April 3

Final Submission #AdobeT4T

Wow, what a journey this has been! I have loved every moment of it… I still have more to go, but I figured I would submit what I have done so far.

I have used word to create the capacity matrix participants will use for self assessment and reflection on learning, as well as a learning resource book that can be written on, notes taken in their own words as we discuss and during the direct instruction phase of the PD. Still have to add in the Premiere notes… but you will get the jist!

Linked in the workbook are two videos I created using Voice and Premiere Clip, as well as Explain everything to get the stuff all together. I used Jing for my screen captures, and I created a couple of videos, but I am having issues with my sound on the computer… nearly time for a new one… so the Voice and Premiere ones will have to do.

I am really excited about flipping my classroom, as I think the kids are really ready for it too! I see my digital tech kids for 45 minutes once a week, they love the subject, but scream there is not enough time… so we have started watching the videos, and coming in ready to have hands on help getting deeper knowledge of the software we are working on. I have also done this with my other classes… I spent a session getting my year 7s to learn the parts of the sewing machine… in future I will be sewing in class, they will be doing the naming themselves with a video for homework!!

I hope I have got it all ok… Thank you for the journey, it’s been great

AdobeT4TPDSArnottFinalPlan

PDResourceDocForAdobeT4TSArnott

CapacityMatrixFlippedClassroom

Photoshop Elements workspace and tool bar  Created with Adobe Premiere Clip App (free)

The Sewing Machine Created with Adobe Voice App (free)

Print Friendly
March 17

Online overload

Wow… I have been involved for the past 2 hours in two outstanding online learning opportunities.  I was struggling with connection issues tonight, but luckily only lost about 5-10 minutes of the 2 hours.

7pm was the weekly face to virtual face get together of the #AdobeGenPro Photoshop/Digital Imaging course. We started with looking at the work, and students work of Ross Wallis. Focusing on the techniques of traditions and blending digital imaging techniques… makes me miss my photography days! It was a wonderful showcase of images.

Participating in Photo a day groups was suggested to develop creativity and stimulate ideas, and having participated in a couple for a few years now I totally agree. I have even started a local Photo a Day group on Facebook for our local community to celebrate the lovely area we live in.

Ross’s slight scary blips are at : https://www.polaroidblipfoto.com/rosswallis
Pinhole Photography and more
Time exposure app was mentioned but he couldn’t remember the name of it… arghhh will have to search
Ross mentioned “Snapseed” as being a brilliant photo app
Cindy Sherman – takes lots of selfies, using makeup to distort images
Some creative techniques using HDR: High Dynamic Range 
Ian Usher then took us through the practical task for this week, which was to create a meme… I am not a fan of this task, as I know teens will always take it that step too far. If wanting to use layers and text on an image I think a project like a magazine front cover would be far more effective. Again, taking old school assignments and putting them into the 21st Century.
We were also told the final assessment item for this course will be a lesson plan… brilliant as I am already putting them together in my head 🙂 and starting with my year 9s on Creative Commons image searches next week! Then manipulating them in Photoshop Elements.
The second hour was a hangout with other members of the Digital Pedagogy stream who’s abstracts have been selected to present at DigiCon15 the DLTV annual conference. I found out I will have 45 minutes… hmmm guess it won’t be as hands on as I had hoped, will have to flip that around hey! My topic? Getting Ready to Flip Your Classroom, which I am working on in the Adobe EdEx Train the Trainer Elements and eLearning Course!
Connection is getting flaky again… better post this now!

 

Print Friendly
February 15

Week 2 Adobe T4T part 2 wrap up

The second part of Professional Design Development looked at best practices in Technology training which included:

1. Session Framework:

Making sure in the beginning you outline clear objectives and how you will achieve them.

Middle: referring back to questions asked or looked at in the beginning section

and the End, where you go over how the areas you aimed to cover were in fact covered.

