds can be pretty small.<br /><br />Another thing I've put in place from the blog's beginnings is "formal" writing, no chat lingo, no text language, no personal "diary" type entries. Let me know if you need any more info.<br /><br />Crosspost Classroom 2.0nboschhttp://www.blogger.com/profile/14219753105416637743noreply@blogger.com3tag:blogger.com,1999:blog-31637511.post-34244298083002319632009-01-04T12:18:00.005-06:002009-01-04T12:32:34.987-06:00Going Back To School<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="http://3.bp.blogspot.com/_AoiAVKCipPk/SWEAsjcl5WI/AAAAAAAAAkY/-89zNcen8CM/s1600-h/omer.jpg"><img style="margin: 0pt 10px 10px 0pt; float: left; cursor: pointer; width: 179px; height: 200px;" src="http://3.bp.blogspot.com/_AoiAVKCipPk/SWEAsjcl5WI/AAAAAAAAAkY/-89zNcen8CM/s200/omer.jpg" alt="" id="BLOGGER_PHOTO_ID_5287508202939082082" border="0" /></a>For four or five years in the early 90's our district's gifted program participated in <a href="http://www.odysseyofthemind.com/materials/2009problems.php"><span class="blsp-spelling-corrected" id="SPELLING_ERROR_0">Odyssey</span> of the Mind</a>, a national problem solving competition. We would introduce the problems in November, divide up into teams and start preparing for the local and state competition. The actual work would begin in earnest the day we got back from holiday and that's when all hell would break lose. The introduction of the problem and the brainstorming sessions in the late fall were great fun and the kids loved brainstorming possible solutions. I spent those years dreading the day we got back from break because one of the major components of the competition was NO ADULT HELP!! The kids spent the next six weeks floundering, while we the teachers tried to keep our mouths shut and hoped the kids wouldn't make fools out of themselves and of us. Boy did we waste a lot of time!<br /><br />One year, I think it was 1991, I had two teams win the state competition and we got invited to the World Finals!! Of all the places in the world we could go, in 1991 the World Finals were in AMES, IOWA!! We were from Kansas--whoop-ti-do!<br /><br />Several years after we stopped competing there was a big scandal in the OM community, I can't remember the details.<br /><br />Now as the winter break ends I smile to myself and say "at least we aren't doing OM!"nboschhttp://www.blogger.com/profile/14219753105416637743noreply@blogger.com8tag:blogger.com,1999:blog-31637511.post-17432339804004117592009-01-02T19:08:00.005-06:002009-01-02T19:33:42.721-06:00Thoughts on Gifted Math Kids<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="http://4.bp.blogspot.com/_AoiAVKCipPk/SV7AYBkf8gI/AAAAAAAAAj4/IWCeDOUaVVs/s1600-h/robots.JPG"><img style="margin: 0pt 0pt 10px 10px; float: right; cursor: pointer; width: 200px; height: 150px;" src="http://4.bp.blogspot.com/_AoiAVKCipPk/SV7AYBkf8gI/AAAAAAAAAj4/IWCeDOUaVVs/s200/robots.JPG" alt="" id="BLOGGER_PHOTO_ID_5286874531550458370" border="0" /></a>David Cox and I were having a discussion about gifted kids over at <a href="http://classroom20.com/">Classroom 2.0</a>, he sent me a message and wanted my to elaborate--it turns out my response was WAY TOO LONG for CR 2.0 messaging system so I decided to post it here in case anyone else was interested.<br /><br />At the elementary level we explore all kinds of things; you can see all we've done in the last few years <a href="http://anotsodifferentplace.blogspot.com/2007/07/where-is-all-your-stuff.html">here. </a><br /><br />In the Center our kids with math goals focus on problem solving--we have probably have 50 different types of activities which include all kinds of logic--matrix, grid perplexors, Venn Diagrams, etc. We also have Sudoku, Karoku, Crossmatics, Pentominos, tangrams, etc and 3D stuff like like 3-D Pentominos, Shapes and Solids, Google Sketchup, etc. We also have problem solving software and simulations.<br /><br />The only math "curriculum" we ever teach is <a href="http://www.borenson.com/">Hands On Equations</a>--we've done that with as young as second grade. I like it.<br /><br />Our district provides PreAlgebra for our more precocious math students in 6th grade, but it comes at a price. It's at 7:00 AM!! Not the best time for many bright kids who stay up too late. If they take PA at 6th, they take Alg 1 at 7th and go to the high school for Honors Geometry in 8th and so on.