ICT and the classroom

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ICT-oriented topics are always quite interesting as teachers get a variety of pictures, movies, spreadsheets and even online quizzes to carry out their lesson plans with. Besides, effective ICT classroom practices produce well-informed, tech-savvy students who are competent enough to survive in the recession-struck 21st century job market.

This makes us wonder that if ICT can support teaching so much, then why it hasn’t been incorporated extensively in education till now. This is because many teachers treat ICT as a stand alone activity. They aren’t incorporating ICT in their lesson plans and curriculum. A number of them prefer using a white board/black board to explain the topics. This conventional way of teaching indeed works. However, students confront countless problems in retaining the concepts for longer periods and tend to forget them as soon as the term gets over.

It would be better if teachers try to integrate online activities, videos, graphs, databases, templates, articles and presentations in their every day lesson plans to make their explanations clear and interesting. Such resources are easily available on different educational websites and offer a variety of user-friendly levels.

Many curriculum-based websites offer free tutorials, vocabulary tools and quick lesson summaries which can be used in numerous ways in classrooms and at home. Teachers can also use online diagrams and games to explain complex subject matters in an engaging way and even design worksheets to keep their students interested. Besides, since students would have watched and interacted with the technology, chances are that they will remember the topics for a longer time.

Students can be encouraged to write online and email their essays, reports, observations and descriptions. This way it would be easier for them to plan, draft, proofread and present their work with lesser errors and more neatness.

Source: Teachnology in the classroom

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Prac Checklist

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Looking towards my professional experience which is fast approaching next week. To wrap my head around the requirements of this professional experience I have composed a checklist to follow in my preparation.

  • Check InPlace for my placement allocation
  • Register for The Learning Place
  • Contact mentor and organise requirements for the first day
  • Assignment requirements
  • 5 ICT specific lessons
  • ICT Statement for Portfolio
  • What I will be doing: Observing, planning, gathering, collecting resources and evidence
  • Feedback sheets
  • Professional experience Interim report
  • Professional experience report
  • Referee statement report
  • Read the Professional Experience Guidelines
  • Read the Professional Experience Book and Report

I also will require to have print outs of some of these items for easy and quick referral.

 

 

 

Assignment 2

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With Assignment 2 being due today I’m feeling happy about the unit plan I have developed. As I make the final touches on my justification and read through my unit plan I feel as though I have sequenced the learning appropriately to suit my year 8 health unit. I have previously taught a unit of work within a school focusing on cyber safety and have incorporated aspects which I found successful and modified others. In particular the eSafety components I have included I found to be successful in class experiences as they relate directly to the students which assists with making the content relevant. They are the perfect way to set up class discussion and collaboration to get students thinking about the consequences for online behaviours evident in today’s society.

1 down 1 more to go

~ Adriana

Professional Experience

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After reading Maddy’s Blog about professional experience its got me thinking ahead to my prac which is only two weeks away. I still haven’t been allocated my placement location and I can’t say I’m worried yet. With my history of placements I feel as though I am always the last to receive their placement, starting prac days later for my last two prac experiences and a day before for the first. As long as I get one I’m not really concerned, I know how many people the prac department have to deal with and I know they work hard doing so. My prac experiences have all been positive gaining a lot of experience and knowledge I’m looking forward to my first one for 2016 and hope it goes well.

~Adriana

How do you design and sequence learning experiences?

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Scope and Sequence

Looking at the Australian Curriculum for Health and Physical Education

Sub strand 1 – Being healthy, safe and active

Sub-strand 2: Communicating and interacting for health and wellbeing

Sub-strand 3: Contributing to healthy and active communities

Sub-strand 1: Moving our body

Sub-strand 2: Understanding movement

Sub-strand 3: Learning through movement

The Year 7 and 8 curriculum expands students’ knowledge, understanding and skills to help them achieve successful outcomes in classroom, leisure, social, movement and online situations. Students learn how to take positive action to enhance their own and others’ health, safety and wellbeing. Students demonstrate a range of helpseeking strategies that support them to access and evaluate health and physical activity information and services.

The curriculum for Year 7 and 8 supports students to refine a range of specialised knowledge, understanding and skills in relation to their health, safety, wellbeing, and movement competence and confidence. They reflect on and refine personal and social skills as they participate in a range of physical activities

Making the unit specific for the student you are teaching is crucial in delivery relevant and authentic content. e.g. Years 7-8 (Typically 12-14 years of age) Australian Curriculum

  • Students need opportunities to practise using creative and collaborative processes to work within a group or team to communicate effectively, solve problems, resolve conflicts and make decisions in movement and social contexts.

