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Staff Moodle I have set up a staff moodle as an area where staff can experiment with moodle resources before actually trying them out “live” with their class. In addition, it is a spot to share resources. Pictured here are news items, extensive documentation I’ve put together, including videos, and an area with links to open source software for school and/or home.
Here is a moodle with accommodations for Special Education students, run in collaboration with our Intermediate Ed. Assistant. This is a space Special Ed. students can go to for:
accommodations with HW
accommodated multiple choice and matching column Hot Potato tests
These students are often mindful of the stigma of receiving accommodations. This is a space that is visible and accessible only to them and their teachers.
It lends itself well to use with SEA-claim (special education funding) laptops that many of them have access to.
The moodle itself is an accommodation for students who have trouble hanging on to multiple handouts… It’s all available, any time, online!
Intermediate Homeroom moodles My homeroom moodle is set up as a one-stop moodle for intermediate students, rather than having a different moodle for each subject. Pictured here is an RSS feed for the Toronto Star, the CBC and the Weather Network, as well as documentation for software we use for assignments, class news, and links useful for ongoing activities
Rubrics outlining how evaluation will be conducted (PDF/doc format)
Exemplars (models of what a good assignment should look like) (PDF/doc format)
Links to support sites and exemplars
Questions assigned for homework/Assignment criteria (html format)
Discussion forums (e.g. students found an advertisement and discussed how it is set up to attract attention and spur the viewer into action. They analyzed the ad, and then replied to each others’ analysis)
Choice activities (e.g. under the media topic, students are asked to vote on how much influence they think images in the media have on teenagers’ choices
We have worked a little bit on collaborative sites with the wiki function, although intermediate students seem slow to work effectively with this function
I am part of the school’s ABEL program (Advanced Broadband Enabled Learning), which has made a laptop available for my use in the classroom. This has made it very easy to make quick additions and corrections to the moodles I run
I have a class of 21 for English and math and 30 for all other subjects
The classroom has two computers available for student use.
They have access to computers in a 1:1 ratio in a school computer lab for 50 minutes every Tuesday morning
We have a laptop cart with 18 laptops that we can sign out to work on moodle topics, research, etc., 1 – 2 times per week
Our school board has set up an internal moodle that any student with a school board computer login can access
All grade 7 wikis are set up with their topics in the same order, for legacy purposes. This makes it easier to import whole topics into another teachers’ moodle during the school year, or next year when we set up our next batch of moodles.
I have given full class quizzes in science and history. They are completed during out computer lab time. I have found having 30 students working on the same quiz is problematic with our Internet connection, so I have them work on quizzes in 2-3 shifts
Using an idea from our local high school, I have created forums in rotary subjects that students can use to discuss ideas when studying for tests
Use of Moodle in the Jr. Division Allison Pottie, a gr. 4 teacher in our school, is one of four junior teachers whom have created a moodle in the past two months. In additions to moodle topics for each subject her students learn, she has chosen to create a moodle topic for each reading group, with forums that address pre-arranged discussion topics
Allison uses images and information very effectively within the summary bar of each topic to convey information to students without students having to leave the page
Weekly/monthly strategies for reading independently are made very clear in a moodle topic of their own Comprehensive news items are made available for students and parents
Forums are a big part of what Allison’s students do on their moodle. This particular forum on reactions to cigarette packaging received 21 responses in 6 days, in a class of 20 students.
We are able to do a lot of eco-friendly teaching by presenting things like exemplars on our ABEL projector cart, and then posting them to the moodle for student reference, without having to print paper or acetate copies
Students have access not only to text, but a variety of media: podcasts; video; hyperlinked definitions in their assignments; collaborative wikis
Students can download the framework for an assignment from the moodle, add to it and then upload their changes for assessment and evaluation
Students can work on and submit work without the need for a memory stick or a printer
Prior to using a moodle I posted a lot of work for students on a wiki, but of course it was not self-contained, and therefore due to FOIPOP, educators were limited in the information we could post to the moodle
We have watched a number of streaming videos using Smart Notebook 10, where we write notes on screen grabs, and then post them to the moodle later, to help students review what they learned when watching the film
As students become more comfortable with forums, I would like to have them work on more multimedia-based tasks (e.g. advertisements or radio-plays using an audio editor like Audacity; creating presentations using MS Photo Story or Movie Maker), such that they can post their work to the moodle and assess each other’s work
Our division is currently in the early stages of a collaboration with Newmarket H.S. to get grade 7 and 9 students involved in discussions surrounding the environment using Adobe Connect Pro and moodle forums and/or chats
Deep and meaningful formal learning is supported as long as one of the three forms of interaction (student–teacher; student-student; student-content) is at a high level. The other two may be offered at minimal levels, or even eliminated, without degrading the educational experience.