Arataki cluster


Published on

  • Be the first to comment

  • Be the first to like this

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide
  • Ran out of time quickly for reading but was mostly about what the routines will be, and that students could choose from a wide range of Reading Options when they were not doing Guided Reading with me or related reading activity. More on this later.
  • Arataki cluster

    1. 1. 9.00– 9.30 Arataki Cluster Put the e into e-learning
    2. 2. The One- Two computersTraditional 1-3 students on a computerClassroom Word Processing, Math or Reading Games Broad Internet searches http://puttheeinlearnin s+of+Integration
    3. 3. Internet games Publishing Digital Teacher leadClassrooms instruction 1-1 computing
    4. 4. Self Managing • make choices • manage time Participators and Contributors • work with the teacher • teach each other • teach themselves • work as a team Thinkers • higher level thinking • organised thoughts Conveyors of Information • able to present and articulate • use text and graphicse-Learningclassroom Collaborators • work with anyone and everyone • sharing
    5. 5. Teacher Level of Integration Entry Adoption Adaptation Appropriation InventionAdapted from Cuban, L. (2001). Oversold and underused.Computers in the classroom. Harvard University Press.
    6. 6. Conventional teaching style Teacher desk Internet at front of never used room entry FurnitureComputer is randomly covered scattered around Very little if Desks in rows any published work
    7. 7. Conventional teaching style Students prefer to work Furniture randomly alone scattered around Some computer Internet used rarely ‘Published’ work adoptionMath games (no Integration is usually in direction) one curriculum area Word Processing Desks in rows Teaches elementary applications, keyboard Isolated tasks skills
    8. 8. Mostly conventional teaching Specific areas in style, works Computer classroom with groups centre is set up defined Periodically Desks in groups using projector and IWBStudents prefer to work Consciously alone, but plans for ICT teacher integration organises in pairs or 3’s adaptation Students use internet Word processed frequently for work on walls broad internet searches Computer and Maths and keyboarding Reading skills taught software formally Teacher Some directed management activities and systems in place planning
    9. 9. Informal practitioner confidently using Students move technology freely around the Management classroom systems in place experimentng with digital tools Activities linked to Internet used classroom extensively in all teaching and curriculum areas learning appropriation Tables around theDesks swapped for edge of tables, very little room, curriculum mat area specific The room is full of children’s finished HOT models are work that is both used regularly computer presented and hand done. Student research Students work in skills well groups developed
    10. 10. Teachers and children are using a variety of digital equipment and software for both There is barely any teaching and mat area, enough for Informal practitioner learning purposes a small group of who involves students children. in the planning of Projector/IWB/mimio programmes and tasks is being used all day by teacher and students. Students are highly Classroom is dividedindependent and self up into curriculummanaging and are able areas with large tables to make choices themselves about invention holding resource material. Learningwhat they are going to Centres are being do and how they are used freely. going to go about it Teacher is able HOT models are to recognise integrated when a skill throughout all needs to be curriculum areas taught Students learn the skills as they are needed
    11. 11. http://puttheeinlearning.wikispac Fill in the Google Form The levels ofintegration Discuss with people around you
    12. 12. 9.30 – 10.30 Session One Management
    13. 13.
    14. 14. Browsers Multimedia (Music, Movies Picture Editing)WordprocessingGraphicOrganisers, Drawing, Recording and Reporting
    15. 15. Management of ICT
    16. 16. Computer monitors 17
    17. 17. On the wall urces+for+Adaptation+StageComputer rulesKeyboard shortcutsSkill cardsTasks for thatparticular computerTimetablesComputer monitorsTroubleshooting tips 18
    18. 18. 19
