Professional Learning De Rv2
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The document provides information about professional learning resources and workshops available for teachers from the Digital Education Revolution in New South Wales. It lists contact information for the project coordinator and links to various curriculum support and professional learning websites. It also provides details on workshops offered by TAFE NSW on software like Microsoft Office, Adobe Creative Suite, and more. Finally, it outlines the software available to schools through the DER NSW and benefits of one-to-one computing.
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This document provides information on several online tools that can be used to create multimedia presentations for promoting and persuading including Smore, Glogster Edu, Animoto, and iMovie. It lists the website addresses for each tool, provides brief descriptions of their functionality like allowing text, images, and video, and notes whether a free basic account is available or if advanced features require a paid license. Useful websites for finding royalty-free images, music, and sound effects are also included. Contact information is provided for questions.
Gbl day2
Lena Arena provides information on several free online tools that can be used to promote and persuade including Smore for creating online flyers, Glogster Edu for making online posters, Animoto for producing videos, and iMovie on iPad for developing movie trailers. These tools allow for the inclusion of text, images, videos, and other multimedia elements. Most require creating a free account but may have limitations like video length or printing capabilities without an educational license. Contact information is provided for Lena Arena to answer any additional questions.
Peer coaching workshop2_final2013
This document outlines the agenda and activities for a teacher workshop on 21st century learning and peer coaching. The workshop includes:
1. A review of the previous workshop and homework assignments from 9-10am.
2. From 10-10:30am, participants will learn new digital pedagogy strategies by sharing web tools and software with each other.
3. From 11am-1pm, participants engage in lesson improvement activities which involve reviewing sample lessons using a Learning Activity Checklist and providing feedback to teachers to strengthen areas of lessons.
4. From 1:30-2:30pm, the document discusses preparing for peer coaching by outlining the roles and skills of an effective coach and
Peer coaching workshop 1_final
This document outlines an agenda for a peer coaching workshop facilitated by Lena Arena. The workshop covers various topics related to peer coaching including communication skills, lesson design, and technology integration. The schedule includes sessions on coaching roles and attributes, 21st century skills, and using tools like wikis and Microsoft OneNote for coaching portfolios. Participants will engage in activities like clock partners, chalk talk, and reviewing sample coaching portfolios. The goal is to help coaches strengthen skills to assist teacher colleagues in improving learning activities and using technology to enhance student learning.
Peer coachingintro2013 final
This document provides an introduction to peer coaching. It defines peer coaching as a process where teachers work together to share expertise, provide feedback and support to help each other improve. The document outlines the benefits of peer coaching such as providing professional development support embedded in the classroom. It also describes the roles and structure of a peer coaching program including modules to train coaches, examples of the coaching cycle, requirements for accreditation and feedback from teachers who participated in a pilot program and found peer coaching improved their lessons and use of technology.
Peer coachingintro2013
This document provides an introduction to peer coaching. It explains that peer coaching involves teachers working together to share expertise, provide feedback and support through asking questions rather than advising. It promotes active learning through discussion, observation and feedback. The document outlines the peer coaching structure, including the roles of program directors, master trainers and facilitators. It describes the benefits of peer coaching based on research, provides an example of the peer coaching cycle and modules involved in a peer coaching pilot program. Feedback from teachers who participated highlighted increased confidence and motivation as well as more engaged and interactive lessons. Contact details are provided for questions.
Gbl technology models
This document discusses game-based learning and the use of games in education. It begins by introducing the TPACK framework, which identifies the knowledge teachers need to effectively teach with technology, including content knowledge, pedagogical knowledge, and technological knowledge. The document then discusses survey results showing teachers' current use of games and their beliefs about the benefits of games for learning. Some key benefits identified include motivation, collaboration, problem-solving skills, and engagement. The document provides guidance on designing games, including brainstorming plots, settings, and characters, and using a storyboard. It also discusses developing 21st century skills through game-based learning and having students design their own games.
Gbl technology models
The document discusses technology integration and game-based learning. It introduces the TPACK framework for the knowledge teachers need to effectively teach with technology, including technological pedagogical content knowledge. It also discusses surveys that found teachers agree games have a valuable role in education and can enhance problem solving, but lack of teacher knowledge is a barrier. The LoTi framework and HEAT framework are introduced for measuring technology integration. Benefits of game-based learning are listed such as motivation and developing skills. The document then discusses designing games using storyboards and the visual programming tool Kodu.
Adobe connect
Adobe Connect is a web conferencing platform that allows users in different locations to share meetings, classes, and other events online. It provides interactive tutorials, simulations, and collaborative workspaces. Users need an internet connection and computer with Flash to participate. The document outlines the regional implementation strategy for Adobe Connect, including nominating in-school administrators to create meeting rooms and receive training from regional administrators. It is different from Bridgit in allowing video, file uploads, and customization by hosts.
