Sunday 13 November 2011
Thursday 2 June 2011
Assignment No 3
Design Rationale
There are 22 students in the Year 1 classroom including a diverse range of ablilities and learning styles. There are nine high to very high achievers, eight average achievers and five students with learning difficulties. These learning difficulties include one student ascertained with ASD, one student not formally ascertained with serious physical impairment and one student in the process of being tested for visual processing difficulties. In the high achievers, one student is legally blind and one student may be gifted and talented. However, I have found across all ability groups there is a diverse range of strengths and weaknesses. With my Mentor Teacher's assistance, I have found that the students have a range of learning styles with many kinaesthetic, some visual and some auditory learners. The science unit is an excellent learning experience for all learners with hands on activities, constructing knowledge and making meaning by making connections to prior knowledge and real life situations. All students in the class are excited by using ICTs and none are disadvantaged. The student with ASD can become disengaged with some literacy and numeracy activities however is calm and engaged when interacting with ICTs. The student with physical impairment and the student with eyesight problems also find it advantageous using ICTs. Overall, there are no disadvantages to incorporating ICTs and a huge opportunity to transform learning experiences. All students particularly enjoy using the Bee-bots which are a challenging programmable robot. One of the great features of the Bee-bot is that the activity can be individually tailored to a student's learning ability and can be challenging for high achievers.
Education Queensland. (2009). Student ICT expectations. Retrieved from
http://education.qld.gov.au/smartclassrooms/strategy/dp/studentict.html
Kearsley, G., and Shneiderman, B. (1999). Engagement theory: A framework for technology based teaching and learning. Retrieved fromhttp://home.sprynet.com/~gkearsley/engage.html
The Science Unit for our Year 1 classroom is based on the Primary Connections Unit 'Staying Alive' which focuses on what living things need to survive. This is an ideal unit for Year 1 as it has many hands on engaging activities and the early focus is on pets and their needs, a subject that has captured the attention of all students. A lesson on plants has been added, as the class has also been looking at food production chains in SOSE and Fairytales (Jack and the Beanstalk) in English. So in the spirit of integration, the planting of bean seeds was incorporated into the science unit plan. Integrating ICTs into this unit has been mainly accomplished through small group rotations due to restrictions with resources and would be structured quite differently if interactive whiteboards were available. My learners have a very basic knowledge of the needs of living things with some students having a more in depth understanding than others. This unit will bring the needs of living things and how our senses work to the fore and provide a more in depth understanding in a hands on authentic setting.
In this Year 1 classroom, the range of ICTs available are limited to a digital camera, bee-bots and 4 personal computers, so my learning experience plan reflects the resources I have available. This has definitely narrowed my options in terms of how I can implement my lessons. However, I have designed learning experiences that using ICTs transform the acquisition of knowledge, extend and refine that knowledge and present/create new knowledge with the tools that I have available. I have detemined to access as many technologies as possible with the time and resources available and in this way transform student learning.
Some of the technologies I have chosen to implement are Blogs, Digital Video, Learning objects, search engines, Voki and Beebots. Brainstorming has played a significant role in our science lessons and I would have included Online Concept Maps in the planning as a standard organisational tool, if an Interactive whiteboard or overhead projector was available.
There are 22 students in the Year 1 classroom including a diverse range of ablilities and learning styles. There are nine high to very high achievers, eight average achievers and five students with learning difficulties. These learning difficulties include one student ascertained with ASD, one student not formally ascertained with serious physical impairment and one student in the process of being tested for visual processing difficulties. In the high achievers, one student is legally blind and one student may be gifted and talented. However, I have found across all ability groups there is a diverse range of strengths and weaknesses. With my Mentor Teacher's assistance, I have found that the students have a range of learning styles with many kinaesthetic, some visual and some auditory learners. The science unit is an excellent learning experience for all learners with hands on activities, constructing knowledge and making meaning by making connections to prior knowledge and real life situations. All students in the class are excited by using ICTs and none are disadvantaged. The student with ASD can become disengaged with some literacy and numeracy activities however is calm and engaged when interacting with ICTs. The student with physical impairment and the student with eyesight problems also find it advantageous using ICTs. Overall, there are no disadvantages to incorporating ICTs and a huge opportunity to transform learning experiences. All students particularly enjoy using the Bee-bots which are a challenging programmable robot. One of the great features of the Bee-bot is that the activity can be individually tailored to a student's learning ability and can be challenging for high achievers.
Blogs are a perfect tool for reflection and communication which are key components of learning process across all KLAs and present across all Student Expectations for ICTs, Education Queensland (2009). Going back to Bloom's Taxonomy (1956), by reflecting, the student is employing the higher order thinking skills of analysing and evaluating. Blogs can be individual, partnerships, small groups or whole class, and can be scaffolded to be collaborative across all these styles. In this Year 1 classroom, a whole class blog has been established as an online science journal reflecting on current work and includes teacher embedding ICT creations into the Blog along with reflective statements. Further scaffolding is needed to direct learning to planned outcomes including the use of tools such as comparison charts and Predict Observe Explain (POE). At the start of each science lesson, links are made back to the previous lesson through the science journal consolidating and building on learning. Further reflections are made during the week by the teacher and students at appropriate times, during group rotations and any spare individual moments.
Timely feedback on the science from peers can increase the collaborative nature of the blog, with scaffolding to include this as part of the task.
Online Science Journal (Sample taken from Project Room blog)
What plants need to survive?
Today we planted some carrot, celery and lettuce seedlings in our vegetable garden and some beans in our individual pots. What do our plants need to survive and grow?
C,
This is a lovely story about all of your pets. You care for them very much. Maybe Milo should not be eating hot salami. I am looking forward to hearing your pet talk on Trixie.
from Mrs Morrison
My Pet Dog Bella by D
My dog Bella loves people when they come out of cars. She jumps on them because she loves other people. We need to feed Bella every day. We feed her in the mornings, in the middle of the day and in the afternoons. We fill up her water bowl with water and we play with her in the afternoons. Bella sleeps everywhere, near the front and back doors and in her kennel. Sometimes she sits up on our trampoline and lays down. One time she ate the blue trampoline mat. Sometimes she eats human food which is naughty. Bella the dog loves me.
by D
I like your dog. She is beautiful. You look after your dog by giving her food and something to drink. I think it is awesome that Bella likes the trampoline.
from B
D,
You love your dog very much. She sounds like she eats a lot! I am looking forward to hearing your pet talk.
from Mrs Morrison
My Dog Lily by E
My dog Lily is black and white and she likes bubbles. We look after her by feeding her and giving her lots of fresh water. I give her love and I play with her lots. She sleeps in her own little house inside. Lily jumps up and down and she dances and she makes me laugh.by E
My Dogs Willow and Mango
Mango is a brown dog and she has a big nose. Willow is a white dog and she likes to have fights with Mango. Willow is a good dog and Mango is naughty. We give Willow and Mango treats when they go out for a big walk or when they are really good. We give them dog food and water in bowls. Mango and Willow both have a bed, which they like. by F
F,
I loved your photostory about Willow and Mango. They really enjoy going to the beach! I think you are very lucky to have such a fun time with your pets.
from Mrs Morrison
My dog Elma Fudd
We have two Border Collies, one is my dog Elma Fudd and the other is my sister's dog Sam. Elma Fudd is a little puppy who is very snuggly. He is only 11 weeks old and he cries when I leave him. I feed him doggy food and water. He needs to be safe so he doesn't get hurt. Daddy made a fence with a gate so he can't get out. I love my dog and he sits when I say sit. Elma Fudd jumps though the hoop and we are trying to teach him to round up the cattle. by G
Elma Fudd must love you very much Hamish. He sounds very cute and cuddly. Do you have to take special care of him because he is a puppy? I can see that you know a lot about caring for dogs and teaching them. Lovely work G!
from Mrs Morrison
My Cat Tinkerbell
My cat is very very cuddly and her name is Tinkerbell. She likes to play with lizards and sometimes she eats grasshoppers. I look after her by feeding her cat food and giving her water. I let her inside at night so she can sleep with us. She chases my dog Sully around. I love her.by H
H,
I love your cat's name. You are such an exiting builder, I am looking forward to seeing the home you build for Tinkerbell. Have you ever read Peter Pan?
from Mrs Morrison
My Five Senses
Today we learnt about our five senses. We read the big book ' Hear, See, Touch, Smell, Taste' which had lots of interesting information about how animals and humans use their senses everyday.
Then we investigated some mystery objects with most of our five senses one at a time.
