Opening the Gate with ICT

1. Welcome to our Session
Opening the GATE with ICT !
Please make your way around the room and
let us know your thoughts by completing the
sheets with your initials.

2. Opening the Gate
with ICT
Presenters: Karen Rodger and Stephen Gordon
Sunnybrae Normal School

4. Abstract:
Teachers from Sunnybrae Normal School will share their experiences and ideas
for extending GATE students’ via ICT. Efforts and examples in writing, maths,
reading and oral language will be highlighted as well as the related weblinks.
The manner in which these experiences are shared through blogs and podcasts
will be discussed. Ultimately, this session will review the highs and lows of
Personalised Learning, how to get started, and where to next?
Purpose:
1) The purpose of this session is to review some of the challenges for teachers and
schools when catering for GATE maths and writing students.
2) To reflect about making better use of eLearning when working with GATE
students.
3) To provide practical ideas that could be integrated into your classroom
programme.
Personalisation is about individuals, but it is relational -
between the teacher, the student, the home and the school.
Fullan, Elmore, Hill & Crevola (2006)

5. Stepping towards the GATE
(Scene behind the GATE)
Currently in final year of ICT contract - Central North Shore Cluster
Second year following Teacher Inquiry model - ICT PD goals
Existing GATE programmes in Maths, FPS, Philosophy
2007 GATE PD contract, GATE case studies - ICT PD goals
2008 LMS (Learning Management System) - Discovery Zone

6. NZC p. 35

7. ICT Teacher Inquiry Goal
2007 2008
extending gifted blogging,
writers and podcasting,(wikis*),
mathematicians and LMS
How many ways can you open the GATE?
ICT strategies to unlock the GATE
Inquiry Diagram

8. Students of high ability
When grouped it is argued showed clear benefits High ability students who are
that students of gifted forced to work on more
when grouped with structured tasks that are
abilities learn and work at students of similar designed for less able
more advanced levels. ability. students will become bored
(Feldhusen and Moon, 2004, (Kulik and Kulik, 1982) and less motivated.
p. 85) (Feldhusen and Moon 2004 p.
85)
Grouping Gifted Students
A student who can recall a
wide range of knowledge may Programmes for gifted students
dominate class discussion. A are complex and require a high
student who prefers to work level of expertise in planning and
independently may actively knowledge of the field,
resist working with others. outcomes for student
(Ministry of Education, 2000,
achievement can be significant.
p.25)
(Moon and Rosselli, 2000)

9. Discovery, problem solving
and creativity is more
important than ability
grouping
(Winstanley 2004 p.94) Meeting GATE learning needs
in a mainstream class
Gifted and talented students often
have strong academic self-concepts
but weaker social self-concepts
(Ministry of Education, 2000 Gifted
and Talented p.25)
Inquiry Diagram

10. *Being curious, imaginative and passionate*
To be Being
Willing to modify and in/inter/dependent, metacognitive
adapt our world view critical thinkers
To act in a
responsible
To think
and caring
laterally Learner Dispositions manner
Source: Mark Treadwell (“Whatever!” CD)
Being capable and
able to be strategic
To be aware of
the big picture Able to To be
provide persistent
reasons
Inquiry Diagram

11. Helping a child through the GATE
2007 Maths Case Study
Picture this:
One Year Four student, exceptionally gifted in Mathematics. He scores 100% in
the Year 6 Maths PAT test and when given a Year 11 NCEA maths test from
his mother’s class he rates 5th. How can I keep him motivated and personalise
his learning?
My Questions:
How can I keep him motivated and personalise his learning?
How can I develop a gifted students thinking and problem solving skills through ICT?
Commonly held belief that students who are
accelerated well in advance of their chronological
age will have difficulty making friends or fitting in.
(Neihart 2007)

13. Helping a child through the GATE
2007 Written Language Case Study
How can I motivate an exceptionally gifted writer?
Text
Writers - Writers’ Window website
Inquiry Diagram
- Continuous Stories

14. Building a new GATE in 2008 - Writers
No existing GATE writers group
2007 - started using Writing websites with two Gifted Students
2008 - Writers’ Window - Continuous Stories component ceased
Writing students identified from written language sample
Teacher Planning - researching the web for ideas
Extension of the existing classroom programme (Olympics Integration)
Build capacity in school to sustain programme and use existing resources

