U Learn O8f Pres


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Opening the Gate with ICT

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U Learn O8f Pres

  1. 1. Welcome to our Session Opening the GATE with ICT ! Please make your way around the room and let us know your thoughts by completing the sheets with your initials.
  2. 2. Opening the Gate with ICT Presenters: Karen Rodger and Stephen Gordon Sunnybrae Normal School
  3. 3. Abstract: Teachers from Sunnybrae Normal School will share their experiences and ideas for extending GATE students’ via ICT. Efforts and examples in writing, maths, reading and oral language will be highlighted as well as the related weblinks. The manner in which these experiences are shared through blogs and podcasts will be discussed. Ultimately, this session will review the highs and lows of Personalised Learning, how to get started, and where to next? Purpose: 1) The purpose of this session is to review some of the challenges for teachers and schools when catering for GATE maths and writing students. 2) To reflect about making better use of eLearning when working with GATE students. 3) To provide practical ideas that could be integrated into your classroom programme. Personalisation is about individuals, but it is relational - between the teacher, the student, the home and the school. Fullan, Elmore, Hill & Crevola (2006)
  4. 4. Stepping towards the GATE (Scene behind the GATE) Currently in final year of ICT contract - Central North Shore Cluster Second year following Teacher Inquiry model - ICT PD goals Existing GATE programmes in Maths, FPS, Philosophy 2007 GATE PD contract, GATE case studies - ICT PD goals 2008 LMS (Learning Management System) - Discovery Zone
  5. 5. NZC p. 35
  6. 6. ICT Teacher Inquiry Goal 2007 2008 extending gifted blogging, writers and podcasting,(wikis*), mathematicians and LMS How many ways can you open the GATE? ICT strategies to unlock the GATE Inquiry Diagram
  7. 7. Students of high ability When grouped it is argued showed clear benefits High ability students who are that students of gifted forced to work on more when grouped with structured tasks that are abilities learn and work at students of similar designed for less able more advanced levels. ability. students will become bored (Feldhusen and Moon, 2004, (Kulik and Kulik, 1982) and less motivated. p. 85) (Feldhusen and Moon 2004 p. 85) Grouping Gifted Students A student who can recall a wide range of knowledge may Programmes for gifted students dominate class discussion. A are complex and require a high student who prefers to work level of expertise in planning and independently may actively knowledge of the field, resist working with others. outcomes for student (Ministry of Education, 2000, achievement can be significant. p.25) (Moon and Rosselli, 2000)
  8. 8. Discovery, problem solving and creativity is more important than ability grouping (Winstanley 2004 p.94) Meeting GATE learning needs in a mainstream class Gifted and talented students often have strong academic self-concepts but weaker social self-concepts (Ministry of Education, 2000 Gifted and Talented p.25) Inquiry Diagram
  9. 9. *Being curious, imaginative and passionate* To be Being Willing to modify and in/inter/dependent, metacognitive adapt our world view critical thinkers To act in a responsible To think and caring laterally Learner Dispositions manner Source: Mark Treadwell (“Whatever!” CD) Being capable and able to be strategic To be aware of the big picture Able to To be provide persistent reasons Inquiry Diagram
  10. 10. Helping a child through the GATE 2007 Maths Case Study Picture this: One Year Four student, exceptionally gifted in Mathematics. He scores 100% in the Year 6 Maths PAT test and when given a Year 11 NCEA maths test from his mother’s class he rates 5th. How can I keep him motivated and personalise his learning? My Questions: How can I keep him motivated and personalise his learning? How can I develop a gifted students thinking and problem solving skills through ICT? Commonly held belief that students who are accelerated well in advance of their chronological age will have difficulty making friends or fitting in. (Neihart 2007)
  11. 11. Helping a child through the GATE 2007 Written Language Case Study How can I motivate an exceptionally gifted writer? Text Writers - Writers’ Window website Inquiry Diagram - Continuous Stories
  12. 12. Building a new GATE in 2008 - Writers No existing GATE writers group 2007 - started using Writing websites with two Gifted Students 2008 - Writers’ Window - Continuous Stories component ceased Writing students identified from written language sample Teacher Planning - researching the web for ideas Extension of the existing classroom programme (Olympics Integration) Build capacity in school to sustain programme and use existing resources
  13. 13. Marathon Ancient runner Olympian wiki (Writers Window Archery Future format) Creative Olympian GATE Writers interesting Olympic stories Mind Map Claymation Animation Written Stories/ Recounts Language Products Group- Olympics Focus English Group Members Podcast Caitlin sounds Video/ Andre effects iMovie/ Dominique KidPix Jenny Alice, Jasmika Luke Shape Poetry Onomatopoeic Window
  14. 14. Our Writers
  15. 15. Writers Reflections Looking into the Water Cube I see lights shining upon the swaying water. I see cameras capturing the swimmers progress below. Text I see liquid shadows shimmering in the water. I see swarms of spectators surrounding the pool. I see swimmers speeding through the water like torpedoes. I see the years of intense training gathering momentum in the race. I see the devastation in the eyes of the last place getter. By Andre Voice Thread The Flame By Jenny The crowd sits poised for the Oath to be read and the flame to be lit. The torch-bearer jogs proudly around the track grasping the miniature flame. The Oath echoes around the Bird's Nest as it is recited. The Chinese officials signal to the men to ignite the Flame. No Gas! (to light the flame!)
