You will be asked to explore each of the ICT tools presented in the following few weeks. Before you proceed, think carefully about the content/topic you are going to construct Assignment 3 around. Assignment 3 asks you to plan a small unit of work in which ICT is integral to learning.
As you sign up for accounts, add content, play with functions, consider the triangulation of digital tool (technologies), pedagogy and the topic/content you are planning to teach. Use your Blog to develop your knowledge and understanding of the tools that are available. Reflect on their relevance and usefulness in your context. How will each tool support your own learning? How will each tool support the learning of your students? You will find that some of the tools are more useful than others.
1. Evaluate briefly each tool in your blog. Identify their usefulness to your context. A scaffold such as a SWOT analysis is a useful tool to use. It is NOT intended for the exploration of ICT to be onerous. Please use a "broad-brush" approach in identifying relevance of each. Then, you will be asked to select the tools that you find most useful to your context. This is where the detail will be added. All of the tools studied should be represented and briefly evaluated for relevance in your Blog. But only a limited selection will be fully explored. The latter will be used to structure your response to Assignment 2.
2. When you write your response to Assignment 2, select at least one tool from each of the following categories that promises to be of most relevance to your learning and that of your students. At least one of the tools selected should be able to support two-way dialogue and knowledge construction amongst groups of students - for instance Blogs, Wikis and Forums.
Access/gain information. (Can be primary or secondary sources. It is quite feasible to gain information about firefighting in Noosa through an online interview with a firefighter. So think out of the box.)
Consolidate and refine information. (For instance Excel to organise data, a database, cutting and pasting into retrieval tables/charts, concept mapping to gain the "Big Picture" of the topic etc).
Transform information to develop new understandings. (Useful ways to do this is through scaffolded learning. Asking students to list pros and cons, asking them to consider alternative perspectives, or listing cause and effect etc. Also scripts for podcasts, movies, writing letters, creating plans etc). It is in this transformation that higher order thinking will be clearly developed through critical thinking, analysis, evaluation and synthesis.
Present knowledge to an audience. (Think beyond PowerPoint presentations. Consider movies, images, digital art, animations. Think of websites, blogs, wikis. What about podcasting, digital books? Even live webconferences to an audience overseas.)
3. For the four (or more) tools you select to focus on, present a detailed analysis of how you would use this tool to support learning of your students, as well as tools for your own professional learning. This should include a triangular discussion suggesting the content you are planning to teach and the pedagogies that the tool and the content suggest. It is most likely that this detail will emerge towards the end of Week 4 as your exploration becomes more focused.
SWOT (Stregth, Weakness, Opportunity, Threat) analysis is a useful technique that can be used with your students on a personal level to: •explore and develop provision for students with special needs •raise student self-awareness within in a learning context •gain feedback about the way in which your students respond to your teaching styles and methods. SWOT as a personal tool
SWOT analysis has been widely used as a problem-solving and project-planning tool. It can help you to focus on key issues of relevance to the project in hand. However, the SWOT method can also be used in a personal context. When used in this way it can show us how to take full advantage of pupils' talent and abilities. It can help to uncover new learning opportunities and eliminate perceived threats in the learning environment.
How do I apply SWOT analysis with my pupils?
You might want to explore ways in which you can personalise learning and develop differentiation in the classroom. Consider this with your pupils by asking them questions in terms of four areas:
Strengths What are your personal strengths and the resources available to you?
Weaknesses In what areas could you improve?
Opportunities What are the opportunities inschool that you enjoy? What possibilities can yous ee for developing your learning?
Threats What are the obstacles or barriers that you face? Do they present threats to your learning?
Brainstorm these ideas with your students (ensuring that their privacy is respected). It doesn't matter about the order of the thoughts as it is more important to map their ideas, record them on paper and use this as a springboard for discussion and development.
Once pupils have got their strengths, weaknesses,opportunities and threats worked out, they can begin to consider if the strengths and opportunities outweigh the weaknesses and threats. They may see that there is an immediate threat that means the idea is not viable.Try to get them to think a little deeper to see if the idea can be changed in some way to minimise this threat.
It is easy to design a simple worksheet for this purpose.
SWOT analysis can also be used at a personal level with pupils, as well as to examine an idea presented in the context of a lesson as discussed above.
