NAGC: 27 Strategies: Resilient, Calm, and Deeply Engaged

I have been recording my sessions notes from conferences I have attended are all located here.

I attended the NAGC conference in Denver a few months back and with being so busy with my teaching job I have a pad of notes(actually several pads from notes from all over) that I never had a chance to type up and share.

This was one of the BEST sessions I have ever attended of any conference. PERIOD!

*My ideas will be italicized to separate from notes*

This one moved me on several levels. It moved me as a parent and a teacher. Sue was a dynamic speaker and one that I hope to come across again soon. She is one of those people that I wish I had time to sit down with and just pick her brain. Despite being discussed months after the conference I have referred to my notes several times since then.

  • Dominant Understand that Gifted is Academic
  • Should be a trans-formative process, not just academic
Passion in video games
A major headache of mine. Screen time of Minecraft and Eden. Could this possibly be a gifted sign? How does one judge the difference between passion and a waste of time? I have issues with the negative ideas of video games especially ones like Minecraft!

Use characteristic questions for screening process(see slideshow)

  • Whole person first – before academic or talent development
  • XKCD comics for humor
  • Get to know idiosyncrasies of child
    • often times gifted kids are introverts who process quickly to disguise themselves as extroverts
  • Learn everything you can BUT
  • Always trust your intuition BUT
  • Be willing to look at yourself a little
Interview Questions
  • What are you fascinated by?
  • Think about an experience where intelligence/insight was overlooked or disregarded
  • Did you have a role in family that was expected and reinforced but may not have reflected your true nature?
Chinese mindfulness meditation

  • Bite off what you can chew and find a team
  • Listen and trust your child
  • Never make them the epicenter, they know better
  • Plan for a lifestyle
  • Rest, quiet time, nature, and noodling are all essential
  • Good sleep is restorative
  • Where is the grit in the oyster shell in kids life?
  • Support learning needs
  • Approach advocacy as win-win
  • Help child develop non academic side of life
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NAGC: Long time ago, collection of notes from sessions

I have been recording my sessions notes from conferences I have attended are all located here.

I attended the NAGC conference in Denver a few months back and with being so busy with my teaching job I have a pad of notes(actually several pads from notes from all over) that I never had a chance to type up and share.

The notes that I have are a hodgepodge of several sessions where I did not take a massive amount of notes like the other sessions.

Here they are as I work to organize and declutter my book bag and life. I hope you find something useful.

*My ideas will be italicized to separate from notes*

Talent Development

  • Gifted education need to lead and align with general education and not be different
  • Talent Development is domain specific
    • with only IQ tests, it does not allow us to find their needs
    • IQ is a general predictor
  • Start with general thinking/problem solving, but at some time need specific needs
  • Why do we always need a test? You can see it so help them!
  • IQ note stable until age 7
  • Kids need to be exposed to many things to find their interest???
  • How do we get outside school opportunities into schools?
  • Kids talent areas may be in areas that the kid does not enjoy – then what?
  • How can schools entertain all talent development ideas?
  • Not enough teachers know how to get the best from students
Goals of Gifted

  • Eminence as an outcome? Concerns??
    • Intent is great, but implementation is wrong
  • Eminence won’t happen in school – it will occur after they leave
  • Eminence is not the ultimate goal and bookmark, but it is the vision
    • Schools need to put things in place to start the process
Parent Panel
  • If meet needs of every learner, then there is no need for identification!!!
  • Not about the school, but learning is about the community
  • Hess – read about the study of mother’s perspective of success
  • Need experts in the domains, teachers cannot know it all

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NAGC: Digital Storytelling with Interactive Fiction

I have been recording my sessions notes from conferences I have attended are all located here.

I attended the NAGC conference in Denver a few months back and with being so busy with my teaching job I have a pad of notes(actually several pads from notes from all over) that I never had a chance to type up and share.

The notes that I have are a hodgepodge of several sessions where I did not take a massive amount of notes like the other sessions.

Here they are as I work to organize and declutter my book bag and life. I hope you find something useful.

