Open ways to extend and expand a gifted child's learning experiences with the use of web2.0 technologies
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This document discusses how a gifted student named Jimmy was mentored in his learning about Antarctica through the use of Web 2.0 technologies. It describes Jimmy creating a wiki website to share updates and answer classmates' questions about protecting Antarctic animals. The narrative follows Jimmy's exploration, planning, experimenting, and revising his project with guidance from his teacher. It concludes by emphasizing the importance of listening to students, facilitating knowledge creation, and allowing flexibility for student interests in curriculum.
![“Experience happens narratively... Therefore,
educational experience should be studied
narratively …[n]arrative inquiry is a way of
understanding experience. It is collaboration
between researcher and participants over time –
Simply stated ... narrative inquiry is stories lived
and told.”
(Clandinin & Connelly, 2000: 19-20)](https://image.slidesharecdn.com/paper512citersopenwaystogiftedchild-120617215326-phpapp02/85/Open-ways-to-extend-and-expand-a-gifted-child-s-learning-experiences-with-the-use-of-web2-0-technologies-3-320.jpg)
Open ways to extend and expand a gifted child's learning experiences with the use of web2.0 technologies
- 1. CITE Research Symposium 2012 15-16th June 2012 Sally Wai-Yan WAN Website: http://sallywywan.com Email: sallywywan@gmail.com Open ways to extend and expand a gifted child's learning experiences with the use of web2.0 technologies
- 2. Outline AIM OF PAPER To analyze how a gifted student is mentored and guided in the learning process with the use of Web2.0 tools SECTIONS 1. Story about a gifted student, Jimmy 2. 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 studied narratively …[n]arrative inquiry is a way of understanding experience. It is collaboration between researcher and participants over time – Simply stated ... narrative inquiry is stories lived and told.” (Clandinin & Connelly, 2000: 19-20)
- 4. STORY OF JIMMY’S ICE FIRE FOR KNOWLEDGE ON ANTARCTICA
- 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-CONSTRUCTING ANTARCTICA EXPEDITION …
- 10. 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
- 11. 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?
- 12. www.animalsinantarctica.wikispaces.com Create a webpage Develop own ideas Manage the webpage Keep updates about the topic Post and answer the class’s questions online
- 17. Experimenting, mentoring and guidance, 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?”
- 18. Experimenting, mentoring and guidance, 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
- 19. Experimenting, mentoring and guidance, 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?”
- 20. 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)
- 21. Final Say …
- 22. 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
- 23. REFERENCES • Clandinin, D.J. and Connelly, F.M. (2000). Narrative Inquiry: Experience and Story in Qualitative Research. San Francisco, CA: Jossey-Bass.
Editor's Notes
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