A list of strengths and weaknesses for an individual pupil is gathered using this worksheet and the sections on opportunities and threats can be used to highlight the implications of this for teaching and learning. This tool can work well with a whole class. It is particularly useful if you have time to sit down with one pupil and talk to them about their thoughts and complete it together. I would then have a discussion with the pupil to talk about adjustments that the student can make as well as those that I could make as the teacher.
Here are some questions you could explore with your students:
What am I good at? What do others think I am good at? What do I enjoy doing? What areas am I competent in that are not just subject specific? (Think in wider terms of emotional and social intelligence too.) What subjects do I get good marks in? Are there particular learning styles that I lean towards?
Weaknesses
Are there any specific subjects, skills or areas that I am weaker in (including multiple intelligences and emotional literacy)? Do I have any specific learning difficulties, eg dyslexia? (Write a break-down with specific key words of three areas that are most challenging for the student - don't try to fit in too many.)
Opportunities
How can I use my strengths to overcome my weakness? What strategies could I devise or use to appeal to my strengths and compensate for my weaknesses. What motivates me? How could I (or my teacher) make small adjustments to help me learn more effectively?
Threats
What makes me feel uncomfortable in class? What hinders me or stops me from learning? What de-motivates me?
Caveats!
•Don't give the worksheets to students and expect them to fill them in un-aided as this may cause students with lower self-esteem to focus solely on their weaknesses. •Do not use the SWOT tool as fixed and permanent measure of a person - people change! Do
•Have fun developing the idea. •Copy the worksheet and use it with your students. •Involve the students in the activity. •Give time to think about and reflect on this activity - some students (and teachers) may find it difficult to get started. •Use it as a discussion starter and springboard. •Try it with all ages - just adapt the questions to suit your level (eg Year 1 might discuss and complete: 'My best subject is..' 'My worst subject is...' 'I like it when...' 'I don't like it when...'). •Use the valuable information you gain from SWOT, to add to your insights and to enhance your teaching.
Assessment item 2—Professional Blog Due date: By Friday 27th August, 2010 (CQUniversity Week 7) ASSESSMEN T Weighting: 40% Length: Blog including 1600 word (+/- 10%) reflective synopsis. Outcomes: This task assesses declarative and procedural learning outcomes for this course. 2 Details 1. Establish your own publicly accessible Blog and journal your own learning journey in this course. 2. Your postings MUST contain an analysis of each elearning tool/methodology presented in the courseware, refer specifically to the active learning and ICT learning design frameworks provided (or other framework approved by your lecturer), and include suggestions on how you would apply these to your learning environment. The depth of analysis of each is dependant on the usefulness of the tool/methodology in your context. Remember to consider your context as a professional, as well as that of your learners. 3. Establish your own RSS aggregator/reader, share your Blog URL with your Campus Lecturer, and fellow course members (peers) and track their postings. 4. Place constructive comments on your peers' Blogs and respond to those placed on your Blog. NOTE: You will need to include a Blog comment list as an appendix in your synopsis to document the specific instances of this professional communication to satisfy the marking criteria for this assessment task. 5. Post, to your Blog, a 1600 word (maximum) reflective synopsis of the technologies you have investigated and the online conversations you have had with your lecturer and peers. Elaborate on the technologies you select as suitable for your context and how you would use them to transform, support, facilitate and/or enhance student learning. Ensure that your synopsis addresses the assessment task 2 marking criteria included below. 6. Your grade will be awarded based only on your reflective synopsis and any Blog postings you specifically refer to in your synopsis. 7. Ensure that your Blog postings and reflective synopsis are of the highest grammatical quality with no spelling, punctuation or syntactic errors, as these will adversely affect your grade. 8. Ensure that your Blog postings and reflective synopsis contain no personal information about children or other staff that you do not have the person’s express written permission to share. In the case of those under 18 years of age you will need parental/guardian’s permission. Failure to observe this practice will adversely affect your grade, and in the case of a severe breach, could result in a fail for this assessment task. 9. Submit the URL of your Blog via the Moodle Assessment Task 2 (Professional Blog) link.
Blog Reflections leading to Assignment 2
ReplyDeleteYou will be asked to explore each of the ICT tools presented in the following few weeks. Before you proceed, think carefully about the content/topic you are going to construct Assignment 3 around. Assignment 3 asks you to plan a small unit of work in which ICT is integral to learning.
