I am going to focus on the Communication and Collaboration Strategy. I have been aware that I don't communicate my goals or learning intentions effectively and I want students to be able to finish a session and be able to say where they are at with their learning and whether they have accomplished the intention of the lesson.
I plan to do this using both technology and verbally in a classroom. If someone walks into a room and asks what the students are doing I want them to be able to respond with not only what, but why.
How I am going to do this I am not sure yet. Making the most of the weebly, tracking and progress charts and spending more time on explaining what we are doing and why at the beginning of a session.
Cathy talked about how in the digital age we now customise what we do to cater for our generation of learning. By using the likes of a weebly page or something similar I want to customise the way I introduce a session or topic and then draw back to that at the completion of a lesson.
I plan to collaborate with the kids to find out what they understand a learning intention to be and how best to share an intention with them. I also want to find out from them how they want to receive progress results.
How I communicate all this and effectively achieve the ITSE standard is still a work in progress.
Thanks for this, Michael, but you've actually completed the wrong online activity, as this activity was for Specialists, not class teachers. Class teachers pretty much did this activity in the face-to-face session with me.
Still, you have good ideas here. Would you like me to add them to the ones you included on the document you completed during the face-to-face session?
Let me know.
Year 6's are currently talking about the integration of literacies and IS through our science topic, Chemical Science. Next week the girls will begin collaborating in random selected groups in order to research, gather and analyse information and present a 50 minute lesson to their peers about the information they gather. The topic will be for them to discover how certain materials are recycled so that a new item is produced - reversible and irreversible change.
They will need to think about how they learn best, and then design and develop a lesson that incorporates their information, but in a way that is engaging and that will ensure their peers learn the overview of their content within a 50 minute lesson. It is appropriate at this point to focus on innovation, as last year's groups tended to favour worksheets and power point presentations.
We're thinking the NETS that would be beneficial to focus on are 1, 2 and 3;
1. Creativity and Innovation
b. Create original works as a means of personal or group expression c. Use models and simulations to explore complex systems and issues
2. Communication and Collaboration
a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats d. Contribute to project teams to produce original works or solve problems
3. Research and Information Fluency
a. Plan strategies to guide inquiry
b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media c. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
Girls will need to collaborate effectively, gather information specific to their task, and will need to communicate about this information throughout the 2 week period. This will be applicable to homework and classwork. They will each need to think of an innovative / creative way to present and engage their audience. They will be required to collaborate fluidly, and to contribute to their group project at school and away from school - Google Docs.
They will also need to, most importantly, ensure their information is accurate and obtained from trusted sources. They will be required as a collective, to not only gather, but also to analyse their information and decide if it is relevant to their collective purpose.
They'll have the ability to utilise a variety of online and iPad apps in order to create a creative platform for their lessons.
Thanks for this, it sounds fantastic .... and thanks for being so specific!
You've actually completed the wrong online activity though. This activity was for Specialists. Not to worry!!!! What you have described here is terrific and if it's ok with you, I'll add it to the NETS-S actions you included in the document we did together in the last face-to-face session.
Let me know.
There is so much potential for the use of technology in exploring all facets of music in (and outside) an education setting. Selecting those which will be of best use in a music program is a challenge, due to the huge range of stuff out there. When exploring these new technologies and applications, whether on my own or with a class, I am constantly asking myself, are we playing or learning? Does this technology allow us to have a valuable learning experience or is it just fun? Is it both, in fact? One more than the other? I'm often not sure...
I'm going to focus on the Creativity and Innovation directive this year. In Year 3 through to Year 6 this year, there will be projects which our girls will undertake that allow them to create and explore using a variety of apps and hardware. I aim to ensure that the technology is used as a tool to achieve an outcome, and that the skills and knowledge they are building in other areas of their musical study are being practised or reinforced through these activities.
For example: Year 5 is about to embark on a sequencing project. They will learn how to use the Garage Band application to create a sample, using their name, spoken into their iPad mic. They will be required to use that sample to create a rhythmic track, before using the other 'instruments' on Garage Band to create at least 2 further tracks. Their composition will need to be rhythmic, a clear beat needs to be apparent, and the tracks need to be well-balanced, so that all elements are heard clearly.