Learning is transformed using digital videos by stimulating a higher level of engagement in subject matter along with creative thinking and planning including working collaboratively with peers. The following photostory was created by a student with ASD and another student in a guided lesson after the beans seeds had started sprouting. After some difficulty with recording audio, the students decided on text to accompany the photostory. This guided lesson was a great opportunity to consolidate learning on ordinal numbers as the students ordered the photographs and literacy as the students decided on the text (areas in which these students have difficulty in terms of ability and engagement).
Ethical, Safe and Responsible Practices
When working with ICTs, students and teachers must use ethical, safe and responsible practices. Education Queensland (2009) specifies what students are expected to know at the set junctures. These include being respectful to others and having self-respect whilst sharing resources and online spaces. As in all communications, online communication have an ettiquette and students must be mindful to follow expected conventions and to be positive in any social interactions. Students and teachers must make sure that intellectual property and copyright laws and codes of practice are followed. This includes making sure that creators of digital media are identified and acknowledged, citing references where applicable with students understanding the concept of plagiarism. Students and teachers should have their own passwords and understand what is appropriate amount of personal disclosure in any given online environment. They must be aware of stranger danger and what websites are inappropriate.
Unit Overview and Plan of Action
Integrated Science Unit: Year 1
Staying Alive: Life and Living
Curriculum Links
Timely feedback on the science from peers can increase the collaborative nature of the blog, with scaffolding to include this as part of the task.
Online Science Journal (Sample taken from Project Room blog)
What plants need to survive?
Today we planted some carrot, celery and lettuce seedlings in our vegetable garden and some beans in our individual pots. What do our plants need to survive and grow?
Plants need sun otherwise they will die.
Plants need rain or water otherwise they will die.
by A
Our Beans! by D
Year 1c planted some bean seeds just like in Jack and the Beanstalk!
First, we put some soil in a container.
Second, we poked a hole in the soil.
Third, we popped a seed into the soil.
Fourth, we covered our seed with soil.
Then we watered our seed and placed them in the sun to grow.
by B
What do pets need to survive?
Today we completed a comparison chart showing what our pets need and what humans need to survive. Our pets need certain things for them to stay heatlhy and alive and most of them are the same types of things that people need. We all need air, water, food and shelter. Year 1 decided we all need love to survive, even pets. We will be making pet booklets and digital videos about our pets next week, please tell your classmates all about your pet and it's needs.
My Pets by E
My pets' names are Trixie, Toby, Scooby, Milo and Fish. Trixie, Toby and Scooby are my dogs and they are my favourite. My cat's name is Milo and he eats cat food and hot salami. The salami is so hot you can see the steam coming out of his ears. My fish don't like to play with anyone but their tadpole friends. They like to eat blocks of worms and fish food. My dogs are smart enough to get out of the fence, except for Scooby, he just cries all day long. My dogs sleep in a kennel separate from each other. My favourite dog is Trixie, then Toby, then Scooby. I am doing my pet talk on Trixie because I care for her.by C
Year 1c planted some bean seeds just like in Jack and the Beanstalk!
First, we put some soil in a container.
Second, we poked a hole in the soil.
Third, we popped a seed into the soil.
Fourth, we covered our seed with soil.
Then we watered our seed and placed them in the sun to grow.
by B
What do pets need to survive?
Today we completed a comparison chart showing what our pets need and what humans need to survive. Our pets need certain things for them to stay heatlhy and alive and most of them are the same types of things that people need. We all need air, water, food and shelter. Year 1 decided we all need love to survive, even pets. We will be making pet booklets and digital videos about our pets next week, please tell your classmates all about your pet and it's needs.
My Pets by E
My pets' names are Trixie, Toby, Scooby, Milo and Fish. Trixie, Toby and Scooby are my dogs and they are my favourite. My cat's name is Milo and he eats cat food and hot salami. The salami is so hot you can see the steam coming out of his ears. My fish don't like to play with anyone but their tadpole friends. They like to eat blocks of worms and fish food. My dogs are smart enough to get out of the fence, except for Scooby, he just cries all day long. My dogs sleep in a kennel separate from each other. My favourite dog is Trixie, then Toby, then Scooby. I am doing my pet talk on Trixie because I care for her.
by CC,
This is a lovely story about all of your pets. You care for them very much. Maybe Milo should not be eating hot salami. I am looking forward to hearing your pet talk on Trixie.
from Mrs Morrison
My Pet Dog Bella by D
My dog Bella loves people when they come out of cars. She jumps on them because she loves other people. We need to feed Bella every day. We feed her in the mornings, in the middle of the day and in the afternoons. We fill up her water bowl with water and we play with her in the afternoons. Bella sleeps everywhere, near the front and back doors and in her kennel. Sometimes she sits up on our trampoline and lays down. One time she ate the blue trampoline mat. Sometimes she eats human food which is naughty. Bella the dog loves me.
by DI like your dog. She is beautiful. You look after your dog by giving her food and something to drink. I think it is awesome that Bella likes the trampoline.
from B
D,
You love your dog very much. She sounds like she eats a lot! I am looking forward to hearing your pet talk.
from Mrs Morrison
My Dog Lily by E
My dog Lily is black and white and she likes bubbles. We look after her by feeding her and giving her lots of fresh water. I give her love and I play with her lots. She sleeps in her own little house inside. Lily jumps up and down and she dances and she makes me laugh.
by EMy Dogs Willow and Mango
Mango is a brown dog and she has a big nose. Willow is a white dog and she likes to have fights with Mango. Willow is a good dog and Mango is naughty. We give Willow and Mango treats when they go out for a big walk or when they are really good. We give them dog food and water in bowls. Mango and Willow both have a bed, which they like. by F
F,
I loved your photostory about Willow and Mango. They really enjoy going to the beach! I think you are very lucky to have such a fun time with your pets.
from Mrs Morrison
My dog Elma Fudd
We have two Border Collies, one is my dog Elma Fudd and the other is my sister's dog Sam. Elma Fudd is a little puppy who is very snuggly. He is only 11 weeks old and he cries when I leave him. I feed him doggy food and water. He needs to be safe so he doesn't get hurt. Daddy made a fence with a gate so he can't get out. I love my dog and he sits when I say sit. Elma Fudd jumps though the hoop and we are trying to teach him to round up the cattle. by G
Elma Fudd must love you very much Hamish. He sounds very cute and cuddly. Do you have to take special care of him because he is a puppy? I can see that you know a lot about caring for dogs and teaching them. Lovely work G!
from Mrs Morrison
My Cat Tinkerbell
My cat is very very cuddly and her name is Tinkerbell. She likes to play with lizards and sometimes she eats grasshoppers. I look after her by feeding her cat food and giving her water. I let her inside at night so she can sleep with us. She chases my dog Sully around. I love her.
by HH,
I love your cat's name. You are such an exiting builder, I am looking forward to seeing the home you build for Tinkerbell. Have you ever read Peter Pan?
from Mrs Morrison
My Five Senses
Today we learnt about our five senses. We read the big book ' Hear, See, Touch, Smell, Taste' which had lots of interesting information about how animals and humans use their senses everyday.
Then we investigated some mystery objects with most of our five senses one at a time.
We used sense of touch and felt the object. It was round with bumps and holes.
We used our sense of smell and the mystery object smelled salty.
We used our sense of hearing and listened to how the mystery object sounded. It cracked when we crushed it.
We used our sense of sight and we saw the mystery object was a Jatz Cracker.
We didn't taste the mystery object as this may not be a good idea.
It was not easy to use our senses one at a time, they work better all together.
We used our sense of smell and the mystery object smelled salty.
We used our sense of hearing and listened to how the mystery object sounded. It cracked when we crushed it.
We used our sense of sight and we saw the mystery object was a Jatz Cracker.
We didn't taste the mystery object as this may not be a good idea.
It was not easy to use our senses one at a time, they work better all together.