As you sign up for accounts, add content, play with functions, consider the triangulation of digital tool (technologies), pedagogy and the topic/content you are planning to teach. Use your Blog to develop your knowledge and understanding of the tools that are available. Reflect on their relevance and usefulness in your context. How will each tool support your own learning? How will each tool support the learning of your students? You will find that some of the tools are more useful than others.
1. Evaluate briefly each tool in your blog. Identify their usefulness to your context. A scaffold such as a SWOT analysis is a useful tool to use. It is NOT intended for the exploration of ICT to be onerous. Please use a "broad-brush" approach in identifying relevance of each. Then, you will be asked to select the tools that you find most useful to your context. This is where the detail will be added. All of the tools studied should be represented and briefly evaluated for relevance in your Blog. But only a limited selection will be fully explored. The latter will be used to structure your response to Assignment 2.
2. When you write your response to Assignment 2, select at least one tool from each of the following categories that promises to be of most relevance to your learning and that of your students. At least one of the tools selected should be able to support two-way dialogue and knowledge construction amongst groups of students - for instance Blogs, Wikis and Forums.
Access/gain information. (Can be primary or secondary sources. It is quite feasible to gain information about firefighting in Noosa through an online interview with a firefighter. So think out of the box.)
Consolidate and refine information. (For instance Excel to organise data, a database, cutting and pasting into retrieval tables/charts, concept mapping to gain the "Big Picture" of the topic etc).
Transform information to develop new understandings. (Useful ways to do this is through scaffolded learning. Asking students to list pros and cons, asking them to consider alternative perspectives, or listing cause and effect etc. Also scripts for podcasts, movies, writing letters, creating plans etc). It is in this transformation that higher order thinking will be clearly developed through critical thinking, analysis, evaluation and synthesis.
Present knowledge to an audience. (Think beyond PowerPoint presentations. Consider movies, images, digital art, animations. Think of websites, blogs, wikis. What about podcasting, digital books? Even live webconferences to an audience overseas.)
3. For the four (or more) tools you select to focus on, present a detailed analysis of how you would use this tool to support learning of your students, as well as tools for your own professional learning. This should include a triangular discussion suggesting the content you are planning to teach and the pedagogies that the tool and the content suggest. It is most likely that this detail will emerge towards the end of Week 4 as your exploration becomes more focused.
SWOT (Stregth, Weakness, Opportunity, Threat) analysis is a useful technique that can be used with your students on a personal level to:
ReplyDelete•explore and develop provision for students with special needs
•raise student self-awareness within in a learning context
•gain feedback about the way in which your students respond to your teaching styles and methods.
SWOT as a personal tool
SWOT analysis has been widely used as a problem-solving and project-planning tool. It can help you to focus on key issues of relevance to the project in hand. However, the SWOT method can also be used in a personal context. When used in this way it can show us how to take full advantage of pupils' talent and abilities. It can help to uncover new learning opportunities and eliminate perceived threats in the learning environment.
How do I apply SWOT analysis with my pupils?
You might want to explore ways in which you can personalise learning and develop differentiation in the classroom. Consider this with your pupils by asking them questions in terms of four areas:
Strengths What are your personal strengths and the resources available to you?
Weaknesses In what areas could you improve?
Opportunities What are the opportunities inschool that you enjoy? What possibilities can yous ee for developing your learning?
Threats What are the obstacles or barriers that you face? Do they present threats to your learning?
Brainstorm these ideas with your students (ensuring that their privacy is respected). It doesn't matter about the order of the thoughts as it is more important to map their ideas, record them on paper and use this as a springboard for discussion and development.
Once pupils have got their strengths, weaknesses,opportunities and threats worked out, they can begin to consider if the strengths and opportunities outweigh the weaknesses and threats. They may see that there is an immediate threat that means the idea is not viable.Try to get them to think a little deeper to see if the idea can be changed in some way to minimise this threat.
It is easy to design a simple worksheet for this purpose.
SWOT analysis can also be used at a personal level with pupils, as well as to examine an idea presented in the context of a lesson as discussed above.
