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Supporting  Groupwork  with Online Learning   Kelli McGraw and Luisa Bosco Macquarie Fields High School
Element 5! <ul><li>This project was designed to increase our knowledge of how  different group work configurations  could ...
NSW DET G&T Policy <ul><li>Teachers may use a variety of teaching and learning strategies to support gifted and talented s...
Grouping Strategies <ul><li>Term 1: Friendship groups   </li></ul><ul><li>(groups designed a magazine cover) </li></ul><ul...
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 ot...
Key   Observations:  Groupwork <ul><li>Friendship groups  can limit creativity unless scaffolding e.g. jigsaw grouping is ...
Key   Observations:  Online Learning <ul><li>Engaging students in online spaces encouraged dialogue and creative thinking ...
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AGQTP: Element 5 Action Research

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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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Transcript of "AGQTP: Element 5 Action Research"

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