    19. 19. Set the tone Respect the equipment (remember it cost a lot of money) Press lightly on the keyboard (thumping it will eventually break the keys and then we may have to do without our computer for a few weeks while we wait for it to be fixed!) No food or drink by any computer equipment (If you have a problem see the computer monitor first before you ask the teacher) Please don’t download games and load it on to any of our equipment as it is illegal Please don’t change the desktop setup without the whole class approval Please work co-operatively and collaboratively at the computer centre Please keep to the roles assigned to you for your session Please don’t take the mouse off the mouse operator Book specific digital equipment by writing your name on the Whiteboard timetables Record tasks that you have completed on individual recording sheets Keep computer centre clear of clutter and unnecessary items Be self managing and organised, know what you need to do and how you are going to do it!
    20. 20. Keyboarding
    21. 21. Laminated KeyboardsKeyboarding skills can be taught as the part of the daily programmeStick a photocopied keyboard into the back of Handwriting bookHave a few coloured laminated keyboards in a box for Keyboard gamesWhen you go to the lab, all children open up a Word, AppleWorks or Pages page andpractice typing • Put your Pinky finger on the A • Put your Ring finger on the S • Type out your name 22
    22. 22. 23
    23. 23.
    24. 24.
    25. 25. 26
    26. 26. Monitoring ChartsMele Sam Moana Hans JosephJack Finn Danny Sonny MikaLily Kelly Tom Sarah Angel
    27. 27. Set before school activity
    28. 28. ies+and+Ideas Morning Programme• Report back on Morning Task• Handwriting Cards• Spelling Activity• Keyboarding Level 1 Level 2 Level 3 Level 4 Level 5 Level 6 Level 7 Level 8 name mice correct chocolate height beneath characteristic available not milk country choir hero between chemistry abduction now miss course coffee hoping bitter cigarette contradiction than moon cousin comb house blaze especially introduction that more cricket comfortable hung blood executive performance the train cries committee modern blossom exercise sentence then tree cruel community monotonous declaration exhausted cushion there truck daughter complete nation delightful expenses aluminium they tow decide computer national delivered extraordinary turquoise this under describe concert naughty Department fascinating audience
    29. 29. Writing Task board ng+and+e-Learning
    30. 30. METHODS OF DRAFTING, CONFERENCING, PUBLISHING OneNo LimitNo LimitNo LimitFive Five One
    31. 31. m/Writing+and+e-Learning Kathy Luke Milly David Kirsty Nick Jack Sarah David Tana Jordan Cam ReportWhere? What? Fatima Lee Philip Lui What did you see? Who? When? Angie Sione Lose Danny Paul Max Teina Lyn Sam Troy Sam Jack Louis
    32. 32. http://puttheeinlearning.wikispaces.coDrafting Self Check m/Writing+and+e-Learning
    33. 33. What dothe childrendo whilethey arewaiting toconference? http://puttheeinlearning.wikisp t 38
    34. 34. Conferencing erencing
    35. 35. Activities erencing
    36. 36. Conferencing Choices
    37. 37. Example of RecordingThese can be kept in a journal box attached to the wall.Or kept in individual clear files 42
    38. 38. Publishing Choices 10/40
    39. 39.
    40. 40. Organisation
    41. 41. Maths
    42. 42. Do… • Self tracking examplesFull Unit is available
    43. 43. Reading
    44. 44. Some of the Reading Choices
    45. 45. Organisation
    46. 46. Discuss how you can use it in your teachingTalk about what youhave heard so far Break into 10 groups
    47. 47. 10.55 – 12.00 Curriculum Areas Putting e-Learning into How can this be Curriculum areas, how assessed, how is this does this link to to the all integrated? curriculum document.
    48. 48. Self Managing • make choices • manage time Participators and Contributors • work with the teacher • teach each other • teach themselves • work as a team Thinkers • higher level thinking • organised thoughts Conveyors of Information • able to present and articulate • use text and graphicse-Learningclassroom Collaborators • work with anyone and everyone • sharing
    49. 49. Recall all basic multiplication facts
    50. 50.
    51. 51.
    52. 52. Assessment Use exemplars on TKI
    53. 53.
    54. 54.
    55. 55.
    56. 56. Example of how Planning reflects ICT Integration
    57. 57. • e-asTTle • ProbeSummative • Spelling • Gloss • Digital Capabilities • Observations • DiscussionsFormative • Forums • Feedback and Feed forward • Measuring yourself against yourself Ipsative • Where was I? Where am I now? Where am I going to?
    58. 58. http://www.m Itemise the you will use fromm or today Mindmap how you have integrated so far Move into year groupOne person levels and have a look atsign up for the websites from this sessionfree accountAnd mindmap (5 x Yr 5-8)your ideas (3 x Yr 3-4 (2 x Yr 0-2)
    59. 59. 12.45 – 1.10 Sharing back 2 minutes Each group
    60. 60. 1.15 –2.00 Digital Toolkits +Toolkit