Improving Your Virtual Presentation SkillsJoe McVeigh
Tips on delivering an effective webinar. Complete recording available at http://www.youtube.com/watch?feature=player_embedded&v=zEJ9Bd0vlz0 More presentations and resources at www.joemcveigh.org
The flipped classroom - and interactive workshop plus key ideas. presented at ALDinHE 2014. What to flip, what to replace it with, how to do it #aldcon
The 8 Step Guide to the Flipped ClassroomLorna Keane
For many, flipping the classroom simply involves turning the traditional classroom on its head - moving the class work home, and the homework to class. Others argue there is a lot more to flipping than meets the eye. Rather, as flipped learning pioneer, Jon Bergmann states, it’s moving from “sage on the stage” to “guide on the side.” For students, the obvious benefit lies in the ability to pause and rewind the teacher at will. For teachers, it means less time creating lectures, and more engaged students as the boring introductions are pushed out, and the fun practical work is pulled in. Fishtree makes flipping your classroom as simple and effective as possible, providing everything you need in one platform. Follow our 8 simple steps to flipping your classroom, and transforming your teaching!
By Liu Qizhang.
Flipped classroom is an emerging pedagogical model in which the typical lecture and homework elements of a course are reversed. It blends education technology and activity learning to enhance students’ learning. We are among the pioneers in the School of Business to flip part of our course.
In this talk, we will share our experience of flipping four lessons in Semester I 2013/2014. In particular, we will answer some of the questions related to flipped classroom: Why flip the classroom? What should be flipped and what should not? How to make flipped classroom more efficient? What do students think about flipped classroom?
Improving Your Virtual Presentation SkillsJoe McVeigh
Tips on delivering an effective webinar. Complete recording available at http://www.youtube.com/watch?feature=player_embedded&v=zEJ9Bd0vlz0 More presentations and resources at www.joemcveigh.org
The flipped classroom - and interactive workshop plus key ideas. presented at ALDinHE 2014. What to flip, what to replace it with, how to do it #aldcon
The 8 Step Guide to the Flipped ClassroomLorna Keane
For many, flipping the classroom simply involves turning the traditional classroom on its head - moving the class work home, and the homework to class. Others argue there is a lot more to flipping than meets the eye. Rather, as flipped learning pioneer, Jon Bergmann states, it’s moving from “sage on the stage” to “guide on the side.” For students, the obvious benefit lies in the ability to pause and rewind the teacher at will. For teachers, it means less time creating lectures, and more engaged students as the boring introductions are pushed out, and the fun practical work is pulled in. Fishtree makes flipping your classroom as simple and effective as possible, providing everything you need in one platform. Follow our 8 simple steps to flipping your classroom, and transforming your teaching!
By Liu Qizhang.
Flipped classroom is an emerging pedagogical model in which the typical lecture and homework elements of a course are reversed. It blends education technology and activity learning to enhance students’ learning. We are among the pioneers in the School of Business to flip part of our course.
In this talk, we will share our experience of flipping four lessons in Semester I 2013/2014. In particular, we will answer some of the questions related to flipped classroom: Why flip the classroom? What should be flipped and what should not? How to make flipped classroom more efficient? What do students think about flipped classroom?
In our schools, students have grown accustomed to the traditional methods of instruction where the teachers stand in front of the class lecturing the same thing to all the students present. Then, just at the end of the class, students are given homework to reinforce the learned concepts at home where they get little or no added support. As a result of this way of teaching, students are just “passive” listeners on the receiving end of a one-way communication process that encourages little critical thinking. In order to change this trend of passive listening, teacher around the globe employ technology to implement a blended learning method that “frees up” class time for collaborative activities by shifting lectures out of the classroom and on the internet. This method, known as a "flipped" classroom, combines the benefits of direct instruction and active learning to engage students in the educational process.
The flipped classroom model was pioneered by two chemistry teachers, Jonathan Bergman and Aaron Sams, who inverted the traditional teaching methods by delivering lectures online as homework and moving activities into the classroom. By flipping thier lessons they were able to spend class time working directly with students on more engaging activities giving them support and hands-on instructions. There are many ways that a classroom can be flipped, but the underlying premise is that students review lecture materials outside of class and then come to class prepared to participate in instructor-guided learning activities. In the presentation I will explain the flipped classroom model and compere it with the traditional classroom. We will look at what the flipped classroom enables the teacher to do as well as discuss the benefits of the flipped classroom for the students. Lastly we will look at how I implemented the flipped classroom and made it work for my elementary students.
A Teacher's Practical Guide to the Flipped ClassroomJuste Semetaite
Educators have a lot on their hands.
