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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"

Published in: Education
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Transcript

  • 1. Supporting Groupwork with Online Learning Kelli McGraw and Luisa Bosco Macquarie Fields High School
  • 2. 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 .
  • 3. 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.
  • 4. 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)
  • 5. A class blog was made to support group projects edublogs.org
  • 6. Students could add comments on the blog and receive feedback at point of need
  • 7. A class wiki was made to support group projects pbwiki.com
  • 8. Groups were responsible for maintaining a range of wiki pages . Student contribution is easily monitored.
  • 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. 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
  • 11. 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

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