When the girls have evaluated, edited and mastered their work, they will learn how to export their music into a format which can be accessed on other media, before finally saving it into their eLockers. Good examples could be published and celebrated on the class weeblies.
At the end of the process, they should all walk away with unique and and original name rap compositions. This process will have allowed them to learn the Garage Band technology, apply their own knowledge of the rap genre and style, while generating their own ideas for a unique piece of composition. There is also the potential for more able students to add further tracks which will require other sets of knowledge to be applied - perhaps recording their own instrument using their iPad, and incorporating this element into their work.
I will make sure there is time for self-evaluation, and reflection on the process, for the girls and me, as part of this unit of work. It will be interesting to find out what they feel is the most valuable or interesting part of the process. I will be thinking carefully about the quality of the work which results from this activity - is it good performance? Have they created something worthwhile, or just had fun playing? Have I designed the unit so that good work can result, with a good balance of teacher explanation, student exploration, evaluation and editing? We will see...
Anna, thanks for being so specific! What you have described sounds fantastic – a great example of interesting ways to use the affordances of the iPad.
What you say about the distinction between play and achieving learning outcomes is true, however, don't feel that you need to under value play and 'messing around' as these are so important in the learning process. It sounds like you have struck the perfect balance in this activity.
This activity has now been run in class - there were some interesting results, and some good resulting compositions. The girls certainly learned to use the features of Garage Band that I hoped they would, and started to become familiar with the techniques needed for composing this way. However, the next time I teach this unit, I'll be making the requirements more specific - there was more they could do to 'master' their compositions for even better results, especially the more able musicians. Some compositions were fairly basic, and I think that more time spent developing ideas, experimenting, and also editing more carefully, would allow for better, more sophisticated pieces of work.
Thanks for this, Anna. Great to hear it went well. You are doing terrific things with the girls and using the iPad in very interesting ways.
Even though I do not have a class to plan and implement for I think this still applies to my learning strategies program.
I am going to focus on 'Critical Thinking, Problem Solving , and Decision Making' because this is an area that the girls in learning strategies really struggle with. When completing their projects in class the girls really find it difficult to plan and manage their tasks and then use multiple processes to explore alternative solutions.
I can assist them in learning how to break down their tasks into manageable chunks and then completing small parts at a time. This allows them to think about each element more carefully and complete it to a higher standard. I can provide them with visual organisers to assist with this as well.
Speaking to the teachers prior to the tasks being given to the girls will also be crucial to the success of this because I will be able to plan for their learning and any support they may need.
During the tasks I will need to make sure that I am continuously monitoring their understanding so I can facilitate them in identifying solutions and making informed decisions. This can often be difficult for students with special needs as they lose focus and understanding very quickly and then go off task.
Modifying the task may also be a good alternative if the activity is not suited to the girl's needs. This may come in the form of limiting the amount of work needing to be produced or the way it is produced.
I think the key element in this being successful is my communication with the classroom teacher. If we are sharing ideas and knowledge about the students I am working with then they will be able to develop their critical thinking skills more effectively.
Thanks for this, Clare. I found your post really interesting and it highlighted to me how important your role is because of your focus on supporting students in the PROCESS of learning.
This is an area where iPads can be particularly beneficial. So I would like to support you to learn how the iPad might help students to plan and manage tasks and use multiple processes.
You also mention the benefit of visual organisers. Again, I'd like to support you to learn how this can be achieved with an iPad.
I actually think these process-based areas are critical, well, I guess for all students and it's actually an area of need in JS. While we are seeing teachers integrating iPads in interesting ways in specific activities and often in how students complete work, there is a gap in how teachers are supporting students to use their iPads in order to improve the learning process – how they learn. So it would be great if you and I could work on this as your knowledge would help to empower others.
I see you for a Specialist session after school on May 29. Let's talk about setting up a time then.
