CITE Research Symposium 201215-16th June 2012Sally Wai-Yan WANWebsite: http://sallywywan.comEmail: sallywywan@gmail.com   ...
OutlineAIM OF PAPERTo analyze how a gifted student is mentored and guidedin the learning process with the use of Web2.0 to...
“Experience happens narratively... Therefore,educational experience should be studiednarratively …[n]arrative inquiry is a...
STORY OFJIMMY’S ICEFIRE FORKNOWLEDGE ONANTARCTICA
Background of the story• When?  – January 2011  – During the implementation of a trial Inquiry Learning    unit called “An...
Background of the story• What are the characteristics of Jimmy?  – loves new technologies and always explores new    thing...
• What did I ask Jimmy to do?  – Create a “new” project based on the mainstream    project design in the unit     • Studen...
LEARNING PHASES:EXPLORATION – PLANNING – EXPERIMENTING –MENTORING AND GUIDANCE –RE-CONSTRUCTINGANTARCTICA EXPEDITION …
Exploration• Asking opinions  – http://antarcticaexpedition.wikispaces.com.• Giving suggestions  – Powerful web2.0 tool th...
Planning• Questions for guiding Jimmy to organize the  project:  – What areas will you focus on in this webpage? Why?    H...
www.animalsinantarctica.wikisp​aces.comCreate a webpageDevelop own ideasManage the webpageKeep updates about the topic...
Posting classmates’ questions
Posting classmates’ questions
Answering classmates’ questions
Picture gallery sharinghttp://antarcticapkc.webs.com/​
Experimenting, mentoring andguidance, re-constructing• Facilitating learning processes by eliciting ideas:   – “What are t...
Experimenting, mentoring andguidance, re-constructing• Providing chances to share  – Introduce his learning product (i.e. ...
Experimenting, mentoring andguidance, re-constructing• On the completion of the project, ask meta-  cognitive & reflective...
What did he say?• He replied, “I love this project very much  because I could use new technologies in  producing something...
Final Say …
FINAL SAY: PERSONAL INSIGHTS• Open our eyes and listen to our students with  hearts for facilitating and mentoring as lubr...
REFERENCES• Clandinin, D.J. and Connelly, F.M. (2000).  Narrative Inquiry: Experience and Story in  Qualitative Research. ...
Open ways to extend and expand a gifted child's learning experiences with the use of web2.0 technologies
Open ways to extend and expand a gifted child's learning experiences with the use of web2.0 technologies
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Open ways to extend and expand a gifted child's learning experiences with the use of web2.0 technologies

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WAN, Wai-Yan Sally (Pui Kiu College, Hong Kong)

http://citers2012.cite.hku.hk/en/paper_512.htm

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  • Open ways to extend and expand a gifted child's learning experiences with the use of web2.0 technologies

    1. CITE Research Symposium 201215-16th June 2012Sally Wai-Yan WANWebsite: http://sallywywan.comEmail: sallywywan@gmail.com Open ways to extend and expand a gifted childs learning experiences with the use of web2.0 technologies
    2. OutlineAIM OF PAPERTo analyze how a gifted student is mentored and guidedin the learning process with the use of Web2.0 toolsSECTIONS1. Story about a gifted student, Jimmy2. Insights about opportunities and challenges facing gifted children;pedagogical designs for helping gifted children to learn Narrative inquiry approach …
    3. “Experience happens narratively... Therefore,educational experience should be studiednarratively …[n]arrative inquiry is a way ofunderstanding experience. It is collaborationbetween researcher and participants over time –Simply stated ... narrative inquiry is stories livedand told.” (Clandinin & Connelly, 2000: 19-20)
    4. STORY OFJIMMY’S ICEFIRE FORKNOWLEDGE ONANTARCTICA
    5. Background of the story• When? – January 2011 – During the implementation of a trial Inquiry Learning unit called “Antarctica Expedition” in a Grade 6 class• Who? – Jimmy, a gifted schoolboy with over 140IQ• When did I know about Jimmy? – I knew him since I was his Grade 5 class teacher
    6. Background of the story• What are the characteristics of Jimmy? – loves new technologies and always explores new things over the Internet – can draw very nice pictures and used lots of new technologies after school – an “expert” in technological stuff – is not popular amongst teachers and students due to emotional “problems” and impulsivity
    7. • What did I ask Jimmy to do? – Create a “new” project based on the mainstream project design in the unit • Students can choose different forms to present their ways to protect Antarctica, for example, a website, an e-poster, and so on
    8. LEARNING PHASES:EXPLORATION – PLANNING – EXPERIMENTING –MENTORING AND GUIDANCE –RE-CONSTRUCTINGANTARCTICA EXPEDITION …
    9. Exploration• Asking opinions – http://antarcticaexpedition.wikispaces.com.• Giving suggestions – Powerful web2.0 tool that allows updated news of Antarctica – Interested areas: protecting animals, exploring plants, geological landscapes, and so on
    10. Planning• Questions for guiding Jimmy to organize the project: – What areas will you focus on in this webpage? Why? How important are they to us? – What Web2.0 technologies would you like to use in creating the project? – What areas will be included in the project? Why? – What is the timeline? – How would you assess the project? What areas would you consider?
    11. www.animalsinantarctica.wikisp​aces.comCreate a webpageDevelop own ideasManage the webpageKeep updates about the topicPost and answer the class’s questions online
    12. Posting classmates’ questions
    13. Posting classmates’ questions
    14. Answering classmates’ questions
    15. Picture gallery sharinghttp://antarcticapkc.webs.com/​
    16. Experimenting, mentoring andguidance, re-constructing• Facilitating learning processes by eliciting ideas: – “What are the updates?” – “What can be done to make the webpage much more organized?” – “How can others understand more about the topic?”
    17. Experimenting, mentoring andguidance, re-constructing• Providing chances to share – Introduce his learning product (i.e. a website) to the class – Why? • to recognize his efforts in making a website for the class • to let his classmates realize his strength and “include” him in the class
    18. Experimenting, mentoring andguidance, re-constructing• On the completion of the project, ask meta- cognitive & reflective questions: – “What are you happy about doing this project?” – “What is the most challenging part when doing this project? – “How did you overcome it?” – “What have you learnt?” – “Based on your assessment criteria, what would you rate it? Why?”
    19. What did he say?• He replied, “I love this project very much because I could use new technologies in producing something interesting and online stuff allows me to have more freedom to create. Mostly we are allowed to have our space. Only online environment allows us to infuse our creativity into the project. I like answering challenging questions as asked by my classmates. I feel very happy when I can answer all of them.” (28th June 2011)
    20. Final Say …
    21. FINAL SAY: PERSONAL INSIGHTS• Open our eyes and listen to our students with hearts for facilitating and mentoring as lubricants to knowledge creation – Listening and feedback – Sharing, supportive and rapport relationship• Learning technologies hand in hand – Teachers as lifelong learners and co-learners with students• Flexibility inside the curriculum – “Open” space in school-based curriculum that takes student learning into account
    22. REFERENCES• Clandinin, D.J. and Connelly, F.M. (2000). Narrative Inquiry: Experience and Story in Qualitative Research. San Francisco, CA: Jossey-Bass.

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