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From Jill Hammond

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  • 1. Getting to the Heart of the Matter Jill Hammonds CORE Education Email: [email_address] Phone: 021 344253
  • 2. Learning for the Future - NOW
    • Model success on the characteristics of today’s successful people:
    • Success driven and motivated
    • Interact via the internet (Web 2.0 tools)
    • Professional learners - they don’t wait to be taught - they go out and find what they need to do their work more effectively
    • They can access information as and when they need and form networks of like minded people from whom they can piggyback information and new learning
    • They work globally but personalise their learning to their own needs and their own style
    • They are often highly opinionated, interactive and communicate strongly
    • They are passionate!
    • How many of the behaviours/characteristics do you model as a teacher or facilitator? How many have you used this year?
    • Do you blog, Skype, tag, use RSS feeds to bring info to you, belong to listservs, use wikis to generate information as you work that is then available to others or as reference?
    • Do you network regularly?
    • How many online environments do you belong to and/or promote to teachers and students?
  • 3.
    • In small groups, compile a list of the skills and characteristics that your students will need to be successful in the world. (2 mins)
    • You may have some of these:
    • Good communicators and collaborators
    • Critical and creative thinkers
    • Risk takers and problem solvers
    • Persistent and resilient but effective time and stress managers.
    • Have a love of learning and seek out new ideas
    • So how many of these do you consciously work to develop in the way that you teach every day? How many have you worked on this year?
  • 4. Let’s take a look at some of these and what we do currently: http://room3tai.wikispaces.com/
  • 5. Let’s take a look at some of these and what we do currently:
  • 6. Identify what success will look like! What competencies do you want them to gain?  Use language, symbols and texts - working with and making meaning of the codes in which language is expressed - representing and communicating information, experiences and ideas.
    • Audioconference (questions, speaking, listening).
    • www research (reading, writing, discrimination and analysis)
    • Collaborate, create and display work via websites (visual media)
    • Presentation software, movie making.
    • Inspiration, Kidspiration (mind mapping and brainstorming)
    • Email, Blogs, Wikis, Skype, IM, txt
  • 7.  Managing Self - “can do” attitude, ability to establish personal goals, make plans, and set high standards for oneself - enterprising, resourceful, reliable, resilient, act appropriately and are aware of their effect on others, have strategies for meeting challenges, know how to follow and lead, make well informed choices.
    • Discovery learning of software.
    • Collaborative projects via the web and utilising web 2.0 tools
    • Information literacy skills.
    • Inquiring learners and confident managers of their process.
    • Webquests, Self assessment rubrics, Problem solving
    • Select own ICT use according to their need and purpose.
    Identify what success will look like! What competencies do you want them to gain?
  • 8.  Relating to Others - interacting effectively with a diverse range of people in variety of contexts - listen actively, recognise different points of view, negotiate, share ideas, open to new learning, able to take different roles, both competitive and co-operative at appropriate times.
    • Work together at the computer - allocate roles and manage the process so that all are involved in purposeful activity
    • Web 2.0 interaction - wikis, Campfirenow.com, comment on blogs, Skype conferences, IM, txt
    • Collaborative projects and webquests
    • Audioconferencing
    • Movie making
    • Skype debating
    Identify what success will look like! What competencies do you want them to gain?
  • 9.  Participating and Contributing - in local, national and global communities based on kinship, interest or culture - for purposes such as learning, work or recreation - capacity to respond appropriately as a group member, make connections to others, and create opportunities for including people in group activities, balance roles, rights, and responsibilities, contribute to quality and sustainability of social, physical and economic environments.
    • Webquests, collaborative projects using web 2.0 tools
    • Authentic contexts and interaction with the local community as part of the process - “so what” factor
    • Collaborative work using ICTs
    • Audioconference rules and responsibilities.
    • Nettiquette.
    Identify what success will look like! What competencies do you want them to gain?