I am inspired to focus on the Creativity and Innovation standard, particularly b) Create new works as a means of personal or group expression. Additional language acquisition requires that learners really take ownership of language and use it in meaningful ways in order to internalise and retain new language content. As I witnessed in the last few lessons of last term, the girls are so much more responsive and expressive in Japanese when they are presenting and performing original works. Later this term the Year 6s will be working on a film project, scripting and staging a short film for inclusion in the Japan foundation Video Matsuri. This project will surely integrate 21st Century strategies such as multitasking and collaboration through the writing, planning, filming and editing with iPads. I guess my challenge will be ensuring that each student adequately interacts with the target language in ways that are beneficial to their learning (that they don't focus too much on their costumes instead, for example.).
I noticed on the Powerpoint slide of Davidson's presentation that she had written 'Process: publish first, revise later' however she never mentioned or elaborated on this idea. Do you know what she means by this, Sylvia?
I am interested to know, as I find one of the tricky things when teaching/learning additional languages is shifting the learning in a student-centred way without compromising the accuracy of the content. For example, students may make, record, repeat back and thus reinforce grammar or pronunciation errors. Authentic and reliable models are crucial. I guess that proofreading and self-correction strategies have to be explicity taught in conjunction with projects such as this, to reduce the likelihood of reinforcing errors.
Great ideas here, Nicola and it's great to see you interested in focusing on Creativity and Innovation. I'll get straight to you question about 'Process: publish first, revise later' that was included in Davidson's presentation slides ....
Yes, your point about finding the balance between giving students choice and flexibility, and ensuring accuracy in the learning is critical.
It's a pity that Davidson didn't elaborate on her point directly. Think of it this way – in the past, before the types of Internet enabled collaborative technologies we have today, a student's 'published' work would be the final product. Today, the affordances of the Internet means that a student can publish work and still have the opportunity to go back and review it or remix it. In other words, the first time they 'publish' doesn't have to be the be all and end all.
So let's think of this in a practical sense. As a teacher, you could view the publishing (and republishing) of work online as part of the learning process. For example, with the Year 6 film project, the students could publish a range of work as they develop their film project, i.e.: they might create a first draft of their script and publish it in a shared eLocker. Other students (and you) could review it and give them feedback on how to improve it. Also, they could publish draft videos - maybe snippets of video for feedback and review before publishing the final film. They could also publish their planning etc. Does this makes sense? It's really hard to write this down ... argh!!
I guess the main thing to think about is that when students publish, it can then be reviewed and improved upon in the 'final' published work.
Happy to catch-up and talk more about this.
Since posting this comment, the girls have recently started a scriptwriting process for a self-introductory video that they will film as a solo project, to be emailed to Shin-Ai in an email exchange with Japanese students. The Video Matsuri project has been postponed to begin at the end of this term and continue into Term 3, in order to allow the girls to commence their video exchange earlier in the year and hopefully make their written letter exchange more meaningful (in Term 4).
Unfortunately, in terms of the drafting process for this current task, I think I have missed an opportunity due to my inexperience with eLocker. However, I have ideas that I can put into practice for the Video Matsuri project.
I have recommended the girl to practise their pronunciation by recording their scripted narration, listening back for pron errors, re-recording and posting to eLocker for me to listen to and provide constructive criticism. This was an offhand addition to my lesson plan today (based on my very recent learnings about eLocker) so I'm not sure that all students will follow through with the posting prior to filming their video over the weekend, but I will try to implement a stronger drafting and sharing process for the upcoming collaborative film task.
All sounds great, Nicola. I'm sure all the elements will come together. I hope you find eLocker a worthwhile tool to use for collaboration.
I would like to focus on standard 3, 'Research and Information Fluency - students apply digital tools to gather,evaluate, and use information'. I have begun this with both my Year 1 and Year 4 library classes by introducing the girls to accessing the worldcat catalogue with the iPad. This is a very simple beginning, but the ability to locate resources is an important step.
I love the way Prof Davidson emphasizes that we must find the ways that technology serves us best, that it doesn't cause/solve our problems. As Prof Davidson also points out, we live in a world where anyone can publish and "not everything on the web is wonderful". Developing skills to locate, critically read and evaluate published material on the web will be a focus for my Year 4 class this term. Students have completed a pre-assessment task and will choose learning tasks they wish to develop further, tracking their own progress as they go. The weebly for this term is not quite completed but a draft can be viewed here http://year4library.weebly.com/year-4-library-menu.html
Great, Jacqueline ..... I'm really pleased you found Davidson interesting. She does some fantastic work and has published great papers on digital learning.
