More great online resources....

Cool Melbourne Website

http://www.coolmelbourne.org/resource-centre/

The Cool Melbourne website gives a local perspective to environmental issues and promotes a great range of green stories taking place in the community. The educational videos offered are perfect for children and clearly portray environmental challenges we face as a global community.


Native Planet Website

http://www.nativeplanet.org/index.shtm

This website represents the mission of Jean-Philippe Soule, an activist determined to educate people about native cultures and assist traditional communities all over the world. The photo gallery allows you to specify the culture and browse through images that reflect different customs and rituals...a useful classroom resource.

Australian Human Rights Commission Website

http://www.hreoc.gov.au/education/index.html

The education program offered on this website aims at explaining what human rights are, where they come from and how they are protected in Australian and International law. Teachers resources available include activities on child's rights, disability rights, human rights, indigenous rights, multiculturalism, race relations and sexual harassment.



Making Cents Website

http://www.makingcents.com.au/

Making Cents provides a series of education units for primary schools, particularly useful for Social Sciences and Maths curriculum, focused on developing monetary skills and an awareness of various financial issues. Resources are grouped by state and broken down into lower, middle and upper primary levels. The complete teaching unit booklet with lesson plan ideas can be downloaded from the site.

Catchment Detox Game

http://www.catchmentdetox.net.au/

This online game serves as a great resource for an environmental unit in the classroom. Basically, it puts you in charge of a whole catchment and you have a 100 turns to score points through your management of environmental issues. For example, you have the choice to plant crops, log forests and provide food and wealth to the population. The game encourages children to devise environmental strategies. This serves as the perfect means of establishing an awareness of the balance required for a healthy planet.

The UN Food Force Game

http://www.food-force.com/

In this game, children interactively explore the process of delivering food aid to crisis areas. The website makes a point of relating the gaming environment to reality and provides information for teachers that help define what hunger is, why people are hungry and how to end hunger.

BBC Online Educational Games

http://www.bbc.co.uk/schools/games/

This website offers a wide range of online games categorised for primary school students as follows: art, citizenship, geography, history, languages, literacy, music, numeracy, physical education, health and science.

Angries Out Website

http://www.angriesout.com/

As an aspiring teacher, I must say that it's easy to overlook the impact behavioural and emotional issues have in the classroom. This website provides anger management techniques for children. There are many resources including interactive exercises that can be downloaded onto the computer free of charge. Below is an extract taken from the website. It's great material for a classroom display.

RULES FOR GETTING YOUR MADS OUT
Check your tummy, jaws and your fists. See if the mads are coming.
Breathe! Blow your mad out.
Get your control. Feel good about getting your control.
Stop and think; make a good choice.
People are not to be hurt with your hands, feet or voice.
You Can't hurt people just because you are mad.
Remember to use your firm words, not your fists.
Use a strong voice and talk your mads out. Say "I feel mad when you ____."
Sometimes you need to take a time out to get your control back.
Take yourself off to a safe place and talk to yourself.
Pat yourself on the back for getting your mad out nicely.

Activities with Microsoft Word

Here are 3 activities that can be done with Microsoft Word.

1) Shared Story Writing: Students are asked to start writing a story about anything they want. They are given 5 minutes to write and then, unknowingly, are told to swap computers with a classmate. It is then up to the student to continue with another person's story (in a different text colour). After 4 computer swaps, students return to their original story and add a concluding paragraph. Students may then be encouraged to share their stories. The activity is all about getting the kids thinking. They are forced to analyse, interpret and then add to an unfamiliar piece of creative writing.

2) Spell-Check Activity: Whilst in Word students are asked to turn off their monitors. The teacher then reads out the material for the students to type, including various homographs. Turning the monitors back on, students reflect on their dependence of the spell check feature on Microsoft Word. The teacher may make reference to homographs in the English language that spell check won't pick up on when used in the wrong context. This may form the basis of a lesson on homographs. I think its important to have students habitually using traditional dictionaries in the classroom. Teachers may have students include a vocabulary section to their diary or blog. When they come across unfamiliar words or are unsure as how to spell a word, they look it up in the dictionary and add it to their diary.