<br /><br />Here's my observation about gifted mathematicians--they just get it. No matter what it is, if it deals with numbers, they just intuit how to do it, there is no "thinking". Many gifted kids are not gifted mathematicians (and of course you would see them in a gifted magnet school), the pleasers will work hard and learn quickly but they just don't "get it" like a gifted mathematician does. I've had many gifted kids who IQ is really lopsided 145 Verbal, 120 performance--these kinds of kids look pretty normal in a math class but excel in writing, language, reading, vocab etc. Scoring at the 99% on achievement test doesn't necessarily show this, the hard-worker-bees can score high but not have the "gift".<br /><br />My observation about gifted kids in general--their skills, work ethics, and personalities vary as widely as the general population. Example---I've had kids who have been grandfathered into my program with 120 IQ, they are in the same class as the kid with an IQ of 160. The range (and ability) between the two is wider than the lowest and highest kid in a regular classroom. Depending on the criteria for your school, you may not have to have an IQ in the gifted range (135+). I have kids who are very hard workers and some who don't work at all, I have kids who are leaders in their schools and communities and kids who couldn't lead their heads out of a paper bag. I have kids who play 4 sports and kids who play 4 instruments. I have kids who are "most popular" and kids who have no friends. The more you know about gifted kids they better teacher of them you will be. Read Tamara Fisher's blog, <a href="http://blogs.edweek.org/teachers/unwrapping_the_gifted/">Unwrapping The Gift</a>, she's written some very insightful articles about gifted kids.<br /><br />My observation about highly gifted kids---many of them have concomitant problems related to being just TOO smart, TOO outlying, TOO different. They are a poor fit for the way we teach them today, underachievement is entrenched by 3rd grade.<br /><br />Here is something to think about---the average kid spends 80% of the time thinking and working in the lower levels knowledge, comprehension, and application. You can see this when you teach them something---they learn it (with 17 repetitions), then they understand it and they can use it. A kid with an IQ of 130+ spends 80% of the time thinking in the higher levels synthesis, analysis, and evaluation. You teach them something (with 1-3 repetitions) and they are already thinking of every other thing they know about that topic and how what you taught them applies to what they already know. (It’s why they don’t seem to be paying attention—they have long passed you!) They just THINK DIFFERENTLY. The more you know about them the easier they are to teach.<br /><br /><br />Here's a challenge to you---maybe you need to teach differently. Like Dr Phil says, "the best predictor of future performance is past performance". Maybe you need to ask different questions to get different answers. Maybe you need to shake things up!! Go read <a href="http://blog.mrmeyer.com/">Dan Meyer's blog</a> , he's a young math teacher that is asking some hard questions. Read his latest entry (and all the other stuff) on "The Math Text Book I Would Buy". He's suggesting a whole different way to engage kids with a focus on thinking!! Read the comments and look at <a href="http://www.problempictures.co.uk/examples/op11.htm">Problem Pictures</a> and what Hot Chalk has done with using <a href="http://www.hotchalk.com/mydesk/index.php/math-matters/387-math-matters-offroad-algebra">Motocross to teach Algebra</a> (suggestions from commenter). Amazing stuff.<br /><br />I remember hearing a presenter respond to the question "How do we keep kids from plagiarizing?" with "Give them assignments they can't plagiarize." There is some connection to your comments here---if the question your kids are asking is "Is this the right answer?" then maybe you need to change the question!! Whew, did any of that make sense!! Keep in touch, N.nboschhttp://www.blogger.com/profile/14219753105416637743noreply@blogger.com12tag:blogger.com,1999:blog-31637511.post-76289662579119528292008-12-29T20:27:00.005-06:002008-12-30T09:36:09.632-06:00Connor Goes to College<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="http://4.bp.blogspot.com/_AoiAVKCipPk/SVmMEH3E3iI/AAAAAAAAAjo/BcBsS8IymB8/s1600-h/Connor_B._Computer_Baby.jpg"><img style="margin: 0pt 10px 10px 0pt; float: left; cursor: pointer; width: 181px; height: 200px;" src="http://4.bp.blogspot.com/_AoiAVKCipPk/SVmMEH3E3iI/AAAAAAAAAjo/BcBsS8IymB8/s200/Connor_B._Computer_Baby.jpg" alt="" id="BLOGGER_PHOTO_ID_5285409640153407010" border="0" /></a>About eleven years ago I got a new student named Connor, he was a first grader with flaming red hair. He was (is) a brilliant kid with an IQ in the 99.9% range, but he was not highly motivated--even as a first grader. Since I teach in