Help, my bookmarks are out of control!

I am not sure if it is just me but over the last few years of undertaking this degree my bookmarks in chrome have continued to grow.  Do you all have this problem of requiring a categorisation of your bookmarks to help you locate particular resources without needing to sift through so many?

So, the request for suggestions is kindly sought from you.  There has to be some best practices out there amongst my fellow peers.  Don’t be shy!

Turning to google in the interim, I discovered the following from the Google Chrome  website:

Create a bookmark folder

  1. In the upper right corner of the browser toolbar, click the icon you see: Menu Chrome menu or More More.
  2. Click Bookmarks > Bookmark Manager.
  3. On the left side of the page, click the Folders drop-down arrow.
  4. Click Add Folder, then name your folder.
  5. Drag any bookmarks into your folder. Shift-click to pick more than one item.

In creating folders I can now navigate around my bookmarks.  I have categorised them according to content/subject matter. Refinements will continue, but I can quickly find links now.  If you have any suggestions on categorisations you may use I would like to hear them.

References

Google Chrome. (2016). Manage bookmarks – Chrome Help. Retrieved April 27, 2016, from https://support.google.com/chrome/answer/188842?hl=en

 

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Prac placement

PullingOutHair

Upon reading  Danny’s blog I too am like many of my peers undertaking EDC3100 I have not yet been advised of my prac placement due to start on 16th May.  Whilst I acknowledge the start date is a few weeks away and the prac office works extremely hard, and I genuinely mean extremely hard, I was a little disconcerted when I rung them yesterday and they could not locate my prac forms.  Not exactly pulling my hair out but still thinking ‘deep breaths…ok, so they have to be somewhere’.  I am sure they will be located and actioned accordingly.  Said with my fingers crossed.

The main reason I like to know is to make contact with my mentor teacher early enough to understand the student needs, classroom dynamics, behavioural management techniques, and where possible the unit/lesson contents that we will complete together.  I find knowing the direction of the curriculum and content lightens my cognitive load whilst on prac.  If I know where I am heading I can plan (to the best of my abilities) and where necessary learn unfamiliar content before immersing myself into the classroom.  Or, maybe I am just a control freak!

Time to adopt a new philosophy…’not knowing is exciting and full of new possibilities’.  Said again with fingers crossed.

References

QuoteGrams. (2016). [Pulling your hair out]. Retrieved from http://quotesgram.com/pulling-hair-out-quotes/

 

Anzac Day resources

After reading Sherryn blog titled “Lest We Forget” I thought I would share with you some teachers resources I found produced by the Department of Veterans’ Affair which I located when I was researching for a recent assignment.

The resources were produced in 2014 (and onwards) for the 100 year centenary and are available for primary and secondary years. The resources range for a variety of global conflicts, however the resources for the Anzac centenary are greatest in numbers.  There are unit plans for learning about war memorials, how the great war changed school children’s lives, and even an Anzac biscuit recipe.  The booklet are accessable in a word docuement or a PDF so are able to be shared with the students using ICTs.  The content aligns with the Australian Curriculum and is based model inquiry pedogogies. As a pre-service teacher I consider these resources to be a great starting point in understanding possible ways to construct a history unit plan.  Not to mention the intergration of cross curriculum priorities and general capabilities opportunities.

SSGW_Primary Cover

The website includes links to competitions students can participate in.  The National History Challenge is one such competition where students have the opportunity to learn and inquire about our past and produce an essay to showcase their historical research and literacy skills.

I would encourage you to take a few minutes to check the site out and consider how these resources could fit into your curriculum, whether it be history, geography, art and even music.  I consider the resources to cross a variety of curriculum subject, it simple depends how creative we are in utilising them.

References

National History Challenge. (2016). Individual Research Essay | National History Challenge. Retrieved April 27, 2016, from http://historychallenge.org.au/

Department of Veterans’ Affairs. (2016). Teachers Resources | 100 Years of Anzac. Retrieved April 27, 2016, from http://anzacportal.dva.gov.au/teachers/resources

Assignment 2 draft

I have decided to go with the following structure for assignment two for EDC3100.

Constructing Knowledge 

Science Understanding / Physical sciences / ACSSU049

Heat can be produced in many ways and can move from one object to another

Criteria: Understanding dimension – Science Understanding: Use of science understanding to describe and suggest explanations for everyday observations. 