3) Rebus Writing: Before commencing the activity, various images are added to the child's Word sheet. Students are then asked to write a story and use the images in place of various words. An example is shown below:


Software packages like Kids Pix are perfect for rebus activities:

http://www.mindscape.net.au/products/TopProducts.asp?cid=1&ssid=8&sst=2

Rebus writing may be considered highly effective for level 1 and 2 students because it develops their understanding on how words represent various concepts. This style of writing can also be easily applied within different units of words. For example, during an Indigenous Australia unit of work teachers may include on the page a picture of a digaree-doo, a boomerang, a camp fire, a spear and a kangaroo and have students devise their own dreamtime story using rebus writing.

ICT Workshop 5 - Online Multimedia Resources

In this weeks workshop we had a brief look at various online multimedia teaching tools. The fundamental purpose in reviewing these websites was to form an understanding of ways to creatively enhance the learning experience of children in the classroom with ICT. The obvious advantage in having students use multimedia programs relates to higher levels of engagement. However, beyond that, it is important to recognise the core objective of each activity set and ensure students do not become distracted within the creative process. By this I mean that as important as it is for students to familiarise themselves with program features, they may easily become side-tracked if not guided through the activity and get lost in their own exploration. As such, teachers may set time lines that allow for a play around session before beginning the activity as defined by the learning objective.

The Zimmer Twins Website allows children to make their own animated movies, an activity particularly useful for English and evaluating various issues in Humanities. For example, within an environmental unit, teachers may have students create their own advertising campaign to raise public awareness. This may form the later part of a lesson plan that involves groups of students researching different environmental issues, discussing possible solutions and then creating their own campaign. With something like this, teachers may further engage students by organising an environmental awareness day, and having each group set up a display that shows their research on the issue and the campaign video they created.

With the English discipline, there are various ways teachers may take advantage of movie making software. For story writing, a comparative advantage as opposed to traditional pen and paper techniques is that as well as formulating a plot and story dialogue, students must also analyse the best way to visually represent their ideas. A teacher may also set a role playing theme, for example conflict resolution, and have students use their animated videos to portray their interpretations.

Zimmer Twins Website - Movie Maker

http://www.zimmertwins.com/movie/starters

The Roller Mache Website is also handy for story telling activities. Resources are available here that demonstrate different ways to tell a story, for example story boarding and clay model freeze framing. It is integral to differentiate learning activities, fundamental when catering for mixed ability classrooms. A great way to encourage creative ambition of children with hands on artistic skills would be to have them stage a production using clay models or their own puppets. A production in which kids work in groups and have the chance to reveal their final piece of work to an audience also adds an element of empowerment to the learning process. Videos from Roller Mache depicting professional projects are a great source of inspiration when setting these kind of projects.

Roller Mache Website

http://www.abc.ne.au/rollercoaster/rollermache/

The next two websites, Build Your Wild Self and Mini Mizer allow students to design their own characters. This sort of activity may form the basis of a descriptive writing task. Also, printouts of created characters make great classroom display material. Character development software has additional value when exploring social issues like stereotyping. Students may be asked to use the design tools to represent their interpretations of certain stereotypes and this may lead into a class discussion.

Build Your Wild Self Website

http://www.buildyourwildself.com/

Mini Mizer Website

http://humor.about.com/gi/dynamic/offsite.htm?site=http://www.reasonablyclever.com

With the Sketch Swap Website, students use the mouse to draw a picture free hand. Once completed, the picture is sent out becoming part of a shared database, and another random piece of work is displayed- a sketch swap as the name suggests. Teachers must be cautious as to the lack of control they have with the random swap feature and inappropriate material may sneak through even though the site is monitored. At the same time, there are many innovative activities that can be applied to the program dynamics. Students may take on the role of art critics and analyse the vision and style of different images that appear. Screen shots can be taken and they could construct some sort of art catalogue. Once again...its all about reaching that higher level thinking.

Sketch Swap Website

www.sketchswap.com/

Zip Tales is another online resource developed as a literacy tool for children. Though the program requires registration and costs apply, it has been professionally developed with a framework that fits right into the classroom. There are a wide range of text types and stories available and activities focus on areas like comprehension, spelling and grammer. I like how there are genres that appeal to both genders; adventure, fantasy, mystery and fairytales. I think boys are much harder to motivate in reading and writing activities. It is important to capture their interest with vivid animations, sound effects and stories that appeal to their thirst for adventure.