We know that preparing for classes, lecturing, and grading are just the crumbs of the real load you need to carry. Plus, all the insanity surrounding the flipped classroom model that you are suddenly expected to know inside and out.
Wouldn’t it be nice to have one, comprehensive reference guide to grasp it all?
This free guide will help you master the best practices of the flipped classroom.
SO WHAT’S IN THE GUIDE?
- To flip or not to flip? An honest overview of benefits & risks
- Leading industry experts’ insights into the role of video in education
- A real-life case study of a flipped classroom
- The ultimate checklist of things to consider before flipping
- 12 Practical EdTech tools to make your life easier
- Time-saving tips on writing lesson plans for the flipped classroom
p.s. don’t worry, it’s easy with vzaar
Learn the best practices for adapting blended learning to your classroom. It isn't elearning it isn't really face to face - it is both. You can do this.
Why Communication Skills for Teachers need to Change?Sheel Damani
Presented to a group of high-school teachers at a government school. It was an orientation session to help them see why they need to adopt new methods of teaching.
Client: Rajasthan School Ahmedabad (India), June 2012
Flipped classroom - A quick guide to concepts and practice Richard Grieman
Flipped classroom, inverted classroom, blended classroom, flipped class, inverted class, flipped class basics, how to flip a class, how to flip a classroom, flipped class guide, flipped classroom guide, flipped classroom basics, experience with flipped classroom, experience with flipped classes, what is a flipped class, what is a flipped classroom, partially flipped classes, tools needed to flip a class, examples of flipped classroom, examples of flipped classes, flipped classroom design, designing a flipped class, designing a flipped classroom, curriculum,
Flipped Classroom Best Practices for Higher Ed (UB Tech 2014 Presentation)Kelly Walsh
This is the slide deck I used for my presentation "Flipped Classroom Success Stories (and How to Make Yours Happen!)" at UB Tech 2014. The final 15 or so slides offer resources for learning about the specific Best Practices culled from the literature resources examined.
The flipped classroom introduction and sourcesInge de Waard
Presentation given at the GuldenSporenCollege in Kortrijk, Belgium for one of their SOS sessions (pedagogical sessions).
The presentation looks at the concept of the flipped classroom, some research results, the options, the roles, and points to extra sources.
Feedback in Soundbites: A sound approach in Nursing Education?Clare Gormley
Anne Kirwan and Clare Gormley describe individual and generic audio feedback approaches employed at the School of Nursing & Human Sciences, Dublin City University.
Things you should know about Flipped ClassroomReduca
WHAT IS IT? HOW DOES IT WORK? WHO’S DOING IT? WHY IS IT SIGNIFICANT? WHAT ARE THE DOWNSIDES? WHERE IS IT GOING? WHAT ARE THE IMPLICATIONS FOR TEACHING AND LEARNING?
In our schools, students have grown accustomed to the traditional methods of instruction where the teachers stand in front of the class lecturing the same thing to all the students present. Then, just at the end of the class, students are given homework to reinforce the learned concepts at home where they get little or no added support. As a result of this way of teaching, students are just “passive” listeners on the receiving end of a one-way communication process that encourages little critical thinking. In order to change this trend of passive listening, teacher around the globe employ technology to implement a blended learning method that “frees up” class time for collaborative activities by shifting lectures out of the classroom and on the internet. This method, known as a "flipped" classroom, combines the benefits of direct instruction and active learning to engage students in the educational process.
The flipped classroom model was pioneered by two chemistry teachers, Jonathan Bergman and Aaron Sams, who inverted the traditional teaching methods by delivering lectures online as homework and moving activities into the classroom. By flipping thier lessons they were able to spend class time working directly with students on more engaging activities giving them support and hands-on instructions. There are many ways that a classroom can be flipped, but the underlying premise is that students review lecture materials outside of class and then come to class prepared to participate in instructor-guided learning activities. In the presentation I will explain the flipped classroom model and compere it with the traditional classroom. We will look at what the flipped classroom enables the teacher to do as well as discuss the benefits of the flipped classroom for the students. Lastly we will look at how I implemented the flipped classroom and made it work for my elementary students.
A Teacher's Practical Guide to the Flipped ClassroomJuste Semetaite
Educators have a lot on their hands.
We know that preparing for classes, lecturing, and grading are just the crumbs of the real load you need to carry. Plus, all the insanity surrounding the flipped classroom model that you are suddenly expected to know inside and out.
Wouldn’t it be nice to have one, comprehensive reference guide to grasp it all?
This free guide will help you master the best practices of the flipped classroom.
SO WHAT’S IN THE GUIDE?
