Here is a digital artefact that outlines how my views of contemporary learning theory and my Personal Pedagogical Framework align.
This is one of the most constructive assessment pieces that I have engaged in throughout my pre-service journey. Everyone is so different in how their views of learning have shaped them to be who they are today. The most discerning fact for me is to be told by my mentor teacher that I am too creative, and then to read the literature surrounding importance of critical and creative thinking is just as important as literacy (Sir Ken Robinson) if not more. Its a mental battle to uphold my eclectic contemporary views on how students learn only to have them shot down my those who are a little less adaptive to change and difference. Are those teachers who resist change and difference in their own practice less likely to model that to their students.
Just as fellow student Phiona M has blogged. It has come to that time where I must close the books for another successful semester. Whilst my practical experience has not been the most enjoyable for me the lessons I learned have been invaluable. Sometimes we must have those not so nice experiences to show us what not to do in the classroom. I am definitely just that little bit clearer on how I want my classroom to look and feel. Not just aesthetically but in an educative sense of how I visualise my learners working and collaborating with each other. Best wishes to everyone and hope to see you all again.
It was after reading a post by fellow course member Vivien Clark about using different ICTs with different year groups that prompted me to reflect on the different ICTs that I used during prac. Before attending prac I thought I would be one of the lucky ones who’s students had access to a variety of ICTs including chromebooks. Boy was this to come back and bite me.
Day 1 of prac: While watching from the rear of my classroom the teacher sat the students down and instructed them to engage in silent reading. Interestingly he told them they can use their chromebooks for online reading. To my absolute horror not one person actually did any authentic reading during that session. A group of boys down the back spent their reading time googling images for their desktop home screen. Girls were watching One Direction on youtube, many others were trolling through online catalogues deciding on which book to read while most engaged on online chat between other students in the class.
The online environment offered too much selection and the boundaries weren’t clear enough, let alone being able to exercise the code of conduct that they all agreed to and signed when they received their chromebooks.
Definitely in my classroom there won’t be any antics like this and I’ll make the boundaries explicit. A dashboard on the teachers computer would stop this behaviour pretty quick.
Previously I have used Scootle as a great resource for finding resources and ideas to use in lesson plans an unit plans. Usually has been used as a stand alone resource. Whilst on prac I learned how to integrate this resource further and use it as a tool for students to access.
There is a function in Scootle that allows us to create learning paths. Learning paths are exclusive paths of selected resources that students can access via a password. I used these as fast finisher activities for when students have finished their work early or as a calm down activity when students have returned from a specialists lesson or just returned from break all hyped up.
Here is a learning path that I created for my year 7 maths class. The password to access this exclusive learning path is CRGSLG. Our topic was decimals; adding, subtracting, multiplying. The students loved it. As I saw and observed on prac students need planned ICT experiences. It’s a disaster waiting to happen for a teacher to give students instructions such as choose a cool maths game.
Click on the Scootle picture then enter this password CRGSLG
Whilst being teaching year 7 history I mentioned to my supervising teacher how poorly my class coped with critical thinking even to the degree when asked to find their own research students moaned and groaned and pretty much flatly refused to co-operate. I passed comment to my supervising teacher (relief teacher for the day) that the students need a lesson on how to read a interrupted and asked if he could share a research tool called Instagrok.
Instagrok is a search engine for children that presents its content in the form of a concept map. A new phrase has been coined in the classroom. Instead of googling we are now groking. Students then choose which area they wish to explore further and click on the bubble. This will produce a summary of suitable resources for children to investigate further.
Another plus; at the top of the instagrok screen are two pictures a blackboard with ABC on it and a picture of an Einsteen man. Moving the slider between the two pictures will determine the academic levelling of information. For example if teaching year 1 to research the slider would be all the way near the blackboard, then search findings would bring up suitable resources for year 1 students to read and understand. At the other Einsteen end of the slider would be year 7-9 students who are looking for more complex understandings of research information.
Instagrok is the best tool for differentiation of research strategies when students are undertaking assessment. Try it for yourself. I’m hooked.
