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2017 WCGTC Biennial World Conference

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2.4.3 Developing an online learning environment that effectively caters to academically gifted and highly able secondary students

This session will outline how a selective entry secondary school in Victoria has established an Online Learning Environment that: A) provides students with an effective differentiated learning experience B) develops learner independence and readiness for tertiary studies through the use of “Digital Delivery Day” events C) gives teaching staff the opportunity to further develop their online subject spaces through student feedback facilitated through an “Exemplary Online Course” rubric

Author(s):

Stuart Fankhauser*
stuart.fankhauser@nossalhs.vic.edu.au
Nossal High School
Australia

I have been a variety of roles in my 20-year teaching career, however I have always gravitated towards the coordination and development of online learning. My primary specialist teaching area is in Physics, although I have often taught senior Information Technology and Mathematics. I completed my Masters in Education through research looking at the efficacy of teaching highly abstract Physics concepts to junior secondary students using computer based simulations. I co-authored three Mathematics Text books with Heinemann Education early in my career. I started at Nossal High School, one of Victoria's four selective entry government schools in 2011.

Tracey Mackin
tracey.mackin@nossalhs.vic.edu.au
Nossal High School
Australia

I began my career as an educator in a university environment, where I combined teaching with the management of the second and third year physics teaching laboratories. I was therefore well placed to respond to the needs of the highly able students I encountered when I moved into the secondary sector. As a secondary teacher, I have taught in both the Humanities and Science domains, typically teaching English and Physics concurrently. I began at Nossal High School in 2012, and have been in the role of Director of Curriculum and Pedagogy there since 2013.

 

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