- To flip or not to flip? An honest overview of benefits & risks
- Leading industry experts’ insights into the role of video in education
- A real-life case study of a flipped classroom
- The ultimate checklist of things to consider before flipping
- 12 Practical EdTech tools to make your life easier
- Time-saving tips on writing lesson plans for the flipped classroom
p.s. don’t worry, it’s easy with vzaar
Learn the best practices for adapting blended learning to your classroom. It isn't elearning it isn't really face to face - it is both. You can do this.
Why Communication Skills for Teachers need to Change?Sheel Damani
Presented to a group of high-school teachers at a government school. It was an orientation session to help them see why they need to adopt new methods of teaching.
Client: Rajasthan School Ahmedabad (India), June 2012
Flipped classroom - A quick guide to concepts and practice Richard Grieman
Flipped classroom, inverted classroom, blended classroom, flipped class, inverted class, flipped class basics, how to flip a class, how to flip a classroom, flipped class guide, flipped classroom guide, flipped classroom basics, experience with flipped classroom, experience with flipped classes, what is a flipped class, what is a flipped classroom, partially flipped classes, tools needed to flip a class, examples of flipped classroom, examples of flipped classes, flipped classroom design, designing a flipped class, designing a flipped classroom, curriculum,
Flipped Classroom Best Practices for Higher Ed (UB Tech 2014 Presentation)Kelly Walsh
This is the slide deck I used for my presentation "Flipped Classroom Success Stories (and How to Make Yours Happen!)" at UB Tech 2014. The final 15 or so slides offer resources for learning about the specific Best Practices culled from the literature resources examined.
The flipped classroom introduction and sourcesInge de Waard
Presentation given at the GuldenSporenCollege in Kortrijk, Belgium for one of their SOS sessions (pedagogical sessions).
The presentation looks at the concept of the flipped classroom, some research results, the options, the roles, and points to extra sources.
Feedback in Soundbites: A sound approach in Nursing Education?Clare Gormley
Anne Kirwan and Clare Gormley describe individual and generic audio feedback approaches employed at the School of Nursing & Human Sciences, Dublin City University.
Things you should know about Flipped ClassroomReduca
WHAT IS IT? HOW DOES IT WORK? WHO’S DOING IT? WHY IS IT SIGNIFICANT? WHAT ARE THE DOWNSIDES? WHERE IS IT GOING? WHAT ARE THE IMPLICATIONS FOR TEACHING AND LEARNING?
This is an overview of the Visible Thinking approach developed by Project Zero at Harvard University. It includes the main features of the theory and photos and videos of class observations I conducted at the BIltmore School in Florida, US.
Slides to support a master class on making student thinking visible through practical hands-on activities and structured around the Dylan Wiliam's work on formative assessment and active learning.
All the resources for this master class are available online here:
http://dkworkshops.wikispaces.com/Making+Student+Thinking+Visible+at+ManACE+SAGE+2014
Valedictory Lecture
Making Thinking Visible in Complex Times
Prof Simon Buckingham Shum
This event took place on 15th July 2014 at 4:00pm (15:00 GMT)
Berrill Lecture Theatre, The Open University, Walton Hall Campus, Milton Keynes, United Kingdom
In 1968 Doug Engelbart gave “The Mother of All Demos”: a disruptive technology lab had quietly invented the mouse, collaborative on-screen editing, hyperlinks, video conferencing, and much more. This was the start of the paradigm shift, still unfolding: computers were no longer to be low level number crunchers, but might mediate and mould the highest forms of human thinking, both individual and collective. In this talk I review nearly 19 years in KMi chasing this vision with many colleagues, inventing tools for making dialogue, argument and learning processes visible in different ways. How do we harness such tools to tackle, not aggravate, the fundamental challenge facing the educational system, and its graduates: to think broadly and deeply, and to thrive amidst profound uncertainty and complexity? These are the hallmarks of the OU — and indeed, all true education from primary school onwards.
Supporting Rural Learners in Maximizing Technology for Deeper Thinkingchaebig
iPads create powerful learning experiences. This presentation provides an overview of the SAMR model and concrete examples of our learners are using iPads to make thinking visible and audible in new ways.
An introduction to thinking routines based on the research from Project Zero at Harvard University. Looks closely at the Headlines routine and CSI thinking routine. Highlights a suggested action plan for interested teachers.