Huff and Puff What do humans need to survive? Air, water, food and shelter. How much air do we need? Tomorrow we are going to perform our first experiment. The experiment will be to see what happens to our breathing after we do some high level exercise. 1. First, we will make a prediction. Will our breathing change after we exercise hard? 2. Then we will perform the experiment and observe what happens before and after exercise. 3. Last, we will try to explain what we have observed. Start thinking about your prediction. ****** Digital video can be used in a wide variety of contexts for diverse audiences. They can be very emotive as well as very informative. Digital videos are highly engaging to produce and to watch and require a lot of planning, creativity and evaluation, as well as knowledge and understanding of both the ICT and subject matter. Social skills such as negotiation and reasoning as well as problem solving are enhanced through group work in this activity. Students who may have some difficulty interacting may be drawn together when working together on an exciting common project. With a challenging task, collaborative teams and meaningful subject matter, producing a digital video is fulfilling the requirements of Learning Engagement Theory. With this highly engaging and constructivist task, learning will be enhanced by strengthening higher order thinking skills as well as making meaning with subject matter by drawing images and text/information together. Enhancement of social skills will produce an even more positive learning environment in the classroom where all members feel valued, validated and respected. Digital video is ideal to meet the Student ICT Expectation of Creating with ICT 'Students experiment with, select and use ICT to creatively express ideas, represent information and generate products appropriate to particular audiences and purposes.' Education Queensland (2009) |
Learning is transformed using digital videos by stimulating a higher level of engagement in subject matter along with creative thinking and planning including working collaboratively with peers. The following photostory was created by a student with ASD and another student in a guided lesson after the beans seeds had started sprouting. After some difficulty with recording audio, the students decided on text to accompany the photostory. This guided lesson was a great opportunity to consolidate learning on ordinal numbers as the students ordered the photographs and literacy as the students decided on the text (areas in which these students have difficulty in terms of ability and engagement).
Learning Engagement Theory combined with TPCK (Technological Pedagogical Content Knowledge) provides the backbone for integrating Information Communication Technology (ICT) into the classroom learning experience. We must engage the students in meaningful, authentic activities with both collaborative teams and individualised learning experiences. As teachers, we must also fully understand our content (the curriculum), the technology (ICTs) and the best way to teach both (pedagogy).
"Engagement theory is based upon the idea of creating successful collaborative teams that work on ambitious projects that are meaningful to someone outside the classroom." (Kearsley and Shneiderman, 1999, para. 4)
Education Queensland (2009) guides us with the content and has set out the Student ICT Expectations to help teachers plan meaningful and engaging learning experiences with ICTs. Most of these ICT learning experiences should be integrated with other Key Learning Areas (KLAs) to facilitate Essential Learnings, or in this case Year 1 Learning Statements, across the curriculum. The Student ICT Expectations for Year 1 are set out in junctures and the learning expected by the end of Years 3 is detailed at Smart Classrooms Year P to 3.
When working with ICTs, students and teachers must use ethical, safe and responsible practices. Education Queensland (2009) specifies what students are expected to know at the set junctures. These include being respectful to others and having self-respect whilst sharing resources and online spaces. As in all communications, online communication have an ettiquette and students must be mindful to follow expected conventions and to be positive in any social interactions. Students and teachers must make sure that intellectual property and copyright laws and codes of practice are followed. This includes making sure that creators of digital media are identified and acknowledged, citing references where applicable with students understanding the concept of plagiarism. Students and teachers should have their own passwords and understand what is appropriate amount of personal disclosure in any given online environment. They must be aware of stranger danger and what websites are inappropriate.
Unit Overview and Plan of Action
Integrated Science Unit: Year 1
Staying Alive: Life and Living
Curriculum Links
Year 1 Learning Statements – Scientific inquiry
- plan and conduct investigations, collect data, record or report on observations
- discuss and investigate phenomena related to living things.
- reflect on observations and discuss why things happen, and consider other points of view.
- pose questions about the natural and physical world.
Year 1 Learning Statements – English -Speaking and listening, Writing and designing
- communicate for different purposes including to build relationships, express and explore ideas, tell stories, identify feelings and opinions, give and follow directions and instructions, describe events, and to get things done.
- interpret and construct a range of text types for different purposes and contexts in Standard Australian English (SAE) including explanations, oral recounts, simple rhymes and stories, greetings and farewells, and observation-comments
- participate in conversations and discussions in one-on-one, small and large group situations
Year 1 Learning Statements – English – Reading and Viewing
- read or view a range of print and electronic text types for different purposes and contexts including narratives, recounts, rhymes, instructions, invitations and recipes
- use a range of strategies to make meaning from the language, visual and structural features of text
The Student ICT Expectations for Year 1 are set out in junctures are detailed at Smart Classrooms Year P-3.
These Expectations are further broken down into
Inquiring with ICT Yr 3
Creating with ICT Yr 3
Communicating with ICT Yr 3
Ethics, issues and ICT Yr 3
Operating ICT Yr 3
Unit Overview
Year 1 students discover all living things have basic needs to stay alive. Plants and animals, including humans have certain requirements for survival. All animals and humans, use their senses to understand what is happening in their environment as well as warning of potential dangers. Humans use their senses to not only stay safe but to plan for our basic needs. Students will investigate and report on the basic needs of a pet and complete a science journal detailing what has been discovered then compare them to their own needs. They will investigate their senses and use them to identify and describe objects. They will find information on how different animal sense danger through informational texts and using online inquiry. The unit has been based on the Primary Connections unit Staying Alive which uses the 5Es teaching and learning model (Engage, Explore, Explain, Elaborate, Evaluate). Each lesson starts with brainstorming and talking about previous session, so the students' knowledge is constantly being assessed for learning and to individually tailor the learning experience.
What your learners will be learning and demonstrating at the end? (WoW)
Students will learn that:
• Living things have basic needs to survive. Plants need sun, soil and water. Animals and humans needs are greater.
• Our senses provide important information about our environment.
• Our senses provide warnings about dangers in our environment.
Students will be able to:
• Grow bean plants and monitor their progress.
• Discuss how they look after their pet and meet its needs including a photostory/pet booklet.
• Design and Build a home for their pet to meet survival requirements
• Identify our 5 senses and the associated body parts, and then identify two mystery objects comparing them using our senses, one at a time.
• Compare how animals and humans use their senses.
• Add observation comments to various chart and tables.
• Reflect on our learning in an online science journal/blog.
• Create a Voki posing a riddle using our senses.
What the learners will be doing? How will they be doing it?
These Expectations are further broken down into
Inquiring with ICT Yr 3
Creating with ICT Yr 3
Communicating with ICT Yr 3
Ethics, issues and ICT Yr 3
Operating ICT Yr 3
Unit Overview
Year 1 students discover all living things have basic needs to stay alive. Plants and animals, including humans have certain requirements for survival. All animals and humans, use their senses to understand what is happening in their environment as well as warning of potential dangers. Humans use their senses to not only stay safe but to plan for our basic needs. Students will investigate and report on the basic needs of a pet and complete a science journal detailing what has been discovered then compare them to their own needs. They will investigate their senses and use them to identify and describe objects. They will find information on how different animal sense danger through informational texts and using online inquiry. The unit has been based on the Primary Connections unit Staying Alive which uses the 5Es teaching and learning model (Engage, Explore, Explain, Elaborate, Evaluate). Each lesson starts with brainstorming and talking about previous session, so the students' knowledge is constantly being assessed for learning and to individually tailor the learning experience.
What your learners will be learning and demonstrating at the end? (WoW)
Students will learn that:
• Living things have basic needs to survive. Plants need sun, soil and water. Animals and humans needs are greater.
• Our senses provide important information about our environment.
• Our senses provide warnings about dangers in our environment.
Students will be able to:
• Grow bean plants and monitor their progress.
• Discuss how they look after their pet and meet its needs including a photostory/pet booklet.
• Design and Build a home for their pet to meet survival requirements
• Identify our 5 senses and the associated body parts, and then identify two mystery objects comparing them using our senses, one at a time.
• Compare how animals and humans use their senses.
• Add observation comments to various chart and tables.
• Reflect on our learning in an online science journal/blog.
• Create a Voki posing a riddle using our senses.
What the learners will be doing? How will they be doing it?
Science Lesson 1 Plants - Whole Class then group rotations for planting.
Students will work collaboratively to brainstorm ideas about what living things need, starting with plants, and together in small group rotations will plant a vegetable garden with seedlings. Each student will plant some bean seeds in individual pots to take home at a later date. Much scaffolding has occurred in prior lessons with 'Jack and the Beanstalk' and food production chains being taught in other KLAs.
Students will continue to monitor the bean seeds' germination and growth by taking digital photographs each day.
Group rotations early next week
Students will create a photostory chronicling the sprouting of the bean and its first days of growth and continue the online science journal/blog. They will contribute to the online science journal at any times available during the week reflecting on the previous science lesson or other students posts.
Science Lesson 2 Pets - Whole Class
Whole class discussions will be held on the pets and what they need to survive including a visit from a cockatiel. Students will continue blogging in their online science journal about their own pets with teacher assistance. Students will start planning to create a pet photostory or booklet with detailed information about their own pet and how they look after it and orally present this to class for assessment (at a later date). The assessment criteria will be based on their knowledge of their pet's needs rather that the quality of the photostory. Teacher talks about intellectual property in simple terms and explains that creators of digital media need to be identified and acknowledged. Teacher introduces students to the concept of plagiarism.