Zip Tales Website - Online Learning Tool

http://www.ziptales.com.au/

D Volver video: Class Perspective

Above is an example of what can be created using online multimedia tools. For this particular video, I used the D Volver Website:

http://www.dvolver.com/

Though very straightfoward to use, it must be mentioned that this site would not be suitable for children given the explicit nature of some the characters. In any case, it is a great example of how ICT can help differntiate teaching methods and engage through creativity. I will explore online video multimedia tools further in the next post.

The M&Ms activity: ICT and Maths

The M&Ms activity; yet another great example of how ICT can strengthen the learning experience by involving creativity. If I think back to my primary school days it was all standard question answer worksheets and algorithms. There must be a better way to teach kids maths!! In this weeks maths lecture I come to understand the importance of developing a child's mental calculative process and familirisation of number groupings before introducing algorithmic rules. To often students develop the perception that maths is a set of formulated procedures and neglect the practicality of maths in everyday life. It's so important to engage students through creative yet challenging activities. Also, problem solving tasks that require student initiative, higher level thinking and discussion provide a much deeper learning experience than a worksheet of sums.

So, how do M&Ms fit into all of this?

The purpose of this workshop task was to explore mathematical concepts that may be applied to a packet of M&Ms and facilitate the process using ICT. Given the number of M&Ms for each colour varies within a packet, mathematical topics for this activity may include grouping, graphing, percentages, fractions and calculation. As seen below, using worksheets like Greg's 'M&M's Candy Colour Chart', a graphical representation of colour groups can be formed.

This information can then be input into Microsoft Excel where students may examine different ways to present information and make use of the spreadsheet features.

There are various ways a teacher may involve this type of activity when planning a lesson. Students may work in groups with each group exploring different mathematical ideas to report back to the class. One group focusing on percentages may predict the percentage of each colour group to the total number of M&M's using the the paper worksheet and then verify their estimates using the Excel spreadsheet. Another group may be in charge of collecting information as to establish which colour on average appears most or least frequently in a packet of M&M's. Surveying information gathered in a maths class can be a great resource for other subjects. For example, the class can discuss reasons as to why they think certain colours are used more than others and then be asked to write an opinionated piece on what colours they would include in a packet of M&M's. The percentage figures of different ingredients may also be examined and related back to health issues associated with sugars, artificial colouring and saturated fats. In this way creativity makes for a more dynamic learning experience, but still, it's critical that the core learning purpose of any lesson is firmly grounded within the activity being used.

I am slowly coming to understand the absolute level of involvement and responsibility teaching requires. There are many other issues to consider besides the learning benefits of the activity described above. These include:

• Does the school have a 'junk food' policy?
• Do students have any special dietary requirements? (considering M&M's will inevitably be eaten at the end of class)
• Does the activity endorse junk food in any way?
• Will student's parents allow them to bring M&Ms to class?

A teacher must be aware of all these things and may be sometimes be required to sacrifice a good lesson plan because of unsuspecting issues. However I think the best teachers are adaptive and always have a plan B. So I pose the question (to myself); what could be used in place of a packet of M&M's? Maybe a can of mixed fruit...though that might get messy. A packet of stir fry mix vegetables? Still, I think I'd go for the M&M's but be sure to cover my bases. A health awareness objective would definitely form part of the lesson plan.

The Le@rning Federation

Just registered to 'The Learning Federation' website;

http://www.thelearningfederation.edu.au/

There are so many great resources available here across a wide range of subjects. Different resource types include learning objects (interactive and multimedia resources), images, audio and video. Resources are grouped in topics and are described in terms of their key learning objectives. They are also labelled according to the year level they're best suited for.

This helps when incorporating the online resources into lesson plans. Say I was doing a unit focusing on Australia's Gold Rush period. Here are a few resources that I may draw upon:

1) INTERACTIVE GOLD RUSH GAME

2) VISUAL IMAGE: INVITATION TO THE OPEN OF THE GOLDFIELDS WATER SUPPLY

3) VIDEO: FOOTAGE OF MEN DIGGING FOR GOLD

Planning is an essential element of good teaching. Planning and resourcefulness go hand in hand and I think the impact of the online revolution in this area has made the role of the teacher much easier. Websites like 'The Learning Federation' must be exploited for all there worth. It took me less than 2 minutes to log into my account, browse for 'Gold Rush' resources and pick out three things that I might use in the classroom. Compare this to the process a teacher would have gone through 20 years ago. This isnt to say that the practicality of online learning resources suggests a complete technologically based learning experience for children. I think children should be exposed to a range of learning experiences and it would wrong to become dependent on online resources. For example, bringing in the working apparatus used during the Gold Rush and giving kids a hands on experience may provide for a stronger learning experience than any of the 3 things I found online. Its all about differentiating teaching strategies and keeping students engaged in the classroom.

