Beyond the Swell. #GAT4DER

Beyond the Swell. #GAT4DER

Beyond the Swell

An E-learning model for Gifted students.Twitter #GAT4DER

Edmodo #GAT4DERWikispace:

http://rbscleadinglearning.wikispaces.com

Reflection http://deniselofts64.edublogs.org/

ContextEngagement of Gifted students in a large

comprehensive co-ed high school.‘This is boring!’, ‘I’m bored!’, ‘What is the point of

this?’, ‘Is this being marked?’ ‘I know all this stuff!’Have we left our gifted students to fend for

themselves? Have we held them back because they easily meet the outcomes of the curriculum? Do we need to move them beyond the curriculum to truly meet their needs ?

Recognition of teacher/parent to be catalyst in the “Beyond the swell”.

SnapshotLearner moves through the cognitive

and Cognitive activities, moderator/catalyst (Gagne focusing on the developing of skills and knowledge based on Revised Blooms Digital taxonomy (Church 1997).

Aspects of the ModelGagne (2003) Differentiated Model of Giftedness

and talent. Reflects heavily the phases of Blooms updated

digital taxonomy ( Church 1997). The social and cognitive experiences are guided

by the moderator who plays a significant part (Salmon 2005) in the creation of new knowledge.

FocusBased on a cycling of Cognitive and Social

experiences guide with the online “Moderator” Catalyst. Modification: Modeling by moderator is playing a huge part.

A wise person just told me, make learning social, expect students to collaborate and expect them to share, working alone is mid last century. Modification: Guiding student collaboration, giving students confidence to lead learning.

Higher order thinking through Revised Digital Blooms taxonomy.

Development & refinementFollowing is the range of ….developments of ideas

& refinements in developing stage.Knew I wanted a cycling of Social and Cognitive

elements, however also wanted a process of emersion through phases….(salmon 2003)

Starting point

What is the Learner content? For trial implementation. The elearning model will be established with

gifted learners to share their ‘Digital Education Revolution’ anticipation and participation. The learning content will be the implementation of DER from a student perspective.

Leading Learners

Artifacts:Wikispaces team wikihttp://rbscleadinglearning.wikispaces.com

Artifacts:edmodo

Reference groupThe support /reference group is the technology

team (lighthouse school team) who range across all KLA’s. This group of teachers are assisting in the collection of data, ie survey of year 9 students and teachers.

Personal learning network, twitter community #GAT4DER

Uni student and Lecturer

Artifact: Reference Group

Twitter PLN

Blog posts responses

Issues that have been identifiedOne element has arisen: Giving students the

confidence/liberties to edit the group wiki is my first hurdle. The students are ‘willing to please’ and hoping that (politeness) will not be the thing that may hold back their own knowledge creation.

Another element: Gifted education; cannot predict the responses, letting go of control as moderator/online teacher. Imperative that the role of the moderator is clearly defined.

The continuing----Refinement process…moving beyond the swell…

Implementation Model

Questions?