The document discusses tools and strategies for documenting student learning and thinking. It provides examples of how teachers at various grade levels have collaborated with the teacher-librarian to document student projects and make their learning visible. This includes creating books, displays, videos and other artifacts to tell the story of the learning process. The document emphasizes that the purpose and audience should determine the methods used for documentation. A variety of tools are listed, from traditional methods like photos and notes to digital tools like VoiceThread and mobile apps. Overall, the document promotes documentation as a way to engage students and others in reflection on the learning experience.
Mini nesa documentation november 22 2011 with group notes and linksStacey Socholotuk
The document discusses various tools that can be used for documenting student learning and thinking, such as photos, videos, voice recordings, blogs, wikis, graphic organizers, and checklists. It emphasizes that the purpose and intended audience should determine the documentation tools. A wide range of options are presented, from low-tech solutions like post-it notes, notebooks, and scrapbooks, to more advanced digital tools like VoiceThread, Wallwisher, and photo/video cameras.
This document summarizes a presentation on formative assessment and quality teaching in inclusive classrooms. The presentation focused on collaboration improving student learning, identifying aspects of quality teaching, and embedding formative assessment. It discussed research showing the top-performing school systems focus on instructional quality and improving teacher-student interactions. Examples of formative assessment strategies were provided, including learning intentions, criteria, descriptive feedback, questioning, and self/peer assessment. The importance of engagement, critical thinking, documenting learning, and learning stories was also covered.
This document summarizes Tina Donnell's observations from a visit to Summerland School in West Auckland. Some highlights she saw included:
- "Thinking Hats" scrapbooks for children to independently write about books they've read using different perspectives.
- A display showing how one class used Kid Pix publishing to set goals and track progress.
- Most classes sharing learning intentions and success criteria to frame lessons.
- Examples of independent and cooperative learning, including using a math problem and organizing ideas with post-it notes.
- Displays of current work, goals, reading progress and reflection tools to involve parents in the learning process.
- Integrated use of ICT as another
This document provides instructions for a student project to create a book about bears. The project includes researching a fun fact about bears, drawing a picture to illustrate the fact, and compiling the pages into a class book. The document outlines the task, process, evaluation criteria, and conclusion. It also provides credits and references for images and templates used.
Playing games in HE: presented at the MEL SIG event, University of Salford, 3...Chrissi Nerantzi
The document discusses using games for learning in higher education. It describes a mixed-reality game called "Sell Your Bargains" played by academics from different disciplines at the University of Salford to experience learning through play. Participants found it fun and enjoyed working with colleagues from other fields. They realized games can foster deep learning by engaging curiosity and different learning styles. However, challenges included coordination and using new technologies. Overall, participants saw benefits for experimenting with interactive tools and applying games to their own teaching.
Library Bus Project - Thesis work in progressDipti Sonawane
Re-conceptualising the Espoo City Library Bus service for the children of Espoo, Finland in collaboration with LeGroup (Learning Environment Group), Department of Spatial Design, Aalto University and the City Library of Espoo. The bus aims to integrate new media technologies for exciting experiences. The project proposed five themes to revolutionise the library bus service. The bus is scheduled to start operating in 2013.
A playground model for learning Dr Jenny Fisher and Chrissi NerantziChrissi Nerantzi
The document discusses using a playground model for learning at a summer conference. It proposes using playful and creative activities like making stories, animating, and gamification to experience playful learning. It discusses assessing students through animations and embedding animating in the curriculum. Student feedback on animations was positive. The playground model involves three stages - supervised play, participatory play, and self-determined play. Activities included collaborative storymaking and animating using LEGO and devices. Attendees provided ideas for how to apply such an approach in their own teaching practice.
Mini nesa documentation november 22 2011 with group notes and linksStacey Socholotuk
The document discusses various tools that can be used for documenting student learning and thinking, such as photos, videos, voice recordings, blogs, wikis, graphic organizers, and checklists. It emphasizes that the purpose and intended audience should determine the documentation tools. A wide range of options are presented, from low-tech solutions like post-it notes, notebooks, and scrapbooks, to more advanced digital tools like VoiceThread, Wallwisher, and photo/video cameras.
This document summarizes a presentation on formative assessment and quality teaching in inclusive classrooms. The presentation focused on collaboration improving student learning, identifying aspects of quality teaching, and embedding formative assessment. It discussed research showing the top-performing school systems focus on instructional quality and improving teacher-student interactions. Examples of formative assessment strategies were provided, including learning intentions, criteria, descriptive feedback, questioning, and self/peer assessment. The importance of engagement, critical thinking, documenting learning, and learning stories was also covered.
This document summarizes Tina Donnell's observations from a visit to Summerland School in West Auckland. Some highlights she saw included:
- "Thinking Hats" scrapbooks for children to independently write about books they've read using different perspectives.
- A display showing how one class used Kid Pix publishing to set goals and track progress.
- Most classes sharing learning intentions and success criteria to frame lessons.
- Examples of independent and cooperative learning, including using a math problem and organizing ideas with post-it notes.
- Displays of current work, goals, reading progress and reflection tools to involve parents in the learning process.