Workshop 4: Educational Videos

In today's workshop we reflected on how to best use educational videos in the classroom. We were introduced to the Dust Echoes website that contains 12 animated dream time stories.

http://www.abc.net.au/dustechoes/

I must say, the videos on this particular website are beautifully put together and I loved the emotive indigenous music played in the background. Each video has an underlying theme; that of love, loyalty, duty to country and native customs and law. Stories are narrated by aboriginal people and this provides for an authentic learning experience. As with any resource, it would be important to check the content of the videos before using them. Some of the animations on the Dust Echoes website contain low level images of violence.

Using Inspiration 8, I created a visual map of the 'Brolga Song' video that I watched. Like the story-mapping activity I discussed in an earlier post, this serves as a great example of how ICT can compliment English lessons.

Retell methods are effective in building students comprehensive skills. Using Inspiration 8 allows the teacher to alter the activity in different ways, and adjust for the ability of the student. For example, images of the video may be put on screen for children to rearrange and configure as to retell the story. Students may also be encouraged to work through the whole exercise themselves, upload the images and reflect their own visual interpretation of the video. It's critical that students are familiar with and understand any of the computer functions required with this sort of exercise. It would be wrong for any teacher to presume students have a working knowledge of the print screen function for example. Thus, I would include in any lesson plan of this nature, a rundown on computer functions related to the activity at the start and provide students with a set of clear resources they can refer to if necessary. It may be an idea for students to have an ICT journal, or a personal blog spot in which they are required to include any new computer functions they come across.

I think it's important when constructing lesson plans to always analyse the value of the activity in terms of key learning models like Bloom's Taxonomy. The Blooms model is a powerful teaching tool as it classifies the objectives in developing a students higher order thinking. As such, an extension to the activity described above may be for students to create a mind map of the central theme or idea of the video; not an easy task considering the abstract nature and hidden meanings of dream time stories. In terms of Blooms, a straightforward retell activity invokes a students knowledge and comprehension level. However, a strength of visual mapping programs is that they encourage analysis, synthesis and evaluation of ideas. This key feature must be utilised.

There is such a wide range of online educational videos available suitable for every topic area. Below are links to two other websites that teachers may find useful.

1) Kids Know It: Educational movies website

http://www.kidsknowit.com/interactive-educational-movies/index.php

2) National Geographic: Educational videos

http://kids.nationalgeographic.com/kids

ICT Workshop 3: E Portfolios

The Week 3 workshop was all about E Portfolios and various ways they can be used by us as teachers. The benefits of digital portfolios are widespread. Firstly, they may be useful for aspiring teachers like me when going for job interviews. A well created e-portfolio reflects professionalism and a good grasp of ICT concepts, fundamental to a teacher's classroom success in this technological age. Secondly, they may be considered a more proficient means of conducting student assessment for teachers and improve the presentation of assessment material for parents. And thirdly, digital portfolios may be utilised by students as a better way to present their schoolwork and a means of tracking their own progress.

My Digital Portfolio

Above is a snapshot of the homepage for the digital portfolio I created (still a work in progress). As shown, page links reflect sections you would find on any traditional paper resume when going for teaching position: personal overview, contact information, teaching philosophy, employment history, achievements and referees. It may also be an idea to include a page that gives examples of developed lesson plans and a resources page that may classify different online learning tools based on subject material. I am using Microsoft Publisher to create my digital portfolio. A key feature of this program is it allows you to view your file as a web page. Many schools utilise Microsoft PowerPoint when incorporating digital portfolios into the classroom.

When it comes to applying for a job, it's all about giving yourself that competitive advantage. In using a digital portfolio Ill be looking to convey personality and individuality before even stepping in for an interview. I want my interviewers to know that I take educating seriously, that its a passion and that I'm willing to put in the hard work.