a gifted program the kids stay with me one day week through 6th grade and over the years I've kept in touch with Connor's mom as he moved through middle school (yuck) and high school (yuck, too). I knew that scholarly pursuits were not high on the list, even though he was a musician and a computer whiz, so always wondered how things would turn out for him. I got an email from his mom today with this news:<br /><br /><span style="font-style: italic;">....I know that the only thing that made elementary school bearable for Connor was knowing he could escape it once a week and go to the EL (enhanced learning) center. That child hated school from the very first day he went - except for EL, and a few other classes - orchestra, economics (yes, he is STRANGE), environmental ed, and a web design class. That's about it I think.</span> <div style="font-style: italic;"><br /></div><span style="font-style: italic;">With his "barely C" average we were a bit skeptical that Connor's first choice school would take him - but it did. He applied for early admission in early November. He was told he would be notified if he got accepted in mid-January but he got his acceptance letter the week before Christmas. He's going to DePaul University in Chicago - and will be enrolled in the College of Commerce at the Loop Campus - right off the EL in the heart of Chicago's financial district if you're not familiar with it.... He's currently planning a dual major in MIS and Economics. He got a 32 on the ACT (he only took it once and didn't even bother with the SAT)....<br /><br />Remembering conversations we have had about our adult brains being wired differently from our computer-raised kids - and knowing you have a special interest in that, I am also attaching a picture of Connor that I took when he was 16 months old. Thought you might enjoy it - or heck - you might even like to use it when you give talks about these newly-wired brains - you are welcome to do so if you wish....<br /></span><br />So, sometimes things do work out for our underachieving kids. I've changed my thinking over the years and now give different advice to kids and parents. I used to say that a kid had to decide the minute they walked into high school if they wanted to compete academically. I told them that 60 kids in our high schools had 4.0 GPAs and one bad semester will screw up your GPA for good. Now I tell parents and kids that they need to find something that differentiates them from every other smart, good test scores, good grades kid in the country! I suggest our district's Signature Programs including Law, BioTech, BioMed, Computers, International Studies, IB, Engineering, or mentoring, shadowing, community service, entrepreneurships, etc. <span style="font-style: italic;"><br /></span><br />Being smart is not enough. Being a good student is not enough. What can your child do to set himself or herself apart?nboschhttp://www.blogger.com/profile/14219753105416637743noreply@blogger.com0tag:blogger.com,1999:blog-31637511.post-80290591821109499672008-11-14T18:27:00.001-06:002008-11-14T18:30:06.652-06:00Crosspost on Classroom 2.0 and Giftededucation 2.0<br /><br />After seventeen years of using technology in the classroom, I hate to admit it out loud but we finally did our first video conference. Our students and students from a school in New Jersey participated in <a href="http://connections.smsd.org/robots/pringles%20project.htm">The Pringle Project</a>. Each student designed packaging to mail a single Pringle, there was weighing and measuring volume along the way. With help from the IT guys on both ends we got the video conference set up using Marratech software. (Skype is blocked by our district).<br /><br />The looks on the kids' faces when they "faced" their partner were priceless, you would have thought they'd just landed on the moon. As each kiddo introduce him or her self then revealed the condition of their partner's chip to the webcam, hurrays were heard and fists were pumped in the air. One of our students decided to mail his chip in a hollowed out orange. When his partner appeared on screen he was wearing surgical gloves and holding a moldering, dripping, black box!! Hint: fruit does not make good packaging when sending a Pringles chip through the mail. Teaching is good, N.nboschhttp://www.blogger.com/profile/14219753105416637743noreply@blogger.com1tag:blogger.com,1999:blog-31637511.post-6614429510679285122008-10-29T07:17:00.004-05:002008-10-29T07:28:25.852-05:00Bus Duty<a href="http://2.bp.blogspot.com/_AoiAVKCipPk/SQhWe0TEiPI/AAAAAAAAAhQ/viv_dRcapLM/s1600-h/trash.jpg"><img style="float:left; margin:0 10px 10px 0;cursor:pointer; cursor:hand;width: 