Adrian's Global Classroom Presentation (Final)
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Adrian's Global Classroom Presentation (Final)

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An evaluation of a 'global classroom project' where the school production was written online with a small group of students.

An evaluation of a 'global classroom project' where the school production was written online with a small group of students.

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Adrian's Global Classroom Presentation (Final) Adrian's Global Classroom Presentation (Final) Presentation Transcript

  • ‘ A Cook’s South Sea Recipe’ An Online Collaborative Project by Adrian Smith and Students of One Tree Point School Wiki can be viewed at http://myglobalclassroom.wikispaces.com/ EDIC706 Assignment 2 Online Seminar
  • Project Overview
    • The objective of this project was for a group of eight Year four, five and six students and two teachers, to collaboratively write the linking scenes of the school production using a combination of a wiki, email and teleconferencing technology and then acting the scenes as written as the ‘linking group’
    • The participants were :
    • the eight, students who’s teachers had identified as very capable in the areas of language and had potential in the performing arts
    • myself, largely working from home and acting as a combination of ‘E’ and ‘M’ teacher
    • a colleague who acted as the ‘M’ teacher and managed the process in a ‘hands on’ way at school.
    • The process involved the:
    • identification of students
    • development of a a script concept
    • familiarisation of available online technologies
    • choosing the wiki as the most appropriate option and then structuring of the wiki site
    • working ‘face to face’ with students, teaching the process of using a wiki effectively
    • setting of achievable group and individual goals
    • ‘ E’ teacher setting regular tasks based on the concept of writing and reviewing of script
    • ‘ M’ teacher managing the tasks with the students
    • students completing the tasks cooperatively as set using the wiki to record their results
    • holding of regular teleconferences between all participants for further explanation, problem solving and practice
    • using email to correspond personally and when problems occurred with the wiki
    • completion and rehearsing the script
    • producing the production for three whole school performances
    • self assessment against the learning goals
  • Learning Objectives
    • Through the process students will learn to:
    • creatively cooperate on a learning project
    • take increasing responsibility for their individual responsibilities through a scaffolded process of learning
    • take a leadership role within the group by supporting other group members in planning, process and evaluation
    • use a wiki, email and a polycom effectively, as modes of asynchronous and synchronous communication to complete a cooperative learning task
    • access additional information, relevant to the task and making this accessible to others
    • improve understanding and ability in the genre of playwriting.
  • Theory and Research Links to Project
    • Vygotsky
    • The basis of Vygotsky’s theory of learning is constructivist meaning children construct and build on their own knowledge. He believed that children’s learning takes place through the child’s activities in the context of social interactions and relationships. As such, all learning is influenced by the people and culture surrounding the child. Included in the culture are the tools of language, institutions and history (Smith, 2005). Key principles that Vygotsky’s socio-cultural theory were based on were that children grew into the intellectual life of those around them and develop through good learning. His theory puts emphasis on the fact that children learn far more effectively through social interaction, rather than learning alone.
    • Vygotsky’s theory is relevant to this form of learning as both promote:
    • creativity in the problem solving process (Smith, 2005; Colins & Colins, 2007)
    • the use of cooperative learning techniques including peer collaboration (Colins & Colins, 2007; Smith, 2005)
    • scaffolding learning through support structures provided by the technology and teachers (Smith, 2005)
    • intensive use of language in both an oral and written format (Smith, 2005; Fleer,1992; Hedges, 2000)
    • the use of authentic learning tasks (Smith, 2005)
    • teaching within a zone that ‘stretches’ students capabilities (Zone of proximal development)
    • (Colins & Colins, 2007)
    • the co-construction of learning where the teacher is seen as a learner too
    • the development of life long learning attitudes and skills (Smith, 2005).
  • Theory and Research Links to Project Continued
    • Costa and Kallick’s Habits of Mind (Costa & Kallick, 2000) provide children with a disposition toward behaving intelligently when confronted with problems. They are used throughout our school. Those highlighted were used extensively within this project.