*My ideas will be italicized to separate from notes*


“Rule of 2 Feet” – feel free to leave if you don’t like the session (I like this rule and will use when presenting)


  • stand up, close eyes, think of gift
  • hands out, open eyes, open box and see gift
  • explain gift to others
“Thinking is movement confined to the brain.” Arvid Carlsson
Authors of Games and Examples
Eric Schmidt
Graham Nelson (Craft of Adventure)
Mrs. Pepper’s Nasty Secret
Run Adventure (Get Lamp)
Hunt the Wumpus
Inform 7 – use and create for interactive fiction
To Play
  • Interpreter program
  • Game files
The Dreamhold
Bronze(PG version

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NAGC Session: Speed Geeking Notes

I missed this awesome session, but thanks to another amazing person that I met by happenstance I was able to see the notes from the session. Below are the notes of Faye Hanson. She is awesome and she agreed to let me post these notes.

I have not had time to test these ideas and projects out so I would really love it if you have any experience or other suggestions to please leave a comment. I am always looking for new ideas and projects to engage my students. This list is loaded with super AWESOMESAUCE! I just need an extra day in my week to process it all.

Enjoy the list below. Contact me with any questions. Leave your own ideas and perhaps this can lead to an online SpeedGeek session on Google Hangout at some point. I look forward to hearing from you.

Thanks Faye for the notes!


Natl library of virtual manipulatives- different math manipulatives- can change base
Zygotebody- anatomy
Class dojo- classroom mgmt- iPad, web-based
Pinterest- Ed tech pgs- the more you pin the more GT will be out there
Maryland top 10 myths video
Only 1 iPad in classroom blog article
Oreo techtonic plates
Gagnes differentiated model

Apps- little writer k-2
Pizza- fractions
Shake em up- state capitols
Toy tangrams
Word Express

Flipped classroom – know, understand, do
Khan academy
Ted Ed- flipping engine

Quest Atlantis – az state, gates funded- elem & ms worlds
Mkomazi- same program?
Gingers app livebinder
Pbl livebinder

Am assoc of school librarians- best websites for teaching & learning
Celly- text message manager videos re: how to use tech in the classroom

Interactive fiction- teach reading & writing – student as consumers- need interpreter program & game files.
Students as creators- development system-

Viewpure- cleans & isolates YouTube videos- use for flipping
Tubechop- editing YouTube videos
Poll everywhere- in class polling
101 questions
The lively morgue- practice captions
Googlereader n- next s-star interfaces with other social media
Twitter- microblogging in Professional Learning Network web20classroom
Twitter basics blog entry
Air server or reflections apps for displaying iPad

Explain everything- whiteboard like app for iPad

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NAGC Session Notes: Ridley Pearson General Session

This is not loaded with notes like my other posts. What I found during this presentation is being wrapped up in his stories and walking away refreshed. He is a wonderful speaker. He entertains and brings stories around to make connections along the way.

Here are some things I jotted down while listening to his stories of pushing a train up a mountian and being in a rock and roll band with Stephen King and several other well known authors.

SHOW, DON’T TELL – he mentioned this several times. I could not help but think of proving yourself. We live in a day and age where anybody can tell you anything. What we need are more people showing. Make it happen. Don’t talk, prove it! At smaller conferences, PD, district meetings, etc. we are so often told what is wrong and what we need to fix, but never given any guidance to help us fix it. Don’t tell us, show us. Show us how!

He mentioned the 3 act structure to organization, writing, life, etc.
1. Daily
2. Weekly
3. Monthly

It all follows the beginning, middle, and end. The triple effect that is everything in history and life. He showcased how when he was teaching and trying to get students to write he started with them writing 1. a first person memoir 2. a hand me down story 3. creative writing fiction

By starting with themselves and moving to a story from someone else they were already writing creative fiction without even knowing it.

We all need someone to push us!

I need to check out the Kingdom Keep Quest that he has helped to develop. It sounds AWESOME! I am ready for Disney.

I love this….. Spoiled is being left on the shelf unused. Don’t spoil your children.

He mentioned that he still reads to his kids. I need to get better at this. My kids read to my wife and I as homework, but we need to make sure that we share what we are reading. That is just as important.

When it was all said and done I walked away thinking that we just need to go with opportunities life gives us. Don’t give up on your passions and never give up. Your gut will tell you what you need to do even when we don’t want to listen to it.

This was one of those presentations where I did not take a lot of notes, but I absorbed the energy and emotions from the presentation. Good stuff!

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NAGC Conference Notes: Neuroscience For Gifted Students

NAGC Conference Notes: Neuroscience For Gifted Students: Using Biofeedback in flow visualization

This was a very interesting session. If you have never met or listened to  Dr. Barbara Kerr, then you are in for a treat. I was lucky enough to meet her briefly via an introduction from the awesome Ginger Lewman and therefore I had to attend her session. The title intrigued me and it felt like something new and invigorating.

