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Sarah Rixon

PKM and Reflection: Types of reflective writing - 1 views

usqstudydesk.usq.edu.au/...view.php

reflection types writing hatton and smith resources education sharing EDC3100

shared by Sarah Rixon on 06 Mar 14 - No Cached
  • Sarah Rixon on 06 Mar 14
     
    "Type Description Descriptive writing Not reflective. Description of events that occurred/report of literature. No attempt to provide reasons/justification for events. Descriptive reflection Reflective, not only a description of events but some attempt to provide reason/justification for events or actions but in a reportive or descriptive way. For example, "I chose this problem-solving activity because I believe that students should be active rather than passive learners". Recognition of alternate viewpoints in the research and literature which are reported. For example, Tyler (1949), because of the assumptions on which his approach rest suggests that the curriculum process should begin with objectives. Yinger (1979), on the other hand argues that the "task" is the starting point. Two forms: Reflection based generally on one perspective/factor as rationale. Reflection is based on the recognition of multiple factors and perspectives Dialogic reflection Demonstrates a "stepping back" from the events/actions leading to a different level of mulling about, discourse with self and exploring the experience, events, and actions using qualities of judgements and possible alternatives for explaining and hypothesising. Such reflection is analytics or/and integrative of factors and perspectives and may recognise inconsistencies in attempting to provide rationales and critique, for example. While I planned to use mainly written text materials I became aware very quickly that a number of students did not respond to these. Thinking about this now there may have been several reasons for this. A number of students, while reasonably proficient in English, even though they had been NESB learners, may still have lacked some confidence in handling the level of language in the text. Alternatively, a number of students may have been visual and tactile learners. In any case I found that I had to employ more concrete activities in my teaching. Critical reflection Demonstrates an aware
wilkoo

Technology for positive: Using Technology to Differentiate Instruction - 1 views

techposi.blogspot.com.au/...chnology-to-differentiate.html

shared by wilkoo on 14 May 12 - No Cached
  • wilkoo on 14 May 12
     
    "One of the major benefits of using technology in the classroom is the ability to differentiate instruction to meet the needs of every student in every lesson. Just as every student grows and develops at different rates, they learn in different ways and at different speeds. Technology makes it possible to pace lessons appropriately for each student's learning level and can be used to promote learning in the multiple intelligences. Below you will find website suggestions that address the different learning styles in your classroom with the help of technology: Verbal-Linguistic These learners enjoy learning through speaking, writing, reading, and listening. In the classroom setting these students shine when given tasks such as taking notes, researching, listening, reading for information, and writing. Websites to encourage learning for Verbal-Linguistic students: 1. http://wordle.net Allow students to express themselves creatively with words 2. http://ed.voicethread.com Capture student voices with audio, text, pictures , and video 3. http://zoho.com- A free online word processor, and presentation tool 4. http://gcast.com- Students can podcast (voice recording) online. 5. http://kerpoof.com - Students can create stories or mini- movies 6. http://www2.shidonni.com- Students create animated stories 7. http://tickatok.com Students can create stories and turn them into a book 8. http://pbskids.org/wordworld A world where words come alive 9. http://readwritethink.org 52 interactive activities related to reading, writing, and speaking 10. http://speakaboos.com Students can read stories online, record their own story and play literacy games Logical-Mathematical These learners love numbers, reasoning, and problem solving. These students enjoy measuring, calculating, and organizing data. In the classroom students will shine when given tasks such as collecting data, conducting experiments, solving proble
djplaner

Reflection increases learning - research findings - 3 views

www.theatlantic.com/...370819

reflection research bimtpack

shared by djplaner on 15 May 14 - No Cached
  • djplaner on 15 May 14
     
    Article reporting on what is apparently the "first empirical test of the effect of reflection on learning". It found that learners given time to reflect performed 18% and 23% better than learners who were not given time to reflect on what they'd learned. The study also found that there was no significant difference between reflecting on what was learned and having to teach it to someone else. I do wonder whether the ability of the learners to reflect played any part in the improvements gained? Would guidance on how to reflect improve performance more? Obvious links to both this course and the learning journal, but also for you to ponder in terms of your own learners.
leehillas