Group rotations early next week
Students will continue blogging in their online science journal about their own pets with teacher assistance. Guided groups will create a pet photostory with teacher assistance. For SOSE, the students will design and build a pet house.
Science Lesson 3 Our Five Senses -Whole Class
Lesson will start with reflecting on what we have learnt in the last lessons by reviewing the online science journal. Students will move on to an investigation of senses, starting with being able to identify the senses and the body parts associated with the senses. Hands on activities will include identifying mystery objects using our senses one at a time. At the end of this lesson we will use the Bee-bots to pose some riddles using our senses and program the Bee-bots to move to the correct answer. This will stimulate children to analyse how their senses detect before they are able to pose a question and other children to interpret the riddle then program the Bee-bots.
Group rotations early next week
Students will create a Voki after these sessions posing a riddle using senses. What am I? This will be an introduction to Voki by the teacher and will require a varying amount of assistance from teacher. Little assistance was given to this attempt at a riddling Voki (students also like integration as we are also studying fairytales and I recently baked this goody with the students).
Science Lesson 4 Senses detect danger -Whole Class
Lesson will start with reflecting on what we have learnt in the last lessons by reviewing the online science journal. This will lead on a deeper look at how senses provide information about our environment including warning humans and animals of potential danger. Hands on activities in this lesson include comparing different
sensations at stations around the classroom then coming back to discuss findings.
Group rotations early next week
Science Lesson 5 Huff and Puff-Whole Class Science Experiment
The teacher will scaffold all the activity helping to identify key issues, directing questions that stimulate discussion and keep the learning on track. Teacher will assist with online blogging and scribe for students when necessary.
As stated previously, there are limited ICTs available to Year 1 with to four PCs in the room and no access to an interactive whiteboard which has restricted many of the activities to small group activities.
How ICT is embedded into the unit/learning sequence and what it is used for?
Students will work collaboratively to brainstorm ideas about what living things need, starting with plants, and together in small group rotations will plant a vegetable garden with seedlings. Each student will plant some bean seeds in individual pots to take home at a later date. Much scaffolding has occurred in prior lessons with 'Jack and the Beanstalk' and food production chains being taught in other KLAs.
(If I had an interactive white board, I would use Online Concept Mapping to help construct knowledge and organise information into a schema to help store it into long term memory. As a whole class, I would use concept mapping software to represent the life cycle of a plant. Plant seeds and add digital images as the plant grows to add to the concept map. Add students audio commentary and further details on plant structure as the plant grows.)
Students and teacher take digital photographs of the process as it is occurring from putting soil in pots, making a hole, planting the seed, covering loosely with soil, watering and placing in an appropriate position in the sun. Students work in small groups so that this is a manageable, guided lesson with all intended outcomes covered in depth.
Teacher will introduce the Online Science Journal/Blog and will start the first entry uploading a digital image and a reflection from one of the students (Teacher scribes). Teacher discusses communicating in online spaces and the issue of being respectful to others and having self-respect whilst sharing resources and online spaces. As in all communications, online communication have an ettiquette and students must be mindful to follow expected conventions and to be positive in any social interactions.
Group rotations early next week
Students will create a photostory chronicling the sprouting of the bean and its first days of growth and continue the online science journal/blog. They will contribute to the online science journal at any times available during the week reflecting on the previous science lesson or other students posts.
Science Lesson 2 Pets - Whole Class
Whole class discussions will be held on the pets and what they need to survive including a visit from a cockatiel. Students will continue blogging in their online science journal about their own pets with teacher assistance. Students will start planning to create a pet photostory or booklet with detailed information about their own pet and how they look after it and orally present this to class for assessment (at a later date). The assessment criteria will be based on their knowledge of their pet's needs rather that the quality of the photostory. Teacher talks about intellectual property in simple terms and explains that creators of digital media need to be identified and acknowledged. Teacher introduces students to the concept of plagiarism.
Group rotations early next week
Students will continue blogging in their online science journal about their own pets with teacher assistance. Guided groups will create a pet photostory with teacher assistance. For SOSE, the students will design and build a pet house.
Science Lesson 3 Our Five Senses -Whole Class
Lesson will start with reflecting on what we have learnt in the last lessons by reviewing the online science journal. Students will move on to an investigation of senses, starting with being able to identify the senses and the body parts associated with the senses. Hands on activities will include identifying mystery objects using our senses one at a time. At the end of this lesson we will use the Bee-bots to pose some riddles using our senses and program the Bee-bots to move to the correct answer. This will stimulate children to analyse how their senses detect before they are able to pose a question and other children to interpret the riddle then program the Bee-bots.
Group rotations early next week
Students will create a Voki after these sessions posing a riddle using senses. What am I? This will be an introduction to Voki by the teacher and will require a varying amount of assistance from teacher. Little assistance was given to this attempt at a riddling Voki (students also like integration as we are also studying fairytales and I recently baked this goody with the students).
Science Lesson 4 Senses detect danger -Whole Class
Lesson will start with reflecting on what we have learnt in the last lessons by reviewing the online science journal. This will lead on a deeper look at how senses provide information about our environment including warning humans and animals of potential danger. Hands on activities in this lesson include comparing different
sensations at stations around the classroom then coming back to discuss findings.
Group rotations early next week
In group rotations this week the students keep their bilbies alive in The NIght of the Bilbies Learning Object. They must eat enough food to sustain a bilby while avoiding all the dangers to stay alive. This will bring together the ideas that animals need a certain amount of food and must use their senses to be aware of danger to stay alive.
Science Lesson 5 Huff and Puff-Whole Class Science Experiment
Lesson will start with reflecting on what we have learnt in the last lessons by reviewing the online science journal. Teacher explains about Predict Observe Explain and asks individuals to make a prediction about their breathing after hard exercise. Some predictions are entered in the online journal prior to the experiment. Students start the experiment by observing their breathing whilst sitting on the carpet, then recording their observations. The class is then asked to predict what will happen to their breathing after hard exercise. The teacher uses the ipod to play some fast paced dancing music while the class participates in some exercise then makes a further observation on their breathing. The class will try to explain the changes they have seen in their breathing. The class will participate in an online chat with a medical student to discuss what they have found out about how their body responded to exercise.
Group rotations early next week
In group rotations this week the students inquire using ICTs to gainer further information about an animal they are interested in and it's senses. They will report their findings back to the class at the end of the session.
As stated previously, there are limited ICTs available to Year 1 with to four PCs in the room and no access to an interactive whiteboard which has restricted many of the activities to small group activities.
How ICT is embedded into the unit/learning sequence and what it is used for?
Inquire using an online reference source such as Encarta to locate information about specific animals using their senses to warn of danger.
Reflect in an online science journal/blog.
Create a class photostory on planting our bean seeds including sequencing their growth.
Create an individual photostory on their pet and how to care for it. Orally present this information for assessment.
Create a Voki posing a riddle using our senses as clues. What am I?
Participate in an online chat with an expert (medical student).
Communicate in an oral presentation (Pet photostory).
Learning objects (night of the bilbies for fast finishers).
Ipod touch for music to engage learners in exercise.
Bee-bots as a programmable detective robot.
Digital Camera to take images of beans and seedlings.
What the final product will be and who it will be for?(remember the authentic context)
The final product will be an engaging science unit with many hands on authentic activities linking to real life situations stimulating a love of investigation in the students. It will culminate in a vegetable garden and individually designed pet houses, engaging oral stories about their pets and a deeper understanding of our senses. A collaborative science journal/blog will be started with entries and commentary provided by teacher and students. Creation of photostories by individual student about their pets will be orally presented to the class with question time afterwards (for assessment). A riddling Voki presented to classmates for solving, engaging students in higher order thing and collaborative activities. Finally, the students will be introduced to the POE method of scientific experiments which will continue on in further experiments.
How you will align your unit with Bloom’s Taxonomy to support a focus on higher order thinking?
Understanding - What are the basic needs of living things and what are our senses and how do they contribute to our survival.
Applying our knowledge of our senses to identify two mystery objects.
Analysing & evaluating how an object will affect our senses and then posing that information in the form of a riddle (Voki)
Creating a class photostory about growing bean seeds followed by an individual photostory about the needs of their pets. Creating riddles and solving them using the bee-bots.
Reflecting in an online science journal.
Overview of plan of how to assess student learning
Participate in an online chat with an expert (medical student).
Communicate in an oral presentation (Pet photostory).
Learning objects (night of the bilbies for fast finishers).
