After completing this weeks learning path about IWB’s (Interactive Whiteboards) I thought I would share some video clips to learn more about them. The videos highlight Smart Notebook and Activ Inspire software used on interactive whiteboards that share the world of possibilities. Its amazing!
This is my first time to use IWB’s and I am keen to prepare myself as much as possible.
Questions that I will ask my mentor teacher will be:
What type of IWB do you have?
What peripherals are available? peripherals are devices you can connect to the whiteboard.
What software do you use?
Visit Kiera’s blog who is also new to using IWB’s during professional experience. Thanks Kiera for sharing an article about Success for All Students: Leaving No Child Behind in the Digital Age.
I am a backwards design fan as a Mum of a child with Autism, going backwards comes in handy because thats how they learn best!! Thanks to Denise’s post with a captivating title: Caution, Im reversing it was definitely appealing to me. Planning with the end in mind seems odd at first but after planning numerous lessons it has made more sense with experience. I have found it to be an effective approach to planning engaging lessons that meet the objectives of the curriculum. By planning the assessment task first then building the lesson sequences to ensure the skills are targeting first before students attempt the task it has various benefits. Backwards design allows teachers to reflect on what they have planned and ensure that the lessons flow and align to the summative assessment.
If you haven’t purchased the textbook Understanding by Design by Grant Wiggins and Jay McTighe I highly recommend it! All the best for planning success during prac.
Thanks to Tracy’s blog for sharing how to create a HMTL table. With more time and practice I am sure I could improve how it is displayed.
||Help Understand how to learn about a new ICT
and how to use it to enhance learning.
|If there are any new ICTS use it to help explorations
and useful as part of the planning process.
||Technological Pedagogical & Content Knowledge.
Ways of thinking about different types of knowledge
that help to select ICTs to enhance learning.
|Identify how ICT would benefit and enhance student
learning. Experiment with ICT before inclusion. Could also be
used as a reflection tool.
||Creating assessment items working with the end
in mind then follow on to plan learning experiences
that build students ability to complete the assessment.
|Planning assessment first working backwards. Check
the curriculum requirements then plan from the end to
the beginning, used for planning a unit of work or a stand
alone lesson plan.
||The SAMR model represents Subsitution, Augumentation,
Modification and Redefinition helps to integrate technology in the classroom.
|Assist planning to consider how ICT’s will be used as a
tool to enhance learning. Consider the capabilities of what
else the ICT offers. Could be used as a tool to evaluate how
success was the ICT integrated.
||TIP represents Technology Integration Planning the purpose is to design
appropriate integration of ICT’s in lesson planning.
|Use in planning to enhance learning experiences
to determine advantage, relevance, strategies and
||The 5e’s instructional method is a planning tool that aligns with
purpose for students to engage in the inquiry process.
1. Engage 2. Explore 3. Explain 4. Elaborate 5. Evaluate
|Plan lessons with the 5e’s helps to embed the
inquiry process within the sequence of lessons
and helps to structure and consider appropriate ICT.
|WALT & WILF
||WALT refers to the learning intention. Used to explicitly identify
what students are being asked to do.
WILF refers to the success criteria. Used to assist students to
make decisions on how they attempt the task.
|Use to plan learning experiences so students are informed
about the expectations of the task. Makes learning objectives
||Learning that recognises the social and cultural context. Considers
how people live, communicate and learn. You learn more when you
connect with other people.
|Plan experiences that consider students prior knowledge so
they have opportunity to connect it to new knowledge.Consider
planning lessons that allow students to make connections with
each other and access the global community.
|| Helps to develop questions that encourage higher order thinking skills.
||Plan lessons that include design of questions that allow
students higher order thinking skills to be developed to enable
|Postman’s 5 things
||Planning must encourage effective use of ICT. Consider and plan
for technological change.
|Plan ICT’s that align with the technological changes in
the classroom. Select appropriate tools.
|A collection of resources that help to teach lessons effectively.
Purpose is to help you decide what ICT’s to use in the classroom.
|Plan for diversity, differentiation consider options
available that relate to real world experiences and
what is appropriate for this age group.
||Personal Knowledge Management. Purpose is to acquire a
network of information, resources, connections to teachers that
help you to increase your knowledge in specific areas.
|Plan with access to a wide range of resources so that it will
enable the design of appropriate ICT rich lesson plans.
This week has been very busy as I met with my mentor teacher to find out about the context of my school and review an example unit plan. They use the PYP Curriculum alongside the Australian Curriculum. Oh! what a challenge, I am only getting my head around the Australian Curriculum now. I am so glad I planned ahead so I could learn more about the way the school operates.