- Integrated use of ICT as another
This document provides instructions for a student project to create a book about bears. The project includes researching a fun fact about bears, drawing a picture to illustrate the fact, and compiling the pages into a class book. The document outlines the task, process, evaluation criteria, and conclusion. It also provides credits and references for images and templates used.
Playing games in HE: presented at the MEL SIG event, University of Salford, 3...Chrissi Nerantzi
The document discusses using games for learning in higher education. It describes a mixed-reality game called "Sell Your Bargains" played by academics from different disciplines at the University of Salford to experience learning through play. Participants found it fun and enjoyed working with colleagues from other fields. They realized games can foster deep learning by engaging curiosity and different learning styles. However, challenges included coordination and using new technologies. Overall, participants saw benefits for experimenting with interactive tools and applying games to their own teaching.
Library Bus Project - Thesis work in progressDipti Sonawane
Re-conceptualising the Espoo City Library Bus service for the children of Espoo, Finland in collaboration with LeGroup (Learning Environment Group), Department of Spatial Design, Aalto University and the City Library of Espoo. The bus aims to integrate new media technologies for exciting experiences. The project proposed five themes to revolutionise the library bus service. The bus is scheduled to start operating in 2013.
A playground model for learning Dr Jenny Fisher and Chrissi NerantziChrissi Nerantzi
The document discusses using a playground model for learning at a summer conference. It proposes using playful and creative activities like making stories, animating, and gamification to experience playful learning. It discusses assessing students through animations and embedding animating in the curriculum. Student feedback on animations was positive. The playground model involves three stages - supervised play, participatory play, and self-determined play. Activities included collaborative storymaking and animating using LEGO and devices. Attendees provided ideas for how to apply such an approach in their own teaching practice.
This document provides a crowd-sourced presentation on inspiring writing for meaning and pleasure in children. It includes contributions from over a dozen educators from around the world with ideas on developing writing skills through play with language, talk for writing, using quality texts, integrating popular culture and digital technologies, and more. The goal is to make writing time pain-free and motivate children through enjoyment rather than fear of assessment.
Qualicum. Engaging All Learners.April.2011Faye Brownlie
This document summarizes a workshop on engaging all learners. It discusses using learning stories to document student learning, sharing experiences, and reflecting. Learning stories focus on a student's initiative, engagement, relationships, and dispositions. They represent the ordinary as significant and are initiated and supported by students. The workshop modeled collaborating in small groups to create and share learning stories.
Wizzley - My Vision of Becoming a Great TeacherTimothy Yohe
The document discusses the author's vision of becoming a great teacher through using technology, humor, and sharing personal stories. Teachers can guide students by creating engaging experiences using visual aids, humor, and honest personal stories. Technology like smartboards allow different types of learners to interact visually, auditorily, and tactilely. While humor is not necessary, finding ways to connect with students is important to influence them positively. The author's goal is to truly make a difference for students like past teachers who inspired them.
The conference brought together people from varied backgrounds related to children onto a common platform. 80 papers were presented under broad categories related to children's development, environment, education, and special needs. The varied backgrounds of participants led to interesting, fun, serious, controversial, and highly technical ideas and concepts all related to children. People were united in their goal of making a difference for children.
The document summarizes various projects completed by a tech club over the course of a year. It describes 15 different projects that the club worked on in sessions ranging from 1 to 4 meetings. The projects included using tools like ClassDojo, Edmodo, green screen videos and photos, animations in Keynote, video conferencing, photography, music creation in GarageBand, and digital citizenship posters made with online tools. The goal was to expose students to different technologies and allow them to be creative through hands-on projects.
Core77 1HDC: Reading Ahead Research HighlightsSteve Portigal
The document outlines research on the future of digital reading. It discusses how reading is more than just consuming content and includes social and sensory aspects. The research found that people read in various contexts (work, fun, bedtime) and books provide memories, identity expression and a way to unplug. While digital reading increases access, it lacks the social and sensory experiences of print. The research aims to enhance digital reading by replicating these additional aspects of the traditional reading experience.
This document outlines an agenda for a workshop on sharpening teaching skills held on July 18-20, 2012. The morning session focuses on understanding today's students and their learning habits, as well as methodology for limited classroom resources. The afternoon focuses on cooperative learning, with objectives to overview the approach, discuss benefits and example activities, and have a debriefing. The final day discusses what makes "super teachers" and includes a presentation and discussion about modern students.
Technology and the Transformation of Learningtelss09
The document discusses technology and its transformation of learning. It notes that computers are multipurpose tools that can be used as productive tools, for information, communication, and entertainment. It also discusses that learning to use these tools requires various literacies and skills. The socio-cultural perspective is that all learning is mediated by tools, both digital and non-digital. However, people must learn to use tools in a transformative way. Professional development for teachers is key, and should involve risk-taking, sharing knowledge, and creating a collaborative culture.
This document outlines a teaching sequence for early stage 1 students on the topic of family photos and memorabilia. The sequence has the following stages:
1. Initiate - Students brainstorm what a family is and read a book on different family structures. This helps students understand that families can be formed in various ways.
2. Gather information - Students bring in a family photo and special item from their past. They answer questions about these items to learn more about their own family history and heritage.
