Week 5

Assessment Moderation

Today our task was to assess a fellow students' webquest, utilising criteria sheets and the rubric. Firstly, we needed to mark the webquest individually, once finished, go through assessment mark with our partner and a fellow group to go through the moderation process.

Greg encouraged us to make comments positive, as well as pointing out some weaknesses. Constructive criticism is welcomed and encouraged. However, don't OVER CRITICISE. I was suprised to find the task intimidating and eye-opening to first hand experience how differently our minds can interpret a set task to others.

Personally, this was a valuable experience in considering the diverse range of minds we will be teaching within our future classrooms and to promote and praise the uniqueness of each student. However, it also pushed the importance of clearly explaining the task if specific outcomes are desired.

Week 4

Utilising websites and learning tasks

Today we were introduced to the following website: http://www.abc.net.au/dustechoes/ to explore some Aboriginal history, particularly their dreamtime stories. Firstly, it was advised to be aware of user discretion, particularly the violent stories included when working within the classroom setting.

Our task for today is to select one of the stories and retell it in our own words using the Inspiration software creating a series of pictures and summaries. I chose the story called "The Mimis". Below is the story retold in my own words:

I enjoyed this task and can see the benefits of using it within the classroom setting as it can be incorporated into an immense amount of different units as the possibilities of resources is endless. It is a great task to encourage higher order thinking and also a unique learning opportunity for students to focus on their comprehension, listening, reading and writing skills as the task entails them to point out the important aspects of the story and re-tell it in their own words with accompanying pictures

After this task, we were shown a fun activity to utilise ICT in mathematics. The M&M's Task was introduced to us with strict safety precautions. It was made clear that before beginning any task using edible items, enquire if the school has any poilicies related to using food within the classroom and check for any known food allergies amongst your students. Secondly, when explaining the task: use step-by-step instructions before beginning to enhance their active task time and use this time to voice any rules related to the task.

For this task today we needed to open your M&M bag and sort them into their colours. Next, create a bar graph within Microsoft Excel:

This task is an active way for students to build upon their number counting, tallying, prediction and ICT skills in constructing bar graphs. For some it may even be a user friendly introduction to bar graphs as the program is very easy to follow and produces a very clear layout, in which the students can add their own personal finishes to enhance the display.

To extend their learning further students can be encouraged to explore the M&M's website researching the history, products and characters. This establishes the link between classroom mathematics and 'real world' information. It also allows students to explore a familiar topic, whilst unconsciously learning about many different VELS domains including history, health and nutrition, science, mathematics and literacy. Students can add this information and artwork to their Excel table increasing the appeal of their final presentation. Below is my example of ways in which pictures enhance the overall presentation:

With this activity in mind, I intend to relate to students by using beloved characters or examples from the 'real world' to gain their attention and make learning fun. I will also keep in mind the need to cater for the diverse learning styles of students by appealing to each student to allow their learning experiences to be personal and relevant to them.

Whilst I completed a placement within a 5/6 classroom I was particularly impressed with their mathematical incorporation of the AFL football into their mathematics program. It was a weekly game they called 'Dream Team' where the students accessed the website http://www.dreamteam.afl.com.au/ to calculate the statistics from their chosen players, producing a weekly score, which was tallied into a classroom ladder. The concept is exactly the same to the Australian version available online, where all students eagerly calculated their way to find out their weekly score. At the end of the season each class winner was presented with a medal and an overall winner presented with a trophy. I was amazed to see how excited the students were to begin each week and participate in mathematical activities!

Week 3

Technology within the classroom

This week we learnt about technology within the classroom not only being based around computers or the internet, rather utilising materials to construct and design tasks. It is important that students follow the steps of a design brief including:

Investigate

Design

Produce

Evaluation

TASK: Create a "jumping frog" using the following materials:

• Cardboard (10cm)
  
• Frog picture
  
• Rubber band


• Sticky tape (15cm)
  

1ST ATTEMPT: Our first attempt to create a "jumping frog" invovled folding the cardboard into a 'Z' shape and retracting it with a rubber band. Unfortunately, the frog fell off and did NOT jump.

2ND ATTEMPT: Our second attempt to create a "jumping frog" involved folding the cardboard into a 'L' shape and also retracting it with a rubber band. Again, the frog did NOT jump, rather flew forwards and down.