Digital Portfolios in the Classroom

Included below are three great links that provide information on incorporating digital portfolio's into the classroom:

1) Edith Creek Primary School Digital Portfolio Page

http://www.edithcreek.tased.edu.au/Digital%20Portfolios.htm

2) David Niguidula article on how to best implement DPs

http://www.richerpicture.com/dozenLessons.pdf

3) Dr Helen Barrett's electronic portfolio resource page

http://electronicportfolios.org/

There is so much I could write on findings of various studies into digital portfolios both as a teacher assessment tool and means of student self assessment. To be honest, before looking into the issue I didn't realise it was such a point of discussion. Considering the rapid evolution of technology in modern society, it does make sense that it would be though. In any case, here is my own take on the issue....

The obvious benefits of digital portfolios for me, the teacher, include the ability to easily store information as to eliminate paper piles and the inclusion of multimedia tools as a means of assessment. One of the 3 domains in English (VELS) is the speaking and listening component. Video footage provides a clear insight into student progress within this area. In addition, having the option to analyse such footage with parents gives a clear reflection of their child's strengths and weaknesses and may facilitate in implementing learning strategies outside the classroom. The multimedia capabilities of digital portfolios may also be significant in empowering students in the learning process. For example, as a teacher I may set out a reading timeline task in which students record themselves reading different books of a similar level throughout a semester. Having them look back on this footage allows for personal constructive criticism, otherwise known as self assessment. This makes for more of a collaborative learning environment in which students take a more active role in tracking their own progress. In doing this however, I would make a point to encourage positive critique.

I think self assessment is a powerful learning tool if used correctly. Problems may arise when students are unaware of what's expected of them. In evaluating their own work, a student may be concerned that they lack ability and come to doubt their level of achievement. As a teacher, you don't want students questioning their own abilities and developing anxieties towards the learning process. Thus, when incorporating digital portfolios into the classroom, a teacher must ensure students understand why they're being used and how to use them. A timeline may be set for tasks to be achieved and students may also keep a blog of what they're doing. Various tasks like oral presentations also require preparation time.

Before even contemplating using digital portfolios, schools must ensure they have the proper technological infrastructure to support them. They would be impossible to introduce into a classroom of 30 students and only three computers. If computer labs were to be used, a teacher would have to ensure there is adamant time available in the labs and that students are well prepared for each session. How would it work with only one computer lab per year level and 4 classes working on digital portfolios? Also, computers have to be up to date with multimedia functions and other necessary working tools. It would be pointless for a school to have student digital portfolios without there being access to scanners, cameras, high quality printers and other requirements.

The final point I want to make is that the technological novelty of the digital portfolio must not overshadow its primary purpose. I think many of us find it hard to keep up with the progress of technology and are sometimes overwhelmed by the impact it has on our every day lives. Certain teachers may not be comfortable working with digital portfolios and as such schools should not make make them a requirement in every classroom. This specifically applies if the digital portfolio is being implemented only for assessment purposes. Some teachers may be so involved in learning to use a digital portfolio themselves that they pay less attention to the primary focus of student assessment.

The Peace Wall

Just a quick post about an idea I had in my last Humanities workshop. I think it would be great to have a Peace Wall display in the classroom based on an activity introduced to us in class; Peace and the 5 Senses.

Peace looks like.....
Peace sounds like.....
Peace tastes like......
Peace smells like.....
Peace feels like.....

The Peace and the 5 Senses passage would be the centerpiece of the display wall and students would post up pictures and words or phrases relevant to their own interpretation of what peace means to them.

Another theme wall could be the Team Spirit wall. I think its of absolute importance to establish a learning environment based on respect and compassion. The Team Spirit wall may represent thoughts on how students themselves wish to be treated. Key words may include: respect, trust, encouragement, support, unity, understanding, forgiveness and friendship.

Humanitites: Global Education Project- Online Resources

United Nations Cyberschool Bus : Great teacher resource for introducing and exploring world issues. Issues are broken down into curriculum topics (specified for age groups) which include peace, poverty, human rights, cleaner oceans and saving tomorrows world. There is also a quizzes and games section.

http://www.un.org/Pubs/CyberSchoolBus/

Oxfam Education Website: Free online teaching resources in which you can browse by age, resource type, curriculum area or country. Some resource areas found in the 7-11 age group include: Bring on the World, Bullying, Children's Rights, Climate Chaos and Global Citizenship in the Whole School.

http://www.oxfam.org.uk/education/resources/

The Free Rice Website: This website would serve as a great homepage for school computers. It is a simple action tool for students wanting to help. Warning though.....it is addictive, but in the best way. For every correct answer, 10 grains of rice are donated through the UN World Food Program to help end hunger. Teachers can even specify the subject matter and level of questions.

