Transcript Linking ICT to Theories of Action

Linking ICT to
Theories of Action
Todays agenda
• One teacher theory of action at a time
• Introduction to software
• Looking at uses / ideas within the
classroom
• Teachers play
• Share ideas
• Reflect at end
• Ultranet page to share good practice
The Ten Theories of Action
• Whole school theories
• Prioritize high expectations & authentic
relationships
• Emphasize enquiry focussed teaching
• Adopt consistent teaching protocols
• Adopt consistent learning protocols
The Ten Theories or Action
(cont)
• Theories of Action for Teachers
• Harness learning intentions, narrative
& pace
• Set challenging learning tasks
• Frame higher order questions
• Connect feedback to data
• Commit to assessment for learning
• Implement co-operative groups
Learning Intentions, Pace &
Narrative
• A learning intention for a lesson clearly
states what we intend for our students
to know, understand and be able to do
as a direct result of a learning activity.
A Strong Learning Intention has three
essential components
• An ACTION word identifying the
performance to be demonstrated.
• A LEARNING STATEMENT
specifying what learning will be
demonstrated
• A broad statement of the criterion or
minimum standard for acceptable
performance
Planning to incorporate
learning intentions
• Consider Backwards by design
Planning to incorporate learning intentions
Backward design may be thought of as purposeful task analysis:
Given a task to be accomplished, how do we get there? Or one
might call it planned coaching: What kinds of lessons and practices
are needed to master key performances?
- Grant Wiggins and Jay McTighe, Understanding by Design
We have tools that can help us
The Learning Intention
• The Learning Intention is about the
learning NOT the doing
• Could be sent to students before the
lesson
• On Ultranet / Blog /website
• Could have students reflect on what
they think they are going to learn before
they begin
A planning example
• Explicit Instructional model – Hume
Central SC
Inspiration
http://www.inspiration.com/inspiration
Comic Life
OneNote
MovieMaker / Premiere
PhotoStory
Theories 2 & 3
Set Challenging Learning
tasks
Frame Higher Order
Questions
Set Challenging Learning
Tasks
Six components in the scaffolding to carry out tasks
effectively
develop student interest in accomplishing the
intended goal of the task
demonstrate an idealised version of the actions
Simply the tasks by reducing the number of steps
Control frustration and risk
Provide feedback that identifies the critical features
Motivate and direct a student's activity
Frame Higher order
questions
Use Bloom’s taxonomy to structure
questions
ICT can allow us to frame and answer
higher order questions
Software that can support
these theories
Just about any software can do this
It is about how you plan for it
Differentiation
Lets look at PhotoStory 3
Questions
What curriculum areas can we use this
in?
What year levels could use this?
What outcomes could we address?
What questions could we ask of students
who have completed work using this
tool?
Differentiation
Lets look at Ray’s Letters and Numbers
Questions
What curriculum areas can we use this
in?
What year levels could use this?
What outcomes could we address?
What questions could we ask of students
who have completed work using this
tool?
Differentiation
Lets look at Google SketchUp
Questions
What curriculum areas can we use this
in?
What year levels could use this?
What outcomes could we address?
What questions could we ask of students
who have completed work using this
tool?
Look at the EduStar image
Find a piece of software that is high on
the pyramid
Find one that is low on the pyramid
Theory 6
Implement cooperative
groups
Implement cooperative
groups
If we implement cooperative groups
structures and techniques to mediate
between whole class instruction and
students carrying out tasks, then the
academic performance of the whole class
will increase
Principles
Positive Interdependence
Individual accountability
Face-to-face interaction
Developing social skills
Processing
Key Points
Collaboration can take place in many
forms
face to face (in same classroom)
face to face (from different classes)
Online within school
Online outside school
Any mix of above
Software that can support
This
MovieMaking / story telling software
Collaborative software
Inspiration
Google Docs
OneNote
MOvieMaking
Software for PC:
MovieMaker
Premiere Elements
Debut video capture software
Pivot Stick figure animator
Other stop frame animation software
MovieMaking
Software for Mac
iMovie
Final Cut Pro
BTV Pro
Roles
Collaborative Software
Google Docs
Classroom collaboration, without the fuss
•
Students and teachers can open and edit their documents quickly. No more distractions
like USB keys, outdated file attachments, or confusing client software.
•
Secure access controls
•
Administrators can manage file sharing permissions system-wide, and document owners
can share and revoke file access at any time.
•
Anytime, anywhere access
•
Google Docs lets users be productive at school, at home, and even on their mobile phones
Because Google Docs runs in a web browser, students can work from almost any family
computer without having to purchase new software.
•
Easily upload and share files
•
Google Docs works on PC, Mac, and Linux computers, and supports popular formats such
as .doc, .xls, .ppt, and .pdf. Files stored on Google Docs are always accessible and
backed-up online.
•
Smarter commenting, better feedback
•
Google Docs' intuitive commenting feature is ideal for instructor and collaborator feedback
Revision history allows users to review (and revert) document edits over time.
Questions
What curriculum areas can we use this
in?
What year levels could use this?