What you know and how you will learn: Elements of reflection - 2 views

usqstudydesk.usq.edu.au/...view.php

Reflection Blog assignment3 elements

shared by leehillas on 08 Mar 15 - No Cached
  • The following draws on the five elements of reflection identified by Ullmann et al (2012), these five are: Description of an experience. Personal experience. Critical analysis. Taking perspectives into account. An outcome of reflection. In short, when you are reflecting on your blog, aim to ensure that all five elements are present.
  • leehillas on 08 Mar 15
     
    elements of reflection
alicefoddy

Religion Curriculum P-12 - 0 views

www.rec.bne.catholic.edu.au/...Religious-Education.aspx

religion curriculum EDC3100

shared by alicefoddy on 03 Mar 15 - No Cached
  • Contextual information (literary form, historical and cultural context and human author’s intention) assists the reader to gain deeper awareness of Old Testament texts. The intention of the human author is important in determining the nature of the truth revealed in the text (e.g. historical truth, factual truth, religious truth).
  • Contextual information (literary form, historical and cultural context and human author’s intention) assists the reader to gain deeper awareness of New Testament texts. The intention of the human author is important in determining the nature of the truth revealed in the text (e.g. historical truth, factual truth, religious truth).
  • eligious Knowledge and Deep Understanding The writings and key messages of the founders of religious orders influence the way of life of religious communities (e.g. prayer life, apostolate, dress, spiritual practices, beliefs, symbols, daily life).
  • ...32 more annotations...
  • ligious Knowledge and Deep Understanding The Creeds of the apostolic and ancient Churches, including the Apostles Creed and Nicene Creed, expressed the Christian understanding of God. Through the Creeds, Christians are linked with the faith of believers throughout history.
  • Religious Knowledge and Deep Understanding The Catholic Church in Australia comprises a number of geographical dioceses and archdioceses. There are a variety of roles and responsibilities within the leadership structure of the Catholic Church in Australia (i.e. deacon, priest, bishop, archbishop, cardinal). The Church in Australia is a member of a larger communion of churches in the Oceania region. Within the Australian Catholic Church, as well as across Oceania, local and regional churches are influenced by their different cultures and histories.
  • Religious Knowledge and Deep Understanding The writings and key messages of significant reformers (c.650CE-c.1750CE), such as Catherine of Siena, Clare of Assisi and Thomas Aquinas, challenged the Church to question its nature and role in the world.
  • Religious Knowledge and Deep Understanding Concern for the good of the community is a basic principle of Christian morality. According to Church teaching, personal gifts are meant to be at the service of others and of the common good. The good of the community can be protected and promoted in a variety of ways.
  • Religious Knowledge and Deep Understanding Prayer in the Christian tradition, including formal prayers such as Sign of the Cross, Our Father and Hail Mary, nurtures the spiritual life of believers.
  • eligious Knowledge and Deep Understanding Meditative prayer uses silence and stillness to assist believers to listen and talk to God. Believers use a range of practices (including silence and stillness, and praying with icons and images) for preparing the body and the mind for meditative prayer, and engaging in the ‘work of meditation’. Christian iconography expresses in images the same Gospel message that Scripture communicates by words. Praying with scripture is a form of meditative prayer in the Christian tradition. There are a variety of ways to pray with scripture, including Lectio Divina (Benedictine tradition) and Ignatian Meditation.
  • Religious Knowledge and Deep Understanding The beliefs, values and practices of early Church communities (c.6 BCE - c. 650 CE) were influenced by ancient Mediterranean societies such as Greece, Rome and Egypt. Recurring broad patterns of historical change (namely Construction: Searching for Unity, Order and Authenticity; Deconstruction: Challenges to Unity, Order and Authenticity; Reconstruction: Restoring unity, order and authenticity) are evident in the story of the early Church as it came to understand its nature and role in the world.
  • ayer in the Christian tradition, including the ancient monastic prayer of The Liturgy of the Hours, nurtures the spiritual life of believers. The Liturgy of the Hours follows a prescribed pattern of Psalms, Scripture and intercessions, and is prayed at set times throughout the day. Believers pray on behalf of others and with others.
  • Religious Knowledge and Deep Understanding All Christians are united through their baptism (Galatians 3.27-29) in the name of Jesus Christ and receive the gift of the Holy Spirit (Acts 2:38). The term ‘ecumenism’ (from the Greek Oikoumene meaning ‘of the whole inhabited earth’) refers to the movement which seeks to bring about the unity of all Christians. All Christians are called to give witness to the ecumenical spirit through pray