http://www.freerice.com/index.php

Free The Children Website: Free the Children is the worlds largest network of children helping children through education. It was founded by Craig Kielburger in 1995, when at twelve years old he got his friends together to begin fighting child labour. It serves as the perfect example for how children can make a difference in the world. The website has many great resources aimed at educating children about what they can do to help.

http://www.freethechildren.com/

ICT Workshop 2 : Educational online games (QUIA)

In the second half of Workshop 2 we looked at online quizzes and activities that may be used in classrooms. We were introduced to the Quia website, which allows users to create their own customised online quizzes and activities.

www.quia.com/web

1) Online Quiz
http://www.quia.com/quiz/1882694.html
The quiz I created was titled 'Are you a true blue?' and was based on facts relating to Australia. The design process was quite straightforward and the program very user friendly. After giving the quiz a title and description, I specified how many questions, how many answer choices and obviously the correct answer. The program also allows you to specify how many points each question is worth.

2) Online Activity - Battleship
http://www.quia.com/ba/312179.html

The Battleship activity I created had an Australian sport theme. The process was the same as the one used in creating the quiz, however here the program incorporates a battleship game in delivering the multiple choice questions. Each question represents a block of the enemy ship that can only be destroyed if the answer is correct. The aim of the activity is to destroy all the enemy ships.

The Quia program allows a teacher to create and customise online activities according to subject matter and level within a safe and controlled online environment. A motivating factor in using this type of teaching method is that students may be more engaged when participating in activities they perceive as fun. As such, using activities like hangman and battleship may be particularly effective with students who have behavioural issues or trouble concentrating.

I think the program is best applied however when students create their own online content. For example, the program may be incorporated into a maths lesson as follows:

1) Each student is given a different maths topic (fractions, multiplication, addition, percentages....) and asked to create a quiz/activity on that topic.

2) Teacher checks to ensure material is correct and loads up the activity ready to use.

3) Students swap computers and complete each others activities.

The process of designing a quiz/activity is a more effective means of having student revise topic material and also supports their creativity. Having them come up with their own questions encourages a deeper level of thinking and the prospect of having others complete their activity is added motivation.

One important consideration with any computer based activity relates to resources available in the classroom. With limited computers available, a teacher may set time intervals for students to create their own quiz/activity throughout the day. Students may also be asked to work in groups.

ICT Workshop 2 - Design Process: Make a frog jump!!

In the first part of this weeks workshop we explored the technology design process. It must be clarified that the ICT process is not isolated to computerised technology. It may also relate to designing and producing a technological system using everyday materials, as in this activity. When incorporating activities of design in the classroom, it is important to facilitate the thought process involved by ensuring students record ideas, encountered problems and reflections. Below is an example a design brief (as used in the workshop) :

As shown, the design brief represents the different dimensions of the Victorian Essential Learning Standards for design, creativity and technology; Investigating/designing, producing and analysing/evaluating.

Now, before I elaborate on application of the design brief, the task we were assigned in the workshop went as follows; with a partner, design a frog that jumps using the materials provided - an elastic band, a strip of cardboard, a cut out of a frog, sticky tape and scissors. The first step was to consider the problem at hand and write down some possible design solutions. For example, was the jumping mechanism going to be connected to frog or was a catapult like device more appropriate. All these ideas formed part of the investigate/design section of the brief.
We decided upon a catapult device and after a quick discussion on how the law of resistance works, went about creating our jumping tool. Trial and error was a key element of our design phase and key features of our mechanism were recorded in the produce section of the design brief. These included using a brace in the middle of the cardboard to make it 'flick' and ensuring the frog was slightly weighted. As a class, we each gave a demonstration of our completed jumping frogs and reflected on the design process. An example of a possible design is shown below. By pulling back on the cardboard (stretching the elastic out), placing the weighted frog on the tip and releasing, the goal is achieved...the frog jumps!


From this...

To this....

So what are the merits of the activity in an educational sense? The focus here I think is on creative learning. By giving students materials and a specific goal to achieve, the design process is directed towards their imaginative mind. Though they may draw upon past experiences or even take note of what others are doing, primarily they must rely on their own analysis of the problem at hand. It's important to ensure the problem presented to students is practical and is something they can relate to. For example, children will interpret 'make the frog jump' much easier than 'design a mechanism that can leave the ground'. Also, to encourage their analytical and creative abilities it is imperitive to have students record their ideas by either writing them down or representing them in a drawing. From this they can visualise their thought process and later reflect on it.