APPROVED IDEA: The cardboard was folded in half and braced with the rubber band, creating tension which caused the cardboard to retract and in turn, the frog DID jump!

Make sure all students follow the design brief and note down their attempts and ideas so they can keep a detailed, up to date record of their work.

Technology learning with GAMES!

This week we were also shown fun, interactive ways students can learn using computers through educational online games. However, before we begun, we were shown the importance of students 'behaving online'. It is vital for classrooms to establish Internet Acceptable Use Agreements (AUAs) to ensure students have permission from their parents to explore the internet and instill a sense of personal responsibility for their own learning to safely 'surf the net' including appropriate language, suitable websites, respecting others, protecting personal information privacy and being proactive with their learning.

We were given the chance to be shown an interactive website which provides a thirty day free trial period allowing teachers and students to create their own game and share it with others. We accessed the website http://www.quia.com/newtrial.html

First, you need to create an account. Secondly, we created a quiz. My quiz can be found at: http://www.quia.com/quiz/2511800.html

Next, we created an activity online. I chose to create "Jumbled Words" where I created a list of words to the related topic where students needed to unjumble these words to find the answer.

http://www.quia.com/jw/386799.html?AP_rand=1235208077

I also created a "Battleship Game" found at the following link: http://www.quia.com/ba/409890.html

Overall, I found this website an interactive and creative way to engage future students in their learning to allow them time to 'think outside the box' and importantly, HAVE FUN! I will definitely use similar software within my classroom as I was told by my mentor "Students learn the most when they are having fun".

Week 2

Creating ePortfolios

Following today's lecture I was extremely impressed to say the least in regards to ePortfolios showing a student's progress. I understand it must be very time consuming, yet it is a great, interactive way to show a parent their child's progress. Not only is it valuable for teachers and parents to reflect on, yet the students themselves can participate in the responsibility for their own learning. It makes clear their strengths and weaknessess and allows each student to take pride in showing how hard they have worked during the school year. I hope I can utilise this technology as a useful assessment guide and self reflecting tool to enhance both my teaching and the student's learning in the future.

We were introduced to the components of an ePortfolio during the workshop today, which consists of an introduction, curriculum vitae, philosophy of education (pedagogy), reflection, classroom experience, referees and teaching references. Through beginning to construct an ePortfolio I can not only use it as a reflection piece to look back on all the valuable skills and information I have gained throughout my time spent studying teaching, but also impress potential teaching position panels when applying for teaching positions.

Greg also touched on some vital points whilst attending potential job position interviews. This included; talking about strengths and goals for teaching, thanking the interviewer for accepting your resume and interview and express KEEN interest, note that punctuality is very important and leaves lasting impressions, appearance is also noted, it is important to show general interest, enthusiasm and knowledge of school, never to talk about financial agreements and ALWAYS HAVE A QUESTION!

Therefore, to get a grasp on creating an ePortfolio we attempted a simple brochure on an appealing holiday destination using Microsoft Publisher. This program was chosen as it was one of the programs encouraged to create an ePortfolio in due to its simple navigation.

Microsoft Publisher: Creating a brochure on your favourite holiday destination.
At first I found it a little intimidating to think of where to begin on the blank template. However, with some suggestions from Greg, my ideas took off and it was quite enjoyable to tranform my thoughts into a visual display. We decided to use the 'modular' layout, where I found information and pictures in regards to Bora Bora from the internet. Below is my attempt:

Microsoft Publisher: Create your own ePortfolio.
I struggled to keep up with this task during the workshop, but after further instruction I am finding putting together an ePortfolio for myself to use for job applications quite easy to do. I hope this current "working project" will be finished with desirable effects. Slowly, but surely I hope to produce a professional, energic and impressive ePortfolio to appeal to potential employers of the future. Below is a current example of my ePortfolio:

Finally, not only is this program is very beneficial for teaching staff to use for their own professional development, it will also be very useful within a classroom for students to complete presentation tasks using Microsoft Publisher to enhance their work whilst building upon their ICT skills of the twenty-first century. I intend to take the time to become more knowledgeable and confident with this program to sustain the benefits that this program offers for classroom tasks.