Download - AGQTP: Element 5 Action Research
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Supporting Groupwork withOnline Learning
Kelli McGraw and Luisa BoscoMacquarie Fields High School
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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.
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NSW DET G&T PolicyTeachers 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.
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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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A class blog was made to support group projects
edublogs.org
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Students could add comments
on the blog and receive feedback at
point of need
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Groups were responsible
for maintaining a range of
wiki pages.
Student contribution
is easily monitored.
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Maintaining my own blog for professional learning and
reflection was a great strategy for sharing my
ideas with others.
http://kellimcgraw.wordpress.com/
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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
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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