3. Analyze and organize - Students make a treasure box for a special family member containing their item and others. This allows them to organize what is meaningful to their family.
The goal is for students
This document outlines the stages and activities of a teaching sequence exploring family photos and memorabilia. The sequence includes:
1. Initiating discussion by brainstorming what a family is and reading a book on different family structures.
2. Gathering information by having students bring in a family photo and treasured item, and answering questions about them.
3. Analyzing the data by having students create treasure boxes for special family members containing their photos and items.
4. Synthesizing the information by students presenting their boxes to the class and completing a worksheet on their special family member.
5. Applying their knowledge by comparing their families to different poster families and reflecting on the importance of
This document introduces the Teach | Learn student created content course book. It discusses that traditional textbooks are ineffective because they do not allow students to actively participate in creating the curriculum from which they will learn. The book aims to guide both teachers and students towards a more participatory and creative classroom where students are motivated through creating their own content and documenting their own learning. Student created content or SCC is defined as content created by students, which makes the teaching and learning process more simplified and equalizes the power relationship between teacher and learner. The three basic stages for using Teach | Learn are getting started by engaging students, having students create the content, and providing extension activities to support language learning.
This document summarizes several art projects done with children in early childhood classrooms. It discusses how the projects incorporated different areas of learning, allowed children to express themselves, and emerged from the children's interests. The projects included illustrating stories, creating a collaborative bicycle out of junk parts, making landscape drawings of the Canadian North, developing shadow puppet plays of northern animals, and designing individual inuksuit sculptures. The document emphasizes giving children ample opportunities to be creative through art and responding to their ideas and questions.
This document summarizes Jocelyn Ashley's experiences introducing digital technologies like iPads and Comic Life software into her Year 1/2 classroom from February to November 2011. It describes the skills and apps she taught students, challenges faced, and her reflections on shifting towards a more integrated approach to planning technology across the curriculum.
ARE 494 Digital Ethnography Madeline LeBarron mlebarron
Digital ethnography involves studying human culture through digital spaces like virtual worlds. The presenter conducted research in the virtual world Second Life to understand human behavior and interactions. Some key findings were that the anonymity of avatars allows people to behave differently without biases like racism or sexism. Additionally, comparative analysis with another study found that Second Life can be used effectively for teaching by promoting multi-literacy skills and motivating students through game-like environments. The presenter concluded their research experience in Second Life provided insights into digital culture and creativity.
Mixbook offers a free education program that provides digital storytelling tools for teachers and students. The program offers collaborative classroom tools for creating and sharing photo books, a secure environment for sharing work, and discounts on printed books. Teachers say Mixbook engages students in writing and creates interactive ebooks, allows students to demonstrate learning, and is a comfortable tool for telling stories through book creation. Example student projects highlighted include chronicling famous Americans, exploring children's rights in Kenya by creating a fundraising book, and documenting a class trip to Egypt.
Designing and Implementing High-Quality, Low-Cost Lesson Plans in Rural Cambo...PEPY Empowering Youth
Presentation given by Michael Jones, Program Consultant & Teacher Trainer at PEPY, for the Redesigning Pedagogy Conference 2011 Transforming Teaching, Inspiring Learning in Singapore.
Students at Priory School worked on a "Space Explorers" project to provide feedback on the school's spaces to leaders and architects. They created word clouds, collages and 3D models to describe spaces and perceptions. Students met with leaders to discuss ideas for improving the school, including wider corridors, breakout rooms, and better technology access. They learned skills like collaboration, problem solving, and presenting their ideas to adults.
Mobile review: Owney AR app and Agents of Change GameErin Blasco
The document describes an augmented reality project created by the Smithsonian National Postal Museum to bring their mascot Owney the Dog "to life" through a digital stamp that users could view on their phone or computer to see and interact with Owney, discusses how educators provided feedback on engaging the target audience better, and outlines lessons learned around identifying the goal and audience for the project.
A Power-point presentation showing the progress we went through to construct and evaluate our preliminary task in order to prepare for our main task (which we will soon be starting).
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help boost feelings of calmness, happiness and focus.
This document provides a crowd-sourced presentation on inspiring writing for meaning and pleasure in children. It includes contributions from over a dozen educators from around the world with ideas on developing writing skills through play with language, talk for writing, using quality texts, integrating popular culture and digital technologies, and more. The goal is to make writing time pain-free and motivate children through enjoyment rather than fear of assessment.
Qualicum. Engaging All Learners.April.2011Faye Brownlie
This document summarizes a workshop on engaging all learners. It discusses using learning stories to document student learning, sharing experiences, and reflecting. Learning stories focus on a student's initiative, engagement, relationships, and dispositions. They represent the ordinary as significant and are initiated and supported by students. The workshop modeled collaborating in small groups to create and share learning stories.
Wizzley - My Vision of Becoming a Great TeacherTimothy Yohe
The document discusses the author's vision of becoming a great teacher through using technology, humor, and sharing personal stories. Teachers can guide students by creating engaging experiences using visual aids, humor, and honest personal stories. Technology like smartboards allow different types of learners to interact visually, auditorily, and tactilely. While humor is not necessary, finding ways to connect with students is important to influence them positively. The author's goal is to truly make a difference for students like past teachers who inspired them.