Ipod touch for music to engage learners in exercise.
Bee-bots as a programmable detective robot.
Digital Camera to take images of beans and seedlings.
What the final product will be and who it will be for?(remember the authentic context)
The final product will be an engaging science unit with many hands on authentic activities linking to real life situations stimulating a love of investigation in the students. It will culminate in a vegetable garden and individually designed pet houses, engaging oral stories about their pets and a deeper understanding of our senses. A collaborative science journal/blog will be started with entries and commentary provided by teacher and students. Creation of photostories by individual student about their pets will be orally presented to the class with question time afterwards (for assessment). A riddling Voki presented to classmates for solving, engaging students in higher order thing and collaborative activities. Finally, the students will be introduced to the POE method of scientific experiments which will continue on in further experiments.
How you will align your unit with Bloom’s Taxonomy to support a focus on higher order thinking?
Understanding - What are the basic needs of living things and what are our senses and how do they contribute to our survival.
Applying our knowledge of our senses to identify two mystery objects.
Analysing & evaluating how an object will affect our senses and then posing that information in the form of a riddle (Voki)
Creating a class photostory about growing bean seeds followed by an individual photostory about the needs of their pets. Creating riddles and solving them using the bee-bots.
Reflecting in an online science journal.
Overview of plan of how to assess student learning
Assessment will occur through monitoring of participation and knowledge throughout the unit of work. Knowledge will be assessed through the oral pet presentation and the design of the pet house, particularly looking at how the needs/requirements of the pets have been identified and accounted for. There are several worksheets that will be used during the lessons that will also contribute to asssessment.
In conclusion, I have engaged all students by incorporating robust, safe ICTs across the KLAs in a collaborative and ethical manner. I have provided timely feedback to individuals whilst ensuring that my learners know where they are going and what is the desired learning outcome. Scaffolding has been used to direct learning to planned outcomes including the use of appropriate online tools, such as digital videos and Blogs and thinking routines such as POE. The level of teacher support was appropriate with varied styles of learning including individual, group and whole class work. Tasks have worked through the full range of Bloom's Taxonomy including higher order thinking and importantly use authentic tasks to make meaning. In this manner, using highly engaging technologies I have transformed learning in the classroom.
References
In conclusion, I have engaged all students by incorporating robust, safe ICTs across the KLAs in a collaborative and ethical manner. I have provided timely feedback to individuals whilst ensuring that my learners know where they are going and what is the desired learning outcome. Scaffolding has been used to direct learning to planned outcomes including the use of appropriate online tools, such as digital videos and Blogs and thinking routines such as POE. The level of teacher support was appropriate with varied styles of learning including individual, group and whole class work. Tasks have worked through the full range of Bloom's Taxonomy including higher order thinking and importantly use authentic tasks to make meaning. In this manner, using highly engaging technologies I have transformed learning in the classroom.
References
Bloom, B. S. (1956). Taxonomy of educational objectives, handbook I: The cognitive domain. New York: David McKay Co Inc.
Education Queensland. (2009). Student ICT expectations. Retrieved from
http://education.qld.gov.au/smartclassrooms/strategy/dp/studentict.html
Kearsley, G., and Shneiderman, B. (1999). Engagement theory: A framework for technology based teaching and learning. Retrieved fromhttp://home.sprynet.com/~gkearsley/engage.html
Sunday 8 May 2011
Friday 6 May 2011
Billy Collins
Billy Collins, Poet Laureate of the United States (2001-2003) reads his poetry, some of which have been turned into action poetry (poetry set to animation). I have added links to the poems themselves on other websites, sometimes with audio/podcasts included.
Litany by Billy Collins
Forgetfulness by Billy Collins
Workshop by Billy Collins
Litany by Billy Collins
Forgetfulness by Billy Collins
Workshop by Billy Collins
Sunday 17 April 2011
Week 5 Group 4 Technologies - Dipity
Digital Tool: Timelines
The online timeline tool Dipity is free tool which produces an timeline that can be individual or collaborative. You can use video, images, text, links and audio to produce an interactive timeline. It is visually stimulating and would be an interesting collaborative tool to use in the classroom. You can choose privacy settings so that only certain people can view your dipity and you can also set who can change your dipity. This could be a very interesting way to bring history to life. I have embedded a sample dipity on Apple Milestones and a very quick dipity that I produced. It would be an interesting tools to explore Australian history or Anzac Day.
The online timeline tool Dipity is free tool which produces an timeline that can be individual or collaborative. You can use video, images, text, links and audio to produce an interactive timeline. It is visually stimulating and would be an interesting collaborative tool to use in the classroom. You can choose privacy settings so that only certain people can view your dipity and you can also set who can change your dipity. This could be a very interesting way to bring history to life. I have embedded a sample dipity on Apple Milestones and a very quick dipity that I produced. It would be an interesting tools to explore Australian history or Anzac Day.
Assignment No 2
Learning Engagement Theory combined with TPCK (Technological Pedagogical Content Knowledge) provides the backbone for integrating Information Communication Technology (ICT) into the classroom learning experience. We must engage the students in meaningful, authentic activities with both collaborative teams and individualised learning experiences. As teachers, we must also fully understand our content (the curriculum), the technology (ICTs) and the best way to teach both (pedagogy).
"Engagement theory is based upon the idea of creating successful collaborative teams that work on ambitious projects that are meaningful to someone outside the classroom." (Kearsley and Shneiderman, 1999, para. 4)
Education Queensland (2009) guides us with the content and has set out the Student ICT Expectations to help teachers plan meaningful and engaging learning experiences with ICTs. Most of these ICT learning experiences should be integrated with other Key Learning Areas (KLAs) to facilitate Essential Learnings across the curriculum. The Student ICT Expectations are set out in junctures and detail the learning expected by the end of Years 3, 5, 7, 9 and 10.
Student ICT Expectations, Education Queensland (2009)
The Group 1 technologies - Blogs, Wikis and Webpages.
Blogs, Wikis and webpages are all established technologies with many different strengths. Blogs are very stable and accessible and are suitable for all year levels. They have some great benefits for the learner, including the ability to embed other technologies, stimulating writing for pleasure and for purpose, communicating with an authentic audience and the ability to easily look back over work and thinking processes. It is for this enhancement of writing skills that I am choosing to further discuss the benefits of blogging.
Blogs are a perfect tool for reflection and communication which are key components of learning process across all KLAs and present across all Student Expectations for ICTs, Education Queensland (2009). Going back to Bloom's Taxonomy (1956), by reflecting, the student is employing the higher order thinking skills of analysing and evaluating. By engaging the learner with a wide variety of authentic writing opportunities, the student will come to enjoy the reflective process of writing through a Blog.
Blogs can be individual, partnerships, small groups or whole class, and can be scaffolded to be collaborative across all these styles. Further scaffolding is needed to direct learning to planned outcomes including the use of tools such as PMIs and de Bono's Hats. Timely feedback on blogs from the teacher is essential to make sure learning is on track and individual blogging can be made collaborative with scaffolding to include feedback amongst peers as part of the task.
I have elaborated in depth in My Reflection on Blogging (See Appendix A) which is my own learning journey. Further collaborative analysis on all three technologies is in My Wiki (see Appendix B) and an example of the start of a website is available at My Website (see AppendixC).
Blogs are a perfect tool for reflection and communication which are key components of learning process across all KLAs and present across all Student Expectations for ICTs, Education Queensland (2009). Going back to Bloom's Taxonomy (1956), by reflecting, the student is employing the higher order thinking skills of analysing and evaluating. By engaging the learner with a wide variety of authentic writing opportunities, the student will come to enjoy the reflective process of writing through a Blog.
Blogs can be individual, partnerships, small groups or whole class, and can be scaffolded to be collaborative across all these styles. Further scaffolding is needed to direct learning to planned outcomes including the use of tools such as PMIs and de Bono's Hats. Timely feedback on blogs from the teacher is essential to make sure learning is on track and individual blogging can be made collaborative with scaffolding to include feedback amongst peers as part of the task.
I have elaborated in depth in My Reflection on Blogging (See Appendix A) which is my own learning journey. Further collaborative analysis on all three technologies is in My Wiki (see Appendix B) and an example of the start of a website is available at My Website (see AppendixC).
Some brief examples of how I would use blogs (complexity of ideas and styles can be modified for all year levels):
Prep to Year 3. Weekly whole class blogs reflecting on current work eg their use of specific ICTs as creative tools (Photostory 3). This would include teacher embedding ICT creations into the Blog along with reflective statements. Some basic thinking routines such as a collaborative PMI analysis could be included.