As I was delving deeper into the Primary Years Program I was drawn to the learner profile tab and it was all about citizenship for kids which was fitting for this weeks topic on Digital Citizenship. When I was reading about the program I came across another acronym IB! Oh dear something else? I thought, What is IB? IB is Inquiry Based Learning and the PYP implements Units of Inquiry (UOI) in their lesson planning.
Then I find out about Trans-discliplinary learning within the PYP. What does this mean and how will I plan lessons?
A Trans-disciplinary approach refers to learning that is authentic and relevant to the real world. Learning is not confined by traditional subjects but is supported and enriched by them. Each Trans-disciplinary Theme encompasses a vast swath of universal understandings common to all of humanity and open enough to embrace a variety of content areas. For example the theme; Who we are, explores the nature of self, our personal beliefs and values, our personal, physical, mental, social and spiritual health, human relationships, our rights and responsibilities and what it is to be human. This Trans-disciplinary Theme is deeply investigated through different questions and explorations throughout the students learning journey, leaving them with a layered understanding of themselves and the connections they have with the rest of humanity.
My professional experience school implements PYP and uses a trans-disciplinary approach to planning units of inquiry. This is an excellent opportunity to see how students can access our global world through a school program that integrates ICT into almost every lesson!
My mentor teacher shared with me that only 400 schools in the world use this program and I am sure as time progresses many more will be drawn to it. WOW what an opportunity!
Teaching Matters. This is a fantastic video about teaching on the first day, it fits in well with our upcoming professional experience.
If you’d like to read more about it this is the Angela Maiers blog post.
Important points to remember – 9 things Teachers do gladly.
No matter how many standards you need to check off, how many IEPs you’re monitoring, how many tests your students sit for, or how often you’re asked to shift gears:
1. You do what you are born to do. You do what you are called to do.
2. You do what students need you to do.
3. You make time to touch their hearts every day.
4. You look into students’ eyes, and they see in yours that you love them.
5. You serve as the voice of reason, courage and hope.
6. You assure them with your poise and presence that the world is a beautiful place, and that they are beautiful creatures.
7. You tell them that they matter, that they are geniuses, and that the world needs their contribution.
8. You choose your words carefully, so that those words help students envision success, stretch their thinking, and advance independent behaviors and actions. Well-chosen, impactful words will stick with your students the rest of their lives.
9. You TEACH.
You can make a difference, teaching matters!
This is my certificate for completing the 4 modules on cyber-safety as part of this weeks learning path. I have done this course previously in 2011 as a teacher aide. It was interesting to do it again as a Pre-service Teacher. I found it very helpful to address the question “What do I need to know for professional experience?” I have printed out the schools policies and procedures and am making sure I understand them.
I liked the idea of staying connected with what your students are doing. As teachers, our role was discussed as being a guide and mentor to model safe online behaviours being a role model is very important. Knowing the language and lingo students use such as code language helps teachers to understand their students. However, I still believe that we are allowing student’s to be careless by using too much code and not writing out the whole words, especially for children who need help with spelling difficulties.
I had never heard of micro-blogging before but now understand it to be twitter and am excited that I am aware of how to use it. I was impressed with the resources for teachers to assist with planning to ensure cyber-safety is explicitly taught or embedded in lessons.
I researched the safety tips for 5-7 year olds because I will be teaching Grade 1 which will come in handy during professional experience.
SAFETY TIPS FOR STUDENTS – LOWER PRIMARY AGES 5-7
- Always sit with the students
- Ensure kid safe search engines are used
- Always be in a position where you can monitor what students are doing
- Invest in filtering tools and make sure they are working!
- Use blocking software to protect students from inappropriate pop ups or commercials
- Teach students about marketing and consumerism
- At this age don’t let them text, message or send emails
- Teach them that Images are not real people.
Discuss online personalities. Some people pretend to be someone they are not. Discuss how they have an online audience and identity and need to protect their reputation. Embrace technologies and learn how to use it safety to protect yourself. As teachers we need to be the leaders in teaching students how to navigate the online world and be proactive to prevent identity theft and bullying.
DUTY OF CARE – As teachers it is our obligation to take ‘reasonable care’ to protect and minimise the risk of harm to students when using technology at school. This also includes prevention of ongoing bullying and reporting cases that effect our students. Employ students to be part of the classrooms Cybersmart detectives to protect each other – students learn through the cybersmart detectives website activities and become alert to any inappropriate behaviour that occurs online.
PRIVACY TOPIC – I have selected a resource to use on professional experience to help students to become aware of privacy and what it means in our online world. Resources for sharing personal information is available as a lower primary unit plan. I am excited that I may be able to implement this at prac depending on what my mentor teacher says.
Cyber-smart Blogs an interesting insight for new bloggers!
I enjoyed this weeks learning path and wish everybody success as we make preparations for PRAC.
Ready… Set….GO! You can do it!