Transforming Knowledge

Science Inquiry Skills / Planning and conducting / ACSIS054

With guidance, plan and conduct scientific investigations to find answers to questions, considering the safe use of appropriate materials and equipment

Criteria : Skills dimension – Questioning and predicting: Use of experiences to pose questions and predict the outcomes of investigations. 

              : Skills dimension- Communicating: Use diagrams and other representations to communicate ideas. 

Science Inquiry Skills / Processing and analysing data and information / ACSIS057

Use a range of methods including tables and simple column graphs to represent data and to identify patterns and trends

 

 

 

Criteria : Skills dimension – Processing and analysing data and information: Following of procedures to present observations in a way that helps to answer the investigation questions.

              : Skills dimension – Suggestion of possible reasons for findings. 

Pedagogical Content Knowlegde (PCK)

When I think back to previous subjects where they have involved curriculum and pedagogy I realise the lecturers were striving to reveal how to design learning for specific subject areas.  Pedagogical Content Knowledge (PCK) is an amalgamation of pedagogical knowledge (PK) and content knowledge (CK). That is “what you know about the content of what you’re teaching” (Jones, 2016).  So, for EDC3100 it is about the content of Information Communication Technology (ICT) and the pedagogical practices we use to teach it.

When you think about the subject that way it really is quite a simply concept to explore.

Sherryn wrote in a recent blog the transition from the beginning of the semester for EDC3100 to now and the way in which the ‘logic’ so to speak has been rolled out to students. I have to agree with Sherryn’s comments regarding the clarity to subject now presents via the weekly tasks and books.

The set up for the subject on the study desk endeavours to reveal to students how to design learning for EDC3100.  Slowly we are becoming more competent in bringing together ICT knowledge and appropriate pedagogical knowledge (eg. RAT).  The trick will be bringing it all together our the course of assignment 2 and 3.

 

Reference

Jones, D. (2015). PCK and designing learning [PDF ]. Retrieved from http://usqstudydesk.usq.edu.au/m2/mod/book/view.php?id=512470&chapterid=32595

Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1–21. Retrieved from http://her.hepg.org/index/J463W79R56455411.pdf

Gotta love an aha moment

Initially I found EDC3100 so consuming and it appeared to have no clear direction. How wrong I was and I must admit impatient. The grand plan of the course designers was yet to have been revealed in the initial weeks.  But by week 4 and beyond it was slowly but surely being uncovered.

The beauty of the moodle books is so clear and the content builds upon the last book to allow online students to progress their learning systematically and all whilst allowing us to join the virtual classroom practice.  By that I mean, the ‘I do, We do, You do’ technique of explicit instruction.

The course has revealed to showcase this teaching strategy where the book explicitly unpacks the learning content, we collectively complete a practice together and then we have the opportunity to complete the ‘You do’ via the forum and receive meaningful and explicit formative feedback.  A wonderful opportunity has been inbuilt into the course whereby the weeks modules enrich and enhance our learning for the subject of ICT Pedagogy and Curriculum all the while allowing us to progressively complete assignment 2.  It is this aspects (that aha moment) that I am particularly impressed with. Upon reflecting on this aspect I am encouraged to strive to achieve the same practices when I am responsible for a class.

 

What assessment tasks have you seen?

It’s a beautiful thing a university degree in so far as the knowledge progression over the term of the degree.  Each subject builds on the past knowledge and experiences, expands the level of understanding, corrects misconceptions or misunderstanding and interweaves concepts which over the years creates a beautifully mastered construction of knowledge and skills.  This is the foundation for you to then take the creation out into the ‘real world’.

For example, formative and summative assessments.  Formative assessment is where students are given feedback to continue or hone their learning’s in order to successfully complete the summative assessment piece. Summative assessment involves students producing a piece of evidence to display their knowledge regarding the learning. Teacher’s then use this evidence to assess the student’s grade against the achievement standard.

However, during week 4 of EDC3100 we learn about constructed and transformed knowledge. A further elaboration on the concepts of formative and summative assessment. Constructing knowledge or declarative knowledge involves facts about what a student knows.  Transforming knowledge or procedural knowledge involves students bringing the constructed knowledge together to produce or do something.