Year 4 - 5. Individual reflections on their readings or classroom discussions. Feedback required for a nominal amount of peers. Newsblog on what is happening around the school, guest writers could be engaged on a weekly basis with included embedding of other media.
Year 6 - 7. Group work - Investigate, analyse and report on research topic. Embed relevant ICTs such as
Powerpoint presentations, glogs, prezis etc into blog. Comment/reflect incitefully on other groups blogs. Individual, group and whole class work could be incorporated for all year levels.
Motivating students to write and reflect in a variety of contexts and across the KLAs will foster a appreciation of writing for pleasure and for purpose and in this way transform the learning experience through blogging.
Powerpoint presentations, glogs, prezis etc into blog. Comment/reflect incitefully on other groups blogs. Individual, group and whole class work could be incorporated for all year levels.
Motivating students to write and reflect in a variety of contexts and across the KLAs will foster a appreciation of writing for pleasure and for purpose and in this way transform the learning experience through blogging.
Group 2 Technologies - Digital Images, Podcasts and Digital Video
Digital Images, Podcasts and Digital Video are all technologies that facilitate learning in the classroom. As Digital Video can combine both voice recordings and digital images, I have chosen to elaborate further on this technology.
Digital video can be used in a wide variety of contexts for diverse audiences. They can be very emotive as well as very informative. Digital videos are highly engaging to produce and to watch and require a lot of planning, creativity and evaluation, as well as knowledge and understanding of both the ICT and subject matter. Social skills such as negotiation and reasoning as well as problem solving are enhanced through group work in this activity. Students who may have some difficulty interacting may be drawn together when working together on an exciting common project. With a challenging task, collaborative teams and meaningful subject matter, producing a digital video is fulfilling the requirements of Learning Engagement Theory. With this highly engaging and constructivist task, learning will be enhanced by strengthening higher order thinking skills as well as making meaning with subject matter by drawing images and text/information together. Enhancement of social skills will produce an even more positive learning environment in the classroom where all members feel valued, validated and respected.
Digital video is ideal to meet the Student ICT Expectation of Creating with ICT 'Students experiment with, select and use ICT to creatively express ideas, represent information and generate products appropriate to particular audiences and purposes.' Education Queensland (2009)
Further analysis and models of the technology are presented in my reflection in Digital Video (see Appendix D).
Digital Images and Podcasts are also very potent tools that I will be using in the classroom. Strengthening visual literacy as well as listening skills is extremely important. Further discussion and models of the technologies can be found at Podcasts (see Appendix E ) and Digital Images (see Appendix F).
Some ideas of how I would use digital video in the classroom:
Prep to Year 3. Use digital images of in-class activities/unit and create a reflective photo story with oral reflections recorded by individual students with support from the teacher.
Digital video can be used in a wide variety of contexts for diverse audiences. They can be very emotive as well as very informative. Digital videos are highly engaging to produce and to watch and require a lot of planning, creativity and evaluation, as well as knowledge and understanding of both the ICT and subject matter. Social skills such as negotiation and reasoning as well as problem solving are enhanced through group work in this activity. Students who may have some difficulty interacting may be drawn together when working together on an exciting common project. With a challenging task, collaborative teams and meaningful subject matter, producing a digital video is fulfilling the requirements of Learning Engagement Theory. With this highly engaging and constructivist task, learning will be enhanced by strengthening higher order thinking skills as well as making meaning with subject matter by drawing images and text/information together. Enhancement of social skills will produce an even more positive learning environment in the classroom where all members feel valued, validated and respected.
Digital video is ideal to meet the Student ICT Expectation of Creating with ICT 'Students experiment with, select and use ICT to creatively express ideas, represent information and generate products appropriate to particular audiences and purposes.' Education Queensland (2009)
Further analysis and models of the technology are presented in my reflection in Digital Video (see Appendix D).
Digital Images and Podcasts are also very potent tools that I will be using in the classroom. Strengthening visual literacy as well as listening skills is extremely important. Further discussion and models of the technologies can be found at Podcasts (see Appendix E ) and Digital Images (see Appendix F).
Some ideas of how I would use digital video in the classroom:
Prep to Year 3. Use digital images of in-class activities/unit and create a reflective photo story with oral reflections recorded by individual students with support from the teacher.
Year 4 - 5. As a whole class, plan and produce a digital video on ANZAC day using images, digital videos, and music.
Year 6 - 7. In small groups or partnerships produce a book trailer. This would foster a love of reading in both producers and audience. This activity requires a knowledge of the book, techniques for producing an emotive video, creativity, and social skills for working together as a team.
Learning would be transformed using digital videos by stimulating a higher level of engagement in subject matter along with creative thinking and planning including working collaboratively with peers.
Year 6 - 7. In small groups or partnerships produce a book trailer. This would foster a love of reading in both producers and audience. This activity requires a knowledge of the book, techniques for producing an emotive video, creativity, and social skills for working together as a team.
Learning would be transformed using digital videos by stimulating a higher level of engagement in subject matter along with creative thinking and planning including working collaboratively with peers.
Group 3 Technologies - Powerpoint, Prezi, Glogster
Powerpoint, Prezi and Glogster are all easy to use communication and presentation tools. Powerpoint is a widely used slide/presentation tool and to leave it out of your classroom toolkit would not be appropriate. Prezi and Glogster are both newer and perhaps unseen technologies. Prezi is a slide presentation tool with unusual spatial features including zooming and panning to slides. This tool is very intuitive to use but may be a little difficult for some primary school children to use. Glogster provides us with a modern take on the poster and is suited to all primary age levels and abilities. For this reason, and because it offers something completely different to Powerpoint and Prezi, I have chosen to expand on the opportunities Glogster affords.
Glogster incorporates digital images, audio and video, animations and information into a digital poster. Glogs help us to create and communicate using ICTs and will appeal to both boys and girls as the results are highly individual. I would use Glogs in the classroom to help facilitate learning in other KLAs, higher order thinking skills would be engaged after analysing information and unleashing creativity in the Glog. Greater teacher support would be required from grades Prep to 3, perhaps undertaken as whole class or guided small group lessons. However from grades 4 to 7, both group and individual work, would be appropriate. Glogs could be displayed as an exhibition at the end of a term with students talking about and explaining their showpieces thus drawing in oral communication. My blog reflection on Powerpoint, Prezi and Glogster (see Appendix G) has further details and analysis of all three technologies including models of each.
Some examples of using Glogster in the classroom with varying levels of teacher support:
Prep to Year 3. Create a whole class Glog on the life-cycles of frogs. Brainstorm ideas about content. Negotiate style, colour and layout.
Year 4-5. In partnerships or small groups, work on Glogs as book investigations. Present in the library to foster love of literacy within the school.
Year 6-7. As individuals work on Glogs about the Great Barrier Reef. Hold exhibition at end of term with students manning work stations to talk about their work. Peer support used to enhance collaboration throughout.
Glogster provides a safe and private, online environment and supports an online classroom with up to 50 students. This allows students to continue to work at home and their current work is always available for perusal by teacher. It produces professional looking results and a high level polished product is achievable in a limited time. Glogster incorporates images, video, information, text, animation and audio, and caters for all learners in a constructivist, connectivist and collaborative way. Glogs will transform the classroom by achieving a high level of engagement by students in subject matter and result in a product in which students can be proud thus raising self confidence and self esteem.
Glogster incorporates digital images, audio and video, animations and information into a digital poster. Glogs help us to create and communicate using ICTs and will appeal to both boys and girls as the results are highly individual. I would use Glogs in the classroom to help facilitate learning in other KLAs, higher order thinking skills would be engaged after analysing information and unleashing creativity in the Glog. Greater teacher support would be required from grades Prep to 3, perhaps undertaken as whole class or guided small group lessons. However from grades 4 to 7, both group and individual work, would be appropriate. Glogs could be displayed as an exhibition at the end of a term with students talking about and explaining their showpieces thus drawing in oral communication. My blog reflection on Powerpoint, Prezi and Glogster (see Appendix G) has further details and analysis of all three technologies including models of each.
Some examples of using Glogster in the classroom with varying levels of teacher support:
Prep to Year 3. Create a whole class Glog on the life-cycles of frogs. Brainstorm ideas about content. Negotiate style, colour and layout.
Year 4-5. In partnerships or small groups, work on Glogs as book investigations. Present in the library to foster love of literacy within the school.
Year 6-7. As individuals work on Glogs about the Great Barrier Reef. Hold exhibition at end of term with students manning work stations to talk about their work. Peer support used to enhance collaboration throughout.
