Your SlideShare is downloading. ×
AGQTP: Element 5 Action Research
Upcoming SlideShare
Loading in...5

Thanks for flagging this SlideShare!

Oops! An error has occurred.

Saving this for later? Get the SlideShare app to save on your phone or tablet. Read anywhere, anytime – even offline.
Text the download link to your phone
Standard text messaging rates apply

AGQTP: Element 5 Action Research


Published on

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
  • Be the first to comment

  • Be the first to like this

No Downloads
Total Views
On Slideshare
From Embeds
Number of Embeds
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

No notes for slide


  • 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
  • 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
  • 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:// /
  • 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