2. Sequence of information

  • Demonstrate product’s real world application
  • show model student work or final product
  • orient to the user interface – introduce what the pallettes and toolbars look like
  • explore specific functionalities
3. Allow participants to create meaning from experience
minimise direct instruction less than 1/4 should be direct instruction
show how, then let them go on a larger task. you be the guide on the side, they take ownership of learning
circulate the room, guide and answer questions, work with each other
4. Encourage exploration and creativity
– encourage them to explore
– let them know there are no mistakes
– encourage to be creative
– encourage discussion, sharing of ideas and tips, tools and strategies

eLearning discussion:

I have been using Jing and Explain Everything to create learning tools for my students… and also just using the cameras on their phones or iPads to get them to create videos to show what they know or have learned.Jing is a capture application, which hangs around on the computer and when I see something I want to capture as video or image, I just grab the sun (the icon) and go. It’s always there, so I don’t have to open anything. I screen capture sections and images, which can then be put together to create learning objects to show steps. It can voice record as well.
Explain Everything I use to do just that. Often by screen capturing and then talking and highlighting I can take viewers through how to use a specific tool. Love this app as it uploads straight to YouTube, or you can save to the camera roll and upload to LMS or email to a class. I also get my students to use this to show me what they have learned about a specific topic…

Week 2 Assignment:

This week we downloaded the Acrobat template to fill in for the pre-planning phase of our major assignment task. This outlined who the PD plan would be developed for, the learning objectives and how we would include best practice approaches for adult learners and technology training.

My PD plan is for a session I will be giving (hopefully) at the DATTA Vic conference in May. I am looking at developing a session to help design and technology teachers develop learning tools to assist them to flip their classrooms. I will be using Photoshop Elements and Premiere Elements, as these are readily available as a part of Department of Ed’s software package for government schools.

Hoping it will all fall into place.

Print Friendly
December 10

Marco Torres – Leadership and Fostering Creative Environments

Imagination is more important than knowledge – Einstein

Firestone
Pony express
Tells the story… Using the telegraph system as a guide to get through…which eventually superseded the pony express
How can you validate information that comes through wires… Pony express only lasted 11 months
Olympics….find the stories…as important as telling the story
How many medals were won sitting down?
good stories build empathy and hence connections
Space race…pen to write in 0 gravity
US had big budget, and made a pen that solved the problem, Russians took pencils
Are you educated? Better is “are you prepared?”
Are we preparing our young people to ask the right questions?
As educators that should be our role
Marco was given the role of determining what makes a principal who can take education to a new level.
How do we create chefs, rather than cooks in the classroom? Need to inspire them to be creative, try new things, ask questions, develop ideas
Principals need to be voracious learners, wonderful person to lead a school – not many show that passion
Making people feel special is important
Coffee, story, Latte art on Flickr
The Barista learned how to create latte art, not through formal classes, but through reading blogs, and YouTube, shares on Facebook
What are the indicators for getting better? Improving performance
Not always the best images posted, images ask for feedback, showcasing learning
Yarn bombing… Passion builds the energy to solve problems
Myth buster – watching people learn.. this is better learning than watching teaching
Learners are more successful teaching
More often experts in telling the story
master chef… Novices become the teachers to inspire cooking
More conscious audience, aware of elements because of normal learners, rather than experts
Learners vs learned
People with passion and curiosity
Love + curiosity + access + multimedia (network) = success
Stay in the question…Don’t rush to the solution, when you are learning the burden is in the question… What you do, not what you know
What makes a work of art?
What is your story?
Look at yourself as a learner with the students
Need to empower others to challenge the way they create learning in their classroom…
Other teachers need to get out there and learn tools and techniques
Pixar – he/she did everything possible to……
Dan Pink – Drive
Do we have a good sentence for our school?
What is my sentence?
Use it to navigate and create
Was I better today than yesterday?
phones…
How do we make a better phone?
This is the wrong question…end up with too many buttons…
Same with education, we over complicate it
Better question… How do we help to personalise how you communicate?
iPhone- 1st device to change as the human interface required
Not just extra keys/buttons, but music, vision, text, video to suit any need
Getting connected – what are the questions being asked?
Going to national curriculum, we need to be mindful of asking the right questions
It is not the strongest of the species that survives, but the one most responsive to change -Darwin
Tower records, Borders, flip cameras…. Made success, but closed, due to not really asking the right questions
Cisco killed flip camera, sacked 550
Kodak
Britannica
App developers, only 3% are professional developers
The app making is easy…the story is hard
Instagram, sold for 4 billion to Facebook…
Ideas sold –
Part 2
Prototype
Beta
All better words than “failing”
iMovie ken burns effect
Sports have a great stories
New Orleans saints… Broken team, broken city, win the world series
Vimeo – ken burns, 1+1 = 3 are the interesting stories
Storytelling is manipulation
Vimeo.com/40972394
Ken Burns – On Story
Iceberg… The facts on the surface, the story, under the surface
The more I learn bout you, the more I care
Digital vs analogue
What has digital added to the story
Einstein – its not that I’m so smart, it’s that i stay with the problem longer
Problem.  QUESTIONS.   Solution
The middle is more important than the end