This was research shared and conducted from the CLEOS Project. Below are my notes from the session as well as my own thoughts mixed in.

If you want to know more about the CLEOS Project and what they do, then check the link above. It might make the following notes make sense a bit more.

Flow is a consciousness state that occurs when all a person’s attention is focused on a creative task. It occurs when an individual’s expertise, or skill level is equal to the task difficulty. When a person is in flow time becomes distorted, self consciousness decreases and actions seem effortless.

I found this information above interesting. I have been in flow before. Often times when I get so focused on a task or a new idea(like my gifted screening idea) and I am just pouring over my notes and writing and gathering information I find that time just flies by. I have also been immersed in a project and next thing you the know it is 1 am. She did clarify that “junk flow” is different from flow. Junk flow would be when time flies by while watching tv or playing video games. This is something different.

One thing that popped up all the time was the notion of video games. I always feel like video games get slammed at sessions like these. I often wonder why video games would not be considered flow? A person could be using their brain quite a bit while playing video games. I am not advocating massive hours of video gaming, but why is there always a notion of moving video games out of the gifted and education realm? The same thing happens when researchers talk about gifted kids having the time to pursue their passions. My son is not gifted, but his current passion is video games. He loves Minecraft and building worlds. Why is this deemed as invaluable? Why is this passion any different from a passion of someone else? Who gets to make these distinctions? It is a notion that drives me crazy. Perhaps there is research to show why video games don’t count in these discussions, but I always question this thought process.

Okay, back to my notes……

All eminent people can be identified by 16 years old. Torrance tests are too expensive. Behaviors are best predictors. I need to follow up on this note of 16 years old. I cannot remember the examples she shared, but I know there was research behind this statement.

Meyer Briggs test does not identify deep enough to find individual talents. 75% of gifted are ENFP, but within that realm there is so much difference among the gifted.

CLEOS uses EEG and HR biofeedback to help guide students towards fulfilling non-traditional careers. It provides visual feedback to help show the gifted how their brain works. It helps prove to them during their self doubts.

One hallmark of creativity is uneven performance when you see scores all over the place.

When we have a A-HA moment our brain gives off gamma bursts.

2 minutes given to visualize themselves in a flow state. The person imagines themselves doing their “passion” that places them in a flow state of mind. They will focus on sights, sounds, smell, taste, body sensation, etc. The person is then shown the EEG/HRV output and discuss what they see.

From here I quit taking notes after we did an experiment of our own. We downloaded the My Heart Rate App. We had the app focus on our face. We stared at our image to get a baseline. We then were asked questions with our eyes open. Next we closed our eyes. Finally, we just focused. It was cool to watch our HR go up and down. It was amazing how just closing our eyes brought our HR down right away.

All in all it was a good session. I am not sure I took anything away to use in my classroom, but it opened my eyes to the research being done. Once again looking at the idea of brain research merging with education as we continue to learn more and more. This weird futuristic merging of fields is right around the corner.

The feedback that the students get from this process is the following:
1. They learn that flow is real and it is not some imaginary thing.
2. They are able to see flow states between a busy mind and relaxation states.
3. When they reflect they can begin to figure out how to make the link between positive emotions and creative work.
4. When they reflect they can use flow to make career decisions.

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NAGC Conference Notes: Sports and Performance Psychology

This was probably the coolest presentation I have ever attended. I will be honest and come out and say it that I have been immersed in the gifted education world for about 4 years now. What I have found is that many are not fans of sports. Many view sports as not as important as studying and reading and working on our giftedness. I have a hard time with this notion as I am an avid lover of all sports. I coach several teams and believe that sports can play a fundamental role in the development of student athletes. Sports can help athletes work on mental toughness, understanding how important repetition can be, working hard to achieve goals, and most importantly being able to work with others as a team or unit. I agree that sports can be taken too far and at times have too much emphasis, but I cannot tell you how many times I have had a conversation with someone in the gifted field and sports just get torn apart. With that being said, I about fell out of my chair when I read a sports session on on the breakout sessions. I just had to attend and could not have been any happier with my decision.

The present was very thought provoking as Steve Portenga from iPerformance Consultants gave a brilliant presentation. It was then followed up by three educational experts who worked to make parallels to the education world. I really believe that we needed another hour of discussion. The audience was loving it. The room was packed and I think there were about 40 more questions if we had time. Anyways here are my notes as well as the slides from the presentation.

