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Supporting  Groupwork  with Online Learning   Kelli McGraw http://kellimcgraw.wordpress.com/
NSW DET G&T Policy <ul><li>Teachers may use a variety of teaching and learning strategies to support gifted and talented s...
Renzulli <ul><li>Renzulli identifies  three  traits of giftedness  </li></ul><ul><li>above average  though not necessarily...
Grouping Strategies <ul><li>Term 1: Friendship groups   </li></ul><ul><li>(groups designed a magazine cover) </li></ul><ul...
 
 
 
 
 
 
Key   Observations:  Groupwork <ul><li>Friendship groups can limit creativity unless scaffolding e.g. jigsaw grouping is u...
Key   Observations:  Online Learning <ul><li>Engaging students in online spaces encouraged dialogue and creative thinking ...
The End   Kelli McGraw http://kellimcgraw.wordpress.com/
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GaTe Action Research

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Transcript of "GaTe Action Research"

  1. 1. Supporting Groupwork with Online Learning Kelli McGraw http://kellimcgraw.wordpress.com/
  2. 2. 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>
  3. 3. Renzulli <ul><li>Renzulli identifies three traits of giftedness </li></ul><ul><li>above average though not necessarily superior general ability ; </li></ul><ul><li>high level of task commitment or intrinsic motivation ; </li></ul><ul><li>and creativity </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. 11. 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>
  6. 12. 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>
  7. 13. The End Kelli McGraw http://kellimcgraw.wordpress.com/
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