This is a copy of the presentation which supported my talk at the AFMLTA National Conference Canberra 5th-8th 2013
By working together we can create language classrooms we are proud of. In selecting and developing digital resources we need to address design principles like those of Scott McCloud – focus, frame, image, word and flow. We further need to incorporate the principles of gaming designers such as Zimmerman and Salen. We are now authoring interactive stories based on sound educational theory and practice since it is no longer a plot-centric approach where the teacher is the sole scriptwriter of the classroom. We need to understand the notions of cognitive interactivity, functional interactivity and explicit interactivity to benefit from the current internet practice: content delivery, sharing and then open invitation to proffer feedback. This presentation looks at ways of exploring interactive multimedia and user interaction to create meaningful language learning activities.
This presentation is simply a repackaging of the requirements of the Australian Curriculum for Peronal and Social Capability at the Year 10 level of high school. Nothing has been changed. You may find it easier to work on it with a slide presentation. You are free to use and share it under the copyright agreements which are linked on the last slide.
This presentation is simply a repackaging of the requirements of the Australian Curriculum for Peronal and Social Capability at the Year 8 level of high school. Nothing has been changed. You may find it easier to work on it with a slide presentation. You are free to use and share it under the copyright agreements which are linked on the last slide.
Design principles - Technology in the classroomCathy Woods
Teachers need to base technology lessons on design principles. When creating and selecting media for the classroom it is appropriate to follow some well thought out guidelines. Scott McCloud's 5 principles lend themselves well to media in the classroom.
This is the first of 4 parts of Domain 4 Teaching For Effective learning which we use in South Australia as our education framework. it works on connecting with prior learning.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2. Ron Ritchhart Creating powerful learning opportunities Official website The criteria are copyright to Ron Ritchhart Images :Free Website Pictures
3. Introduction Think about one of your lessons, one of your teaching units or task and rate against the following criteria. 1= not very apparent 5= strongly evident Explain the justification and evidence you have to support your rating. Look at where you can make improvements
4. Interpretation I am going to rate and compare two tasks for my year 9 French class. They are 14-15 year olds with less than 2 years of secondary French. The first task is a home work project they did which used to be a written assignment but I have converted it to a multimedia project because we have laptops. The second task is a routine class exercise on vocabulary building and grammatical structure – ma petite wishlist non compliquée. Student feedback is from the work I do with them on Twiducate.
5. First task: Paris project 1.You are studying the city of Paris 2.Research information from people, books, internet. List these as resources. 3.Present a PERSONAL report of 3 minutes on Paris. It will take the form of a slideshow/video which you will present to the class and you need to embed one French song to go with your slides/video You can use iMovie, Powerpoint or KeyNote. You do not actually need to talk with your presentation. 4.If you are unable to play the song as an embedded file, be prepared to play it separately. 5. At the end of the slideshow/video you will read a half a page review about what you discovered, learnt, could have done better, found interesting and enjoyed…. This is section worth 10 marks. Criteria for assessment: Slide show/video is logically presented Visual aspect included….maps, diagrams, pictures.. Title page Song is appropriate Review is factually accurate , informative and personal. English is correct and fluent Information is accurate Sources are cited Personal involvement is clear Presentation is neat and original /30
6. Second task: ma petite wishlist non-compliquée You will see a slideshow on adjectives in French and une petite wishlist non compliquée Find 5 pictures which represent the things you would like in life For each slide create three really good sentences practicing the grammar structures we have just learnt and adjectives. Present this to the class as a PowerPoint/Keynote. We could learn to do it as an iMovie. (They opted for this.) The focus is on how well you write your French. You will learn to connect your laptop to the whiteboard to show your presentation to the class.
8. 1. In this class the work students are doing is connected to big to important ideas in the subject area.
9. Paris Paris is the most visited city in the world. Internationalisation is important in our world Students need to understand the significance of Paris past the Eiffel Tower icon. Wishlist They have an opportunity for the first time to write more complex sentences They are confronted with the complexity of the French language This is their first real communication task.
10. 2. In this class, the work is focussed on developing well articulated understandings . It is relatively evident what understandings are to be developed as a result of doing the work.
11. Paris It is a journey of discovery to find their own view of Paris and then create something with visual impact. Wishlist Conjugating verbs, placing French adjectives and then working on agreements is quite a big task for English speakers
12. 3. In this class , a few topics are explored in depth rather than attempting to cover or touch on many.
13. Paris We are looking at one cultural aspect of France in the term. It is research which takes 3 months to develop. Wishlist We are focussing primarily on adjectives this term but including other expressions and tenses like the future and conditional to facilitate and broaden expression.
14. 4. In this class the work is purposeful and has meaning for students. It is not just work for work’s sake.
15. Paris “I think my Paris assignment could be influenced by a lot of people who included the map from Adelaide to Paris and some movies to make it a little more interesting. Cate'sparkour assignment was a big influence because it had action filled movies. “ Wishlist I enjoyed using iMovie because I have never used it before and it was good to start learning how to use it and it was also fun to practise talking about the things you most want in life.
