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GaTe Action Research
GaTe Action Research
GaTe Action Research
GaTe Action Research
GaTe Action Research
GaTe Action Research
GaTe Action Research
GaTe Action Research
GaTe Action Research
GaTe Action Research
GaTe Action Research
GaTe Action Research
GaTe Action Research
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GaTe Action Research

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

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