I love this quote that Steve stated early on, “You can’t make grass grow faster by pulling on the blades.”

When you start training you must have an end goal. Steve talked about how he always dangles the Olympic gold medal as a goal for all the athletes he trains. He knows that not all of them will make it this far, but what is the point in training if you don’t know what you are training for?

The question becomes how do Olympians get to the point of being Olympians? Can one retrace their steps backward and find any patterns? This really intrigued me as I thought about education. Can we chart where are gifted students end up in their careers and then work backwards to find out what the common links might be that lead them to being successful? Or is it just life situations that they react to accordingly? I think this is something that education needs to think about and begin to find these common links.

I am not going to repeat every slide as you have access to the presentation above so these notes from here on out go along with the slides.

Learning To Train – 9-12 years old (before puberty)
The body does not adapt physiologically so there is no need for strength and speed work at this stage.
At this stage we should be working on fundamental sport skills.

In terms of education I am thinking about the brain development and what our focus should be on? What else is the body and brain limited to doing at this stage? I need to find out more.

Training to Train – 12 – 16 years old
This is the stage where we are building their engines and working on sport specific skills. This is interesting because our society today has a such a demand on sport specific training at a very early age. There are 5 and 6 year olds who focus on solely baseball and play 40-60 games. This is crazy! This age is where things can start to be more specific. Very fascinating.

Training to Compete – 16 – 23 years old
This stage is where you focus on how to compete and how to optimize your engine. These are the high school years and college years. I just had this conversation with another coach this morning about how you cannot make a basketball player in their high school years if they have not developed a skill set previously. Yes, there are those rare athletes, but in a typical school system there just is not enough time to do it accordingly. This level is about preparing for games.

If you have not read Ericsson and the 10 year rule, then you need to! This is interesting research and used all the time in studies. Whether you agree with it is another blog post, but make sure you are aware of this research.

Talent is not enough!

Typically, training is done at chronological age. This is a problem due to the fact that it is based on who hits puberty fastest. I like this idea. I have had players at the 8th grade level just dominate and then not make the freshman team because they quit growing while others hit a growth spurt. Steve showed images of players of same age looking very different on the slides to prove his point. It would be interesting to take sports and and education and get rid of the chronological/factory/assembly line approach and place students and athletes with like minded abilities and skills. This idea has always fascinated me. I wish I knew how to get it done, but I guess I will just work with the system.

The line that stood out most to me was the following:

Sports are not 90% mental! Steve went on to explain that without the physical capabilities and talent. This really struck me as I never thought of it this way before. You can be as mentally strong as you want, but if you are 6’4″ odds are that you won’t be an Olympian gymnast. You have to skills or it is useless.

The head is the gatekeeper to the body so it is important to work on the mental aspect of training. It is not something you neglect. And we all know that there are no shortcuts or magic pills!

The key is focus, attention, and concentration

Concentration is knowing what to pay attention to during your training.

Prepare deliberately – you must teach and execute deliberate practice. Coaches have to coach how to practice! I found this to be very interesting and has really forced me to rethink how I handle things in practice and the classroom.

Elite are not that much different from the rest, but the multitude of how much they are able to do right. Often times they can just do more of the little things better.

Can I succeed?
Do I care about this?
Why do I want to succeed?
What do I have to do to succeed?

These four questions are excellent questions to ask your players. I think they need a self reality check where they are open and honest with themselves.

The biggest issues in sports right now are burnout and identity. Who are we when the sport is no more or taken away from us? Have we developed our inner self to still lead a happy and successful when the training is over? Our whole being cannot be the sport. VERY IMPORTANT!

Confidence – different than self esteem. Confidence is knowing you can do it before you do it. You know you can because you put in the time and execution in practice.

Many struggle because they know they are not good enough because they took shortcuts in practice! Deep down they understand and know this is true even if they won’t admit it out loud!

To make connections from all this sports talk to education was super awesome!

There was some great talk again about the idea of mental development vs. age development and the idea of having students attend class based on ability instead of age. I think there will be a greater trend towards this type of schooling as parents and students want more education to cater to their individual needs.

The other key issue was helping students with their identity as mentioned during the sports talk. We need to teach students character and ethics as well as working on their whole being.