  16. 16. GATE Writing Evaluation Name _____________________ What type of poem did you enjoy reading the most and why? ______________________________________________ ______________________________________________ ______________________________________________ How did the poem make you feel? ______________________________________________ ______________________________________________ ______________________________________________ What was it about the piece of writing that made you want to read more? ______________________________________________ ______________________________________________ ______________________________________________ How could some of the writing be improved? ______________________________________________ ______________________________________________ ______________________________________________ After reading the writing, which would you now like to try yourself and why? ______________________________________________ ______________________________________________ ______________________________________________ Would you like to be able to draft and then publish your work onto the computer – why/why not? ______________________________________________ ______________________________________________ ______________________________________________ Add any other thoughts or feelings below? ______________________________________________ ______________________________________________
  17. 17. I liked the twisted end. It You could leave some space made me feel that my before you write the twisted very own mind was end because sometimes people don’t read the first twisted. ... the poem part they just read the ending. ended totally twisted! Peer Evaluations - Writers Feedback/Feedforward I’d like to publish my writing on the I would like to try a Who Am I? because it challenges peoples’ thinking. wiki so then the whole school could read it!
  18. 18. Building a new GATE in 2008 - Maths Existing Maths programme - problem solving discussion, paper and pencil Case Study 2007 with an extremely mathematically gifted child GATE students’ abilities exceed class grouping - group on their own Catering for need and challenge of a range of learners across the syndicate Integration of the existing classroom programme Extension of pedagogy - new and different ways - moving from consumers to producers Build capacity in school to sustain programme and use existing resources - last year of contract
  19. 19. GATE Maths Mind Map Long jump High jump Pole vault diving Shot put/ discus Length of mass laps Athletics Mass- Stadium adding Pool Speed/ weights, Time total Weightlifting Estimation Venues for Other Questioning Events/ Venues Strands measurement trampoline mass/capacity/ - height area KidPix statistics maths addition/ geometry creating subtraction games Judging average Medal score cards score counts - gymnastics tally chart Maths Decimals/ Extension fractions Olympics Maths Group Weber Emma Natasha Gary William
  20. 20. Voice Thread - Maths
  21. 21. Maths Gaming Evaluation Name _____________________ What maths strategies did you have to use to play the game? ______________________________________________ ______________________________________________ ______________________________________________ Could you answer most of the questions in your head or did you need pencil, paper or a calculator? ______________________________________________ ______________________________________________ ______________________________________________ What did you learn from the game? ______________________________________________ ______________________________________________ ______________________________________________ Could the game be played with a partner - why/why not? ______________________________________________ ______________________________________________ ______________________________________________ What did you like about the game? ______________________________________________ ______________________________________________ ______________________________________________ How could the game be improved? ______________________________________________ ______________________________________________ ______________________________________________ Add any other thoughts or feelings below? ______________________________________________ ______________________________________________ ______________________________________________
  22. 22. It could be I learnt that sometimes, if The thing I liked about improved by adding you looked at a question in the game was learning a different way, you might a background to things I never knew. get the answer more easily. the questions The writing was Peer Evaluation - Maths a bit light in If this is possible could some questions. you please make the Feedback/Feedforward game have, like, have levels? So then all the younger children could enjoy level 1&2. The Use capitals at the rest is fantastic! beginning of sentences and It could be improved make a way out of by giving feedback why the trap. I like the creative you got that question wrong. questions that the girls came up with. Inquiry Diagram
  23. 23. What do we think about the GATE? Plus Improving links between home and school - LMS, sharing of learning Another strategy to motivate and extend learners within and outside their area of strength Access to laptops and server with up to date software Children using and linking ICT tools in an interesting way. eg wiki, podcasting, hyperlinking, export jpg, Quicktime Students are going home, writing and sharing their work on the wiki Required teachers to further develop their ICT skills to help guide the programme
  24. 24. What do we think about the GATE? Minus Timetabling and monitoring of the group - when members are from various classes Initially the 15 minute block was problematic - as we tried to sustain their in-class programme Unable for 2 or more children to edit the wiki at the same time from different computers (LMS) Length of time to create KidPix images can be time consuming and distracting from the main point of the project Adding to a busy classroom programme - not a scheduled release time.
