AGQTP: Element 5 Action Research
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AGQTP: Element 5 Action Research

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Slides from my workshop presentation, December 2nd 2008.

Slides from my workshop presentation, December 2nd 2008.
"Element 5: Teachers create and maintain safe and challenging learning environments through the use of classroom management skills"

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    AGQTP: Element 5 Action Research AGQTP: Element 5 Action Research Presentation Transcript

    • Supporting Groupwork with Online Learning Kelli McGraw and Luisa Bosco Macquarie Fields High School
    • Element 5!
      • This project was designed to increase our knowledge of how different group work configurations could be used in a class to achieve a variety of classroom management goals. Online learning tools – a class ‘blog’ and a class ‘wiki’ – were also used in the project as both a support mechanism for the group work , and also as a direct strategy for developing a safe and challenging learning environment . Of particular interest was learning how to ensure the safety of students in online environments .
    • NSW DET G&T Policy
      • Teachers may use a variety of teaching and learning strategies to support gifted and talented students, including:
      • various grouping strategies
      • accelerated progression
      • extension activities within and across classes
      • enrichment
      • negotiated contract work
      • open-ended questions, activities and assignments
      • online learning
      • hypothesis testing and problem solving
      • individual research and investigation
      • opportunities for peer tutoring and assessment
      • mentors with specific expertise.
    • Grouping Strategies
      • Term 1: Friendship groups
      • (groups designed a magazine cover)
      • Term 2: Special interest groups
      • (students selected a novel to study and worked with others who had selected the same novel)
      • Term 3: Mixed-ability groups
      • (based on pre-testing of student knowledge of familiarity with video games)
    • A class blog was made to support group projects edublogs.org
    • Students could add comments on the blog and receive feedback at point of need
    • A class wiki was made to support group projects pbwiki.com
    • Groups were responsible for maintaining a range of wiki pages . Student contribution is easily monitored.
    • Maintaining my own blog for professional learning and reflection was a great strategy for sharing my ideas with others. http:// kellimcgraw.wordpress.com /
    • Key Observations: Groupwork
      • Friendship groups can limit creativity unless scaffolding e.g. jigsaw grouping is used
      • Special Interest groups foster intrinsic motivation, but organisation must be flexible and the product must be clear
      • Mixed Ability groups require a high level of task scaffolding e.g. use of specific ‘roles’; mandatory communication etc. to foster group cohesion
    • Key Observations: Online Learning
      • Engaging students in online spaces encouraged dialogue and creative thinking
      • Online communication enabled (most) ‘quiet’ students to have a ‘voice’
      • Groups appreciate an online space that they can take ownership of and be accountable for
      • Students appreciated timely, personalised feedback
      • Students require boundaries and guidelines for successful online working