<![CDATA[aha-learners.org - AHA Blog]]>Tue, 08 May 2012 19:09:56 -0600Weebly<![CDATA[Announcing our Summer Hands-on Workshop]]>Tue, 08 May 2012 21:09:28 -0600http://www.aha-learners.org/3/post/2012/05/announcing-our-summer-hands-on-workshop.html
AHA-Learners is proud to announce our upcoming 
Midwest Regional Summer Workshop! 
We hope to see you in Lawrence, KS on June 22. 
This hands-on workshop 
will help you breathe even more life into your classes 
while complying with today's mandates and standards. 
  Creating Dynamic Learning in Today’s Changing Classrooms
Friday, June 22, 2012
University of Kansas
9:00 AM Registration
3:30 PM Safe travels

Only $45 
(includes workshop, lunch and parking)

Please join Advocates for High Ability Learners as we offer this hands-on experience designed to give you the HOW of dynamic learning amidst the Common Core, high stakes testing and data collection.

Current plans include Web 2.0 tools, problem-based learning simulation, partnering tips, college and career readiness for high ability learners within Common Core, entrepreneurial projects and LiveBinder set-up.

For registration information, click on the Registration Tab at:

http://www.aha-learners.org


Contact us if you need information on lodging in Lawrence.
]]><![CDATA[Problem-based Learning in an NCLB World]]>Wed, 30 Nov 2011 22:05:09 -0600http://www.aha-learners.org/3/post/2011/11/problem-based-learning-in-a-nclb-world.html“It is well to remember from time to time that nothing that is worth knowing can be taught." ~Oscar Wilde

Problem and Inquiry-based Learning are multifaceted. They provide total educational strategies. Teachers of the gifted have always used this paradigm in some form.  In today's differentiation atmosphere where movement is towards everyone being educated in the general classroom with the same “script”, it is imperative that GT educators become a necessary and integral part of the team in helping the general classroom teacher make the transition from traditional teaching methods to methods which address the learner needs and skills needed today and in the future while making the best use of the tools available to us.

Problem-based learning (PBL) allows learners to master curriculum through authentic work. Teachers are no longer purveyors of knowledge, instead they facilitate learners using the skills  an architect,  artist, TV producer, engineer, scientist, fashion designer, historian, or an advertiser might employ. This authentic work provides relevancy and excitement to teaching objectives and standards that too often become mundane seatwork, worksheets, and other uninspiring assignments. Technology-rich PBL breaks the barriers of time and place and encourages global interaction and understanding.
A multitude of resources today are available through technology for educators so that the need to “create” their own curriculum can now be replaced with “collaboration” with educators around the world who share the same vision.  Want to see PBL in action? Check out: http://edu.blogs.com/edublogs/2010/09/design-thinking-project-based-learning-in-action-in-scotlands-curriculum-for-excellence.html

Ready to build your own PBL? Start here: http://pbl-online.org/
http://web.me.com/khoneycuttessdack/D-1/Units/Units.html

Don’t know where to connect with others?
http://www.etfo.ca/SiteCollectionDocuments/Publication%20Documents/Voice%20-%20School%20Year%202005-6/Winter%202006/SchoolWithoutBorders.pdf

http://eduscapes.com/tap/topic43.htm

Want some “instant” roadmaps?
https://www.facebook.com/LifePracticePBL  New PBL cards (thanks to Ginger Lewman) are recipes for you to follow. One set = 7 different project cards, with 5 core content areas on each card, with project seeds for K-12. Essentially, you're getting 105+ possible projects in EACH SET of cards.

]]><![CDATA[Making a Difference Through Advocacy]]>Wed, 12 Oct 2011 21:09:38 -0600http://www.aha-learners.org/3/post/2011/10/making-a-difference-through-advocacy.htmlWho doesn’t want what they want when they want it? On a daily basis everyone asks for things that are important to us. This, simply put, is advocacy.

When it comes to advocating on behalf of your high ability child or students the same principles apply as when your child asks for something at home. Here are a few principles that might be of assistance.