  25. 25. What do we think about the GATE? Interesting Highlighted areas to work on and problem solve together Students wanting to work during morning tea/lunchtime on their project Working through the process and material with the entire class Individual tasks leant itself to cooperative sessions and discussion Surprises with some students and their progress Working on two different learning approaches to extending GATE students Students becoming more independent and keen to share and get feedback from others Inquiry Diagram
  26. 26. Repairs/Extensions to the GATE - Keep it open! Using wiki for modelling - writing programme Experts for support Encouraging and extending home support Extending the gaming/questioning to other curriculum areas Possible use of new gaming software/online opportunities Camp - Integrated Unit - Term 4
  27. 27. Are you looking for a new GATE? How are you going to sell your GATE back at school?
  28. 28. Has your perception of the GATE changed? Reflecting on the Inquiry Statements
  29. 29. Have a play/swing on the GATE! What will your GATE look like?
  30. 30. GATE References and web links References Ministry of Education (2000) Gifted and Talented Students - Meeting their Needs in New Zealand Schools. Treadwell, Mark (2008) Whatever! The Conceptual Era & the Revolution of a new paradigm & a new renaissance in learning - School v2.0 -CD Fullan, Michael, Elmore, Richard & Hill, Peter, & Crevola, Carmel, Breakthrough; Corwin Press 2006; Grant, Fiona (2008) Literature Review: The Intelligence, Creativity and the Development of Talent (see references for below) Feldhusen, J. F., & Moon, S. M. (2004). Grouping gifted students: issues and concerns. In L. E. Brody (Ed.), Grouping and acceleration practices in gifted education (Vol. 2). London: Sage Publications. Kulik, J. A., & Kulik, C. C. (1982). Effects of ability grouping on secondary school students: A meta-analysis of evaluation findings. American Research Journal, 19(3), 415-428. Moon, S. M., & Rosselli, H. C. (2000). Developing gifted programmes. In K. A. Heller, F. J. Monks & R. J. Sternberg (Eds.), International handbook of giftedness and talent. Oxford: Elsevier Science Ltd. Winstanley, C. (2004). Too clever by half: a fair deal for gifted children. Stoke on Trent: Trentham Books Limited.
  31. 31. GATE References and web links Weblinks Sunnybrae Writers Wiki http://snsgate.wikispaces.com/Main+Menu SNS Podcasts http://web.mac.com/sunnybrae.school/Site/SNS_Podcasts/SNS_Podcasts.html Andre’s Dragon Poem http://web.mac.com/sunnybrae.school/Site/SNS_Podcasts/Entries/2007/8/10_Andres_dragon.html Onomatopoeic Poem - Bryar http://web.mac.com/sunnybrae.school/Site/SNS_Podcasts/Entries/2007/7/26_Onomatopoeic_Poem_-_Bryar.html Window Poems - Callum and Kiera http://web.mac.com/sunnybrae.school/Site/Window_Poems.html Flight into the Unknown - Bryar http://web.mac.com/sunnybrae.school/Site/SNS_Podcasts/Entries/2007/7/30_Flight_into_the_Unknown_-_Bryar.html