E- learning BOP
The broad learning intentions for today: Â to construct shared understanding of what it means to be literate in the 21st century. to explore the draft literacy progressions and their connections with a literate 21st person. to expand repertoires of practical strategies, processes and ideas for using ICT to support the literacy progressions to develop an online environment where these strategies can be shared so that other teachers from our schools can benefit from them and so that they can continue to be developed
2
Draft Agenda : What does it means to be literate in the 21st century? Create a profile that represents the groups ideas  Explore the Draft Literacy Progressions. How might ICT support the draft literacy learning progressions? Hands on – Sharing Strategies. Sharing our ideas online
Developing collaborative cultures is the work of leaders who realise that a collection of superstar teachers working in isolation cannot produce the same results as interdependent colleagues who share and develop professional practices together. Â (Garmston & Wellmann, 1999, p 18)
GIFTS PING PONG
LOOPS
My content is not nearly as important as your interaction with the content.
What does a 21st century literate person look like?
Add 12 key words to the link below to represent your groups thinking
http://www.skrbl.com/115321462
What software and digital resources do you currently use in your literacy programme?
a) Make a list. b) Give one , Get one
“ The real magic in a quality learning experience comes not from boxes, wires and expensive digital equipment. The real magic comes from teachers who have high expectations, create relevant and challenging learning experiences, supported and scaffold pupils to success, and provide quality feedback for their pupils.� Trevor Bond
11
Effective Pedagogy What does page 34 and 35 say about teacher actions that are likely to promote student learning? If these elements were ‘alive and kicking’ in the classroom, what sort of things could you expect to see ?
Post Box Activity:
With a partner spend 15minutes with your document in hand , discussing each of the seven elements of effective pedagogy. What do they look like in a classroom? With and with out ICT. As you wander around, record what sort of things you do or have seen others do to promote this element of effective pedagogy i.e. Creating a supportive learning environment - class treaty, class blog
Effective Pedagogy - Time to Reflect • • •
Of these elements which do you think you do particularly well? Which element do you think you could improve on? What ideas has this activity offered you?
What else is possible? e-learning as an enabler of effective pedagogy Matou Mihi: http://multimedia.ptengland.school.nz/Movies/mihi.mov
15
Exploring ways in which e-learning can support providing sufficient opportunities to learn. Enha n to le ce oppo a r stud rn by off tunities ering ent v irtua expe l r that iences a sa n allow ve them d tools i their ng them time, to learn ing f take u rther (New Zeala . nd Curric
Digistore http://www.wix.com/rjensen/handpicked Woodlands Glogster: see delicious links: http://softwareforlearning.tki.org.nz/
ulum , pg3 6, 2
0 07)
Exploring ways in which e-learning can assist in facilitating shared learning. Faci lit learn ate shar e in stud g by en d e a crea nts to joi bling te co n or mmu learn n e well rs that e ities of beyo xten d nd class room the .
(New
Zeala n
d Cur riculu m , pg 3 6, 2
Blogs and Wikis @ Bucklands Beach Intermediate : http://www.bbi.school.nz/student/studentwork.html NZ Use of Blogs and Wikis
http://nzedublogs.wikispaces.com/NZ+classroom+student+blogs http://nzedublogs.wikispaces.com/classes+and+students+using+wikis Blogs: http://www.blogger.com/home Wikis: http://www.wikispaces.com/site/for/teachers Etherpad : http://etherpad.com/ Exposing ideas to others for reconsidering and reshaping via online tools such as skrbl, etherpad, google docs, wikispaces...
007)
Exploring ways in which e-learning can assist in making connections to prior learning and experience. assis t conn in the m ectio akin g of enab n ling s by st explo re ne udents to envir w lea o over nments, rning c dista oming ba nce and rriers of time (New . Zea land
Curric ulum , pg3 6, 2
Modelling the use of a variety of tools (images, videos and whakatauki ) to engage and hook learners and as a way of making learning visible and discussable. Using mind-maps and visual diagrams Use of google earth and images to extend learning from the known. Use of a digital camera to capture personal experience and integrate it with new understanding.
007 )
Exploring ways in which e-learning may support the creation of supportive learning environments. e-lea r crea ning ma y tion of su assist i learn n pp ing e by nviro ortive nme offer n ts ing r e take sour a c indiv ccount o es that idua f l, deve lopm cultural, or diffe e renc ntal es. . (N
ew 2007 Zealand ) C
Shirley ‘s Learning Languages wiki Mihi: http://softwareforlearning.wikispaces.com/
urric u
lum,
pg36 ,
Exploring ways in which e-learning may support reflective thought and action. http://reflectconnect.blogspot.com/ • inquiring into how ICT can be used in mathematics to explore next learning steps and to assist students in make connections between the learning in the lesson and life outside the classroom. • We are experimenting with a range of tools including a blog, skrbl and voicethread.
20
hands on
an element of effective pedagogy Teaching as Inquiry • •
Teachers inquire into the impact of their teaching on their students. Cyclical process that goes on moment by moment (as teaching takes place) , day by day, and over the longer term.
Rochelle Jensen - 2009 rjensen@waikato.ac.nz
through an e-learning lens •Explore possible approaches and strategies. •What has been successful ? What is likely to be successful? •What impact could digital resources have to support all /some learners? How can the use of digital resources be combined with effective teaching and learning strategies? •What resources are available to us ?
What are my students learning needs? What is important for my students to know and do? What evidence have I gathered Student at the Centre - What do they already know? What are they in to?
•The process of using the ICT with effective tch/lnr practice to support desired outcomes. •How do I monitor the impact of teaching on student learning?
•How effective have we been in promoting learning? •What was the impact on student learning and why? •What have I learnt about the use of digital content in supporting this outcome? •Implications for future teaching?
in context
Rochelle Jensen - 2009 rjensen@waikato.ac.nz
possible impact ?
http://rocky11.blogspot.com/
Rochelle Jensen - 2009 rjensen@waikato.ac.nz
in your own practice
Rochelle Jensen - 2009 rjensen@waikato.ac.nz
Someday to Monday What ideas can we take from today? What are the implications of these ideas for ourselves? for the teachers in your syndicate? What other support do you need to make these ideas happen?
Revisit Intentions: Explore elements of effective pedagogy through the lens of our own practice . Reflect on how ICT and effective pedagogy ( NZC, 2007) might be increasingly woven into our practice at Tauranga Intermediate. Teaching as Inquiry – a tool to assist in the effective use of ICT?
28
Stay in Touch http://rocky11.blogspot.com/ rjensen@waikato.ac.nz