I have a prac placement!

Top 10 Stress Relief Tips

Prac here I come!  I have been advised this morning that a placement has been allocated and I will go out on prac on Monday.

The wait was worth it as my school has a strong commitment to digital citizenship and a good student to ICT ratio.  I am looking forward to meeting with my mentor on Monday to discuss the possible ICT integration within the lessons.

Reflecting on the work I have done with identifying possible ICTs and aligning them with the CLEM framework will serve me well.  There will be no time to stress between now and Monday which I see as an upshot.  I did google dealing with stress and came across this site which lists 10 tips for stress relief.

Cavanagh & Prescott (2015, p.7) suggest the following ideas to maintain good physical, mental and emotional shape while on prac:

  • eat nutritiously
  • minimise the sugary drinks which adversely effect levels of concentration
  • take a water bottle and drink water when you can
  • exercise before or after school to boost fitness
  • ensure adequate quality sleep
  • minimise social outings during the school week; relax with family and friends on the weekend.

I wish all a very successful and rewarding prac next week.


Cavanagh, M. & Prescott, A. (2015). Your professional experience handbook: a guide for preservice teachers (p. 7). Frenchs Forest NSW: Pearson Australia.

Top 10 Tips for Stress Relief. (2012). The Coaching Academy Blog. Retrieved from http://www.coachingacademyblog.com/top-10-tips-for-stress-relief/#.VzVjIfl97IU

The Coaching Academy Blog. (2012, March 21). [photograph]. Retrieved from Top 10 Tips for Stress Relief. (2012). The Coaching Academy Blog. Retrieved from http://www.coachingacademyblog.com/top-10-tips-for-stress-relief/#.VzVjIfl97IU



CLEM – helping to amplify and transform student learning

CLEM wordle

CLEM, an acronym that stands for Community, Literature, Examples, Model.

During prac it is an expectation that we integrate a variety of Information Communication Technologies (ICTs) into our lessons with the intention of amplifying and transforming students’ learning.  CLEM is one framework that supports effective utilisation of ICTs in the classroom.

Community is a reference to who else may utilise the same ICT that you are integrating into the lesson. How widely is the ICT used and how can you access this community to support your integration of the ICT?  Literature refers to the information you may have available to you in relation to the ICT that illustrates the educational theories that may support the integration of the ICT. Examples refers to sourcing examples of how others may utilise the ICT, searching for new ways to maximise usage of the ICT. And finally Model is a reference to understanding the specifics of the ICT and ways of working  or components that make up the ICT before using it with students.

Looking forward to prac I anticipate CLEM playing an integral role in structuring my lessons.  In preparation to compiling lesson plans I have begun to list possible ICTs that could assist in various tasks and considering CLEM.  As Joel references in this recent blog CLEM has a very beneficial role to help us assess an ICTs value. CLEM has provided me with a framework to assess their abilities to amplify and transform student learning as an ICT resources, identify knowledge shortfalls I may have with the technologies and also a basis to start investigating how the ICT is used in various situation within the classroom.


Wordle. (2016, May 12). Wordle – Create. Retrieved from http://www.wordle.net/create

What have I learnt

Considering what have I have learnt during week 10 I summarize the following:

Do you now feel able to:
Describe “the issues and strategies available to support the safe, responsible and ethical use of ICT in learning and teaching”; I do have a greater awareness and a vast array of resources available to understand and explore the concept of safe, responsible and ethical use of ICTs for both students learning and my teaching.
Identify my PE site’s existing policies and processes related to the safe, responsible, and ethical use of ICT in learning and teaching; – Not yet as I have not been placed.
Describe what ICT skills are required of your learners by your curriculum; – Not able to yet and,
Integrate this knowledge into your response to Part B of assignment 3. Not able as yet.
What aren’t you ready to do? Why? – Understand the ‘context’ of my prac school, students, determine their prior learning or ICT experience, know the ICTs available in the classroom and within the school, the resources or experience other teachers within the school can provide and begin to know the lesson opportunities I can consider based on the acquired information. Not able to write Part B of assignment.
What, if anything, about your planning for Professional Experience has changed as a result of this week’s learning path? – I now have an appreciation for the digital citizen within a school context and an wonderful amount of references I can refer to for insight on the topic.

Whilst it is not a great position to be in (not having a placement or started Part B of assignment) I have certainly gain a greater awareness from the weeks topic of digital citizenship within the school context.  I certainly look forward to the challenge of understanding my students needs and knowledge regarding  ICTs and striving to firstly build their skills within the current technological context and enhance my teaching of these areas inline with the Australian Professional Standards for Teachers (APSTs) guidelines.