In presenting an activity like 'the jumping frog' to a class I would be sure to introduce the concept of trial and error in the design process. I think its important that students are aware that there may be many different solutions to the problem at hand, and trial and error is a way of determining which is the best. Thus an extension of the activity may be to have students produce two different design mechanisms for the same problem and then reflect on which is more effective and why.

Maths Workshop Activity : Listen in cards

In yesterday's Maths workshop we looked into how to get children thinking mathematically and were introduced to an activity involving 'listen in cards'. With this activity, each student is given a card that identifies their number as well as a question that leads on to the next number in the sequence. The cards are prepared in such a way that every student must read their number and ask their question in order to complete the sequence. For example, in a group of 6 students:

Student 1: I am 2. Who is 3 more than me?
Student 2: I am 5. Who is 4 more than me?
Student 3: I am 9. Who is 1 less than me?
Student 4: I am 8. Who is half of me?
Student 5: I am 4. Who is 2 more than me?
Student 6: I am 6. Who is 4 less than me?

The mental calculation required by students as they follow the sequence is a great example of 'thinking mathematically'. As such, the activity may be effectivley used at the beginning of a Maths session as a lead in to a more focused topic. The activity can be adjusted to suit a wide range of learning levels and can incorporate different dimensions of mathematical calculations (eg. percentages and fractions). When facilitating an activity like this I think teachers must be aware that certain students may experience 'maths anxiety' when put on the spot. Thus, an encouraging enviornment must be set and support provided when needed.

Internet risks and student protection online

I think it's integral when incorporating ICT in the classroom to ensure students have a fundamental understanding of associated risks involved, particularly when working online. These include:

1) Harassment on the Web- Children may experience bullying through email and chat messages.

2) Viruses and hackers- Without the strong protection systems in place, data of a personal or delicate nature may be retrieved without the users consent.

3) Financial risk- Children may be tricked into providing a parents credit card information.

4) Exposure of explicit and harmful material: Children may come across or be lead into sites of a pornographic, violent or offensive nature.

5) Revealing private information: Children may be enticed into filling out online forms and providing information such as email/postal addresses and contact numbers that may be abused in various ways.

As well ensuring computer systems used in classrooms are protected using filters and anti-virus software, the teacher's role in facilitating ICT activities and monitoring students working online is integral. The following two websites may be used in educating students on how to behave online and the risks involved:

CyberSmart: A government website that provides links to online education activities for various age groups. Once you specify the age group, click on 'fun things to do'. Resources include a quiz that analyses how 'cybersmart' the student is and an interactive informative feature (CyberQuoll for kids and CyberNetrix for teens).

http://www.cybersmart.gov.au/

Netty's World: A website aimed at children between 2-7 designed to educate how to be safe when using the internet. It provides an interactive environment as students progress through 'Netty's Net Adventure' relaying important internet saftey messages along the way.

http://www.nettysworld.com.au/

English Workshop: Speaking and Listening Activities

I'm going to try and maintain a log of practical workshop activities that I may draw upon for classroom ideas in the future. Today in our English workshop we went through a few activities aimed at improving a student's speaking and listening abilities. Our lesson revolved around the central idea that spoken language is the base for building literacy. In groups we actively participated in chain storytelling and a scenario activity called 'what good luck / what bad luck.' As with any classroom activity, it is important to first clearly outline how the activity works and its purpose. In this case students are looking at the importance of focused listening, and oral creative expression.

1) Chain storytelling : In groups of 2-4 children take a turn each in verbally adding one line to the story. The teacher may first read a story to the class and have them recollect the story, the students may recollect a common fairytale they already know, or they may take a turn each at constructing their own story.

2) What good luck / What bad luck : In groups of 2-4 children take a turn each in adding to the story, starting each phrase with 'What good luck....' and then 'What bad luck...' For example:

Student 1 - What good luck, today was Sam's birthday.
Student 2 - What bad luck, Sam woke up with an awful cold.
Student 3 - What good luck, when Sam saw his enormous present he felt much better..and so on.

In facilitating the exercise teachers may encourage students to include adjectives and use expression when speaking. The importance of eye contact when listening may also be touched upon. A group discussion may follow each activity allowing students to express their ideas and any difficulties they may have faced.