  • 10.  Thinking - using creative, critical, metacognitive and reflective processes to make sense of information, experiences and ideas - applied to research, organisation and evaluation - developing understanding, making decision, shaping actions, or constructing knowledge - intellectual curiosity - well developed thinking and problem solving skills, reflective, ask questions, challenge assumptions and perceptions
    • Group work and processes to manage this e.g. grouping by writing on coloured paper then getting together with rest of group, do-nut circles, rove and receive for ideas.
    • Online collaboration – contributing to the whole group gaining and sharing of knowledge.
    • Audioconference rules and responsibilities.
    • Nettiquette.
    • “ So what” activities.
    Identify what success will look like! What competencies do you want them to gain?
  • 11.
    • Develop effective questions that will lead students into more depth of research: Jamie McKenzie Toolkit http://questioning.org/Q7/toolkit.html Harpaz & Lefstein Fertile Questions - click the link to Yoram Harpaz at: http:// www.learningtolearn.sa.edu.au /Colleagues/ (and view the Teaching & Learning in a Community of Thinking links)
    • Develop effective search strategies using www and information literacies to process and use information.
    • Develop communication skills and confidence through email, audioconference, Skype chat, Presentation software.
    • Develop strategies for collaborative activity – roles, responsibilities, negotiation for consensus, division of task and equity of input.
    • Develop discovery learning competency for unlocking new technologies and software - problem solving and group exploration.
    Identify what success will look like! What are your major learning intentions?
  • 12.
    • What will success look and feel like in this project?
      • Students engaged and pushing the process along – keen to seek new information, test ideas etc. Additional work undertaken voluntarily out of school hours and environment.
      • Questions that students develop will be strengthened prior to research and during the process. Answers will lead to new questions and new inquiry.
      • Students will be self monitoring about the quality of work submitted to the online environment and will aim to improve following quality feedback from the project facilitator and experts employed in the process.
      • Students will develop tangents of interest that may take them beyond the classroom during the day to find answers (virtually and physically)
      • Students will work interactively, via technologies, with other students beyond the classroom (email, chat, Skype etc.)
      • Students will select technologies to support their process and acquire the skills in a just in time or just as I go method. Students will develop good strategies for discovery learning with new technologies. They will ask questions of the project facilitator, class teacher and other students in order to meet needs.
  • 13.
    • Think of your next curriculum topic that you will be undertaking. What big concepts are you wanting your students to understand? Write them on your piece of coloured paper e.g.
    • Looking after our World
    • What I do in my world affects people other than me.
    • I need to care for this world if it is going to stay a good place to live.
    • I can make a difference to the future of the world.
  • 14.
    • Student Outcomes
    • Get into a group with other people who have the same colour paper and discuss your student outcomes for this unit.
    • Place your paper on to the group chart and on the side flap, write some ways that technologies can be used to help students achieve their student outcomes e.g.
    • Looking after our World
    • What I do in my world affects people other than me.
    • I need to care for this world if it is going to stay a good place to live.
    • I can make a difference to the future of the world by communicating with others and sharing ideas.
    • Internet search about . . .
    • Email survey - other schools in NZ & overseas
    • Digital camera recording of e.g.problems in my part of the world.
    • Design website to share ideas
  • 15.
    • What will success look like?
    • Discuss what achievement of those outcomes will look like and how you might assess/record achievement of them.
    • Success:
    • Students will be able to access information relevant to the study. They will discuss the information in groups and form big questions for further study.
    • They will set their own goals and discuss these with the teacher in a conference to map out how they will achieve the goals.
    • Students will need to move around the school and beyond with parents to interview, collect information and evidence digitally. They need to log out with the teacher for these times using . . . .
    • Students will use the Thinking Keys to grapple with the information they find.
    • Assessment:
    • Students will record their journey in their learning journals and collect work samples in their e-Portfolio. These will be used to analyse their achievement of goals in the three way interviews with parents.
    • As teacher I will make anecdotal observations supported by digital photo/movie evidence of the process.
    • Students and teacher will each assess goals using the XXX rubric for success.