The conference brought together people from varied backgrounds related to children onto a common platform. 80 papers were presented under broad categories related to children's development, environment, education, and special needs. The varied backgrounds of participants led to interesting, fun, serious, controversial, and highly technical ideas and concepts all related to children. People were united in their goal of making a difference for children.
The document summarizes various projects completed by a tech club over the course of a year. It describes 15 different projects that the club worked on in sessions ranging from 1 to 4 meetings. The projects included using tools like ClassDojo, Edmodo, green screen videos and photos, animations in Keynote, video conferencing, photography, music creation in GarageBand, and digital citizenship posters made with online tools. The goal was to expose students to different technologies and allow them to be creative through hands-on projects.
Core77 1HDC: Reading Ahead Research HighlightsSteve Portigal
The document outlines research on the future of digital reading. It discusses how reading is more than just consuming content and includes social and sensory aspects. The research found that people read in various contexts (work, fun, bedtime) and books provide memories, identity expression and a way to unplug. While digital reading increases access, it lacks the social and sensory experiences of print. The research aims to enhance digital reading by replicating these additional aspects of the traditional reading experience.
This document outlines an agenda for a workshop on sharpening teaching skills held on July 18-20, 2012. The morning session focuses on understanding today's students and their learning habits, as well as methodology for limited classroom resources. The afternoon focuses on cooperative learning, with objectives to overview the approach, discuss benefits and example activities, and have a debriefing. The final day discusses what makes "super teachers" and includes a presentation and discussion about modern students.
Technology and the Transformation of Learningtelss09
The document discusses technology and its transformation of learning. It notes that computers are multipurpose tools that can be used as productive tools, for information, communication, and entertainment. It also discusses that learning to use these tools requires various literacies and skills. The socio-cultural perspective is that all learning is mediated by tools, both digital and non-digital. However, people must learn to use tools in a transformative way. Professional development for teachers is key, and should involve risk-taking, sharing knowledge, and creating a collaborative culture.
This document outlines a teaching sequence for early stage 1 students on the topic of family photos and memorabilia. The sequence has the following stages:
1. Initiate - Students brainstorm what a family is and read a book on different family structures. This helps students understand that families can be formed in various ways.
2. Gather information - Students bring in a family photo and special item from their past. They answer questions about these items to learn more about their own family history and heritage.
3. Analyze and organize - Students make a treasure box for a special family member containing their item and others. This allows them to organize what is meaningful to their family.
The goal is for students
This document outlines the stages and activities of a teaching sequence exploring family photos and memorabilia. The sequence includes:
1. Initiating discussion by brainstorming what a family is and reading a book on different family structures.
2. Gathering information by having students bring in a family photo and treasured item, and answering questions about them.
3. Analyzing the data by having students create treasure boxes for special family members containing their photos and items.
4. Synthesizing the information by students presenting their boxes to the class and completing a worksheet on their special family member.
5. Applying their knowledge by comparing their families to different poster families and reflecting on the importance of
This document introduces the Teach | Learn student created content course book. It discusses that traditional textbooks are ineffective because they do not allow students to actively participate in creating the curriculum from which they will learn. The book aims to guide both teachers and students towards a more participatory and creative classroom where students are motivated through creating their own content and documenting their own learning. Student created content or SCC is defined as content created by students, which makes the teaching and learning process more simplified and equalizes the power relationship between teacher and learner. The three basic stages for using Teach | Learn are getting started by engaging students, having students create the content, and providing extension activities to support language learning.
This document summarizes several art projects done with children in early childhood classrooms. It discusses how the projects incorporated different areas of learning, allowed children to express themselves, and emerged from the children's interests. The projects included illustrating stories, creating a collaborative bicycle out of junk parts, making landscape drawings of the Canadian North, developing shadow puppet plays of northern animals, and designing individual inuksuit sculptures. The document emphasizes giving children ample opportunities to be creative through art and responding to their ideas and questions.
This document summarizes Jocelyn Ashley's experiences introducing digital technologies like iPads and Comic Life software into her Year 1/2 classroom from February to November 2011. It describes the skills and apps she taught students, challenges faced, and her reflections on shifting towards a more integrated approach to planning technology across the curriculum.
ARE 494 Digital Ethnography Madeline LeBarron mlebarron
Digital ethnography involves studying human culture through digital spaces like virtual worlds. The presenter conducted research in the virtual world Second Life to understand human behavior and interactions. Some key findings were that the anonymity of avatars allows people to behave differently without biases like racism or sexism. Additionally, comparative analysis with another study found that Second Life can be used effectively for teaching by promoting multi-literacy skills and motivating students through game-like environments. The presenter concluded their research experience in Second Life provided insights into digital culture and creativity.
Mixbook offers a free education program that provides digital storytelling tools for teachers and students. The program offers collaborative classroom tools for creating and sharing photo books, a secure environment for sharing work, and discounts on printed books. Teachers say Mixbook engages students in writing and creates interactive ebooks, allows students to demonstrate learning, and is a comfortable tool for telling stories through book creation. Example student projects highlighted include chronicling famous Americans, exploring children's rights in Kenya by creating a fundraising book, and documenting a class trip to Egypt.