200px; height: 150px;" src="http://2.bp.blogspot.com/_AoiAVKCipPk/SQhWe0TEiPI/AAAAAAAAAhQ/viv_dRcapLM/s200/trash.jpg" border="0" alt=""id="BLOGGER_PHOTO_ID_5262551252017121522" /></a>For the last ten years I've done a duty at our school fondly called "bus duty". This job consists of herding cars around the circle drive and offloading kids. There are some things that really bother me and I am not basically a whiner. Here are my Top Five Irritations About Parents Dropping Off Their Kids:<br /><br />#5 Tardy parents<br />#4 No seatbelts or child restraint seats<br />#3 Parents who comb hair, write checks, and sign planners while holding up traffic <br />#2 Parents who talk on the cellphone while they are dropping off or picking up their kids. These people are not brain surgeons or international stock dealers, can't they wait 5 minutes to chat while they say goodbye to their kids!<br />#1 Cars that are full of trash, backseats covered with fast food and fast food wrappers. I'd bet their is a direct corrolation between junky cars and disorganized kids!nboschhttp://www.blogger.com/profile/14219753105416637743noreply@blogger.com3tag:blogger.com,1999:blog-31637511.post-5514076386332737912008-10-23T20:53:00.002-05:002008-10-23T20:56:36.956-05:00SkrblHere is Skrbl. Be careful what you write on the whiteboard. It stays there until someone starts a new one. <br /><img alt="skrbl now" src="http://www.skrbl.com/sn.gif" style="cursor:pointer;" onclick="window.open('http://www.skrbl.com/skrblnow');"/>nboschhttp://www.blogger.com/profile/14219753105416637743noreply@blogger.com4tag:blogger.com,1999:blog-31637511.post-88433653842196171192008-10-23T08:59:00.006-05:002008-10-23T19:32:21.609-05:00Tikatok<div><div><div><img id="BLOGGER_PHOTO_ID_5260350023234120066" style="FLOAT: left; MARGIN: 0px 10px 10px 0px; WIDTH: 320px; CURSOR: hand; HEIGHT: 238px" alt="" src="http://2.bp.blogspot.com/_AoiAVKCipPk/SQCEecEWaYI/AAAAAAAAAgI/ZfZdMP69mfU/s320/tikatok.jpg" border="0" />We just finished a book publishing project (grades 2-4) using <a href="http://tikatok.com/">Tikatok</a>. It is pretty intuative to use, you type the text, you scan in the illustrations. The books can be viewed online and the best part is you (or parents) can buy hardback or paperback books from the site. The quaility of the finished book (we've seen both hardback and paperback) is amazing. The books are expensive when you buy them off the site but you can get educational pricing ($7.00 and $12.00). The gal that owns the site is very helpful and will get right back to you if you have questions.</div><br /><br /><div>As I teacher almost all my student projects are digital but as a parent I always loved those "hard copy" projects.</div></div></div>nboschhttp://www.blogger.com/profile/14219753105416637743noreply@blogger.com0tag:blogger.com,1999:blog-31637511.post-82939566154676579752008-10-18T19:44:00.001-05:002008-10-18T19:47:47.273-05:00Bragging: Who's fault is it?Comment on <a href="http://middle-school-teacher.blogspot.com/2008/10/special-needs.html">Ms Teacher's Blog</a><br /><br />Yes, bragging/arrogance can be a problem with gifted kids---we discuss it our gifted ed class a couple of times a year. My experience has been that the bragging usually ends by 5th grade when it becomes socially unacceptable. BUT, I don't blame the kids I blame the parents and primary teachers and here's why---<br /><br />There is nothing more fun than have gifted kids, I have three of them. When you have a two and a half year old who can read or a kindergartener who knows the stats of every major league baseball player you tend to drag them out to show-off at family gatherings. When a child enters school reading the teacher and other students put the kid is the academic spotlight, he's kind of a rock star! These students end up being teacher helpers, held up as examples of the "right way to do things" (both behavior and academic), tutors to slower kids and we wonder why they began to see themselves as what they do rather than who they are.<br /><br />We put them on the pedestal and then wonder why they end up a bit arrogant. hmmmmm, what's wrong with this picture?nboschhttp://www.blogger.com/profile/14219753105416637743noreply@blogger.com9tag:blogger.com,1999:blog-31637511.post-37447296567334399342008-09-25T15:00:00.004-05:002008-09-25T20:54:53.296-05:00Wonderful Art 2.0 Sites<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="http://1.bp.blogspot.com/_AoiAVKCipPk/SNxAbp4gFZI/AAAAAAAAAYw/kFUheGkPWjg/s1600-h/hockneystudent+collage.jpg"><img style="margin: 0pt 10px 10px 0pt; float: left; cursor: pointer;" src="http://1.bp.blogspot.com/_AoiAVKCipPk/SNxAbp4gFZI/AAAAAAAAAYw/kFUheGkPWjg/s200/hockneystudent+collage.jpg" alt="" id="BLOGGER_PHOTO_ID_5250142109450638738" border="0" /></a>There are some amazing art tools, from the Chicago Art Institute you can make your own <a href="http://www.artic.edu/artexplorer/">art portfolio</a> . You can also design your own medievel tapastry <a href="http://www.bayeuxtapestry.org.uk/interactive/BayeuxCreate.htm">here.