Select and use resources
PROFICIENT 3.4.2
Select and/or create and use a range of resources, including ICT, to engage students in their learning.
EVIDENCE
The Quality teaching in NSW public school (2003) discussion paper States that students should be encouraged to regularly engage 'in thinking that requires them to organise, reorganise, apply analyse, synthesise, and evaluate knowldge and information' and what better way to do this in a relevant context then to expose students to technology and other tools which will enhance their creative and critical thinking skills.
Maths Learning sequence
A variety of resources and materials are used throughout this lesson sequence to increase engagement and understanding. These include concrete materials such as 2d shapes, geoboards, materials found in the natural environment, individual whiteboards to record and display pictures and labels. Students have the ability to manipulate these resources to build on and support their understanding. This lesson plan also incorporates a range of ICT resources including interactive websites such as the NAPLAN questions and sort games, counting drill songs and digital drawing.
PROFICIENT 3.4.2
Select and/or create and use a range of resources, including ICT, to engage students in their learning.
EVIDENCE
The Quality teaching in NSW public school (2003) discussion paper States that students should be encouraged to regularly engage 'in thinking that requires them to organise, reorganise, apply analyse, synthesise, and evaluate knowldge and information' and what better way to do this in a relevant context then to expose students to technology and other tools which will enhance their creative and critical thinking skills.
Maths Learning sequence
A variety of resources and materials are used throughout this lesson sequence to increase engagement and understanding. These include concrete materials such as 2d shapes, geoboards, materials found in the natural environment, individual whiteboards to record and display pictures and labels. Students have the ability to manipulate these resources to build on and support their understanding. This lesson plan also incorporates a range of ICT resources including interactive websites such as the NAPLAN questions and sort games, counting drill songs and digital drawing.
Reciprocal Reading resources
I have implemented the Reciprocal Reading program in a regular stage 3 reading group time slot. I found that the resources that I provided to the students below scaffolded their reading groups and created a supported learning environment. Students were given cards with all the roles as well as guide for the roles and explicit instruct on how to conduct their reading group conversation. students actively participated in engaging conversations, deepening their understanding of the group text. The group independance that this program created allowed me to focus on one group each lesson to listen to them read and prompt and question their ideas and understanding. This resource was taken from teachthis which I am a subscriber and gain many other resources from.
Below is an example of the reading roles and 2 or the 5 role cards that were given to the groups.
I have implemented the Reciprocal Reading program in a regular stage 3 reading group time slot. I found that the resources that I provided to the students below scaffolded their reading groups and created a supported learning environment. Students were given cards with all the roles as well as guide for the roles and explicit instruct on how to conduct their reading group conversation. students actively participated in engaging conversations, deepening their understanding of the group text. The group independance that this program created allowed me to focus on one group each lesson to listen to them read and prompt and question their ideas and understanding. This resource was taken from teachthis which I am a subscriber and gain many other resources from.
Below is an example of the reading roles and 2 or the 5 role cards that were given to the groups.
Websites
Websites such as Wordcloud.com allow students to creatively explore a subject in a visual representation. In the example below students researched and listed all the words that represent compassion and healing. They used both dictionaries and devices to create the list and then used their devices again to create these word clouds.
Dojo
My class uses the Dojo program for an individual student and class rewards system, communication to parents, sharing photos and work with home as well as the growth and mindset component.
I have found this particularly useful for parent communication, reminders home and notices.
Students enjoy choosing quality work that they have produced and are proud of for me to take a photo to share with home. Students also respond well to the point and reward system on dojo as they work towards their own individual and class goal for rewards.
I have found this particularly useful for parent communication, reminders home and notices.
Students enjoy choosing quality work that they have produced and are proud of for me to take a photo to share with home. Students also respond well to the point and reward system on dojo as they work towards their own individual and class goal for rewards.
Social Media
Instagram is widely used as a marketing and communication tool for business to inspire, showcase your products/services, to provide challenges and competitions and to communicate with customers. So why cant those same principals be used for the classroom? Well the answer is they can! There are many tools that can be used effectively in the classroom such as Weebly, Edmodo, TedEd, Facebook, Wordpress, Youtube and Instagram and this is just the begining. During my professional placement I was involved with a classroom that used Instagram and throughout that time posted many photos, thought provoking questions and inspirations. What I found during this time was that students engaged in meaningful and relevant conversation, it promoted positive relationships between students, teacher and parents and parents were engaged in classroom discussions and learning.
However, we also need to recognise the risks for students safety and wellbeing that these type of tools create. Some of these include personal/professional bondaries blurred, inappropriate behaviour, posts or information shared, cyber bullying and privacy and security issues. Althought there are always going to be risks associated with students using social media and online tools in the classroom, there are many things teachers can do to limit them. Risks can be significantly reduced by informing and educating students on the risks and dangers involved, having strong and clear guidelines, rules and consequence if not followed, educating student on how to use the tools, and what's appropraite and not, involving parents, and for the teacher to be the administer, be heavily involved, continually supervising and monitoring.
Using another ICT tool Inspiration maps this outlines the benefits of using Intsagram in the classroom