Stephen wolfram – wolfram alpha
Why are you asking questions which can just be looked up?
Seth Godin quote
Got to get the kids to work at being smarter
Being able to use the apps to get the information
 Word lens, translates posters around the world
Kids can love learning, but sometimes school can get in the way
We have problems measuring “learning” the testing measures “knowing”
Challenge based learning challenge
Using YouTube, teachers don’t have to be experts in their field
YouTube and Siri saved a dog having a heart attack
Snap guide app
Using digital approach can. Learn and share immediately
How to play drums on your keyboard…experts don’t always make learning easy
In the past we relied on school to learn….now we crowd source knowledge, and are learning much more.
Repeat… Love, curious, wants to improve…
Learn, create, share
Cooking with remmi, clear essential question
Leanna, the CEO
Community, create,
Ben -the one man band
Feedback from audience means more than just a grade from a teacher
Commonality with all kids who love learning, are curious, have access to devices, a multimedia network will achieve success.
If things go static the story dies
Print Friendly
October 12

Exam time – review and revision strategies

That time of the year again, practical studies teachers swamped with folios to finalise assessment, teachers providing feedback on work to students, students panicking because they have left studying up until the last minute… There must be easier ways to do this! Clearly some things won’t change, as we have external assessments to prepare students for. There are ways to improve how and when we give students feedback on work, and help them to develop deeper understanding of concepts and ideas covered during coursework, without increasing our workload to the ridiculous extremes that seem to always happen at this time of year – teachers up ’til all hours marking practice tests and essays so as to get the feedback promptly returned to students, students up ’til all hours writing practice essays and exam papers, then having to wait for the teacher to mark it, and then get the feedback.

By creating self correcting quizzes, or collaborative documents students can get immediate feedback, and strengthen the depth of their knowledge and understanding of topics and concepts. Yes it can take teachers some time to prepare these, but once they are done and online, just annual tweaking will reduce the workload significantly. Alternatively you can start to flip your classroom and get your students to develop the quizzes as a learning task. Win – Win in my books, developing deeper student knowledge of core concepts being taught, reducing teacher workload AND playing games – educational of course 🙂

Where to start?

Quizstar the fantastic people who brought you Rubistar – for developing rubrics online also now provide access to free online game making. You can

With QuizStar you can:

– Manage classes and quizzes

– Attach multimedia files to questions

– Make quizzes in multiple languages

– Access from any Internet-connected computer

– Allow students to complete and review

You need to add students, or have them add themselves, and then you can create your quiz in a number of forms – Multiple choice, True/false and short answer (Short answer ones do not self correct). You can modify your quiz, and see your students results. You can make student accounts, they don’t need an email address, so this is great for the little ones, and also some of the big ones who may need some incentive, or lack access at home. You create “class groups” and add your students, really simple process to use, I created quizzes for my senior Textiles students very quickly. There are lots of other resources on the website too.

Kubbu is a simple to use online quiz creator. Quickly and easily create a Teacher account then you are able to create a range of different types of quiz including: Crossword, matching, catergorising and dynamic quizzes.

kubbu quiz typesYou then have the option of either creating student groups (the free account allows you to have 30 students)  or you can get a web link, which allows you to post the link onto your LMS (Moodle, Ultranet, Daymap etc), email students the link, or pop it on your facebook or Edmodo group. The data from results is anonymous in the weblink version, but if you are using it as student revision and self correction this could be helpful. Creating student groups is much like the Quizstar option. If you like this the cost per year is quite reasonable.

Wanting more control of how and wherer your quiz is shared? Perhaps Hot Potatoes is for you. The Hot Potatoes suite includes six applications, enabling you to create interactive multiple-choice, short-answer, jumbled-sentence, crossword, matching/ordering and gap-fill exercises for the World Wide Web. Hot Potatoes is freeware, and you may use it for any purpose or project you like. It is not open-source.