Designing and Implementing High-Quality, Low-Cost Lesson Plans in Rural Cambo...PEPY Empowering Youth
Presentation given by Michael Jones, Program Consultant & Teacher Trainer at PEPY, for the Redesigning Pedagogy Conference 2011 Transforming Teaching, Inspiring Learning in Singapore.
Students at Priory School worked on a "Space Explorers" project to provide feedback on the school's spaces to leaders and architects. They created word clouds, collages and 3D models to describe spaces and perceptions. Students met with leaders to discuss ideas for improving the school, including wider corridors, breakout rooms, and better technology access. They learned skills like collaboration, problem solving, and presenting their ideas to adults.
Mobile review: Owney AR app and Agents of Change GameErin Blasco
The document describes an augmented reality project created by the Smithsonian National Postal Museum to bring their mascot Owney the Dog "to life" through a digital stamp that users could view on their phone or computer to see and interact with Owney, discusses how educators provided feedback on engaging the target audience better, and outlines lessons learned around identifying the goal and audience for the project.
A Power-point presentation showing the progress we went through to construct and evaluate our preliminary task in order to prepare for our main task (which we will soon be starting).
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help boost feelings of calmness, happiness and focus.
The document describes a technique called Bézier Trajectory Deformation (BTD) for modifying a Bézier curve trajectory to avoid obstacles while navigating a mobile robot. BTD uses potential field methods to generate a field of vectors, which are then used to perturb the control points of the Bézier curve and deform the trajectory away from obstacles. The deformation is formulated as an optimization problem to minimize changes to the trajectory shape. Simulations show BTD can efficiently compute modified trajectories in real-time by solving a linear system of equations. The technique helps enable reactive obstacle avoidance for mobile robots using smooth parametric curve trajectories.
The document summarizes a project where students created digital picture books that incorporated math concepts. Students worked collaboratively with teachers of different subjects over multiple weeks to write, illustrate, and publish their books. They shared their books with younger students and reflected on using technology to create an interactive medium compared to a traditional printed book.
The document outlines goals and activities for learners to identify advocates, learn advocacy skills, and engage in advocacy through movement. It defines transliteracy and information literacy. Advocacy is described as an ongoing effort to develop support through specific and sustained efforts over time. The last section encourages advocacy for libraries and information access.
Digital media can encourage social interaction and promote learning outcomes. Teacher-librarians at four Brisbane schools – two boys' and two girls' schools - initiated a collaborative project to foster creative writing in Year 8 students. This project explored the notion of shared writing, challenging students to produce a joint story.
The library teacher provides three lessons as examples of their work:
1. A kindergarten lesson introducing fiction and non-fiction genres using a PowerPoint and game. Students learned to identify the genres and what makes a story fictional or non-fictional.
2. A lesson for grades 1-2 about Earth Day where students listened to a story, learned what Earth Day is for, and made their own books listing ways to help the Earth.
3. A third lesson is mentioned but no details are provided. The teacher aims to improve lessons by adding more critical thinking and hands-on activities.
Salomon Unit Fair Presentation La Dor V Doramsalomon
This document provides an overview of a 16-lesson unit on relationships between children and elders that integrated social studies, language arts, and Judaic subjects. The unit explored how elders pass down objects, ideas, experiences, and wisdom to younger generations. Students compared their lives to their elders' childhoods, interviewed an elder, discussed words of wisdom from grandparents, and shared family heirlooms. The unit assessments included an advice book where students offered advice based on what they learned.
This document summarizes an action research project that used the online book creation tool ZooBurst to motivate reluctant writers. Four students in years 1-2 struggled with writing and were given tasks to collaboratively create an online story using ZooBurst over several weeks. Observations found that the students were engaged with the new technology but needed support to complete tasks. A post-activity survey indicated that the students felt ZooBurst helped organize their ideas and that they enjoyed working with others and would want to use ZooBurst again. The researcher concluded that ZooBurst allowed students to more readily share and build on ideas before writing.
This is a introduction to 4 different types of tool that are accessible via the internet to help educators integrate technology in the classroom. The presentations explores word clouds, answer gardens, embedded audio and visual tools, digital storytelling and info-graphics as well as the use of images with a creative commons license and a way to manipulate pictures. The target grade level presented is mainly K-4, however many of these can be used for older children as well. The target audience to be presented to would be librarians wanting to help collaborate with elementary teachers as well as any elementary teachers that want to collaborate with any Librarian Media Specialist.
The document shares ideas and experiences from Wharepapa South School in New Zealand. It outlines an inquiry process used to engage students in learning, including introducing topics with stories, investigating through activities like modeling and digital stories, and presenting conclusions. Key competencies and values like inquiry, creativity, and community participation are integrated. Examples of inquiries are provided, such as whether birds that live near the school could survive in the school bush habitat.
This is a introduction to 4 different types of tool that are accessible via the internet to help educators integrate technology in the classroom. The presentations explores word clouds, answer gardens, embedded audio and visual tools, digital storytelling and info-graphics as well as the use of images with a creative commons license and a way to manipulate pictures. The target grade level presented is mainly K-4, however many of these can be used for older children as well. The target audience to be presented to would be librarians wanting to help collaborate with elementary teachers as well as any elementary teachers that want to collaborate with any Librarian Media Specialist.