TPACK

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Using the TPACK framework when creating this unit plan

Content Knowledge: What content descriptor(s) and part of the standard am I teaching?

Year 8 Health & Physical Education –

They investigate strategies and practices that enhance their own and others’ health and wellbeing. They demonstrate skills to make informed decisions, and propose and implement actions that promote their own and others’ health, safety and wellbeing

Investigate and select strategies to promote health, safety and wellbeing (ACPPS073)

Practise and apply strategies to seek help for themselves or others (ACPPS072)

Technological Knowledge: How will I engage the students?

Using ICT tools within the classroom to shift from replacement – amplification – transformation.

Pedagogical Knowledge: What tools will enable students to produce evidence?

Using pedagogical frameworks such as Blooms to enhance the learning and production of supporting evidence.

Expert teachers now are those who can bring together knowledge of subject matter, what is good for learning, and technology (ICT). The combination is described as Technological Pedagogical Content Knowledge (TPACK). It is more than simply adding ICT to traditional approaches. It depends upon deep knowledge of how ICT can be used to access and process subject matter (TCK) and understanding how ICT can support and enhance learning (TPK) in combination with PCK.

 

De Bono 6 thinking hats

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While planning out the activities I was going to included within my unit plan I needed to look at the pedagogical approaches which were suitable to be incorporated. Since my unit is in the subject area of Health with a topic of online safety this allows for a variety of approaches to be utilized. Health is a subject where collaboration and discussion is encouraged through the discussion of relevant and specific health concerns within the community.

In order for students to understand the severity of health concerns within the community multiple perspectives need to be explored. Using a teaching approach such as the De Bono six thinking hats it guides students to view different perspectives and approaches. The multiple hats can be used within lessons to guide discovery and enhance the student learning potential.

Incorporating Blooms

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When building and creating the unit plan it was important for me to incorporate aspects to enhance student learning. Making authentic learning tasks which students would also enjoy while being productive for the unit of work. Incorporating tasks which included collaborative learning and tasks allowing students to create using ICT tools to show their knowledge and understanding.

The original Blooms is utilized within the unit plan however Blooms Digital Taxonomy is predominantly used as this is an ICT enrich unit of work. Within the various tasks and lessons within the unit a range of higher order thinking processes are used moving from doing to sharing. Within the variety of lesson topics the important aspect for me was including these processes into the learning.

~ Adriana

Building My Unit Plan

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For my unit plan I am focusing on the Health side of HPE in year 8.

Constructing Knowledge: (what the students learn about)

Investigate and select strategies to promote health, safety and wellbeing (ACPPS073)

 

Transforming Knowledge: (what the students do with the knowledge)

Practise and apply strategies to seek help for themselves or others (ACPPS072)

My unit plan is focusing on a unit about online safety, and the various positives and negatives which are associated with online communities. The aim of the unit is to give students perspective of online behaviours and ultimately erase issues such as cyber-bullying in the school community. The focus is more centered on prevention however ways of dealing and seeking help is a  crucial aspect.

~ Adriana

 

Creating a unit plan

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As a teacher understanding that there are only two basic processes which students can be asked to perform is important, these being constructing knowledge and transforming knowledge.

Constructing Knowledge: is when we ask students to learn about concepts, facts or procedures

Transforming Knowledge: is when we ask student to be able to apply their constructed knowledge.

Learning can be transformed and meaning can be enhanced through applying this in new situations. Lessons and unit plans should aim to seek and develop students and their ability to construct and transform knowledge, and should start by developing constructing knowledge and move towards developing transforming knowledge.

Looking back to the backward design for the unit plan and the three steps involved:

  1. Identify desired results
  2. Determine acceptable evidence
  3. Plan learning experiences and instruction

By following these steps planning is more efficient because not only is the process of constructing (declarative) knowledge being met but also transforming (procedural) knowledge. The focus needs to be shifted away from typical constructive (declarative) knowledge which the ability to recite facts is emphasised, it is essential that something is done with what you learn. Without the transformation (procedural) knowledge the meaning of the learning is lost.

What is Backwards design?

Backward Design

 

~Adriana