One idea that I wrote down that I want to expand bit further on is the statement that schools give average scores over time and celebrate. We should not be emphasizing average scores over time. We need to be shooting for excellence and moving away from tests that don’t help.

“Coaching” through assessments in school. What if teachers could help coach students during testing and assessments much like coaches do during games and events? This is a very interesting idea that would be cool to test and experiment with if given the opportunity.

Sports are in the performance domain and school are in the product domain. Schools need to develop long term goals that are clear and visible for everyone. Students don’t know where the math class they are currently taking will help them 10 years down the road. Schools need to start to bridge these connections.

Learning should be like sports. We should keep learning fun so when it is difficult the fun keeps them going.

Competition comes from the phrase meaning, “to search together”. Competition is necessary in both sports and education. As we work towards a common goal individuals and teams are pushing one another to new levels to search and expand skills and abilities.

Alright, this is a long post with lots of notes mixed in with my thoughts along the way. I would love to hear what you have to think about all this. I would love to attend another session or conference with Steve and educators to see where the discussion could lead when given more time.

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NAGC Conference: Sternberg, Renzulli, and Gardner Panel Discussion

I have much to get caught up on from all my travels, studies, and busy life of coaching, parenting, and teaching. Here is the next batch of notes from the NAGC Conference I attended in Denver, Colorado.

These notes are from the general session in which these three huge research gurus shared their insights on several topics. I will simply share my notes that I scribbled down from the panel discussion. It was quite insightful! These notes contain both things they stated as well as my own thoughts intermixed. Feel free to comment.

They talked about a book they wanted to write together that would be called, “50 Shades of Grey Matter”. I love this title and it received a good response from the crowd. This could be quite interesting.

Everyone has life obstacles and experiences that we must deal with. The key to making something of yourself is how you choose to deal with the circumstances and make the best of the situation. This lead to the research of George Gilbert and the Nuremberg Trials. Very interesting information about how highly capable people can make very poor choices given certain situations.

Sternberg answered a question and made the statement that he was labeled “anti-gifted” because his IQ did not qualify him for the gifted program in his school. I found this idea very interesting and gave me pause to think about how we label and organize our programs at school. We always work hard to identify the gifted, but do we also leave a tone of anti-gifted in our schools at the same time? Something to ponder and look into more closely at my school.

Renzulli mentioned how over time different theories have emerged and some proven wrong. He stated that all theories of gifted are wrong, but we still need to support gifted education as these students will be the ones to come up with new ideas that debunk the current ones.

A question was raised about what are common questions about gifted around the world?

  • Renzulli said they are the same all over the world
  • Class warfare – being able to provide the money needed to get what you want. As long as you have the money you can obtain what you want.
  • Teachers can be the victims of major issues
    • Common Core – this whole notion of a national curriculum. This was not favored or liked by anyone on the panel
    • Testing companies control what we can do. They have more power than they should have.
  • Needs and roadblocks are the same
I don’t remember why I wrote this in the side panel of my notebook, but David Brooks from NY Times name was written down. I am drawing a blank except that I believe Gardner mentioned a conversation he had with him about something.
Howard said that ideas of gifted are viewed differently all over the world. It depends on the outlook of a culture and how they phrase the questions at hand and what they are looking for as a society.
Sternberg was given a question about speed. He stated that the need to be fast is important. However, the need for speed is exaggerated in the intellectual process. Sometimes we need to think slowly and deeply. The key is to know when to be fast and when to be slow.
It was also mentioned that with all the developments in brain research that education could become a sub medical field. This really intrigued me because if this were to come true how much education would change.
There was a great discussion about how standardized tests don’t test for thinking. It is all low level, non rigor and if everyone wants to find out more, then why do we continue to use these tests that give us useless data? However, it is a systemic issue as it is everyone that is to blame and not just the people above us. As teachers if the tests are bad, then why do we still give it? Why don’t we do something about it? I thought this was important to remember that we cannot always point the finger at the admin above. Sometimes we have to fight for what we believe in also.
I need to find a copy of the book, “Why Education is Useless?”  as it was referenced in the discussion. I have it on hold at my library. 
Probably one of the most important ideas brought up was when they talked about gifted students being the ones who will rise to high positions. We cannot always figure out how to get them there, but our job as teachers and schools is to teach character. What type of leaders will these students become? Our job as educators is to help them mold into a good quality leader equipped with skills and the mindset to lead accordingly and with a good code of ethics. Students need to understand ethics and how to treat others and the planet.
Last, the idea of a Academic Trophy Case. I am not sure where this was mentioned, but the idea that all schools proudly display their sport trophies. This is great, but schools should also display their academic trophies as well and start to build that culture and academics is just as cool as sports.
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NAGC Conference: Game Your Way Into Thinking Notes

This was one of my first sessions of the conference. I was still overwhelmed by how big this conference was and I did not take a lot of notes at this session due to trying to figure everything out.