You will need to download the application, but this also means you don’t need an internet connection to create your quizzes. It also means you have control over where they are placed and who has access to them.

This is also a great way to get kids to create their own quiz as a learning task. Get them to put Hot Potatoes onto their Netbooks or Notebook. Have them share each others games!!

Socrative I mentioned in detail not so long ago, but just to reflect on this great tool for getting instant feedback. If you have an extended test you can send yourself a spreadsheet with all of your results. You can use it as a spontaneous pop quiz, with the responses on the IWB or Data projector.

Google Docs – Google Drive Fantastic tool to get students collaborating and sharing knowledge. ast year my year 12 students loved working together to create a study sheet. They felt really well prepared for their exams, and their results reflected this. Sometimes,, just hearing one of their peers explain a concept in a slightly different way becomes the “aha” moment for them.

So…. how do you prepare your students for exams? Is it fun or arduous? Do you use ICT to improve student preparation for exams? How?? I would love to hear about how others are using these and other great tools.

 

 

 

 

 

Print Friendly
September 14

A Model to Transform your use of ICT

The SAMR model has been around for a while, but I think it is time for a revisit. Most of us have been working with some element or other of 1 to 1 access, but has our pedagogy – the way we use the technology to teach in our classes – changed or shifted in that time? I would like you to take some time to reflect on how you are using ICT in your classroom. Think about which level of SAMR you are at, and what steps you can take to get to the next level.

First what is SAMR? was developed by Ruben R. Puentedura  who has shared a wealth of pedagogical development resources on his website.

 Substitution and Augmentation look at keeping things basic, but enhancing the learning, while Modification and Redefinition Transform Learning opportunities for our students.

Substitution

 In substitution technology is a direct replacement for non technical/digital tools. There is no real change to how the learning occurs. Function remains the same.

Examples: Students use the Internet to search information, as they would have done with encyclopedias in the past. They write up a word document assignment, adding in images collected from web sites and print this out as evidence of their learning.

AugmentationIn Augmentation technology is a direct tool substitute, however function is improved.

 

Examples: Using Google Maps or Nearmaps (in Australia) students can view  up to date changes of global issues. Learning is supported by students being able to view multi modal learning objects, and enhancing the function of the learning. Students are able to play online maths games, and get immediate feedback on results. improving the function through the immediate feedback.

ModificationModification allows for learning tasks to be significantly redesigned through the use of technology.

Examples:  Instead of presenting a poster on a famous person students can create a multimedia presentation, or website which includes video, text and images. This transforms the learning, and students develop deeper thinking about the subject when a range of modalities are used.

RedefinitionNew tasks, previously not even thought of or possible can now be created through the use of ICT.

Example: Students with a topic of civil unrest use Twitter to follow the hashtag #Eygpt (which was the hashtag used during the 2011 and recent civil unrest). They post a question onto Twitter with the Hashtags #Eygpt #Freedom and follow the responses. They end up connecting with a woman on the streets of Cairo, who is a lawyer, and Skype chat with her about what the civil unrest in Eygpt is about. (This is based on a true story) Students can connect with others around the globe and create truly powerful transformative learning opportunities.

I think I use all elements of the SAMR Model… the most transformative in my classrooms has been using Google Drive for students working on a collaborative task to be able to edit together (they are still getting their heads around how that one works, and it is easier for them to slip back into old paper based habits, but after a miss-saved document went missing they are starting to really see the benefits.) The live blogging we are doing sharing processes and products on our blog and on YouTube are pretty exciting. And creating electronic portfolios, as they develop their work – this has been fantastic, as they are finishing off their folios, realising they didn’t take photos, but they are all available on our group Flickr page. I am giving my students the option for producing a presentation on a Fashion Designer… they can present it as a website, podcast, powerpoint or keynote, which will be presented to the class.

So… you have the tools in your classrooms, the kids have the tools in their pockets, what is stopping you from transforming the way your students learn? The most important person in the classroom should be the learner, and we all know that the most engaging learning is the deepest. We are all learners…so add a comment here, particularly those who are using iPads, netbooks and laptops, to share with us which stage(s) you are up to? How are you transforming your classroom?

Print Friendly
September 7

My iPad my classroom

I have had the the iPad2 for a few months now, and thought I would share how it is transforming my classes, and the way I reflect on my teaching, and my students achievements.
So….here are my top 10 iPad features or tools which make my life easier.