Digital Citizenship – the good and bad


i need this. I fell out of my chair at work a while back. hahaha! Vintage National Safety Poster  Sit Squarely on by niminsshop, $14.95:

I almost fell off my chair today as I read about the photo’s online providing spatial data. I don’t upload photo’s to the internet at all really and if I do I ensure the GPS on my phone is turned off.  Well, the photo I uploaded from Week 9 I had left my GPS on.  Yikes, that’s an oversight indeed.

It confirmed the wonders of 21st Century technologies.  Whilst I love having the GPS within my phone, I usually have the location device turned off so as to not ‘ping’ anywhere.  Recently when attending a spatial education PD with the DRNM I learnt about the information your phone provides to help provide data to traffic companies regarding how long it took you to drive from point A to point B in peak hour traffic.  This data allowed traffic updates to give real-time data to those travelling in peak hour traffic. I found this phenomenal yet daunting.

Lee writes in her blog the real world issues that can arise as 21st digitial users.  Lee provides some great everyday suggestions on how we can protect unwanted visitors in our homes.  Take a minute to visit the site.

Inline with Week 10’s sentiment of things we share, and don’t share I have since checked my phone and turned the location service off.


Etsy. (2016). [Poster]. Retrieved from https://au.pinterest.com/pin/214835844694419990/

Spatial education. (2016). Department of Natural Resources and Mines. Retrieved 11 May 2016, from https://www.dnrm.qld.gov.au/qsic/spatial-education


Digital Citzenship

Digital citizenship, how well am I navigating this platform?  A good question.

In my a professional life I have had stringent privacy constraints underpin my job for many years. For this reason I have a fairly good appreciation for ICT privacy, safety and ethical use.

Consequently, this mentality has fueled my personal approach to ICT.   Note, I used the word appreciation, not practice.  I clarify this as I don’t know it all when it comes to digital citizenship.  In such a rapidly moving environment I think no one can have a handle on it at all times. The best you can do is have a handle on practices today and keep learning and changing along with technological advancements.

I know that bullying can take all forms and across all platforms (ICT and non ICT).  I understand identity theft as this formed a large part of my profession and I have some understanding of spamming and phishing.

Upon completing the first quiz  on bullying I achieved 3/4%.  Interestingly the question regarding those who bully usually having low-self esteem was false.

Completing the cybersafe quiz I got 24/25.  The question I missed was giving out your first name.  I said kids should not give out their first name, rather use a nickname. I personally limit the amount of times I utilise my first name, instead using a nickname or log on name.  Personal preference I guess.

In reflecting on the quizzes and moodle book I believe I have an adequate awareness on digital citizenship, however acknowledge constant consideration for changes to the environment must remain front of mind.  Being forewarned is being forearmed!  This philosophy will carry forward to my future role as an educator and hopefully serve both myself and my students well.


ThingLink. (2015). Digital Citzenship [Image]. Retrieved from           https://www.thinglink.com/scene/717558553732186112

Coming full circle – TIP Model

Wiencke and Roblyer (2004) describe the TIP model as a planning tool designed to give teachers a methodical process or path in order to meet the challenges of integrating technology into teaching.   Through a five step process teachers ensure their technologies are purposeful in meeting objectives or students’ needs and are effective and efficient.

Mike Wheadon has tweaked the design in order to have the objectives and assessment at the top of the model.  Essentially these changes align with Wiggins and McTighe’s (2005) Backward Mapping in bringing to the forefront the notion of starting with the desired results followed by establishing the assessment evidence we will use to confirm student learning.

Wheadon’s TIP model allows you to start with the objectives and the assessment and progress through the various stages in order to assess if the integration of a proposed ICT is appropriate. Whilst I have not utilised this model before I have used Wiggins and McTighe’s Backward Mapping.  I believe the TIP model will certainly assist me during prac to establish I have integrated meaningful, purposeful and effective ICTs into my lesson plans.


Dinneen, P. & Majerus, L. (2011). Backward mapping. Retrieved from http://insdsg619-1-f11-beith.wikispaces.umb.edu/Backwards+Design

Wiggins, G. and J. McTighe. (2005). Understanding by Design (2nd ed.). Alexandria, VA: Association for Supervision & Curriculum Development.

Wheadon, M. (2011). The Technology Integration Process Model. Here they are. Retrieved from https://blendingict.wordpress.com/2011/09/26/the-technology-integration-planning-model/

PE checklist

Whilst I remain unsure where my placement is, I continue to focus on the prac requirements that I will be expected to undertake.

In Week 9 we explored the expectations of prac both personally and professionally and the flow on effect this will have for assignment 3.  I outline below my professional experience checklist which outlines what I believe to be the professional expectations whilst on prac.

