In the next issue of Annaliese procrastinates from maths revision she will be talking about digital ignorance and will definitely stop talking about herself in third person.
Firstly, I’d like to assess my teaching and say that I am definitely not one to always have been using ICT’s for Transforming or Amplifying the work of students during every single lesson but I do believe there are situations where there is no opportunity for it.
For example, on prac there was a few children who have dysgraphia- a disorder where they cannot put thoughts from head to hand and paper, or if they do their handwriting is illegible or sentences are in the wrong order. (on multiple occasions a student would write right to left on their page). This is different to dyslexia; for more information on dysgraphia see this link. The only way these students can complete assessment is by typing what they usually would attempt to write, this definitely falls under the ‘ICT as a replacement’ category but is still a very productive use of ICT integration in this classroom.
Let me know if you have had situations where replacing traditional learning methods with ICT has actually been of huge benefit.
See you next post
The following post is strongly related to this part in assignment 3! Assignment 3 has definitely got my reflective gears working again hence the sudden spam of posts on here.
This post in particular is dedicated to the benefits I have experienced of the RAT model put into practice.
It is a positive experience for students if they get to transform their learning with the assistance of ICTs as they did in the science unit. The RAT model (Hughes, Thomas, & Scharber, 2006) is crucial for educators to consider in their planning when looking to embed ICTs in lessons. The RAT model requires teachers to critically analyse their lessons that use ICT to determine whether technology is simply replacing traditional pen and paper learning or whether it is being used student knowledge. The challenge I discovered when using this framework was recognizing experience where ICT would benefit learners in the classroom by providing them with learning that would not be able to occur through traditional means.
Nearly the end of the semester! (Hooray). I thought I’d post a bit of a reflection about the things I’ve learned whilst on prac as Tahnee, Lucy and Monique have on their blogs.
Firstly, I have learned to have more confidence in myself as a teacher and more confidence in myself that teachers and school staff will like me (some of you hopefully can relate to this feeling of anxiousness before a prac). Secondly, I have learned that success is all in the planning. If you plan and plan backup activities and also consider the potential hitches of the lesson (in a totally unanxiety ridden way) you will definitely feel confident, students will see that confidence and will take part in lesson activities confidently.Basically confidence is key on prac.
Finally, one of the things I have learned on professional experience is my own teaching style and my presence in the classroom. I have finally learned how integrate the pedagogical knowledge learned in 3100 and all of the other courses throughout university with my own personality in a classroom context.
Let me know if you can relate to any of this
Since last night’s post and continued reflection of the lesson planning process during prac today I decided it was time for another post as there is really so much to it.
Although the Australian Curriculum has a description of what needs to be achieved by the end of a unit and year level, it is up to Australian teachers to think of a way students are going to get from A to B in their learning journey. When I create lessons I always start with the end learning outcome or objective in mind so that I can create my WALT and WILF. This is known as backwards planning. Wiggins & McTighe propose that this is the most effective panning and teaching methodology as you as a teacher get to determine how you are going to provide students with suitable processes to create an appropriate amount of evidence of learning. Abigail talks about the backwards design approach to planning in a lot more detail on her blog, as well as a lot of her personal lesson planning philosophies which I strongly agree with
I must get back to lesson planning in real life
Until Next Blog Post
Wiggins, G. P., & McTighe, J. (2005). Understanding by design. Ascd
This post is going to be dedicated to the experiences with ICTs in summative assignments I’ve had at my school.
When I started prac, the grade 4 class I was with was working through an assignment that deals with the impacts that littering in their school has on the environment and local community. All of the work that they had done for this assessment over the past 3 weeks has involved the use of excel spread sheets, which they seemed very familiar with. Despite the constant use of technology, this assignment was actually for civics class which focusses on environmental conservation and the local community and government. This school has a large value for environmental conservation as the school is situated in very close proximity to a creek and bushland, so the focus topic of the unit fits well with the school’s context.
Overall the point I am trying to make is that my school has effectively integrated ICTs in a way that transforms the learning of students in a way that is relevant to the context and also teaches valuable life skills for the 21st century.
This is a excerpt/ brain dump of my thinking and drafting for the learning path question ‘share what you already know about lesson planning’
At just over three years into my course I feel like I should have a fair idea about the lesson planning process. That said, I am constantly learning on ways to make my plans more efficient and effective in the classroom. Before this prac started I would have answered with ‘a lesson should have a main objective, an introduction, body activity and a conclusion or recap.’ Prac has provided me with a refresher. I forgot that lesson plans need to be really flexible in case if something doesn’t go to plan and you spend more time on something than expected because students need to develop a better understanding of the concept. I also remembered that it is always a really good idea to have a plan B in case of technology fails after filling out numerous copies of the planning template thus far.
Hi after a very long time
1st week done on prac hooray. I have already organised with my 2 mentor teachers (they do team teaching) that I will be taking care of the multimodal element of their science assignment. All planned out for the weeks to come already. Tick. I probably will be creating a rubric to mark each of the students’ PowerPoints before I go so that I have that component of professional experience for EDC3100 covered.
Honestly I have not made much of a start on the main assignment yet which is really really bad. I’m usually an extremely organised person so I’ve sort of scared myself there. Hopefully prac ignites more motivation in me this week and less exhaustion. Who else is totally exhausted?