A list of strengths and weaknesses for an individual pupil is gathered using this worksheet and the sections on opportunities and threats can be used to highlight the implications of this for teaching and learning. This tool can work well with a whole class. It is particularly useful if you have time to sit down with one pupil and talk to them about their thoughts and complete it together. I would then have a discussion with the pupil to talk about adjustments that the student can make as well as those that I could make as the teacher.
Here are some questions you could explore with your students:
Strengths
ReplyDeleteWhat am I good at? What do others think I am good at? What do I enjoy doing? What areas am I competent in that are not just subject specific? (Think in wider terms of emotional and social intelligence too.) What subjects do I get good marks in? Are there particular learning styles that I lean towards?
Weaknesses
Are there any specific subjects, skills or areas that I am weaker in (including multiple intelligences and emotional literacy)? Do I have any specific learning difficulties, eg dyslexia? (Write a break-down with specific key words of three areas that are most challenging for the student - don't try to fit in too many.)
Opportunities
How can I use my strengths to overcome my weakness? What strategies could I devise or use to appeal to my strengths and compensate for my weaknesses. What motivates me? How could I (or my teacher) make small adjustments to help me learn more effectively?
Threats
What makes me feel uncomfortable in class? What hinders me or stops me from learning? What de-motivates me?
Caveats!
•Don't give the worksheets to students and expect them to fill them in un-aided as this may cause students with lower self-esteem to focus solely on their weaknesses.
•Do not use the SWOT tool as fixed and permanent measure of a person - people change!
Do
•Have fun developing the idea.
•Copy the worksheet and use it with your students.
•Involve the students in the activity.
•Give time to think about and reflect on this activity - some students (and teachers) may find it difficult to get started.
•Use it as a discussion starter and springboard.
•Try it with all ages - just adapt the questions to suit your level (eg Year 1 might discuss and complete: 'My best subject is..' 'My worst subject is...' 'I like it when...' 'I don't like it when...').
•Use the valuable information you gain from SWOT, to add to your insights and to enhance your teaching.
Assessment item 2—Professional Blog
ReplyDeleteDue date: By Friday 27th August, 2010 (CQUniversity Week 7) ASSESSMEN
T
Weighting: 40%
Length: Blog including 1600 word (+/- 10%) reflective synopsis.
Outcomes: This task assesses declarative and procedural learning outcomes for
this course. 2
Details
1. Establish your own publicly accessible Blog and journal your own learning journey in this
course.
2. Your postings MUST contain an analysis of each elearning tool/methodology presented in
the courseware, refer specifically to the active learning and ICT learning design
frameworks provided (or other framework approved by your lecturer), and include
suggestions on how you would apply these to your learning environment. The depth of
analysis of each is dependant on the usefulness of the tool/methodology in your context.
Remember to consider your context as a professional, as well as that of your learners.
3. Establish your own RSS aggregator/reader, share your Blog URL with your Campus
Lecturer, and fellow course members (peers) and track their postings.
4. Place constructive comments on your peers' Blogs and respond to those placed on your
Blog. NOTE: You will need to include a Blog comment list as an appendix in your
synopsis to document the specific instances of this professional communication to satisfy
the marking criteria for this assessment task.
5. Post, to your Blog, a 1600 word (maximum) reflective synopsis of the technologies you
have investigated and the online conversations you have had with your lecturer and peers.
Elaborate on the technologies you select as suitable for your context and how you would
use them to transform, support, facilitate and/or enhance student learning.
Ensure that your synopsis addresses the assessment task 2 marking criteria included below.
6. Your grade will be awarded based only on your reflective synopsis and any Blog postings
you specifically refer to in your synopsis.
7. Ensure that your Blog postings and reflective synopsis are of the highest grammatical
quality with no spelling, punctuation or syntactic errors, as these will adversely affect your
grade.
8. Ensure that your Blog postings and reflective synopsis contain no personal information
about children or other staff that you do not have the person’s express written permission
to share. In the case of those under 18 years of age you will need parental/guardian’s
permission.
Failure to observe this practice will adversely affect your grade, and in the case of a severe
breach, could result in a fail for this assessment task.
9. Submit the URL of your Blog via the Moodle Assessment Task 2 (Professional Blog) link.
my group is: Melina, Michaela, Sara,
ReplyDeleteFreya, Caylen.