First, know what you want. One has to educate oneself on the needs of the child and the options that are available. Be creative, but base your suggestions on options that are backed by research: such things as acceleration, grouping and curriculum compacting. It is advisable that one keeps documents that can easily be shared with others: law, regulation, myths and the truth, analogies, and research briefs. I like to keep them in pdf form in folders on my computer.

Secondly, be a team player. You are only a part of the team making educational decisions. All viewpoints should be considered: classroom teachers, parents, and specialists. Being tactful and offering positive solutions during discussions are not only valuable, but crucial. As AHA Advisory Board member, Arlene Devries, says, “it is imperative that parents and educators become partners rather than adversaries.”

Remember, the idea is to move forward. Progress is often frustratingly slow. Sometimes is takes baby steps. But babies keep trying until they can run. They persevere.

Perseverance is the third principle. All too often parents are not “pushy” enough. (I mean that in the nicest sense.) Teachers often fail to speak up for fear of retribution. We can’t give up. We have to speak up. It requires that you advocate regularly and over time…a loooong time. Keeping in mind the second principle, each and every one of us must inform policy makers and those who are responsible for educating these high ability children that they have specific needs and why under-challenging children is reprehensible.

We tend to give up too soon, or we only advocate for our own child. I have been advocating, both formally and informally, for 40 years. I have advocated for students in my class, my own children, and now for my grandchildren and all those who don’t have advocates. It does make a difference and it is ongoing. Even chatting with a friend about the needs of high ability learners can be considered advocacy. We must change society’s lack of emphasis on meeting the needs of high ability children.

Lastly, use all resources available. Join your local, state and national organizations that advocate for gifted learners. They offer some of the best resources, conferences and general support for you. (AHA Learners is always here to answer questions and provide you with information!)

Social media is one of the best ways to spread the word and give others the opportunity to consider different perspectives in a non-threatening environment. Sharing resources via social media in small bits will make a positive impact.

We must advocate with our legislators, school board members, building and district administrators and other policy makers. The media can’t be left out. You never know when the person who will affect change is listening.

Parents are a valuable resource. When they form or join an advocacy group they are more effective. There is power in numbers and it allows a group to speak on behalf of children rather than requests coming from a single person. Arlene Devries reminds us, “If parents feel supported, informed, and connected with other parents, they can become a powerful advocacy group.”

Vicki Sharp, another AHA Advisor, notes that a powerful group can make effective change at the local and state level.

How are you going to make a difference?

]]><![CDATA[Growing Minds]]>Sun, 18 Sep 2011 19:03:38 -0600http://www.aha-learners.org/3/post/2011/09/growing-minds.htmlTo praise or not to praise:  a question that all parents and teachers are asking, or should be asking, themselves with all of the new research coming to light on the dangers of over praising our children. Not many years ago, experts told us to boost their self-esteem by continually telling them how wonderful, smart, and talented they were – even if we didn’t see the evidence for our words.

But now, the research of Dr. Carol S. Dweck and others has shown us the real dangers of praise without merit. Instead of boosting self-esteem, it seems to put our children in danger of a “fixed” mindset. They are afraid to try new things, take a challenging class, or even have the confidence that they will continue to do well on work that they have done well on in the past. With a fixed mindset, children tell themselves that they must “look” smart or proficient at all costs in order to maintain their image of their own abilities.

http://mindsetonline.com/whatisit/about/index.html

Instead, praise should be specific, deserved, and focus on the act rather than the person. We learned this lesson a long time ago with negative statements. Criticize the act, not the person. “You did a bad thing” not “you’re a bad person.” But the same holds true for praise.  “You created a beautiful peace of art” not “you’re a great artist.” The latter sets up the fixed mindset of having to constantly prove that you’re still a great artist, while the former praises the EFFORT that you made to create art.

Effort is perhaps the most important thing to remember. Praise a child’s effort, and you reinforce that effort is important. Think about the life skills that we all need to make our way successfully in this world: persist, put forth effort, get up and try again when things don’t go well. What we need is a “growth” mindset. This mindset tells us that we learn by doing and that by our efforts we can continue to improve and grow.

http://mindsetonline.com/whatisit/themindsets/index.html

http://www.brainology.us/webnav/whatismindset.aspx

Learn more about Dweck’s work and how her research applies to every student – even adults! https://www.stanford.edu/dept/psychology/cgi-bin/drupalm/cdweck

Go ahead – “grow” your own mind!