15. Marathon Ancient
runner Olympian
wiki
(Writers
Window
Archery Future
format)
Creative Olympian
GATE Writers
interesting
Olympic
stories
Mind Map
Claymation
Animation
Written
Stories/
Recounts
Language
Products Group-
Olympics
Focus
English
Group
Members
Podcast Caitlin
sounds Video/ Andre
effects iMovie/ Dominique
KidPix Jenny
Alice,
Jasmika
Luke
Shape Poetry
Onomatopoeic
Window

16. Our Writers

23. Writers Reflections
Looking into the Water Cube
I see lights shining upon the swaying water.
I see cameras capturing the swimmers progress below.
Text
I see liquid shadows shimmering in the water.
I see swarms of spectators surrounding the pool.
I see swimmers speeding through the water like torpedoes.
I see the years of intense training gathering momentum in the race.
I see the devastation in the eyes of the last place getter.
By Andre
Voice Thread
The Flame
By Jenny
The crowd sits poised for the Oath to be read and the flame to be lit.
The torch-bearer jogs proudly around the track grasping the miniature flame.
The Oath echoes around the Bird's Nest as it is recited.
The Chinese officials signal to the men to ignite the Flame.
No Gas!
(to light the flame!)

24. GATE Writing Evaluation
Name _____________________
What type of poem did you enjoy reading the most and why?
______________________________________________
______________________________________________
______________________________________________
How did the poem make you feel?
______________________________________________
______________________________________________
______________________________________________
What was it about the piece of writing that made you want to
read more?
______________________________________________
______________________________________________
______________________________________________
How could some of the writing be improved?
______________________________________________
______________________________________________
______________________________________________
After reading the writing, which would you now like to try
yourself and why?
______________________________________________
______________________________________________
______________________________________________
Would you like to be able to draft and then publish your work
onto the computer – why/why not?
______________________________________________
______________________________________________
______________________________________________
Add any other thoughts or feelings below?
______________________________________________
______________________________________________

25. I liked the twisted end. It You could leave some space
made me feel that my before you write the twisted
very own mind was end because sometimes
people don’t read the first
twisted. ... the poem part they just read the ending.
ended totally twisted!
Peer Evaluations - Writers
Feedback/Feedforward
I’d like to publish
my writing on the
I would like to try a Who Am I?
because it challenges peoples’ thinking. wiki so then the
whole school
could read it!

26. Building a new GATE in 2008 - Maths
Existing Maths programme - problem solving discussion, paper and pencil
Case Study 2007 with an extremely mathematically gifted child
GATE students’ abilities exceed class grouping - group on their own
Catering for need and challenge of a range of learners across the
syndicate
Integration of the existing classroom programme
Extension of pedagogy - new and different ways - moving from consumers
to producers
Build capacity in school to sustain programme and use existing resources -
last year of contract

27. GATE Maths
Mind Map
Long jump High jump
Pole vault diving
Shot put/
discus Length of
mass laps
Athletics
Mass- Stadium
adding Pool Speed/
weights,
Time
total
Weightlifting
Estimation
Venues for
Other Questioning
Events/
Venues Strands
measurement
trampoline mass/capacity/
- height area
KidPix
statistics
maths addition/ geometry
creating subtraction
games
Judging average
Medal
score cards score
counts - gymnastics
tally chart
Maths Decimals/
Extension fractions
Olympics
Maths
Group
Weber
Emma
Natasha
Gary
William

29. Voice Thread - Maths

30. Maths Gaming Evaluation
Name _____________________
What maths strategies did you have to use to play the game?
______________________________________________
______________________________________________
______________________________________________
Could you answer most of the questions in your head or did you
need pencil, paper or a calculator?
______________________________________________
______________________________________________
______________________________________________
What did you learn from the game?
______________________________________________
______________________________________________
______________________________________________
Could the game be played with a partner - why/why not?
______________________________________________
______________________________________________
______________________________________________
What did you like about the game?
______________________________________________
______________________________________________
______________________________________________
How could the game be improved?
______________________________________________
______________________________________________
______________________________________________
Add any other thoughts or feelings below?
______________________________________________
______________________________________________
______________________________________________