    • Persisting Thinking and communicating with clarity and precision Managing impulsivity Gathering data through all senses Listening with understanding and empathy Creating, imagining, innovating Thinking flexibly Responding with wonderment and awe Thinking about thinking (metacognition) Taking responsible risks Striving for accuracy Finding humor Questioning and posing problems Thinking interdependently Applying past knowledge to new situations Remaining open to continuous learning
  • Learning Outcomes
    • Group outcomes
    • Creatively cooperate on a learning project √
    • Take a leadership role within the group by supporting other group members in planning, process and evaluation √
    • Take increasing responsibility for their individual responsibilities through a scaffolded process of learning √
    • Use a wiki, email and a polycom effectively, as modes of asynchronous and synchronous communication to complete a cooperative learning task √
    • Access additional information, relevant to the task and making this accessible to others √
    • Improve understanding and ability in the genre of playwriting. √
    • E/M Teacher Outcomes
    • A renewed enthusiasm for truly authentic learning tasks. √
    • A better understanding of how modes of asynchronous and synchronous communication can enhance learning. √
    • Enhanced knowledge of new ICT technologies and their use. √
    • Students’ Self Evaluation - Each child assessed their learning out of 5 in a range of areas including their use of technologies and their use of writing, performance, group and thinking skills.
    • S-Biggest problem. Getting into wiki site .
    • Greatest improvement. Play writing skills .
    • Scores. 3,4,4,3,1,1,3,3,5,4,4
    • JC-Biggest problem . Mic not working.
    • Greatest improvement. Writing and having a bit of fun.
    • Scores. 4,4,5,5,4,5,4,5,4,5,5
    • J- Biggest problem. Using the wiki with heaps of people.
    • Greatest Improvement. Using more organisation skills.
    • Scores. 2,5,5,3,2,5,3,5,5,5,5
    • A-Biggest problem. Trouble with learning lines.
    • Greatest Improvement. Acting skills.
    • Scores. 3,4,4,5,4,4,4,5,5,4,4
    • P-Biggest problem. Getting costume.
    • Greatest Improvement. Acting using expression
    • Scores. 4,5,5,4,5,5,4,5,5,5,5
    • B-Biggest problem. The wiki playing up.
    • Greatest Improvement. Working on a wiki.
    • Scores. 4,4,5,4,5,5,5,2,5,2,4
    • C-Biggest problem. The wiki playing up.
    • Greatest Improvement. Working with others
    • Scores. 4,5,5,4,5,4,55,5,5,5,4
    • B-Biggest problem. Stage freight.
    • Greatest Improvement. Confidence.
    • Scores. 5,3,5,4,1,1,5,2,5,4,5
  • Reflection Focus – How did the process of doing this project online compare with doing it face to face?
    • Face to Face
    • Advantages
    • Having access to students more readily.
    • Not having a reliance on ICT systems that can fail.
    • Success within project is not dependent on students ICT skills.
    • Using ICT
    • Advantages
    • Allowed high levels of communication without the hindrance of excessive travel.
    • Combinations of technology provided more structure for students and teachers, clarifying expectations, but allowing for creativity and differentiated learning.
    • Provided flexibility in where and when learning took place.
    • Students felt actively involved because of the visual nature of their contribution.
    • Allowed all involved to be seen as active learners.
    Students’ Comparisons
  • Conclusion
    • Where To From Here?
    • This was a successful teaching and learning project. As a consequence to learning that has occurred, I intend to follow through with the following.
    • Using a wiki or similar in future productions even if I am present in the school.
    • The promotion of the professional sharing of work incorporating ICT more within our school and ICT cluster.
    • Discuss the possibility of the setting up of ICT ‘buddies’ within our ICT cluster so teachers and classes can work collaboratively online on pre planned projects.
    • Continue to increase my own experience in this area
    • Linking Scene Video
    Double click to run
  • Reference
    • Colins, S & Colins T. (2007). EDTL747 Studies in Teaching and Learning Theory. University of Canterbury.
    • Costa, A & Kallick, B. ( 2000). Habits of Mind. Retrieved October 15, 2008 from the World Wide Web: http://www.habits-of-mind.net/
    • Fleer, M. (1992). From Piaget to Vygotsky: Moving into a new era of early childhood education. In B. Lambert, (Ed.), Changing faces. The Early Childhood Profession in Australia.
    • Hedges, H. (2000). Teaching in early childhood: Time to merge constructivist views so learning through play equals teaching through play. Australian Journal of Early Childhood Education 25 (4), 16-21
    • Smith, A. (2005). Understanding children’s development. Wellington: Bridget Williams Books Ltd.