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ICTs in English How technologies can support effective teaching and learning in English Karen Melhuish Online Professional...
.   Why are we here today? What do we hope to learn? By the end of the session, we will…. “ Give one, get one”
<ul><li>Think of one example of when you have used, or been involved with,  the use of digital technology as part of your ...
Looking more closely at what we do… <ul><li>Consider the example you explained: </li></ul><ul><li>What was the impact on t...
Stepping back to look at the wider context <ul><li>The world in which we live… </li></ul><ul><li>Digital reformation </li>...
Stepping back to look at the wider context <ul><li>Pedagogy: ‘teaching as  inquiry …e-learning can support the teaching ap...
 
A scenario to critique: Miss Smith gives it a go <ul><li>How did she decide  what was important to teach ? And what the st...
An exemplar scenario: War Poetry  Focusing Inquiry <ul><li>Over-arching concepts: </li></ul><ul><li>What is the impact of ...
An exemplar scenario: War Poetry  Teaching Inquiry <ul><li>Teaching strategies  to help them engage with the poem and the ...
An exemplar scenario: War Poetry  Teaching and Learning <ul><li>Engage prior knowledge : brainstorm using Freemind/Inspira...
www.wordle.com
An exemplar scenario: War Poetry  Learning inquiry <ul><li>How  can I monitor/notice the impact on students’ learning? </l...
Return to your own example <ul><li>What would you keep? </li></ul><ul><li>What would you change? </li></ul>
Have we met our success criteria? <ul><li>Review the initial direction we set ourselves….[slide 2] </li></ul>
Where to now?  3-2-1-out! <ul><li>3   ideas  that are worth exploring further </li></ul><ul><li>2  things you have  learne...
A final thought… <ul><li>Learning and Motivation in 21st Century </li></ul><ul><li>http://www. youtube .com/watch? v=K_6GU...
Image sources: <ul><li>Slide 1: ‘Adrian on the computer’ by Bombardier (Flickr CC) </li></ul><ul><li>Slide 3: ‘Students wo...
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WRATE workshop 16 March2010

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This is the presentation that accompanied the WRATE workshop for English teachers on 16 March 2010.

Published in: Education, Technology
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WRATE workshop 16 March2010