31. It could be
I learnt that sometimes, if The thing I liked about
improved by adding
you looked at a question in the game was learning
a different way, you might a background to
things I never knew.
get the answer more easily. the questions
The writing was
Peer Evaluation - Maths a bit light in
If this is possible could some questions.
you please make the Feedback/Feedforward
game have, like, have
levels? So then all the
younger children could
enjoy level 1&2. The Use capitals at the
rest is fantastic!
beginning of
sentences and
It could be improved make a way out of
by giving feedback why the trap.
I like the creative
you got that question
wrong. questions that the
girls came up with.
Inquiry Diagram

32. What do we think about the GATE?
Plus
Improving links between home and school - LMS, sharing of
learning
Another strategy to motivate and extend learners within and
outside their area of strength
Access to laptops and server with up to date software
Children using and linking ICT tools in an interesting way. eg wiki,
podcasting, hyperlinking, export jpg, Quicktime
Students are going home, writing and sharing their work on the
wiki
Required teachers to further develop their ICT skills to help
guide the programme

33. What do we think about the GATE?
Minus
Timetabling and monitoring of the group - when members are
from various classes
Initially the 15 minute block was problematic - as we tried to
sustain their in-class programme
Unable for 2 or more children to edit the wiki at the same
time from different computers (LMS)
Length of time to create KidPix images can be time
consuming and distracting from the main point of the project
Adding to a busy classroom programme - not a scheduled
release time.

34. What do we think about the GATE?
Interesting
Highlighted areas to work on and problem solve together
Students wanting to work during morning tea/lunchtime on their project
Working through the process and material with the entire class
Individual tasks leant itself to cooperative sessions and discussion
Surprises with some students and their progress
Working on two different learning approaches to extending GATE students
Students becoming more independent and keen to share and get feedback from others
Inquiry Diagram

35. Repairs/Extensions to the GATE - Keep it open!
Using wiki for modelling - writing programme
Experts for support
Encouraging and extending home support
Extending the gaming/questioning to other curriculum areas
Possible use of new gaming software/online opportunities
Camp - Integrated Unit - Term 4

36. Are you looking for a new GATE?
How are you going to sell your GATE back at school?

37. Has your perception of the GATE changed?
Reflecting on the Inquiry Statements

38. Have a play/swing on the GATE!
What will your GATE look like?

39. GATE References and web links
References
Ministry of Education (2000) Gifted and Talented Students - Meeting their Needs in New Zealand
Schools.
Treadwell, Mark (2008) Whatever! The Conceptual Era & the Revolution of a new paradigm & a new
renaissance in learning - School v2.0 -CD
Fullan, Michael, Elmore, Richard & Hill, Peter, & Crevola, Carmel, Breakthrough; Corwin Press 2006;
Grant, Fiona (2008) Literature Review: The Intelligence, Creativity and the Development of Talent (see
references for below)
Feldhusen, J. F., & Moon, S. M. (2004). Grouping gifted students: issues and
concerns. In L. E. Brody (Ed.), Grouping and acceleration practices in gifted
education (Vol. 2). London: Sage Publications.
Kulik, J. A., & Kulik, C. C. (1982). Effects of ability grouping on secondary school students: A
meta-analysis of evaluation findings. American Research Journal, 19(3), 415-428.
Moon, S. M., & Rosselli, H. C. (2000). Developing gifted programmes. In K. A.
Heller, F. J. Monks & R. J. Sternberg (Eds.), International handbook of
giftedness and talent. Oxford: Elsevier Science Ltd.
Winstanley, C. (2004). Too clever by half: a fair deal for gifted children. Stoke on Trent: Trentham
Books Limited.

40. GATE References and web links
Weblinks
Sunnybrae Writers Wiki
http://snsgate.wikispaces.com/Main+Menu
SNS Podcasts
http://web.mac.com/sunnybrae.school/Site/SNS_Podcasts/SNS_Podcasts.html
Andre’s Dragon Poem
http://web.mac.com/sunnybrae.school/Site/SNS_Podcasts/Entries/2007/8/10_Andres_dragon.html
Onomatopoeic Poem - Bryar
http://web.mac.com/sunnybrae.school/Site/SNS_Podcasts/Entries/2007/7/26_Onomatopoeic_Poem_-_Bryar.html
Window Poems - Callum and Kiera
http://web.mac.com/sunnybrae.school/Site/Window_Poems.html
Flight into the Unknown - Bryar
http://web.mac.com/sunnybrae.school/Site/SNS_Podcasts/Entries/2007/7/30_Flight_into_the_Unknown_-_Bryar.html