  • eligious Knowledge and Deep Understanding In a time of great challenge and change (c.650 CE-c.1750CE), the Church had to respond to many internal and external threats to its physical existence, cultural influence, political control, social structure, roles and relationships and economic power. Recurring broad patterns of historical change (namely Construction: Searching for Unity, Order and Authenticity; Deconstruction: Challenges to Unity, Order and Authenticity; Reconstruction: Restoring unity, order and authenticity) are evident in the story of the Church in a time of challenge and change (c.650CE-c.1750CE) as it was forced to question its nature and role in the world.
  • Religious Knowledge and Deep Understanding Grace is the gift of God that enables people to overcome sin; to love, believe and hope in God and grow in goodness. The Church names this work of grace ‘justification’. Virtues are attitudes and dispositions that guide people to ‘do good and avoid evil’. In Christian teaching, the cardinal (pivotal) virtues are prudence, justice, fortitude and temperance. Living a virtuous life - ‘doing good’ - requires knowledge and understanding, practice and perseverance.
  • sisted by the Holy Spirit, the Church draws on the teaching of Jesus and its living Tradition to respond to emerging moral questions. Catholic social teaching proposes principles for reflection, provides criteria for judgment and gives guidelines for action. A consistent theme in Catholic social teaching is that the good of people be the criterion in making moral judgments about social and economic structures.
  • isten and talk to God. Believers use a range of practices (including centred breathing and attending to posture) for preparing the body and the mind for meditative prayer and for engaging in the ‘work of meditation’. Praying with scripture is a form of meditative prayer in the Christian tradition. There are a variety of ways to pray with scripture, including Augustinian Prayer and Franciscan Contemplative prayer. All forms of vocal and meditative prayer are intended to lead believers to contemplation. Contemplative prayer is the simple awareness of the presence of God. It is pray
  • eligious Knowledge and Deep Understanding Christians believe that the nature of God is revealed in the Old Testament. The divine name, “I Am Who Am”, is understood in the sense that God is the fullness of being, every perfection, without origin and without end. Christian tradition expresses the riches of the divine name in a variety of terms such as goodness, abounding i
  • r sources combined to form the Pentateuch. They are: the Priestly source (P), Deuteronomist (D), the Elohist (E), and the Jahwist (J). Key themes of the Pentateuch include: creation, sin, covenant, law and promise, worship, and Chosen Peopl
  • eligious Knowledge and Deep Understanding The inspired writings of various religious and lay leaders (e.g. Catherine McAuley, Nano Nagle, Edmund Rice, Don Bosco, Elizabeth Seton and Mary MacKillop) responded in new ways to the needs of the faithful, especially through education, works of charity, and health care (c.1750CE-c.1918CE).
  • In a time of great challenge and change (c.1750 CE - c.1918 CE), the Church had to respond to many internal and external threats to its physical existence, cultural influence, political influence, social structure, roles and relationships and economic power. Recurring broad patterns of historical change (namely Construction: Searching for Unity, Order and Authenticity; Deconstruction: Challenges to Unity, Order and Authenticity; Reconstruction: Restoring unity, order and authenticity) are evident in the story of the Church in a time of challenge and change (c.1750 CE - c.1918 CE) as it was forced to question its nature and role in the world.
  • Respect for each person, as created in the image of God and as a reflection of God, is expressed through moral behaviour towards oneself and others. Two key principles of Catholic social teaching, namely respect for the dignity of the human person and human rights and responsibilities, provide guidelines for developing a healthy understanding of one’s personal identity and of human relationships.
  • Assisted by the Holy Spirit, the Church draws on the teaching of Jesus and its living tradition to respond to emerging moral questions about scientific and technological advances. Catholic social teaching proposes principles for reflection, provides criteria for judgment and gives guidelines for action. The principles of Catholic social teaching, especially promotion of peace, stewardship, and common good, provide guidelines for scientific and technological advancement.
  • personal journals, poetry, books, pastoral statements, conciliar documents), search for the mystery of God in the midst of world events and the course of human history (c.1918CE to the present), such as war and peace, genocide and reconciliation, globalisation and community, consumerism and sufficiency, relativism and morality, development and ecology.