It looks like you have your focus area. I think the interesting thing about 'Research and Information Fluency' is that students APPLY DIGITAL TOOLS to gather evaluate etc. The challenging thing about this is thinking about these digital tools. Will students mainly be using websites etc as the digital tools? Or will they be using other digital tools to evaluate websites, for example?
I had a look at the Weebly page – a great start.
I have worked on standard 3 with both my Year 1 and Year 4 classes. The Year 1 are access the catalogue tools and attempting to locate materials. This takes some practise. The Year 4 students have been working on using different search engines (other than google) and generating keywords for effective searching. At this stage, this represents students working on using the catalogue and search engines AS the digital tools. The next step will be APPLYING digital tools to help them generate keywords. I am looking at introducing padlet to support girls to generate their keywords for searching. We could also use padlet in upcoming work on website evaluation. Next term, girls could use explain everything to demonstrate their note-taking techniques.
Thanks Jacqueline. You've made a terrific start with this. These skills are not easy to teach and it's great to see the way you are scaffolding this learning.
Creating and Innovation:
Yr 3 : create an original work as a means of personal expression using an Art App on their iPad, as a means of trialling the use of arts elements prior to embarking on their artwork on paper.
Great, thanks for adding this Pam. Please let me know if you would like any help with this.
haven't started it yet!
I have been using eLocker with the Yr 4's where they have taken pix of their artworks, and using warm and cool feedback to each other, teaching the girls to begin to use arts appropiate language.
Great to hear you have started using eLocker, Pam. I hope you get the chance to have a go at your Creating and Innovation strategy soon!
In year 3 during the Athletics block Koren and I attempted to apply a photo of a student doing a skill to a template to create a certificate they could publish as a hard copy and also store in their Elocker
The students enjoyed the photo session but we found to take a picture and insert it into a template was all but impossible for year 4 students. We were successful but it took 40 minutes to work out
I have continued taking photo of year 1 on a wet day and up loaded to Elocker
For year 4 bike ed coming up the year 4 girls will be adding to their Elocker a video of "How to fit a correct helmet" plus a clip of them riding.
Good to hear you found a work-around! It will be great to see the Yr 4s instructional videos.
I worked On two things, initially I thought it was more to do with creating and innovation but it also focused on collaboration and communication I think. When we finished our unit in tennis I used a visual prompt for the girls to show me whether my learning intention had been communicated of whether they hold the racquet with one or two hands for a forehand and backhand stroke. We also used a colleague (John ) to com and take video footage of each girl doing some throwing and catching and then placing it in their elockers. This was very time consuming and with the year level (1). I think it is really important to make sure that my learning intention is clear. What I have done since then is with the year 4 is a blog after their unit on soccer and from their my work for the next unit has been communicated differently.
Nice work, Anne. Great to see you make use of video for feedback. And of course I always love to hear that the girls are using their Weebly blogs!
Communication and Collaboration - Students will use digital media and environments to communicate and work collaboratively to support individual learning and contribute to the learning of others.
With Book Week approaching in term three and the continuing development of our Junior School 'libguides' (http://libguides.lowtherhall.vic.edu.au/jlrc) students will be encouraged to add a book review to a blog page that we will create. To 'get the show on the road' I will ask the library leaders to take a short film clip of teachers talking about a particular book they enjoy. This will be added to the blog page. Students' additions can be in the form of video clip or text.
Students will also select and use applications that suit their presentation style as they transfer their text knowledge to using the new technologies.
I am reflecting on what I have written and already, although I am thinking a launch of blog page during book week, I would prefer to try and get this up and running before the end of this term. The library leaders will be set their task at our next meeting. Staff will be warned that girls will be looking for those willing to be interviewed! Thanks in anticipation
Thanks Robyn. I hope this goes well. The idea of students writing reviews for their peers is great.