  1. 1. ICTs in English How technologies can support effective teaching and learning in English Karen Melhuish Online Professional Learning © Learning Media Ltd., Wellington, New Zealand
  2. 2. . Why are we here today? What do we hope to learn? By the end of the session, we will…. “ Give one, get one”
  3. 3. <ul><li>Think of one example of when you have used, or been involved with, the use of digital technology as part of your English teaching. </li></ul><ul><li>Describe what happened this with a partner (2mins) </li></ul>Starting with what we do….
  4. 4. Looking more closely at what we do… <ul><li>Consider the example you explained: </li></ul><ul><li>What was the impact on the students’ behaviour ? </li></ul><ul><li>How do you know? </li></ul>What was the impact on the students’ learning ? How do you know?
  5. 5. Stepping back to look at the wider context <ul><li>The world in which we live… </li></ul><ul><li>Digital reformation </li></ul><ul><li>Lifelong, ‘21st Century’ learning </li></ul><ul><li>User-focused paradigms </li></ul><ul><li>Quis custodiet ipsos custodes? </li></ul><ul><li>Economic and social drivers e.g. KAREN </li></ul>
  6. 6. Stepping back to look at the wider context <ul><li>Pedagogy: ‘teaching as inquiry …e-learning can support the teaching approaches (p. 36) </li></ul>Vision: ‘ Connected …lifelong learners…’ Key Competencies: ‘Using language, symbols and texts… intellectual curiousity …participating and contributing..’ English: ‘learn to deconstuct and critically interrogate texts..make and create meaning’ Literacy: ‘each learning area has its own language’
  7. 8. A scenario to critique: Miss Smith gives it a go <ul><li>How did she decide what was important to teach ? And what the students needed? </li></ul><ul><li>How did she choose her strategies ? And the digital content ? </li></ul><ul><li>How was the digital content integrated into the learning? And how was new knowledge co-constructed ? </li></ul><ul><li>What happened as a result of the teaching? </li></ul><ul><li>What might be the next steps , from a teaching and a digital point of view? </li></ul>
  8. 9. An exemplar scenario: War Poetry Focusing Inquiry <ul><li>Over-arching concepts: </li></ul><ul><li>What is the impact of war on people and environments? </li></ul><ul><li>Context: ’Dulce et decorum est’ / WW1 </li></ul><ul><li>My students’ learning needs? </li></ul><ul><li>The literacy demands of the poem (language/structure/context/prior knowledge) </li></ul><ul><li>Elearning needs?: </li></ul><ul><li>How media literate are they? What Web 2.0 tools can they use? </li></ul><ul><li>What are my own needs? </li></ul><ul><li>I need to understand how to support students’ literacy needs </li></ul><ul><li>I need to make sure I can scaffold their elearning needs </li></ul><ul><li>I need to know the affordances of suitable technology </li></ul>
  9. 10. An exemplar scenario: War Poetry Teaching Inquiry <ul><li>Teaching strategies to help them engage with the poem and the over-arching question: </li></ul><ul><li>Engage prior knowledge </li></ul><ul><li>Make connections </li></ul><ul><li>Ask questions </li></ul><ul><li>Test hypothesis </li></ul><ul><li>Understand main idea, audience and purpose </li></ul><ul><li>Infer, analyse, evaluate </li></ul>Would digital content help this? How will I choose this?
  10. 11. An exemplar scenario: War Poetry Teaching and Learning <ul><li>Engage prior knowledge : brainstorm using Freemind/Inspiration </li></ul><ul><li>Make connections : WW1 Webquest; comparison of WW1 and modern war articles </li></ul><ul><li>Ask questions : collaborate on three-level guide style questions and post to wiki for collaborative response </li></ul><ul><li>Understand main idea , audience and purpose: shared/guided reading, watch and critique a Youtube version, use Wordle as a starting point for imagery and vocabulary, students select images from Google Images/Creatve Commons to illustrate and explain the meaning of different sections. </li></ul><ul><li>Infer, analyse, evaluate : discuss the main question via blog/online forum/Voicethread </li></ul>
  11. 12. www.wordle.com
  12. 13. An exemplar scenario: War Poetry Learning inquiry <ul><li>How can I monitor/notice the impact on students’ learning? </li></ul><ul><li>Classroom observation </li></ul><ul><li>Analysis of poem in an essay/digital essay/collaborative wiki response - look at Aos and assessment schedule </li></ul>What are the next steps for their learning, and for my learning? What have I learned about the integration of digital content? What do I need to change or learn?
  13. 14. Return to your own example <ul><li>What would you keep? </li></ul><ul><li>What would you change? </li></ul>
  14. 15. Have we met our success criteria? <ul><li>Review the initial direction we set ourselves….[slide 2] </li></ul>
  15. 16. Where to now? 3-2-1-out! <ul><li>3 ideas that are worth exploring further </li></ul><ul><li>2 things you have learned </li></ul><ul><li>1 point for action , for yourself or your school </li></ul>
  16. 17. A final thought… <ul><li>Learning and Motivation in 21st Century </li></ul><ul><li>http://www. youtube .com/watch? v=K_6GUx1Zx0w &feature=related </li></ul>
  17. 18. Image sources: <ul><li>Slide 1: ‘Adrian on the computer’ by Bombardier (Flickr CC) </li></ul><ul><li>Slide 3: ‘Students working on class assignments in the computer lab’ by ExtraKetchup (Flickr CC) </li></ul><ul><li>Slide 4: by ‘Playing with magnifying glass’ Somegeekintn (Flickr CC) </li></ul><ul><li>Slide 5: It’s future is in our hands by aussiegall (Flickr CC) </li></ul><ul><li>Slide 7: from Literacy Online TKI: elearnng as inquiry </li></ul><ul><li>Slide 11: Bluff Signpost by Rob Young </li></ul><ul><li>Slide 12: 'Different sides’ by JP<3 </li></ul><ul><li>Slide 13: Question mark and arrow by laurakgibbs </li></ul>

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