This is a very random post. During prac I created and taught an entire unit for year 7 history. As a part of students assessment I want them to create a 3 minute video presentation in voicethread. This is my weird random test to see how easy it is to embed a voicethread.
If someone would have said to me “have you tried integrating ICT into teaching as a behaviour management tool?” the pre edc3100 me would have said sure, plonk a computer or tablet in front of students and viola instant behaviour management. However, the ICT savvy part of me has delved deeper after hearing about a program called Class Dojo. According to classdojo.com, ClassDojo is a classroom tool that helps teachers improve behavior in their classrooms quickly and easily. It also captures and generates data on behavior that teachers can share with parents and administrators.
Teachers can manage class dojo via a computer, iphone, ipad or other tablet via an app or by logging into a class account. Points are allocated for each positive behaviour and points are deducted for negative behaviours. At the end of the day a percentage is given showing students of their behaviour performance for the day. The following is a youtube clip of a teacher implementing class dojo.
Usually after watching videos of a new ICT tool I am instantly hooked, however after watching this video I think that for me personally carrying around my ipad or iphone constantly around the classroom would be distracting for me. The focus of my teaching would be taken away from giving appropriate feedback and observing formative assessments for my own reflections on teaching and replaced with a toy. I can see however how students would like to create their own monster avatar.
For students on an IEP or behaviour contract I can see this as a positive tool for them. Parents would be able to log into the students account at home and receive feedback from the teacher about the day or week at school.
My buzz word for this week is digital citizenship. What is it? How is it taught? Is it possible to integrate digital citizenship into learning episodes?
Jeff Dunn from described in his blog that thinking of digital citizenship is like the Girl Guides and Scouts online. Being a great community participant and member in a digital environment. Just as we would teach our children not to talk to strangers, keep their house keys safe the same applies to digital environments. Craig Badura has also blogged about a fantastic idea on how to teach digital citizenship to students with props. He suggests
A padlock to symbolise strong passwords.
A toothbrush to symbolise never sharing passwords.
A permanent marker highlights that everything online is permanent
A tube of toothpaste to demonstrate that once it’s out, it cannot be pushed back in the tube.
After some thoughtful contemplations about Google Forms in the classroom, I have created a mock spelling test using google forms to test a suggestion about using google forms for weekly spelling tests in the classroom. The link to the mock spelling test is here http://bit.ly/YtYLvm.
When giving the test the teacher would read the words out aloud. It would have been good to add some audio to the form so that the students could work completely independently on their test. I thought about recording the words in audacity and embedding the link in a google doc although wondered if this would be too cumbersome and also contemplated saving the file as an MP4 and then could put on an ipod and play aloud to the students. Having an audio file of the words means that students doing extension words could work separately and all students could finish spelling at the same time.
Here are some negatives: some students may only finger type and be left behind. With room chatter the audio file may not be heard. Can you think of any others to add to my list?.
A topic was presented that interested me. Using Google Forms as ICT in assessment. What the …. is a google form let alone using it as an assessment tool? Off I go with my trusty google search engine.
The first part of my research took me on a journey to find out what a google form is. According to Google Drive (2013):
Google Forms is a useful tool to help you plan events, send a survey, give students a quiz, or collect other information in an easy, streamlined way. A Google form can be connected to a Google spreadsheet. If a spreadsheet is linked to the form, responses will automatically be sent to the spreadsheet. Otherwise, users can view them on the “Summary of Responses” page accessible from the Responses menu.
Using my PLN I discovered Tom Barrett, a teacher from England who has incorporated Google Forms into classroom assessment. Here is a link to his blog ’10 Google Forms for the classroom’ that outlines how he is achieving this great blend of rich ICT experiences into everyday learning and assessment.
My particular favourite is using Google Forms for the weekly spelling test. I can really see the benefit here as all results are collated in a spreadsheet and identifying misspelled words will be a whole lot faster than opening 30 student exercise books, finding the right page and individually marking each one. Using a spreadsheet the data can then be transfered into individual students spreadsheets and can provide a visual graphical analysis of results over time.