Forgive my crude blog title. I’m tired.
I’ve just been reflecting on the preppies for prac group I started on diigo before prac.
We have about 12-13 members but no-one really uses it, except me.
This isn’t intended as a dig at anyone, if you don’t like/need it don’t use it.
What I am curious in is peoples perceptions regarding tools like this. Is it too much work/hassle to set up, continually engage with or use?
Is it easier to just do a quick google to find what you need?
For me, like many things it might be one of those things that looks great on paper but doesn’t really translate to the real world. Throughout this semester I’ve tried to apply the theories such as online collaborative working but it’s never really taken off. I figured people probably see it as something that was a) work b) a waste of time or c) they have better things like assignments to write.
In theory however these tools could make peoples lives easier. Imagine your a Year X teacher and you have a group of Year X teachers all working with the same curriculum and bookmarking resources. How much easier would it be to find things that work, that are good?
Imagine you can word process collaboratively with your fellow teachers. How much time would you save on saving things emailing them opening them emailing back.
So why don’t people use these tools?
And if we can’t work collaboratively how on earth are we going to get our students to?
No digs, just my reflections, everyones on UNI hols anyway 🙂
Wow got through another prac. I really enjoyed myself this time and have never felt more confident. It’s the first time that the theory actually started to make sense in a meaningful and practical way.
Fellow EDC 3100 student Kate reflects:
Differentiation is key….. or something like that.
Reflective practice is best….or something like that.
I’ll certainly second those.
I was placed in a prep room which forced me to face some pre-conceived ideas. You see, I have always sort of just assumed that the ‘gap’ in student’s ability was caused by or occurred during school. Don’t ask me why, I don’t know. However, it’s incredible, the diversity and range of abilities in one room, right from the start!!!
This certainly highlights the need to differentiate effectively. This was my first move on prac as I began to target students for intensive support and extension. For me the danger will always be the quiet kids in the middle. Need to make sure everyone is systematically assessed to make sure no-one slips through.
Reflective practice is certainly enlightening and can build and develop your TPACK. One of the things I’ve liked best about EDC3100 is the practical nature of the resources, ICTs and assessments. I think assignment three is one of the best (in terms of their planning, not my execution!!) I’ve come across. Gets you ready for prac, provides you with tools for while your on prac and then gets you to reflect afterwards. Gold.
For me the danger is forgetting to regularly engage in reflective practice once your out there teaching. Too much to do, too little time yada yada. I would be interested to hear if there are fbook groups or similar that regularly engage in reflective practice
I know you are all sick of reading about people being glad uni is finally over for another semester. If there’s anyone left that is.
I had some unforseen medical issues this semester which meant my prac was delayed by six days and then I missed a few more in the middle. I have extensions for every subject but I am so tired and over it. I just want it to stop.
Much like Angela Woodward I feel this has been the hardest semester so far. I don’t know why they decided to do an extra assessment for each subject. Maybe the curve gets steeper in Year 3 or maybe they are trying to bolster graduates standards. Who knows.
I have a few more blog posts to nut out. Just trying to squeeze a measly 1.8 marks out of EDC 3100.
Topic: Science. Engage/Explore the properties of materials.
PCK: The 5 e’s inquiry approach worked incredibly well. The students were engaged and enthusiastic. All students were able to describe the properties of materials and identify whether or not they were suitable for use on a wind chime.
TPK: No tech used.
TCK: No tech used. However I still have this up my sleeve for tomorrow. I plan on using this to reconnect to prior knowledge and introduce the elaboration phase tomorrow.
What worked: The pedagogy was the deciding factor for this session. The students did well using words to describe the properties of objects.
What didn’t work: Classroom management could have been better. Next time colour coded buckets and clearer instructions. Improve questioning.
Where to next: Elaborate phase tomorrow. Students will construct wind-chimes and start assessment.
Topic: Mathematics/Location and transformation. Describe position and movement.
PCK: Who would have thought it could be this hard to teach kids which hand is their left hand and which hand is their right hand. Perhaps this content could be taught better by being clearer with the lesson objectives and with more explicit demonstration (using students?)
TPK: The maze worked to some extent in getting the students to use directional language. This session could have been improved by getting students to verbalise what they were doing rather than follow directions.
TCK: The tech did support the content and learning objectives however I think that a more concrete experience probably would have worked better.
What worked: Not much.
What didn’t work: Questioning, learning objectives, technology (the smart-board wasn’t particularly responsive).
Where to next: need to redo lesson. Use mazes again but model on IWB or whiteboard getting the students to give me directions. Probably wouldn’t use that tech again. Wireless keyboards/mice could be an option in the future that could work a bit better.
Topic: learned letter formations & phonemic awareness.
PCK: This age group need lots of short sharp snappy activities to keep them engaged. I had lots of activities prepared (didn’t get through them all) but the pace could have been quicker. The explicit teaching (I do, We do, You do) worked really well.
TPK: This animated pencil incorporates audio and visual representations for letter formation. This was very engaging for the group and they all enjoyed watching the animations then having a turn writing letters on the IWB.
RAT: Replacing the instructional method.
TCK: This is good software for targeting multiple intelligences. Having the audio and visual provides students with multiple modes of representation.
What worked: Overall the tech worked well.
What didn’t work: The tech didn’t really marry to well with the pedagogy. It might be easier to do an I do , we do, you do with all eyes on the teacher instead of the smart-board.
Where to next: Literacy is a huge part of the curriculum for this age group. Lots of practice using learned letter formations, building up to words then sentences. I think the software would be really useful for differentiation and intervention for the lower students.
Extension session for top group.
Small group (5) session using IPADS and createbook to construct texts using software (ACELY 1654)
PCK: Students need very clear instructions. Even when these are given they may be easily distracted especially when using IPADS. Having an authentic audience (mum and dad) and technology was very engaging for this group.
TPK: The createbook software really seemed to engage and motivate the students. The tech really married well with the learning objectives (writing in sentences). RAT: Amplify/transform student learning by enabling students to create multimodal texts rather than just write sentences.
TCK: The software reinforces the content knowledge and enables students multiple modes of representation.
What worked: Almost all students were able to create a cover page (title, author) and first page completing the sentence starter I am a…. boy/girl
What didn’t work: For some reason two of the kids couldn’t get their camera to work. They had to choose photo’s that were already on the IPAD. These photos weren’t taken by the students so it didn’t really make sense to them. If the IPADs were connected to a cloud of some sort or if photo streaming was enabled that would work better.
Where to next: Investigate photo streaming. Investigate the drop-box function for create book. Investigate the drop-box function for IPAD photos. Take top group on fun Friday to finish off, identify group for next week.