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 .

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.

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)

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

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

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