This document discusses using digital storytelling to support student learning and meaning making. It provides examples of how digital stories have been used in different academic contexts, such as to document student experiences, demonstrate conceptual understanding, and reflect on course learning. The document also reflects on the benefits of digital storytelling for learning, such as encouraging reflection, demonstrating learning progression, and engaging students through an authentic process. Educators are challenged to help students spend more time reflecting, articulate what they are learning, and make their learning memorable through approaches like digital storytelling.
This document summarizes a presentation about engaging early learners. It discusses using choice, voice, self-regulation, and the gradual release model to engage students. Specific engagement strategies mentioned include using pictures to connect to stories, having students explore artifacts from characters to develop theories, observing explorations and revising plans, asking open-ended questions, and using math centers and online videos for literacy.
The document summarizes a student's process of creating several art projects over multiple lessons. It describes their research into different art mediums like clay pots, paintings, buildings and costumes. For each lesson, it outlines what the student worked on and their strength, such as being independent, organized, and able to complete goals. The projects culminated in a final large clay pot that the student was able to finish decorating based on their research.
This document discusses digital literacy and using the online series "Inanimate Alice" to engage students. It describes how students at Pascoe Vale Primary School in Australia analyzed episodes of Inanimate Alice to develop their understanding of narrative structure, visual elements, and author's craft. Students then worked in groups to analyze differences between episodes, common themes, and text structure. They applied what they learned to write their own episode 4 of Inanimate Alice. The goal was to discuss the work critically and hold each other accountable to high standards of writing and collaboration.
This document provides guidance for a classroom activity where children create Winnie the Pooh masks. It outlines materials needed, instructions for making the masks with pictures, as well as learning objectives like developing creativity and social skills. Variations are suggested such as role playing or drawing instead of making masks. Extensions are also described to incorporate other areas like language and environmental studies.
This document provides guidance for a classroom activity where children create Winnie the Pooh masks. It outlines materials needed, instructions for making the masks using pictures, as well as learning objectives like developing creativity and social skills. Variations are suggested such as roleplaying or drawing instead of making masks. Extensions are also described to incorporate other areas like language and environment studies.
Emily Regan Fall 2009 Final Presentation 2reganemi
This document summarizes an integrated social studies and literacy unit taught to a first grade class of 24 students. The unit focused on the community and included lessons on basic human needs, jobs, maps, transportation, and people. Students showed growth in their understanding of social studies concepts and ability to engage in classroom discussions. They also improved at writing personal narratives related to the social studies topics. The teacher reflected on strengths like making real-world connections, but areas for improvement included pacing and differentiation.
This document provides an overview of the Reggio Emilia approach used by the Junior team. It discusses that the team is inspired by Reggio Emilia principles but must adapt them to the New Zealand context. It outlines key Reggio Emilia principles like viewing children as capable learners who construct their own understanding through interactions. It emphasizes the environment as a teacher and the teacher's role as observer and mentor. It also discusses the importance of parental involvement and documenting children's learning.
The document discusses using flashcards, realia, cue cards, visuals and pictures in English language teaching. It provides examples of activities using each tool, such as using flashcards for recall and memory games, bringing real objects to teach vocabulary, using cue cards and jenga for a speaking activity, and creating a board game with visuals to practice prepositions. Posters created by student teams taught about using pictures to motivate different learning styles.
This document discusses using cultural probes and storytelling in interaction design. It provides an overview of conceptual frameworks for cultural probes, including examples from Bill Gaver and Jayne Wallace. Cultural probes are designed to provoke inspirational responses from participants by throwing a pebble in a lake. The document also discusses qualities of stories, including how they balance coming together with independence and embodied expressions of relationships. It presents a case study on developing place-based social networks for older adults and asks the reader to develop ideas for a participatory video project or cultural probe pack to understand experiences of urban environments.
This document describes a collaborative creative writing workshop for Year 8 students from 4 inner city schools. Key aspects include:
- 32 students worked in groups of 4 on a common story scenario from different character perspectives.
- Students provided peer feedback, edited each other's work, and published their stories as iBooks.
- Surveys found students improved writing skills and enjoyed collaborating, though faced some challenges coordinating stories and contributions.
- Suggested improvements include more conflict resolution training, alternative plot structures, increased peer feedback, and addressing technology barriers to publishing. The workshop aimed to enhance writing skills through collaboration.
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How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Mini nesa documentation november 22 2011
1. Tools for Documentation:
Making Student Thinking and
Learning Visible
Stacey Socholotuk
ECE Teacher-Librarian
Qatar Academy
Twitter: librarianinasia
Email: ssocholotuk@qf.org.qa
7. What is documentation?
“…describes the process of gathering evidence of children’s
learning…”
http://www.nova.edu/library/about/events/powerofdoc/powerof
doc.html
“It is a way to visibly demonstrate the competence of a child.”