What outcomes could we address?
What questions could we ask of students
who have completed work using this
tool?
Connect Feedback to Data
• Feedback based in evidence supports
our students to develop independence
as learners. It directs and focuses their
learning . Feedback magnifies the
application of out teaching expertise.
Feedback
• The main purpose of feedback is to
reduce discrepancies between a
learning intention or goal and current
understandings, behaviours and
performance.
Academic Data
• Available to teachers via SPA- the
Student Performance Analyser
• Consolidates relevant data about a
student, making analysis of student
performance more exact and efficient
• Requires teachers to know how to
access the data, interpret it and use it
in an evidence based approach
• http:www.sreams.com.au
•The Student Performance Analyser (SPA) helps
you manage and analyse testing data from a range
of tests including NAPLAN, ACER tests (e.g. PATR, PAT-Math, TORCH, SA Spelling, etc.), Victoria’s
On-Demand ”Adaptive“ test and other assessment
data. Most data is analysed in four different ways,
namely:
SPA instantly identifies students who are
performing one or more years below expected
level, at expected level or one or more years above
expected level.
SPA shows trends over time.
SPA shows the growth from one test period to the next.
SPA provides item analysis for individual test items.
Behavioural Feedback
• Behavioural feedback and data is critical for
helping students to recognise the link
between effort and outcome.As teachers we
should:
• model beliefs
• focus on mastery
• portray skill development as incremental and
domain specific
• provide socialisation with feedback
• portray effort as investment rather than risk
Generalisations
• feedback should be corrective in nature
• feedback should be timely
• feedback should be to specific criterion
• students can effectively provide some
of their own feedback
Ultranet - Learning Tasks
Software to support
providing feedback
• word processing applications
• data collection tools
• web resources
• communication software
• digital portfolios
Word Processing
• Track changes
• Insert comments
• Readability scale
Data Collection Tools
• Classroom response systems
• Rubrics
• For web lessons (
www.edweb.sdsu.edu/webquest/rubrics/webless
ons.htm)
• Rubistar (rubistar.4teachers.org)
• Online surveying tools
• Survey Monkey (www.surveymonkey.com)
• Pollcat (www.pollcat.com)
• Web surveyor (www.websurveyor.com/freesurvey-tools.asp)
Web Resources
• Brainpop (www.brainpop.com)
• BBC Skillwise (www.bbc.co.uk/skillwise)
• Hot Maths (www.hotmaths.com.au)
• Cut the Knot (www.cut-theknot.org/games.shtml)
• National Library of virtual manipulatives
(http://nlvm.usu.edu/)
Communication Software
• Blogs
• Wikis
• e-Mail
• Instant Messaging
• Video conferencing
Digital Portfolios
• Ultranet
• PowerPoint
• Evernote
Enquiry Focused Teaching
Hattie’s definition:
Enquiry based teaching is the art of
developing challenging situations in
which students are asked to observe
and question phenomena; pose
explanations of what they observe;
devise and conduct experiments in
which data are collected to support or
contradict theories; analyse data; draw
conclusions; design and build models; or
any combination of these
One Model
The Lift off to Learning model
Immersion
Brainstorming
What do I want to know?
How will I find out?
Create it!
Share it
Lift off
Immersion
Where ICT fits in:
To have children interact in a thought
provoking discussion:
Blogs. wikis,
YouTube Video
video conference with an expert
Virtual excursion
Immersion (Cont)
Fact gathering
The internet (skinny notes), Inspiration,
OneNote
Digital photography and video (using
computer camera)
Online Graphic organisers & inspiration
Thinking journal
Brainstorming
Where ICT fits in
Inspiration
OneNote
Free Mind
What
do
I
want
to
know?Cues, questions and advance
Generalisations
organisers
should focus on what is
important rather than what is unusual
Advance organisers are most useful
with information that is not well
organised (advanced organisers are
structures that teachers provide to
students before a learning activity to
help them classify and make sense of
the content they’ll encounter)
Different types of advance organisers
produce different results
Questions are effective learning tools
What do I want to know?Recommendations
Use expository advance organisers
USe narrative advance organisers
Use explicit cues
Ask questions that elicit inferences
Ask analytic questions
on the concept of essential
questions
From trivial pursuit to essential questions
(www.fno.org.feb0/pl.html)
Applying Bloom’s taxonomy
www.teachers.ash.org.au/researchskills/dalton.ht
m)
For the best answers, Ask tough questions
(www.joycevalenza.com/questions.html)
Bloom’s taxonomy model questions and key
words
(www.utexas.edu/student/utlc/lrnes/handouts/141
What do I want to know?
Framing Higher order questions
Useful tool - Michael Pohl’s Fat and
Skinny Question chart
QUESTION
TYPE
FAT
SKINNY
CLOSED
OPEN
What do I want to know?
Other software to support questioning:
Spreadsheet software
Inspiration
How will I find out?
ICT Tools available
Create it
Video making tools
PowerPoint
Stop frame animation
Logo (
Share it
Web page
songsmith / audacity
Movie night
Lift off
Start the process again!