My Number 1 feature is the camera, which allows me to record assessment tasks, students working, video myself to create podcasts of processes or procedures they may like to refer back to. I do take into account student privacy, and most photos of them at work are just hands and garments, and I check with them to make sure I have their approval to post images to our shared group on Flickr, blog posts or YouTube, and our Facebook group.

My number 2 goes to Evernote: the must have app on all devices, android phone, iPad, tablet, pc, MacBook, or any computer connected to the Internet. I am able to take notes, and they are then stored in the “cloud”, allowing me to be able to access them from any computer. I can also publish my notes on a range of platforms. For example is notes I make while doing professional learning can immediately be tweeted to my followers on Twitter. You can search through Evernote to find a specific topic or discussion very easily.

Number 3 blogging and reflecting: I am writing this through the WordPress App, which allows me to have easy access to all of my WordPress based blogs (this includes the DEECD’s Global2 and Edublogs as well as WordPress itself). I have ready access to all of my blogs and am able to quickly and effortlessly reflect on learning, achievements, outcomes, ideas and share with my blogging community.
As a part of my VCE Unit 2 Product, Design and Technology course students are investigating the use of ICT in a team based approach to working, so my Textiles blog has regular guest bloggers from the class, reflecting on challenges and projects, sharing the development of their work to each other, as well as a broader community. They are able to take photos and add comments as to how their challenges are progressing. I have shared this blog with the college community, and parents, to have authentic and immediate understanding of what tasks the students are working on.

Number 4 Authentic Assessment: I have been using the Easy Portfolio App (developed by a Victorian teacher – Jarrod Robinson aka the PE Geek) to create my own portfolios of student achievement, which I use when writing reports. This allows me to have a voice recording, add images, documents and links to allow the student to demonstrate levels of understanding. At the end of the unit I will email the portfolios to them in PDF form, so they can add to their own portfolio. I used this for semester 1 reports, and found it was a great way to ensure relevant, authentic, achievement based comments.

Number 5 Sharing: Dropbox is a must have App for the easy sharing of documents or images created on the iPad. Like Evernote, you can put it on all devices and share your documents and files through your secure cloud. You can also create links to files which others can access, saving postage on emails…hehehe…or if you wanted to share a document with people who’s emails you don’t know.

Number 6 Internet: the fact the iPad is so quick to launch allows you to get on to Daymap really quickly to mark rolls, check bulletins etc. Moodle, the Ultranet and email are all ready to go at your fingertips.

Number 7 feedback: Socrative, excellent immediate feedback to students, create quizzes to determine starting points, or exit questions to see how well topics covered in class were understood.

Number 8 creativity: Augmented reality…I am creating a range of triggers and videos which will become a virtual tour of the school at work. I also am looking at using it for some of the mundane classroom tasks like “threading the sewing machine and bobbin”…
Explain everything and Show me are two apps I am exploring to create Support videos for students, and to get them demonstrating their understanding of a range of concepts covered in class. Some fantastic music apps like GarageBand, allow you to create your own music to accompany ideas or podcasts without having to worry about copyright infringement
Inspiration and Popplet lite are great mind mapping tools, allowing you to share your thoughts in an ordered way.

Number 9 lifelong learning: ITunesU is a most fabulous tool for those lifelong learners…allowing you to explore a wealth of inversion standard courses which are open and ready for you to participate in. SCOTutor is an App all about learning to use your iPad….great resource.

Number 10 curating information: Live binders is a an app and website which allows you to “collect” information and then store it in topic binders. I was participating in a MOOC and used this to collect all of my resources on the topic. You can have them open, so you could share yours with a class, or students could share with you. The app makes it very easy to collect and curate the information. DIIGO and ScoopIt are also great tools for curation.

My “to explore and try out more” list includes Nearpod, Wunderlist and others as I discover them on ScoopIt, blogs and Twitter.

20120907-143013.jpg

20120907-143057.jpg

What are your favourite tools or features of the iPad? Do you have a top 10? I found it hard to limit it to so few… Always trying new ones out!