(p.49)
Newfoundland and Labrador Department of Education
http://www.ed.gov.nl.ca/edu/k12/curriculum/guides/completely
_kinder/8. Section 4 Assessment FINAL.pdf
11. USING WALL WISHER TO RECORD STUDENT THINKING
TechXplorer (Louise Phinney)
12. Environments!
By SK-5
During the SK UOI, Where We Are in Time and Place, students worked with Ms. Stacey (teacher-librarian) to practise
using information literacy and research skills while inquiring into different environments in the world. This collaboration
between the teacher-librarian and the teachers provided another vehicle by which students could begin to inquire and
research more independently.
The process began with students exploring the basic similarities and differences between fiction and non-fiction books.
This helped students to recognize where information can be found and some of the parts of books that are used when
researching. The students then used a photograph of an environment to embark on a “picture walk”. While engaged in
this activity, students needed to discuss, share and record what they saw, thought, felt, and wondered about the
environment . Ask me
To consolidate their learning, each student created a plasticine model of an environment of their choice. Working with
the plasticine to incorporate appropriate elements for the environment required reflection and planning on the part of about
each student. Students then needed to name the environment that they created and identify characteristics associated different
with the environment. This information as well as photos of the students’ models became a non-fiction classroom book environme
which students could use to revisit their learning.
Throughout these activities, the students practised a variety of skills. For example, they worked in pairs, small groups,
nts around
and as a class to share ideas and information, they negotiated roles, represented ideas visually and with text, began to the world!
recognize parts of books and where to find information, and connected new learning to their current understandings.
13. Our Pictures
We used paper and plasticine to make
our pictures.
How we did it:
1. We made the background.
2. We added details like
trees, snowmen, igloos, the
sun, polar bears, and snowmobiles.
3. Ms. Stacey took a picture of our art.
4. We wrote our story on the computer
and added our picture.
We got the idea from author Barbara
Reid.
http://www.barbarareid.ca
17. Art Education at City
College of New York
Documenting Reggio Style
18. Teacher Talk and Memorable Moments
Grade 2-2 was interested in writing their own book
after seeing the Barbara Reid inspired books
written by SK6. Miss Bose decided to take the
idea to Ms. Stacey and asked her to help the class
write a book related to their Trade UOI.
The students decided what questions they wanted to
research further and grouped themselves based on
common interests. With guidance from the
teachers, the students inquired into their
questions using books, WebPath Express, and safe
internet sites. The students practised their note-
taking skills, from which they wrote their section
of the book. Ms. Stacey then worked with the
students to create the layout and design of each
page and the overall book. The students learned
about the process of editing and the elements of a
non-fiction book.
Throughout the process, the students were involved in
every decision. They practised numerous skills
such as
negotiation, compromise, tolerance, patience, refle
ction, problem-solving, and communication.
Ms. Stacey and Miss Bose are very proud of the
students’ commitment and enthusiasm shown
throughout the process. Your published book is
informative and thought-provoking.
Congratulations on your first published book!
Miss Bose (Homeroom Teacher)
Ms. Stacey (Teacher-Librarian)
19. Grade 2-2 Reflects on the Project
“I enjoyed making a book because its going to be a real book”, said Kodai.
“Olivia thinks if you want to make a book you have to put a lot of effort into it.”
“I really liked it when my group made the page of the book.” Hosshini
“Frida thinks it was fun working with Ms. Stacey on the computer.”
“I enjoyed making the booklet because the colours were beautiful and I was included.” Marla
Satoru said, “The first part was hard because we didn’t get eny information.”
“Hannah enjoyed writing a paragraph about trade.”
“It was challenging for me because I did something else with my team. We did a flow chart. Because we was
wrighting about how to start a business.” Diana
“It felt a little bit fun because we can research and talk together what we have found out and write it and make
ideas together.” Oliver
“It was good. It was good about doing research.” Gabe
“Savi thought making this book would be difficult but it wasnt difficult.”
“Joshua larnt that factois sell and want stuff.”
“Elizabeth felt good to have made a Book and Doing all the cool stuff.”
Kavin says, “Maybe Read the whole book because it has lots of info”
20. 1. We read our 2. We smooshed the plasticine
stories and colours to make the
decided what background. We needed one
pictures we colour or two colours or three
needed. Then colours.
we chose who
3. We thought about our
could do each
picture then we made the
illustration.
characters. We needed to
4. We made a little bit of stick plasticine shapes onto
the illustrations using tools. the background.
It made the illustration look
more real and detailed like
Barbara Reid.
5. After we finished 6. Then we put the
making our pictures pictures with the words.
we took photos and
put the memory
card in the
computer.
21. Voice Thread
Useful tool to show
learning and thinking and
engage others in the
process and reflection.
22. Key elements for documentation
-Your purpose determines what you
document and the tools you use to do
it
(reflection, learning, development, ass
essment, planning)
-Audience
-Display or Sharing
-Who is involved and whose voice
23. Just a few ideas! This is by no means an
exhaustive list!
Photo 365 Project Wallwisher
Project 365
Post-It Notes Cameras/Photos
Voice Recorders Video Cameras
Voice Thread, Wikis, Blogs, Youtube Wordle
Graphic Organizers (Webs, Venn Little Bird Tales (digital storytelling
diagrams) sites)
Pen and Paper Mobile Phones
Checklists, Anecdotal Notes Scrapbooks/Photo Albums (hard
copy or digital), Photo Tools
Picaboo, Shutterfly, Kodak Gallery,
Picasa
24. It’s all about telling a story:
How can we document?
