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460>_696873

Ginger interviews Marjorie Landwehr-Brown, Coordinator of Gifted Services and the NEW Global Learning Director at Douglass School District in Kansas. Marjorie has travelled to China to make connections with schools there, and talks about an upcoming trip to Japan, where the group has been able to set a "day-off" agenda for themselves, even though they've never met in person. Other topics are also briefly explored at the end of the cast.

460>_696874

Ginger reflects on the creation, boom, and bust of small-town communities and how that may (or may not) relate to professional education communities.

This picture is not of Reading, KS, but it is indicative of the boom town age of smaller communities.

460>_696875

In this episode, Ginger reflects on a workshop she just facilitated in a 1:1 traditional high school in Lyons KS. The people were delightful and helped cause her to think what teachers, particularly elective teachers, could be doing in a differentiated instruction classroom, using 2.0 tools.

Please consider sending her thinking further with questions and comments!

460>_696876

Take a peek inside a discussion at Turning Point Learning Center. Here, the discussion is mostly teacher-led, but as the year goes on, the teacher will take a more back-seat approach to the discussion.

Note the rapport and trust the students have with the teacher and visa versa. Also, of special note, students had NEVER been taught this curriculum before and many are speaking very knowlegeably about some of the processes in the human body! SO COOL!

460>_696877

Ginger reflects on her day of training and also past experiences with the Health Sciences Story Centered Curriculum from Socratic Arts.

Socratic Arts:
http://www.socraticarts.com/

Tammy Berman:
http://www.engines4ed.org/who/berman.cfm

460>_696878

Ginger replies to "Are there directions for giving directions," a Paul Bogush / Turkey Crossing podcast. (http://turkeycrossing.podomatic.com/)

She agrees with his premise that teachers need to step back from over-directing students. It is a struggle to "de-program" students who've been long-conditioned to regurgitate what they think the teacher wants in a product. The key is not only to create a trusting environment between students/teacher, but within the students themselves. There is no safer place to fail and recover than in the school situation. That's why school should be as authentic as possible for true Life Practice!

Referenced:
Odyssey of the Mind:
http://www.odysseyofthemind.com/

Dr. Sylvia Rimm:
http://www.sylviarimm.com/

Dr. Rimm's quote:
'The surest path to high self-esteem is to be successful at something one perceived would be difficult. Each time we steal a student's struggle, we steal the opportunity for them to build self-confidence. They must do hard things to feel good about themselves.'

Photo from: http://siri.jpl.nasa.gov/index.cfm?fuseaction=home.studentappreq&submenu=Student&CFID=6841&CFTOKEN=70173145

460>_696879

Today, Ginger's responding to Chris Lehmann's Practical Theory blog article called Teacher Learning, Student Learning and School 2.0. He asserts that we should not be relying on only techies to train teachers, but rather to encourage teachers to train themselves.

This is a good thing, and Ginger takes it further by talking about how to encourage teachers' motivation and desire to learn these new tools by prioritizing what other pieces to drop from their repertoire, as well as giving teachers profitable salary schedule horizontal movement. University credit is also a wonderful thing.

Correction to be made: Because of her dyslexia, Ginger mis-labeled Chris Lehmann's school. It is the Science Leadership Academy in Philadelphia. http://www.scienceleadership.org/

You can find a pic and info about this wonderful place at 2¢ Worth, David Warlick's blog:http://davidwarlick.com/2cents/2007/01/10/new-school-sla/

Practical Theory blog:
http://www.practicaltheory.org/serendipity/index.php

Ginger connects with a teacher in Australia via Skype and then tells us her impressions. She confesses and exposes some cultural gaffes and breifly hits upon the value of these connections for students. More 'casts will be coming about making connections and the skills afforded to students growing into citizens of the world. Hopefully, you'll be hearing about this from students themselves!

I truly am excited to connect with her (and her students)!

Referenced:
Wizard of Oz
http://images.usatoday.com/weather/_photos/2006/07/05/dsongneilsens30.jpg
http://www.wendyswizardofoz.com/main.php

Cassowary
http://en.wikipedia.org/wiki/Cassowary

Poisonous plants of Australia
http://www.anbg.gov.au/poison-plants/index.html
(ok, the US list is likely longer, but this is ONLY SE Australia)

Skype
http://skype.com/

460>_696880

In this episode, Ginger contemplates the future of gifted education in this technologic world. Retirement and crisis-level teacher shortage is an issue, but so is the fact that many current educators are tech-reluctant. How do we attract new teachers and continue to be on the cutting edge of educating this special population of students?

Referenced:
National Association for Gifted Children
http://nagc.org/

Hoagies Gifted Education Page
http://www.hoagiesgifted.org/

Gifted Education 2.0 social network
http://giftededucation.ning.com/

Classroom 2.0 social network
http://classroom20.ning.com/

460>_696881

In the second of apparently three podcasts, Ginger talks about the truths to the Life Practice Model. In order to allow the Career, Personal, and Knowledge Habits to develop in students, there are certain truths to be met, regarding the school/classroom/learning Environment, as well as in both student and teacher behaviors. Take a listen as she pontificates about these 3 arenas. Leave a comment or find her on Classroom 2.0--GingerTPLC-- if you cannot read the graphic that goes with this and you'd like to.

Last section coming soon: What the environment and behaviors are NOT.

Referenced:
Art Costa, 16 Habits of Mind

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