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Focus Teacher Leaders Course Day 2
- 1. Focus Teacher Leaders TEACHnology Focus Leaders Day 2 Prayer ‘Future’s Child’
- 4. What is Social Software? Software that supports group interaction Social software is about bringing minds and ideas into contact with each other. Relies heavily on reflection and feedback
- 5. Does Learning Change in a Information Society? How do we adapt the curriculum to meet the needs of our students?
- 6. Day One Stage 4 Teachers
- 8. Action Research • is participatory, collaborative research which typically arises from the clarification of some concerns generally shared by a group • Source: Kemmis, S. & McTaggart, R. (Eds) The Action Research Planner, Third Edition. Geelong: Deakin University Press, pp 22–25.
- 9. Action Research • is an approach to improving education by changing it and learning from the consequences of changes.
- 10. • People describe their concerns, explore what others think, and probe to find what it might be possible to do. Action Research • Source: Kemmis, S. & McTaggart, R. (Eds) The Action Research Planner, Third Edition. Geelong: Deakin University Press, pp 22–25.
- 11. Action Research • develops through the spiral of cycles of – planning – acting (implementing plans) – observing (systematically) – reflecting and then – re-planning – further implementation – observing
- 12. • One good way to begin an action research project is to collect some initial data in an area of general interest (a reconnaissance), then to reflect, and then to make a plan for changes action • Another way to begin is to make an exploratory change, collect data of what happens, reflect, and then build more refined plans for action. •
- 13. • Action research.............. • is open-minded about what counts as evidence (or data) • involves keeping records which describe what is happening as accurately as possible (given the particular questions being investigated and the real-life circumstances of collecting the data) • involves collecting and analysing our own judgements, reactions and impressions about
- 14. • Action research involves keeping a personal journal in which we record our learnings about: – the practices we are studying (how our practices are developing) and our learnings – about the process (the practice) of studying them (how our action research project is going)
- 15. • Action research involves people in making critical analyses of the situations (classrooms, schools or systems) in which they work
- 31. Networks Social of interest bookmarking Categorise Store resources Classify by user Share defined Search tags Catholic Education Office, Wollongong – Learning Services – SM - 24/05/2007
- 32. Why del.icio.us? Find your bookmarks online anywhere in the world (not computer specific) Collaboration & sharing Tags- Unlike folders you may create as many as you want. View as a list or as a cloud Catholic Education Office, Wollongong – Learning Services – SM - 2007
- 33. Don’t have an account Let’s create one! Catholic Education Office, Wollongong – Learning Services – SM - 2007
- 34. http://del.icio.us/ Catholic Education Office, Wollongong – Learning Services – SM - 2007
- 35. Try this Del.icio.us Activities Create a del.icio.us account Explore “help” and “settings” Add “bookmarklets” (buttons) to your browser Search the web for sites to bookmark- “describe” and “tag” sites Add Cynthia (cmccammon) to your network Explore Cynthia’s bookmarks to find the the one’s indicated. Catholic Education Office, Wollongong – Learning Services – SM - 2007
- 36. What kind of young people do we want to raise?
- 37. LEARNING Activity Where have we been and where are we going?
- 39. tive ribu ist D hip er s ead L
- 42. • Constructivism
- 43. Soaking up the accumulated wisdom, facts and understandings Absorbing of elders Learning Fashioning new understandings instead of accepting and memorising ideas of others
- 44. Teaching Focuses on the actions of the teacher transmitting and conveying contents to students Learning Focuses energy on how teachers are orchestrating the questioning, thinking and discovering of students
- 45. ased Brain B rning Lea
- 46. Critical thinking & questioning Critical thinking Critical Critical questioning reflection ….are crucial to effective learning
- 47. We must raise young ones to question … to wonder… and to learn … Jamie McKenzie Jamie McKenzie
- 48. Too often we give our children answers to remember rather than problems to solve. Roger Lewin
- 49. Question Evaluation Response
- 50. Question Why? Do you agree? Can you elaborate? Question Response Can you give me an example? Could you summarise X’s point? encourages further student thinking
- 52. Activity • With your partner explore each of the websites under the ‘leaders’ tag. • Make judgements about: • Relevance of information to your setting • Quality of website • Locate & post at least one other site to del.icio.us about one of the topics
- 53. What does this mean for 1:1?
- 54. Feedback Report back about your activity and the implications for the classroom