Wordle
25. Photo by awkwardturtle (Flickr)
We have a class full of
students and a lot to do.
Yes, there are challenges
and roadblocks!
27. A few book resources…there are
many more!
“Window on Learning: Documenting Young Children’s Work” by Judy
Harris Helm, Sallee Beneke, Kathy Steinheimer (ISBN: 0-8077-3678-3)
“Beautiful Stuff! Learning with Found Materials” by Cathy Weisman Topal
and Lella Gandini (ISBN: 0-87192-3882)
“Designs for Living and Learning: Transforming Early Childhood
Environments” by Deb Curtis and Margie Carter (ISBN: 978-1-929610-29-
7)
“Working in the Reggio Way: A Beginner’s Guide for American Teachers”
by Julianne P. Wurm and Celia Genishi (ISBN: 978-1929610648)
“The Hundred Languages of Children: The Reggio Emilia Approach
Advanced Reflections” Edited by C. Edwards, L. Gandini, G. Forman
(ISBN: 978-1567503111)
28. There are thousands of online resources
from educators around the globe!
Reggio Kids
Making Learning Visible
The Power of Documentation
Brainy Child
Reggio Children
Supporting Learning and Development Through Assessment
The Institute for Early Childhood Education and Research
Shirley G. Moore Laboratory School
Documenting Play
Documenting Stories Worth Telling
The Magic of Play
The Power of Documentation in the Early Childhood Classroom
Children’s Work: Visibility Leads to Value (Education World)
Using Voice Thread to Promote Learning Engagement and Success for All Students
29. Thank you!
Add your name and email
to the list if you’d like me
to share the presentation
with you.
Editor's Notes
Tools for Documentation: Making Student Thinking and Learning VisibleDo you want to make your students' thinking and learning more visible and explicit to parents, educators, colleagues, and the students themselves? Would you like your students to engage with and reflect upon their learning using a variety of tools? Join me in exploring different tools you can use to document
Do you want to make your students' thinking and learning more visible and explicit to parents, educators, colleagues, and the students themselves? Would you like your students to engage with and reflect upon their learning using a variety of tools? Join me in exploring different tools you can use to document.
What do you know about documentation? What does that term mean to you? What do you think it involves?Do you do it? How? When?Post ideas on the chart paper (one side- save other side for the end). Be sure to include your name.*Post-It Notes can be an educator’s best friend when it comes to a simple way to document.
A way of recording observations about students’ play and inquiryEssential to a reflective practiceA research tool for studying children’s thinking and learning
** link takes you to hundred languages of children excerptReggio Emilia is in Italy Founded by Loris Malaguzzi after WW2Image of the child as competent and capableEnvironment as the 3rd teacherPower of observation, documentation and reflection to inform teaching and curriculumProject based approachCo-construction of knowledgeImportance of parents
** Web- Group discussion/ideas of what this shows, the value of sharing it with others, how you would make it visible, etc.
In groups, brainstorm ideas of why you would document and the benefits.Post up ideas on wallwisher.comWhy?helps to inform assessment when talking with the student, parents and colleaguesProvides evidence to support assessmentIs a visible story of a students thinking, growth and achievementIs a tool for student reflectionCan be a vehicle to spur further questions and inquiry for that student and othersHelps to inform and guide planning of curriculumSupports teachers’ thoughtful reflection on practice and curriculumProvides insights into students’ interests, strengths and needsTells us about students’ thinking processes and theoriesShows growth over time, especially if carried through the grade levelsValidates students thinking and learningHelps to demonstrate skills, growth and learning to non-educatorsSupports teachers in their accountability for learning outcomes and student achievementInforms teaching and leads to more refined planningHelps teachers to differentiate for different needs due to awarenessCan help to foster parents as partnersIs a useful tool for finding out when learning is extended beyond the classroom eg. If parents report of observations made at homeInvolves children in their learning and makes thinking and reflection skills and processes more explicit Validates the activities, learning experiences and provocations being undertaken in each classroomCan bring in teachers in multiple subject areas and enhance integrationWhat?ConversationsInteractions (student-student, teacher-student)Thinking process (focus on the how)Planning process or ‘steps’Fine and gross motor developmentSkill achievementIdeasQuestionsPlayGrowth/development over timeArt piecesStructuresReasoningChanges over time
Show documentation pieces on pgs. 7/8
Sharing with familiesEngaging others in commenting and questioning
**IF TIME**Records ideas of tools we can use to document children’s learning and thinking. Tools we use as teachersTools we can use with studentsDocument ideas on Wordle.net
Discussion: What do you foresee as the challenges and roadblocks to successfully getting started with and using documentation in your teaching and learning?Web on chart paper of ideas.RepetitiveTime consumingStoring your files to return to them laterDisplay that is meaningful to students, colleagues and parentsKnowing the audience that you’re documenting for and using the right toolsRemembering the camera, tape recorder, pen/paper!Getting the documentation done before the significance has passedFinding time to reflect, purposefully, on the documentationSometimes you just don’t know what to write!
Post-It note reflections on:-what you know now-your questions-what you might do with the infoDo you see value in documenting?