Glogster provides a safe and private, online environment and supports an online classroom with up to 50 students. This allows students to continue to work at home and their current work is always available for perusal by teacher. It produces professional looking results and a high level polished product is achievable in a limited time. Glogster incorporates images, video, information, text, animation and audio, and caters for all learners in a constructivist, connectivist and collaborative way. Glogs will transform the classroom by achieving a high level of engagement by students in subject matter and result in a product in which students can be proud thus raising self confidence and self esteem.
Group 4 Technologies -Google Documents, Concept Mapping, Animations and Simulations, Google Earth, Google Maps, ZooBurst, Timelines
All the technologies in this group are wonderful technologies that would be used in the classroom but concept mapping is the technology and skill that will be built upon from primary school through to university and through life.
'Concept mapping is an easy way to achieve very high levels of cognitive performance, when the process is done well. This is one reason concept mapping can be a very powerful evaluation tool.' Novak (n.d.)
Concept mapping is a powerful tool for not only constructing meaning but also for evaluating understanding. As such, it focuses on the heart of learning, constructing meaning out of knowledge then assessing or self assessing for understanding. A detailed explanation on how to construct concept maps is available at 'The Theory Underlying Concept Maps and How to Construct and Use Them' by Novak & Cañas (2008). Students can make meaning out of facts by constructing concept maps as they are learning and then adjusting them as greater understanding is achieved. Online tools are excellent for this as maps can be easily adjusted to accommodate for further knowledge and deeper understanding.
Concept and mind mapping tools can help students to 'identify an inquiry focus; plan, conduct and manage searches; and evaluate data and information gathered for relevance, credibility and accuracy.' Education Queensland (2009)
The specific online tools that I have investigated not only lend themselves to concept mapping but also to mind mapping, another method in which to make meaning from knowledge and to gain deeper understanding. These tools can be used for brainstorming and broadening knowledge in a collaborative way to gain a richer and deeper picture of the subject matter. Further analysis of the online concept and mind mapping tools is available in my blog at Online Concept Mapping Tools (see Appendix H).
Some examples of how I would use online concept or mind mapping tools:
Prep to Year 3. As a whole class, use concept mapping software to represent the life cycle of a plant. Plant seeds and add digital images as the plant grows to add to the concept map. Add students audio commentary and further details on plant structure as the plant grows.
Year 4-5. As individuals, use mind mapping tools to design a character for a creative story. Experiment with rich descriptive language and incorporate how, when, where and why as you are planning your storyline.
Year 6-7. In small groups, use concept mapping tools to gain a deeper understanding of problems affecting one particular aspect of the environment. Starting with what is already known, research and add to the topic with ideas and images building a deep understanding of the issues.
Learning can be enhanced by the use of online concept mapping tools by buildings schemas, constructing knowledge and making connections.
Ethical, Safe and Responsible PracticesWhen working with ICTs, students and teachers must use ethical, safe and responsible practices. Education Queensland (2009) specifies what students are expected to know at the set junctures. These include being respectful to others and having self-respect whilst sharing resources and online spaces. As in all communications, online communication have an ettiquette and students must be mindful to follow expected conventions and to be positive in any social interactions. Students and teachers must make sure that intellectual property and copyright laws and codes of practice are followed. This includes making sure that creators of digital media are identified and acknowledged, citing references where applicable with students understanding the concept of plagiarism. Students and teachers should have their own passwords and understand what is appropriate amount of personal disclosure in any given online environment. They must be aware of stranger danger and what websites are inappropriate.
In conclusion, I would hope to fully engage all students by incorporating robust, safe ICTs across the KLAs in a collaborative and ethical manner. I would provide timely feedback to individuals whilst ensuring that my learners know where they are going and what is the desired learning outcome. Scaffolding would be used to direct learning to planned outcomes including the use of appropriate online tools, such as Glogs, concept mapping tools, digital videos and Blogs and thinking routines such as PMIs and de Bono's hats. I would
All the technologies in this group are wonderful technologies that would be used in the classroom but concept mapping is the technology and skill that will be built upon from primary school through to university and through life.
'Concept mapping is an easy way to achieve very high levels of cognitive performance, when the process is done well. This is one reason concept mapping can be a very powerful evaluation tool.' Novak (n.d.)
Concept mapping is a powerful tool for not only constructing meaning but also for evaluating understanding. As such, it focuses on the heart of learning, constructing meaning out of knowledge then assessing or self assessing for understanding. A detailed explanation on how to construct concept maps is available at 'The Theory Underlying Concept Maps and How to Construct and Use Them' by Novak & Cañas (2008). Students can make meaning out of facts by constructing concept maps as they are learning and then adjusting them as greater understanding is achieved. Online tools are excellent for this as maps can be easily adjusted to accommodate for further knowledge and deeper understanding.
Concept and mind mapping tools can help students to 'identify an inquiry focus; plan, conduct and manage searches; and evaluate data and information gathered for relevance, credibility and accuracy.' Education Queensland (2009)
The specific online tools that I have investigated not only lend themselves to concept mapping but also to mind mapping, another method in which to make meaning from knowledge and to gain deeper understanding. These tools can be used for brainstorming and broadening knowledge in a collaborative way to gain a richer and deeper picture of the subject matter. Further analysis of the online concept and mind mapping tools is available in my blog at Online Concept Mapping Tools (see Appendix H).
Some examples of how I would use online concept or mind mapping tools:
Prep to Year 3. As a whole class, use concept mapping software to represent the life cycle of a plant. Plant seeds and add digital images as the plant grows to add to the concept map. Add students audio commentary and further details on plant structure as the plant grows.
Year 4-5. As individuals, use mind mapping tools to design a character for a creative story. Experiment with rich descriptive language and incorporate how, when, where and why as you are planning your storyline.
Year 6-7. In small groups, use concept mapping tools to gain a deeper understanding of problems affecting one particular aspect of the environment. Starting with what is already known, research and add to the topic with ideas and images building a deep understanding of the issues.
Learning can be enhanced by the use of online concept mapping tools by buildings schemas, constructing knowledge and making connections.
Ethical, Safe and Responsible Practices
In conclusion, I would hope to fully engage all students by incorporating robust, safe ICTs across the KLAs in a collaborative and ethical manner. I would provide timely feedback to individuals whilst ensuring that my learners know where they are going and what is the desired learning outcome. Scaffolding would be used to direct learning to planned outcomes including the use of appropriate online tools, such as Glogs, concept mapping tools, digital videos and Blogs and thinking routines such as PMIs and de Bono's hats. I would
make sure the workload and the level of teacher support was appropriate and use varied styles of learning including individual, group and whole class work. Tasks would be designed to work through the full range of Bloom's Taxonomy including higher order thinking and importantly use authentic tasks to make meaning. In this manner, using highly engaging technologies I would transform, support and enhance learning in the classroom.
References
Bascones, J. & Novak, J. D. (1985). Alternative instructional systems and the development of problem-solving skills in physics. European Journal of Science Education, 7(3), 253-261.
Bloom, B. S. (1956). Taxonomy of educational objectives, handbook I: The cognitive domain. New York: David McKay Co Inc.
References
Bascones, J. & Novak, J. D. (1985). Alternative instructional systems and the development of problem-solving skills in physics. European Journal of Science Education, 7(3), 253-261.
Bloom, B. S. (1956). Taxonomy of educational objectives, handbook I: The cognitive domain. New York: David McKay Co Inc.