Peer Coaching workshop3
The document outlines the schedule and activities for a workshop on peer coaching. It includes:
- A morning session reviewing lesson improvement processes and templates.
- Developing coaching plans and peer coaching presentation materials in the afternoon.
- Activities include practicing peer lesson reviews using communication tools, improving lessons, and getting feedback.
- The goal is for teachers to gain skills in reflective coaching to improve teaching practice.
Peer coaching workshop2
This document outlines an agenda and activities for a teacher workshop on 21st century learning and the use of technology in lessons. The workshop includes sessions on reviewing learning activities, improving lesson design, and peer coaching. Teachers will learn new digital strategies from each other and practice coaching skills. As coaches, they must understand how to enhance learning with technology, integrate it into the curriculum, and use effective lesson design and communication skills to support other teachers. The document provides guidance on the peer coaching process and materials needed.
Der day feb2012
This document appears to be about a project related to distributed energy resources in the Sydney region for an organization called DER-NSW. It mentions HCC COWs, which are likely hybrid cloud computers or some other technology. Unfortunately there is not enough contextual information provided to generate a fully informative 3 sentence summary.
Peer coaching pilot
The document summarizes a peer coaching pilot program that took place in 2012. It provided teachers opportunities to observe and give feedback to other teachers through a structured peer coaching process. The program involved 3 days of training, in-between tasks and coaching in schools. It aimed to provide job-embedded professional development and support teachers in applying ideas from training. Schools participating in the pilot would receive $5000 in funding and teacher release time to support peer coaching activities.
Vc caringbah hs
The document discusses video conferencing and desktop sharing tools that can be used to connect classrooms. It describes the equipment needed for video conferencing, different types of video conferences, and support resources available. It also provides information on the Bridgit desktop sharing software, Smart Notebook software for content creation, and virtual excursion opportunities through the Connections team. Contact information is provided for the Sydney Region DER-NSW Project Coordinator for any additional questions.
Project details2012
This document provides details about the Sydney Region DER NSW Projects for 2012, including funding and participating schools. It outlines that 16 Action Learning Schools will receive $5000 each for teacher release to work on projects focusing on using DER netbooks in teaching and learning. It also lists 5 schools participating in a Peer Coaching Trial. The document provides contact information for the project coordinator and suggestions for implementation strategies schools can use like mentoring, team teaching, and workshops. It concludes with quotes about being willing to play where students play.
Action Learning
Action learning is an approach to problem solving that involves teams working on real problems or challenges while also focusing on learning. It has four key stages: planning, acting, observing, and reflecting. The process is cyclical, with teams continually refining their approach based on observations and reflections. Action learning aims to simultaneously solve problems while developing leadership skills and enabling lifelong learning through a process of questioning assumptions and considering different perspectives.
Der sydney region2011v2
This document discusses technology integration projects at 11 schools in the Caringbah High School region. It outlines projects using technologies like Flash, Audacity, Premiere Elements, Edmodo, and Glogster in subjects like science, history, and religion. It discusses over 80 teachers and 13 curriculum leaders involved in these projects and schools developing classroom resources and open-ended assessment tasks using technologies.
Qt conference2011
This document discusses emerging technologies and new ways of learning in the 21st century. It notes that future students will have power to learn what they want, when they want through more personalized and engaging tools that allow interaction, connection and collaboration. Some key skills needed for 21st century students are highlighted as critical thinking, communication, collaboration, creativity, and lifelong learning. Web 2.0 tools like blogs, wikis, and social media are presented as examples of 21st century learning tools. Considerations around online behavior and digital citizenship are also discussed. The document envisions that 21st century schools will be more innovative, collaborative spaces that integrate mobile technologies and flexible learning.
Beginning teachers information 2009
1) The document outlines various mathematics resources and support documents available to teachers, including the K-6 Mathematics Syllabus, sample units of work, numeracy programs and frameworks.
2) It provides guidance on effective mathematics programming, such as differentiating instruction, challenging students, and helping students see themselves as numerate.
3) It emphasizes making connections across the mathematics curriculum by integrating different strands like number, patterns, and measurement.
Workshop finalpghs
This document summarizes an assessment task given to Year 9 students that integrated technology. The task involved students creating a role play video, sources collage and bibliography, and written task. Feedback from students showed the video and collage parts were most popular while writing was less so. The feedback informed changes to improve the task, such as splitting it into two parts and providing more explicit instructions. The experience highlighted the potential of technology to engage students but also that tasks need scaffolding and connections between components clarified.
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Professional Learning De Rv2
- 1. DER NSW Professional Learning Resources Lena Arena Project Coordinator - DER NSW Sydney Region Ph: 9298 6930 [email_address]
- 11. Macquarie ICT Innovations Centre