16. 5. In this class, students find the work engaging and worthwhile. Engagement is intellectual as well as social and/or physical.
17. Paris “5 things I believe make a presentation spectacular:1. Not crowding the screen with information, but enough to suffice 2. Playing appropriate, easy listening music behind the presentation 3. Have visually alluring pictures to draw in the audience 4. Visually entertaining effects 5. A positive, keen attitude Rebecca, I thoroughly enjoyed your presentation. It was something I had never heard of before, so now I am extremely interested in visiting the Catacombs. Your presentation drew me in and I was extremely interested the entire time.” Wishlist “I liked this activity because we got to use iMovie and put music in. I think adding the music aspect to it makes it just a little bit more exciting. I enjoyed using the board and I like presenting things on the big board. “ “I enjoyed doing the iMovie project, as I haven't used that program before. I was a little bit nervous because I was the first one presenting, but overall it went quite well. I need to work on my masculine and feminine words. “
18. 6. In this class, there is a level of meaningful choice embedded in the work that allows students to have ownership of the work or helps them to personalise it.
19. Paris Looking at the videos of other people it seems that we have all seen a different side to Paris, as we've gone from restaurants, to gardens, to monuments and even things like parkour.I liked Nick's the best as I can remember his music and transitions working well for the information and photos. Wishlist “I liked using iMovie in this activity as it was different and it was good to do something different. I think adding the music made it sound more exciting. I need to work on my masculine and feminine words a bit more. “
21. 7. In this class, the work challenges students in some way, by pushing their thinking in new directions or asking them to re-examine ideas or beliefs.
22. Paris “To make my presentation spectacular, I need to make it interesting, have really clear pictures, make it different from others to make it more entertaining, include the information that is not that boring, and have a good song if I'll do the presentation on iMovie or PowerPoint. In my opinion, Cate's presentation was really interesting because she included a video, which made the presentation more interesting. Rebecca's presentation was really different from others, which made it really attractive. Maddie's presentation included really clear and beautiful pictures.” Wishlist “I liked doing my presentation on iMovie, because it's easy to fit in a French song and put cool effects on it. although, next time,I’ll do everything on iMovie because I took screenshots and then put them on iMovie. But after I had done that I realised that I had got a feminine and masculine wrong. I think it was fun when we did it on iMovie because I have more knowledge of it. “
23. 8. In this class, the work asks students to generate original ideas, explanations, solutions, responses or findings.
24. Paris I have learnt that pictures and music can make a lot of difference on how good the presentation is. The presentation that I won't forget is Emily's because it is such a different topic and she had really really good pictures. Wishlist “I really enjoyed doing those presentations on iMovie. Not only I learned many different adjectives in French, but I also learned how to use iMovie. In my opinion, iMovie is way better for presentations than PowerPoint. It is better and easier to use when you learn how to.
25. 9. In this class, the work has depth and regularly goes beyond the level of knowledge/skill building
26. Paris “Energetic song + awesome slide transitions + cool information + amazing pictures + enthusiasm = a really spectacular presentation.” Wishlist “Think this was very good because we could practise our nouns, adjectives, masculines and feminines as well as thinking what we want in life. Also we used this to get used to iMovies which I think I am better at using iMovie now. “
28. 10.In this class, students’ thinking is made visible through the work/discussion/reflections they do so it can be discussed, shared examined or reflected upon.
29. Paris It is an important part of the assignment they read out their review at the end. They articulate well what it has meant to them. As a class we give them feedback on what they have done well. I sent them on to Twiducate to find out what they thought of this. The class had enjoyed watching the presentations but what they learnt was French, technology and life skills.
30. 11. In this class, patterns of thinking/habits of mind are on display. It is possible to identify the types of thinking that students are engaged in and must do to be successful with the work.
31. Paris We were looking at how you could do this well. How we could use language in a video, how we could get a unique perspective on Paris and how we could make a visual statement. We then had to find suitable music and all along consider acknowledgement of resources To achieve well in this there is considerable attention needed to detail. To write a complex sentence in French you have to consider a number of elements. To then combine that with a visual and technological aspect only increases the complexity of the thinking.
32. 12. In this class, there is adequate time for thinking , to prepare responses, and express ideas
33. Paris This was set in the last week of term one and due in week one of term 3. We had plenty of time to consider what we were doing. Each week we looked at a different aspect of developing this assignment. Wishlist This was largely interrupted by different events the year 9s or some of the year 9s had to attend. It was further disrupted by a nasty illness going around the school. Class time can no longer be taken for granted.