Education Queensland. (2009). Student ICT expectations. Retrieved from
http://education.qld.gov.au/smartclassrooms/strategy/dp/studentict.html
Kearsley, G., and Shneiderman, B. (1999). Engagement theory: A framework for technology based teaching and learning. Retrieved from http://home.sprynet.com/~gkearsley/engage.html
Novak., J.D. (n.d.). The theory underlying concept maps and how to construct them. Retrieved from http://www.stanford.edu/dept/SUSE/projects/ireport/articles/concept_maps/The%20Theory%20Underlying%20Concept%20Maps.pdf
Novak, J.D. & Cañas, A.J. (2008). The theory underlying concept maps and how to construct and use them. Retrieved from http://cmap.ihmc.us/publications/researchpapers/theorycmaps/theoryunderlyingconceptmaps.htm
Novak., J.D. (n.d.). The theory underlying concept maps and how to construct them. Retrieved from http://www.stanford.edu/dept/SUSE/projects/ireport/articles/concept_maps/The%20Theory%20Underlying%20Concept%20Maps.pdf
Novak, J.D. & Cañas, A.J. (2008). The theory underlying concept maps and how to construct and use them. Retrieved from http://cmap.ihmc.us/publications/researchpapers/theorycmaps/theoryunderlyingconceptmaps.htm
Appendices
Appendix A
My Reflection on Blogging
http://juliennemorrisonsblog.blogspot.com/2011/03/reflection-on-blogging.html
http://juliennemorrisonsblog.blogspot.com/2011/03/reflection-on-blogging.html
Appendix B
Appendix C
My Website
http://juliennemorrison.weebly.com/
http://juliennemorrison.weebly.com/
Appendix D
Appendix E
Appendix F
Appendix G
Powerpoint, Prezi and Glogster
http://juliennemorrisonsblog.blogspot.com/2011/04/week-5-group-3-technologies-powerpoint.html
http://juliennemorrisonsblog.blogspot.com/2011/04/week-5-group-3-technologies-powerpoint.html
Appendix H
Online Concept Mapping Tools
http://juliennemorrisonsblog.blogspot.com/2011/04/group-4-technologies-digital-tools.html
Online Concept Mapping Tools
http://juliennemorrisonsblog.blogspot.com/2011/04/group-4-technologies-digital-tools.html
Tuesday 12 April 2011
Online Concept Mapping Tools
Group 4 Technologies Digital Tools - Online Concept Mapping Tools
The first online concept mapping tool I explored was Text2Mindmap. This free tool was very easy to use with a simple structure and interface. You create a list of word/sentences and the application converts it into a mind map which can then be edited. The finished product was easy to upload into the blog and would be very simple to use in the context of a whole class or guided lesson. My literacy assignment immediately jumped into my mind as I have been thinking about brainstorming rich descriptive words in the context of a whole class activity (Year 2).
With this idea in mind, I continued on to explore Bubbl.us. After a brief search, I found an example of the type of brainstorming sentence construction I was looking for in First Steps Writing Resource Book, Education Department of Western Australia (1997) and I implemented this idea using bubbl.us. I found this tool to be also very easy to use.
I can see a lot of value in both of these tools for use in classrooms. They are very easy to use and would be suitable for whole class, group and individual activities. Both online tools have their strong points and I could see a place for both styles depending on the task and the student.
Horton et al. (1993) suggest that concept maps are a potent instructional tool for promoting meaningful learning. According to Buzan (2010) mind mapping 'allows students the freedom to interpret topics in their own way, making their own connections between ideas.' Mind mapping can be used to determine prior knowledge then after instruction, students can revisit the mind map to correct and make further meanings and connections.
Concept mapping is a tool that is widely used in schools and universities as it is a powerful tool. Using online versions of this tool will appeal to students and teachers. There are more sophisticated versions of concept mapping tools such as iMindMap with cut down free versions or ultimate versions. Some students will be advantaged by use of these tools, for example, students with dyslexia as it 'makes use of images, colour, shape, size and symbols to map out information in a way that is easier to comprehend ' Buzan (2010). The ability to change background colour and add audio notes will support these students with different needs.
The following image is an screenshot from the iPad version of iMindMap. Noticeable features are the use of colour to accentuate branches and for visual appeal, curvature of the branches and use of images. All of these make for an engaging tool for students. The iPad software has a presentation mode enabling the user to present the mind map to an audience. It is also available on desktop and iPhone versions.
Image from http://itunes.apple.com/au/app/imindmap-mobile-hd/id387689106?mt=8
I will definitely be using concept maps and mind maps in the classroom. They are a powerful brainstorming tool and also an assessment tool from which further instruction can be tailored. They are highly colllaborative and can be used in whole class, group work and individual situations. They promote comprehension by making connections between ideas and making meanings which is the basis of learning. They are an engaging online tool and a diverse range of products can be used to implement the process.
Plus
.Free online tools, so accessible
.different styles of tool available - Text2Mindmap interprets from list, Bubbl.us adds bubbles as you go, iMindMap offers images, curves on various devices
.support different styles of planning and brainstorming
.could be used for many KLAs eg lifecycles for science, brainstorming descriptive language,
.can be embedded easily as jpeg
.determines prior knowledge
.use colour
.can use pictures, image association, audio notes
.make connections
Minus
.could be used ineffectively or incorrectly
Interesting
.can be used in many different ways for all class levels and across all KLAs
.promotes thinking methodically and sequentially
.promotes making meaning and making connections
.simplifies and clarifies ideas in a visual fashion
References
Education Department of Western Australia. (1997). First steps writing resource book. Rigby Heinemann.
Horton, P. B., McConney, A. A., Gallo, M., Woods, A. L., Senn, G. J. and Hamelin, D. (1993), An investigation of the effectiveness of concept mapping as an instructional tool. Science Education, 77: 95–111.
Buzan, T. (2010). Mind maps for pre and post assessment. Retrieved from http://www.thinkbuzan.com/en_au/articles/view/mind-maps-for-pre-and-post-assessment
Buzan, T. (2010). How mind mapping can help with dyslexia. Retrieved from http://www.thinkbuzan.com/uk/articles/view/how-mind-mapping-can-help-with-dyslexia
The first online concept mapping tool I explored was Text2Mindmap. This free tool was very easy to use with a simple structure and interface. You create a list of word/sentences and the application converts it into a mind map which can then be edited. The finished product was easy to upload into the blog and would be very simple to use in the context of a whole class or guided lesson. My literacy assignment immediately jumped into my mind as I have been thinking about brainstorming rich descriptive words in the context of a whole class activity (Year 2).
With this idea in mind, I continued on to explore Bubbl.us. After a brief search, I found an example of the type of brainstorming sentence construction I was looking for in First Steps Writing Resource Book, Education Department of Western Australia (1997) and I implemented this idea using bubbl.us. I found this tool to be also very easy to use.
I can see a lot of value in both of these tools for use in classrooms. They are very easy to use and would be suitable for whole class, group and individual activities. Both online tools have their strong points and I could see a place for both styles depending on the task and the student.
Horton et al. (1993) suggest that concept maps are a potent instructional tool for promoting meaningful learning. According to Buzan (2010) mind mapping 'allows students the freedom to interpret topics in their own way, making their own connections between ideas.' Mind mapping can be used to determine prior knowledge then after instruction, students can revisit the mind map to correct and make further meanings and connections.
Concept mapping is a tool that is widely used in schools and universities as it is a powerful tool. Using online versions of this tool will appeal to students and teachers. There are more sophisticated versions of concept mapping tools such as iMindMap with cut down free versions or ultimate versions. Some students will be advantaged by use of these tools, for example, students with dyslexia as it 'makes use of images, colour, shape, size and symbols to map out information in a way that is easier to comprehend ' Buzan (2010). The ability to change background colour and add audio notes will support these students with different needs.
The following image is an screenshot from the iPad version of iMindMap. Noticeable features are the use of colour to accentuate branches and for visual appeal, curvature of the branches and use of images. All of these make for an engaging tool for students. The iPad software has a presentation mode enabling the user to present the mind map to an audience. It is also available on desktop and iPhone versions.
I will definitely be using concept maps and mind maps in the classroom. They are a powerful brainstorming tool and also an assessment tool from which further instruction can be tailored. They are highly colllaborative and can be used in whole class, group work and individual situations. They promote comprehension by making connections between ideas and making meanings which is the basis of learning. They are an engaging online tool and a diverse range of products can be used to implement the process.
Plus
.Free online tools, so accessible
.different styles of tool available - Text2Mindmap interprets from list, Bubbl.us adds bubbles as you go, iMindMap offers images, curves on various devices
.support different styles of planning and brainstorming
.could be used for many KLAs eg lifecycles for science, brainstorming descriptive language,
.can be embedded easily as jpeg
.determines prior knowledge
.use colour
.can use pictures, image association, audio notes
.make connections
Minus
.could be used ineffectively or incorrectly
Interesting
.can be used in many different ways for all class levels and across all KLAs
.promotes thinking methodically and sequentially
.promotes making meaning and making connections
.simplifies and clarifies ideas in a visual fashion
References
Education Department of Western Australia. (1997). First steps writing resource book. Rigby Heinemann.
Horton, P. B., McConney, A. A., Gallo, M., Woods, A. L., Senn, G. J. and Hamelin, D. (1993), An investigation of the effectiveness of concept mapping as an instructional tool. Science Education, 77: 95–111.
Buzan, T. (2010). Mind maps for pre and post assessment. Retrieved from http://www.thinkbuzan.com/en_au/articles/view/mind-maps-for-pre-and-post-assessment
Buzan, T. (2010). How mind mapping can help with dyslexia. Retrieved from http://www.thinkbuzan.com/uk/articles/view/how-mind-mapping-can-help-with-dyslexia
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