Print Friendly
June 13

That time again

Reports…. although it is mandated that we write reports to let parents and students know how we believe they are going with understanding the topics we present them, just how much is really relevant? Are there better ways to report on student learning. At the recent Alan November conference which was a part of #ICTEV2012, he discussed the notion that kids respond best to feedback given within seconds, not days or even months. So it does make me wonder how we can improve our response times, and I have started to explore a few tools which do indeed make life and responding to students much simpler and faster. There are so many being developed, there is bound to be one that suits your needs and environment. Teaching on the senior campus, I know the students always have their phones on them, and in surveys I have done in my classes there are generally only one or two in the class who cannot access the internet on their phones. Here are a couple of Apps I have had some success with!

SocrativeThe first one I will mention is Socrative…. available in Teacher and Student versions… beautifully integrates with ANY device. So I am able to set up quizzes, general questions or use those already created on my laptop, PC, Macbook, iPad, tablet, ipod, iPhone or Android phone, any mobile device which is able to access the internet. This also means you can harness the powerful devices found in the students pockets… their phones – regardless of the platform they use. When you create a Socrative Teacher account you are allocatted a “Room Number”. When students login to the m.socrative.com they are asked to enter Your “Room Number” and then join – no creating accounts, or having to remember passwords…. simple and straight to the action. The exit quiz gives you immediate feedback as to how the kids are understanding the concepts you have taught them. Very much in the vein of Eric Mazur and his Flipped Classroom. The feedback I have had from the students I have used this with is very positive, they are engaged, and enthused to learn more.

Teachernotes in the App store

The second one I will mention is Teachernotes – developed for iPhone and iPad – not there for Android yet. I had been looking for a simple recording device where I can take photos of students work, record their progress, and primarily use it as my marking book…. This App offers all that and more. I can create up to 3 classes with the free version… the paid version is $5.49 and you can have unlimited classes. I can enter the names of my students, and record details of assessments on the fly, from conversations, folio development, interaction etc, the stuff that often gets overlooked in the recording and reflection processes, unless you have an amazing memory. Each note can be saved under the student’s name, and come report writing time, you have a list a mile long to draw from, reflecting on their learning over the semester, including potentially images and voice recordings. But wait there’s more….. as I have been recording my assessment of folios, I am then able to email their assessments/my reflections on areas which need work etc directly to the students! Win – win as far as prompt feedback and reflection is concerned!.

The last app I will mention is Nearpod… currently only available for iOS devices (that’s iPhones. iPod and iPads) and I have been hearing wonderful reports about it…. so once I finish my reports I will put together some personal feedback and a plan of attack.

 

NearPod

Engage and create

 

Of course all of these apps can only be really useful with effective teaching practices. These tools give us the opportunity to reflect on how we teach the kids we have in our classes, and it has the potential to transform the way we teach to produce better outcomes….. if we use the tools and don’t change how we teach, the bottom line will be not much change will happen! Let’s transform learning and teaching!! What do you think? Would love to hear from other people as to what apps they find most useful! And how they have transformed your classrroom…. are you flipped yet??

 

Print Friendly
June 1

Alan November and Flipping the Classroom

After listening to Alan November as part of the Guide To Innovation series on the Thursday for an hour session which just flew, I was really looking forward to spending a day immersing myself in his views on leading learning in the 21st Century. I love that the focus is on the learning and pedagogy, rather than the technology, which is a cool tool…. but just the tool.

Question…it has never been easier to be a teacher

We used Promethean clickers to provide immediate feedback – the results –

Is it easier to teach? Is it easier to learn in C21

 

Q. It has never been easier to learn something – Response… Agree

How to design a curriculum which involves the whole family in learning…. Those of us considered early adopters have seen many of the benefits and pitfalls of using new technologies, and have developed ways to minimise harm…. many parents often “don’t know what they don’t know”…we need to design curriculum for the whole family in order to have a whole community approach to ethical and responsible use. One way which was suggested was to create parent and family learning videos, to engage families. @HamishCurry mentioned this had been an approach used by the Libraries association and maternal child health practioners to assist in developing parent skills in reading with their children. This was working really well, until funding was lost.

Being able to think critically and validate information on the web was seen as a vital skill for all users of technology, and the old adage “don’t trust wikipedia” is no longer true, as we looked at ways of searching for information on “the earmouse” and realising that wikipedia actually had the correct information, where the more reputable news site (BBC) had information which was not correct.