<br /></a><br />Here are other neat art options:<br />Google Sketchup (download) <a href="http://sketchup.google.com/">http://sketchup.google.com</a><br />ArtPad <a href="http://artpad.art.com/artpad/painter/">http://artpad.art.com/artpad/painter/</a><br />Mark Kistler’s Imagination Station <a href="http://www.draw3d.com/lessons.htm">http://www.draw3d.com/lessons.htm</a><br />Viscosity <a href="http://windowseat.ca/viscosity/index.php">http://windowseat.ca/viscosity/index.php</a><br />Flash Paint <a href="http://www.flashpaint.com/">http://www.flashpaint.com/<br /></a><br />Here are some neat digital imaging options:<br />Scrapblogs <a href="http://scrapblog.com/">http://scrapblog.com<br /></a>Graphita <a href="http://www.graphita.com/">http://www.graphita.com</a><br />Photobucket <a href="http://photobucket.com/">http://photobucket.com</a><br />Bubbleply <a href="http://www.bubbleply.com/">http://www.bubbleply.com</a><br />PhotoStory (download)<br />SmileBox <a href="http://www.smilebox.com/">http://www.smilebox.com/</a><br />Befunky <a href="http://befunky.com/">http://BeFunky.com</a><br />Mix book <a href="http://mixbook.com/">http://Mixbook.com</a><br />Flauntr <a href="http://flauntr.com/">http://Flauntr.com</a><br />Lunapic <a href="http://www.lunapic.com/editor/">http://www.lunapic.com/editor/</a><br />Pixenate <a href="http://pixenate.com/">http://pixenate.com/</a><br />Making Panorama Pictures <a href="http://www.clevr.com/">http://www.clevr.com/</a><br />Photoshop Express Online <a href="https://www.photoshop.com/express/index.html">https://www.photoshop.com/express/index.html</a><br />Huge Labs <a href="http://bighugelabs.com/flickr/">http://bighugelabs.com/flickr/</a>nboschhttp://www.blogger.com/profile/14219753105416637743noreply@blogger.com5tag:blogger.com,1999:blog-31637511.post-67250530041811976622008-09-24T15:06:00.002-05:002008-09-24T15:10:24.729-05:00Gifted Kids Can't Research and WriteHere is my response to Not So Master Teacher John Spencer's blog <a href="http://jtspencer.blogspot.com/2008/09/feeling-like-giving-up.html">"I Feel Like Giving Up"</a>.<br /><br /><span style="font-style: italic;">Funny you should post about this. I know where you are coming from. I teach gifted kids (top 1%) and yesterday we started a curriculum on inventors. After an introduction 6th grade students were to pick an obscure inventor, research by reading three websites, writing two paragraphs and including 2 pictures. It took some of them over 2 and a half hours!! Remember these are the brightest kids in their schools! I couldn't believe it, my co-teacher and I brainstormed the problem and came up with some possible reasons.</span><br /><br /><span style="font-style: italic;">1. Scripted reading and math programs (preparing for high stakes testing and state assessments) have turned kids brains to mush.</span><br /><span style="font-style: italic;">2. Kids cannot think for themselves because they have not been given opportunities in the classroom. </span><br /><span style="font-style: italic;">3. They can't think in higher levels synthesis, analysis and evaluation-- aren't given enough practice in earlier grades. </span><br /><span style="font-style: italic;">4. They can't type, keyboarding time has gone out of favor since so much reading and math is being taught. Many do not know how to save an image, and wrap text around it. </span><br /><span style="font-style: italic;">5. Student assignments are formulatic with everybody doing the exact same things. </span><br /><span style="font-style: italic;">6. They can't focus--this is part of our classes' problem. When given the freedom to explore on their own they have no skills to get down to work.</span><br /><br /><span style="font-style: italic;">That's all we came up with but I'm sure you are seeing the same thing. I didn't mean to imply that this is the situation in your classroom but that you are feeling the past "mistakes". </span><br /><br /><span style="font-style: italic;">Self contained at 5th and 6th is good, you'd like it. Read Teach Like Your Hair's On Fire by <a href="http://www.hobartshakespeareans.org/">Rafe Esquith</a>. It will make you realize what is possible.</span>nboschhttp://www.blogger.com/profile/14219753105416637743noreply@blogger.com12