With that being said this session was very good. I walked away with a few key projects and all of which I have plans to tweak and modify to make my own. All good ideas are always stolen from someone else right?

The name of the presentation was, “Game Your Way to Learning” by Robbi Makely and Dr. Candy McGregor. They were very good presenters.

Here is a link to their site for this presentation:

Choose the GAMES option for the session I attended

The two of them presented several projects. The one project that I really liked was using Google Earth to find strange items on Earth. They have already created everything for you as a teacher. I mean EVERYTHING. The clues, the templates, the FAQ’s, the rubric, etc. You don’t have to create single thing. I would suggest that you do go and actually go through the items yourself to understand how it works.

This project forces students to do research, analysis, and writing. They have to learn how to conduct research to find an answer. This is very important because how often do we give students the exact place to research. This eliminates spoon feeding our students. It also has a topic of interest as students are eager to find these weird and odd places on earth. Once they have identified the location through the clues and dig around a bit they then have to write about their research. We all know the writing of our youth needs work. This once again will give them practice all the while being on a topic of interest.

This session has intrigued my interest. I have begun exploring Google Earth and searching for blog and websites that have found weird places on earth. I plan on using this activity in my classroom starting after Thanksgiving Break. Over break I will be creating my own little system using all the wonderful resources that have been created. It is going to be awesome. I will be delivering one a week to break up the larger projects that we are working on. It will be good to still work on key skills, but mixing things up from the bigger tasks at hand. I will be sharing my project here on the blog once I have it up and running.

Here is one blog I found that had some cool images from earth:

Here is one more: Map Of Strange

If you know of others please let me know as I am searching far and wide to find more sources.

Last, I am slowly working on posting my notes and thoughts from all sessions I attended. Give me time as I filled an entire notepad full. I was in education nerd heaven!

Off to create a theme to my Google Earth Project Game……….

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Global Education Conference 2012: My First Presentation

Friday morning I had the amazing privilege to present at the Global Education Conference 2012. This is a week long conference done completely online and completely free. Last year I was an attendee to many of these sessions. It was my goal after being amazed by so many fantastic people that I would knock down a personal hurdle of mine and present. About a month ago I did my very first presentation at the ITAG Conference. A few days ago I did my very own first online presentation.

Even though I used the same slides and information with both conferences I realized many things that and that both sessions ended up being quite different.

Let me go into what I learned from my online presentation and then I hope you take time to listen to my presentation as well as all the other amazing sessions. It is going to take me forever to get caught up with all the presentations.

1. I presented at 4 am Denver time. What this means is that many people in the US were sleeping. My audience that attended were from a variety of countries like Morocco, Italy, Spain, and India. Therefore I had to quickly think on my feet and remember that making detailed explanations of Common Core were useless as this does not exist in other countries.

2. Presenting online can be more difficult than presenting in person. It is hard to read and gauge your audience. I like engagement and interaction. I was presenting and discussing PLN, Twitter, etc. and I then realized that part of my audience had not concept of what I was talking about. Trying to gain some prior audience knowledge is difficult.

3. Adlib. I had to speak off the top of my head. I had to use the same slides as my ITAG conference, but I soon realized that I need to plan and prepare differently for an online presentation. What works on person does not always work online.

4. I love presenting. I love being with other like minds. I love sharing information and learning from others whether it is online through these type of presentations or in person like the NAGC conference. I have now presented twice in the last month and am motivated to improve my presenting skills and continue to apply for conferences to apply to. I realize I am far from an amazing presenter, but I am getting there. More practice and more presentations will help me in my craft. Perhaps one day I will be good to present at a conference like NAGC and hopefully have one of the key presentations at Global Ed!!!!!

Thanks to anyone who joined and listened to my presentation. As always I am always open to feedback and advice. My next goal is to find a way to present without slides in person! I need tangibles and creative props, but that is my mission.

You can access all links to the Global Education Conference as well as the link to my very own presentation on my presentation wiki

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