]]><![CDATA[Creating a Positive Digital Footprint]]>Sun, 24 Oct 2010 09:22:48 -0600http://www.aha-learners.org/3/post/2010/10/creating-a-positive-digital-footprint.htmlHighly able children are often adept with today’s technology. They may not only be listening to iPods, working with iTouch and iPad, they may have a “smart” phone and most certainly will be using traditional computers as well.  Today’s student has no difficulty searching the Web for information, but they also utilize the interactive tools of Web 2.0 and social networking. They read and write blogs, they know to create new information to share and many create their own videos and post on YouTube.

Have you “Googled” yourself? Have you “Googled” your children? In our primary class students were working on a project and one of the requirements was to put a picture of yourself in your work. I intended to take a photo of each student for them to use, but before that happened, several students had “Googled” themselves and more than one of these eight-year-olds found pictures of themselves on their search results. One was a photo from the local paper of a sports event.

So what is a digital footprint? What difference does it make?

Everything you create digitally. E-mail, YouTube videos, social networking posts and pictures, web pages you create, and any other content that is placed on the web becomes a part of your digital footprint.

As our children establish their identity in a digital world, they are also creating their own digital footprints. It’s important that it be a positive one because in a few years they’ll be seeking college admission and jobs. Today’s college admissions office or employer has the Internet as a tool in collecting additional information about applicants. This information may be used to help them know more about the candidate.

It’s difficult to explain to our children that choices they make in elementary school may affect their future choices. They can always ‘delete’ those dumb things they posted, right? Recently, I googled myself. Web pages that I created many years ago and that have been inactive for years were accessible with a quick click of the mouse. Files that have been deleted don’t really go away, they’re just not as easy to find.

And yet, we don’t want to keep our children from playing and creating on the Internet because there are so many positive and wonderful opportunities waiting for them!  What we want for our children is to participate and create a positive digital footprint. The good things they create and share will reflect positively on them in the future – something to point out with pride.

Please talk with your children, whether you’re a parent or a teacher or both. Help them understand as they create and participate that the Internet is not just a plaything, but a snapshot of who they are. We shouldn’t fear it, but we should have a healthy dose of respect for its power.


Cindy Sheets, Vice President]]><![CDATA[Welcome to AHA's Blog!]]>Tue, 31 Aug 2010 21:01:35 -0600http://www.aha-learners.org/3/post/2010/08/welcome-to-ahas-blog.htmlWelcome to a new page on AHA-Learners' website, our blog. We are excited to add this area as another way to communicate with you. We want this to be a place for information on various topics, special announcements, and news of interest that might affect or influence raising and educating high ability children.


In this entry I wanted to remind everyone that we have a nice selection of resources that we are sharing via (what else) our Resources page. One of the items there is the first of our LiveBinders. We have put together, in an organized manner, a plethora of documents and links that you can access, copy and distribute to parents and educators who are seeking to make meaningful impacts on the education of those children and youth who easily master the grade level curriculum. The tabs in the binder are helpful in finding just what you need.


I also want to announce that we are finalizing our advisory board and will be publishing their names very shortly. We are excited to have many very influential people who bring a variety of expertise to us for your benefit. They have been very gracious in response to our invitations and we are appreciative that we can call upon them for advise in their areas of expertise and interests.


We have some exciting plans for future conferences and additions to our resources. Several of us are presenting in Atlanta in November at the convention of the National Association for Gifted Children. We are pursuing speaking engagements around the country as well. If you need a presenter, either in person or virtually, please contact one of the board members to make arrangements. 


At least monthly, one of our board members, an advisory board member or other invited author will be writing a piece on this blog for your benefit. I suggest you access the RSS feed. But for a few months we will be reminding you to check in when we have new updates. 


Thank you for your interest in and advocacy for all high ability children.


Kathy Jones, AHA-Learners President



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