“Actions of the mob, leads to accuracy” – in the case of wikipedia

3rd source should be a primary source…and by looking at your sources carefully and putting detailed search strings in (back to the Boolean search) such as the “:site” command in Google – site:MIT.edu limits the search to that extension, so you know you will probably be getting researchers data, primary source material, rather than reporters interpretation of the information.

The real revolution is not tech but info…do the kids know how to critical think, getting good quality info more important than being able to present it.

We must teach global empathy, as global citizen. I believe we do this better in Australia than they do in the US, mainly because we have so many more influences in our culture, having said that, showing students how to use country codes in searches to explore geographic and cultural differences in news reports is a great critical thinking skill… being able to view an opinion from both sides of the fence. Alan used the example of the Iranian hostage crisis, which of course was only called this in the Western media, and as the search continued the results in the Iranian news offered a totally different viewpoint.

Using Twitter to expand the conversation: Alan showed how following a hashtag (#) on Twitter could give you a wealth of information, and used the example of #Egypt which was nealy as fast moving as the #sbseurovision was over the weekend. A professor in the US posted a question on Twitter with the hashtag #Egypt, and ended up tweeting with someone on the streets of Cairo, about “What is freedom” This person agreed to then Skype with his class, and there in provide real primary source material. Needless to say the kids were enthralled.

The Flipped Classroom

The way you teach is more powerful than what you know, it’s all about asking the questions, developing inquiring minds

In her book: The Age of the Smart Machine,  1988 Shoshanna Zuboff explored the use of technology and how adding it to the classroom could add value. She generated the terms Automate and Informate

Automate…no change to structure, just adding technology does not lead to improvement on the whole

Informate …changes the balance of control, can lead to huge improvement, empowers and changes relationships. Process change

Flip model…changing the processes. Adding technology without process change adds no value. You can have as many 1:1 devices, but it does not mean there will be value added to the learning if the process is not changed.

All about the flip

Eric Mazur developed a flipped classroom approach in his Harvard Physics classes, to develop deeper understanding of the knowledge the students were covering

From Questions to Concepts

In fact Facebook was developed so his students could ask him questions (Mark Zuckerburg was in his class)

Game based learning is going to be one of the next big “things” according to the Horizon Report

#gbl #seriousgames

Of course kids prefer games to school, you don’t fail if you get it wrong in a game, at school there is punishment/failure if you get it wrong

Kids love learning, and getting to next level…they chose the level, in class teacher sets the level

They know the objective in a game, where often in school they don’t….”why do we have to learn this?”

Mazur’s model is Socratic, an exchange of ideas. Our brains are wired to be social, Socrates meets Facebook. The role of a good teacher is to ask the questions to generate debate

Quality of feedback is important- Hattie

If the brain records a misconception when young, the misconception trumps good teaching. It is harder to unlearn misconceptions.

Flipping saves time

1:1 should be about the teacher talking to each student everyday, not devices

Khan academy shows the whole game – students can choose their sttarting point and path with immediate feedback

Khan academy based on game theory, not punishment model

Beautiful chaos is kids working towards their goals, linear teachers have trouble with this

Coach feature gives teachers a wealth of information

Differentiation…perfection

Dan Pink – Drive

Purpose – autonomy – mastery

Our schools and way of teaching often moves on before some students are at mastery level. If you give them the chance of mastery, the kids will flourish. Flipping the classroom gives back time to teachers to develop the creative questioning

WrAP … Www.erblearn.org

The writing assessment program, ai to mark papers….gives data to free teachers from the hours of reading assessment

Fan fiction

Kids use a pseudonym to avoid criticism of self, only the work is criticised in reviews

Go figure…posting work to the world for feedback is more motivating than posting to your teacher

Publishing student work for a global audience

Get kids to produce tutorials for other kids

  • Look at critical thinking
  • Flip model…process change
  • Global relationships, world wide audience

Some great reference sites were shared to help harness the information

Hashtag.org

Trendsmap.com

Www.dipity.com – timeline creator, keep timelines, and build on each year

History pin works well with dipity and google maps

Mathtrain.tv kids making tutorials for kids

Hattie – peer tutoring

Ask a friend is always the first option

The teacher knows too much – explains at a level higher than the child can understand, math train has a rewind.

All in all a wonderful day. I have already started using Socrative Teacher as a feedback tool for my classes….with positive results from students.

 

 

 

Print Friendly