PE Checklist

  • Observe other teachers – your mentor and other teachers where available.
  • What to teach – negotiate this between yourself and mentor teacher however ensure at least 5 lessons you teach include the use of ICT to amplify and transform students learning. Remember to gain feedback from the mentor teacher regarding these 5 lessons and record on the lesson plan template as you will need to submit with assignment three.
  • Gather feedback, ask for it, reflect on feedback, action feedback. These can be verbal, written, formal or informal.
  • Gather resources and evidence from prac for PE folder in ePortfolio.
  • Complete collaboratively the interim report at the end of week 1 & 2. Focus on areas of improvement the following week.
  • Week 1 involves, amongst other things, 1.5 – 2 hours of teaching each day
  • Week 2 involves 1.5 2 hours of teaching each day in addition to small group classes or small sections of learning.
  • Week 3 involves 3 hours teaching per day with with one full day.
  • Lesson plans (LP) should be on the EDC3100 template and theoretically be part of a unit of work the mentor teacher is currently undertaking.
  • The feedback and reflection section of the LP should draw on authoritative pedagogies such as Bloom’s taxonomy, Habits of Mind.  Think about how your lesson went, what may have worked, or what you may tweak next time.
  • When reflecting on LP consider utilising Ullmann et al (2012) five elements of reflection: 1. description of an experience, 2. personal experience, 3. critical analysis, 4. taking perspectives into account, 5. an outcome of reflection.

By keeping this checklist in the front of my mind each day I will be able to ensure no critical areas are overlooked during prac and allow every opportunity to benefit from prac and prepare for assignment three.


Ullmann, T D., Wild, F., & Scott, P. (2012). Comparing Automatically Detected Reflective Texts with Human Judgements. 2nd Workshop of Awareness and Reflection in Technology-Enhanced Learning. 7th European Conference on Technology-Enhanced Learning (pp.101-116). Saarbruecken, Germany



Prac is just around the corner

image for prac practice

Well with prac approximately 1.5 weeks away I feel I am getting excited.  Whilst I don’t yet know where I am going, I do look forward to meeting a new mentor and a class of students. The learning opportunities are endless.

It is exciting, and I admit daunting to walk into the unknown, but I relish the opportunity to put some of the theories we learn about at university into practice.  I enjoy the reflections post lesson on what went well, what I might change, what I could do differently next time.  Upon reflecting once on a lesson I said to my mentor at the time “what I didn’t do well…” and they said to me “look at it as something you will do differently next time”.  They supported my reflection in this instance to become a positive, rather than a negative reflection. You have to try something in order to see how it will work. And, that being said, what works well in one instance may not work in another.  Realisation…teaching is a dynamic environment!

However I no longer let this level of complexity dominate my thinking.  Being a third year student I now find myself eager to find individual ways to cater learning experiences to my particular students needs.  What a wonderful opportunity to look for amazing ways to connect with your students.  From this perspective, I am very excited to be going on prac.


Technology rocks seriously. (2012, September 17). [Sayings & Posters & Quotes OH MY!]. Retrieved from http://www.technologyrocksseriously.com/2012/09/sayings-posters-quotes-oh-my-part-7.html#.VyrVGPl97IU


Transforming practice

Origami mouse

I was undertaking some work for EDX2170 today and came across a resource the lecturer referred to as a “transformed practice”.   It is great when subjects reinforce the same concepts within different contexts.

The use of this resource was within a literacy centre where the children were able to read the text via the computer, then follow the instructions to complete an origami mouse and then individually complete a procedural text outlining the process.  The activity allowed students the opportunity to read, speak, listen and write regarding their experience. I’d consider that a wonderful opportunity to provide an authentic, meaningful and engaging activity.  Whilst also ticking the Australian Curriculum General Capability box by incorporating an Information Communication Technology (ICT) within an English lesson.

The transformational elements of this practices for me:

Students: It offered a unique experience for the student by allowing a small group of children to collaborate, learn and engage in an activity autonomously without the teacher whilst still being authentic and purposeful.

Teacher: This style of activity offered the teacher the opportunity to transform the way the lesson was planned not only for this small group but for the whole class.


Mousir, K. (2016). Easy Origami For Kids.: mouse(face). Pinterest. Retrieved 6 May 2016, from https://au.pinterest.com/pin/96686723225978992/

Petersen, S. (2016). Module 2 – learning to read (1st ed., p. 14). Toowoomba Queensland: University of Southern Queensland. Retrieved from http://usqstudydesk.usq.edu.au/m2/pluginfile.php/660784/course/section/180100/EDX2170%20module%202.pdf

Just for me.

I read a great post by Lee in regarding to Bloom’s Taxonomy of Cognitive Domain Theory. Similar to Lee I thought to make a reference of these resources.  So, here is the place I will record the link just for me to have a point of reference to look at later on.

Sorry EDC3100, this blogs not for the assignment tally, just me.  Thanks Lee for sharing!