Focus Teacher Leaders Course Day 2


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Focus Teacher Leaders Course Day 2

  1. 1. Focus Teacher Leaders TEACHnology Focus Leaders Day 2 Prayer ‘Future’s Child’
  2. 2. Between Session Reading
  3. 3. What is Social Software? Software that supports group interaction Social software is about bringing minds and ideas into contact with each other. Relies heavily on reflection and feedback
  4. 4. Does Learning Change in a Information Society? How do we adapt the curriculum to meet the needs of our students?
  5. 5. Day One Stage 4 Teachers
  6. 6. Action Research • is participatory, collaborative research which typically arises from the clarification of some concerns generally shared by a group • Source: Kemmis, S. & McTaggart, R. (Eds) The Action Research Planner, Third Edition. Geelong: Deakin University Press, pp 22–25.
  7. 7. Action Research • is an approach to improving education by changing it and learning from the consequences of changes.
  8. 8. • People describe their concerns, explore what others think, and probe to find what it might be possible to do. Action Research • Source: Kemmis, S. & McTaggart, R. (Eds) The Action Research Planner, Third Edition. Geelong: Deakin University Press, pp 22–25.
  9. 9. Action Research • develops through the spiral of cycles of – planning – acting (implementing plans) – observing (systematically) – reflecting and then – re-planning – further implementation – observing
  10. 10. • One good way to begin an action research project is to collect some initial data in an area of general interest (a reconnaissance), then to reflect, and then to make a plan for changes action • Another way to begin is to make an exploratory change, collect data of what happens, reflect, and then build more refined plans for action. •
  11. 11. • Action research.............. • is open-minded about what counts as evidence (or data) • involves keeping records which describe what is happening as accurately as possible (given the particular questions being investigated and the real-life circumstances of collecting the data) • involves collecting and analysing our own judgements, reactions and impressions about
  12. 12. • Action research involves keeping a personal journal in which we record our learnings about: – the practices we are studying (how our practices are developing) and our learnings – about the process (the practice) of studying them (how our action research project is going)
  13. 13. • Action research involves people in making critical analyses of the situations (classrooms, schools or systems) in which they work
  14. 14. Networks Social of interest bookmarking Categorise Store resources Classify by user Share defined Search tags Catholic Education Office, Wollongong – Learning Services – SM - 24/05/2007
  15. 15. Why Find your bookmarks online anywhere in the world (not computer specific) Collaboration & sharing Tags- Unlike folders you may create as many as you want. View as a list or as a cloud Catholic Education Office, Wollongong – Learning Services – SM - 2007
  16. 16. Don’t have an account Let’s create one! Catholic Education Office, Wollongong – Learning Services – SM - 2007
  17. 17. Catholic Education Office, Wollongong – Learning Services – SM - 2007
  18. 18. Try this Activities Create a account Explore “help” and “settings” Add “bookmarklets” (buttons) to your browser Search the web for sites to bookmark- “describe” and “tag” sites Add Cynthia (cmccammon) to your network Explore Cynthia’s bookmarks to find the the one’s indicated. Catholic Education Office, Wollongong – Learning Services – SM - 2007
  19. 19. What kind of young people do we want to raise?
  20. 20. LEARNING Activity Where have we been and where are we going?
  21. 21. tive ribu ist D hip er s ead L
  22. 22. Learning Communities
  23. 23. Learning Communities
  24. 24. • Constructivism
  25. 25. Soaking up the accumulated wisdom, facts and understandings Absorbing of elders Learning Fashioning new understandings instead of accepting and memorising ideas of others
  26. 26. Teaching Focuses on the actions of the teacher transmitting and conveying contents to students Learning Focuses energy on how teachers are orchestrating the questioning, thinking and discovering of students
  27. 27. ased Brain B rning Lea
  28. 28. Critical thinking & questioning Critical thinking Critical Critical questioning reflection ….are crucial to effective learning
  29. 29. We must raise young ones to question … to wonder… and to learn … Jamie McKenzie Jamie McKenzie
  30. 30. Too often we give our children answers to remember rather than problems to solve. Roger Lewin
  31. 31. Question Evaluation Response
  32. 32. Question Why? Do you agree? Can you elaborate? Question Response Can you give me an example? Could you summarise X’s point? encourages further student thinking
  33. 33. TEACHnology leaders
  34. 34. Activity • With your partner explore each of the websites under the ‘leaders’ tag. • Make judgements about: • Relevance of information to your setting • Quality of website • Locate & post at least one other site to about one of the topics
  35. 35. What does this mean for 1:1?
  36. 36. Feedback Report back about your activity and the implications for the classroom
  37. 37. walking the line..