In sort, constructing knowledge is what students know, transforming knowledge is what students can do with the knowledge.

Interestingly in EDC3100 we learn how creating lessons or units that include both constructing and transforming knowledge is a beneficial structure.  When choosing the content descriptors from the Australian Curriculum including both forms of knowledge will benefit student learning.

Whilst this concept might not be new for a third year student, it is wonderful when we learn at a deeper level the strategies and research behind structuring of lessons/units.

When I reflect on past lesson/unit plans I see the most successful ones have both forms of knowledge and these are supported throughout the lesson/unit with learning strategies that closely align with the nominated content descriptors.

Blogging 101 for Adolescents…and me!

I recently read an article written by Jamie Diamond within the website Association for Middle Years Education on how to and why you should incorporate blogging into the classroom.

A great example of why introduce student blogging  is to encourage students to write with a purpose and provide them with a genuine audience.  Prior to undertaking EDC3100 I had never engaged with a blog, let alone created my own.  I had to learn the ways of blogging, I had to think about my purpose for the intended blog topic, I had to consider my language for my intended audience, I had to learn the 101’s of blogging in the 21st Century.  Initially that was a daunting task.

I have no doubt the same could be said for the students in our classrooms engaging with modern writing techniques and methodologies.  By explicitly teaching the instructional strategies of this modern source of literacy students can overcome reservations to open up their worlds to engage in, invite and create wonderful written texts to share with a small group, the wider community, or the globe.

From a teaching perspective blogging can allow the teacher to check the level of understanding individual students have for new learning, the connections to prior knowledge and the real world connections students make with new knowledge.  Blogging can also identify learning needs of individuals, for example grammar, and provide a visual representation for assessments.

It is skills such as these that will help our students navigate Information Communication Technologies in the 21st Century and beyond.  When I reflect on my journey from the start of the semester to now, I feel more confident and excited to engage with blogging because I have learnt how to participate with them.

References

Diamond, J. (2015). Blogging: Writing in the Real World. Association for Middle Level Education. Retrieved from http://www.amle.org/BrowsebyTopic/WhatsNew/WNDet/TabId/270/ArtMID/888/ArticleID/547/Blogging-Writing-in-the-Real-World.aspx?_cldee=dTEwNTY2MTFAdW1haWwudXNxLmVkdS5hdQ%3d%3d 

Rome wasn’t built in a day!

Rome wasn’t built in a day…or was it?

I learnt today of a teaching resources that can be incorporated into a variety of subjects and address cross curriculum priorities (CCP).  The resource has the capability to be a hands-on activity to construct the resource.  From there students can investigate the timelines of progress and research particular landmarks using scan/touch technologies and ultimately collate the new knowledge together to participate in an online quiz all from the comfort of their desk using an iPad.

Now, I hear you saying ‘Well, what is the resource called?’.  4D Cityscape Time puzzles. The multi-layer jigsaw puzzles incorporate the four dimensions to recreate cityscapes or ancient cities, for example Hong Kong, New York, Ancient Rome or Egypt.

The resource encourages students to collaboratively and cooperatively problem-solve in order to achieve a common goal, that is build the multi-layer jigsaw puzzle. Followed by researching information using 21st Century technologies and finally bring it all together to test their level of understanding via a quiz.

I could see this resource being used in a history lesson, a geography lesson whilst  incorporating CCP for Asia (Hong Kong, China) and Information Communication Technologies (ICT) skills whilst actively engaging the minds of students to complete a fun, yet educational activity that explores a variety of curriculum contents.

A blog I read yesterday written by Sherryn regarding Assignment 2 outlined her focus area of Geography.  I wonder if this resource could be useful in the unit to explore the changes in natural, managed and constructed features in a place ?

I encourage you to check it out and share your thoughts of the resource and possible classroom applications.

References

4D Cityscape – Time Puzzle – Home. (2016). Retrieved April 5, 2016, from http://www.4dcityscape.com/#product

4D Cityscape. (2015, July 7). 4D National Geographic Ancient City App Series [Video file]. Retrieved from https://youtu.be/419t46pii6o

Johns, S. (2016). Assignment 2 draft. SherrynJohns: An exciting new prospect of learning new ICT skills. Retrieved from https://sherrynjohns.wordpress.com/2016/04/04/assignment-2-draft/