  • hristians believe God’s unending love and mercy for humanity were revealed to the people of Israel and expressed fully through the person of Jesus.
  • he Eucharist draws on historical and scriptural foundations, including Last Supper (1 Corinthians 11:23-28) and sacrifice. The Eucharist recalls Jesus’ example of service and love (John 13:1-20), and those who share the Eucharist are sent out to carry on Jesus’ mission in the world. The Eucharist is a means of reconciliation and forgiveness of sins as expressed through prayers and actions in the Mass (e.g. penitential rite, eucharistic prayer and prayers before communion, sign of peace). Eucharist is the primary and indispensable source of nourishment for the spiritual life of believers.
  • In a time of great challenge and change (c.1918 CE to the present), the Church had to respond philosophically and theologically to unprecedented threats to both human ecology and environmental ecology from science, technology, materialism, consumerism and political ideologies. The Church’s philosophical and theological responses involved rethinking and reforming its cultural influence, political influence, social structure, roles and relationships, economic power and evangelising mission. Recurring broad patterns of historical change (namely: Construction: Searching for Unity, Order and Authenticity; Deconstruction: Challenges to Unity, Order and Authenticity; Reconstruction: Restoring unity, order and authenticity) are evident in the story of the Church in a time of challenge and change (c. 1918 CE to the present) as it was forced to question its nature and role in the world.
  • is obliged to follow their conscience which requires careful and lifelong formation. Conscience formation for Christians entails not only consideration of facts, but is guided by prayer and reflection on the Word of God, the life and teaching of Christ, the witness and advice of others, and the authoritative teaching of the Church.
  • bout economic structures and development. Catholic social teaching proposes principles for reflection, provides criteria for judgment and gives guidelines for action. The principles of Catholic social teaching, especially participation, economic justice, global solidarity and development, preferential option for the poor, stewardship, and subsidiarity, provide guidelines for just economic order and development. Christians believe that human work shares in God’s creative activity. Work enables each person to use
  • The Prayer of St Francis, The Canticle of Creation and The Magnificat. The Prayer of St Francis is a prayer for peace. In a world often troubled by war and violence, it calls us to be instruments of Christ’s peace and love. The Magnificat (Luke 1:46-55) is Mary’s song of hope in God’s salvation and justice for all. The Canticle of Creation is a prayer of praise for the creator God.
  • ive prayer uses silence and stillness to assist believers to listen and talk to God. Believers use a range of practices (including praying with the help of nature) for preparing the body and the mind for meditative prayer, and for engaging in the ‘work of meditation’. Lectio of Nature is a form of meditative prayer in the Christian tradition. All forms of vocal and meditative prayer are intended to lead believers to contemplation. Contemplative Prayer is the simple awareness of the presence of God. It is prayer without words or images. Centering Prayer provides a way of enriching and nurturing the spiritual life of believers.
  • emporary Christian spiritual writings reflect the signs of the times in the light of the Gospel, and use a variety of mediums and modes of communication to reveal the mystery of God and of life.
  • eligious Knowledge and Deep Understanding Christians believe that the mission of Jesus is continued in the world and in the Church through the activity of the Holy Spirit.
  • major Christian traditions, some rituals are prepared according to formal principles and rubrics. These rituals are referred to as liturgy. Liturgical adaptation is provided for in
  • istian moral teaching provides guidelines and limits regarding ethical and moral responses to global issues and challenges, such as justice, tolerance, reconciliation, peace, ecology, nonviolence, respect and appreciation for others.
  • eligious Knowledge and Deep Understanding Prayer in the Christian tradition nurtures the spiritual life of believers. Vocal prayer, meditative prayer and contemplative prayer are ancient examples of thi
  • alicefoddy on 03 Mar 15
     
    Religions curriculum with ICT stuff identified. 
greg_halliday

Sharing, reflecting, and connecting: Types of reflective writing - 3 views

usqstudydesk.usq.edu.au/...view.php

ICTPedagogy

shared by greg_halliday on 26 Jul 16 - No Cached
  • greg_halliday on 26 Jul 16
     
    types of reflection
Kenishia Warren

How to be Critical when Reflecting on Your Teaching - UCD - CTAG - 0 views

www.ucdoer.ie/...en_Reflecting_on_Your_Teaching

critical reflection

shared by Kenishia Warren on 17 Mar 14 - No Cached
  • Kenishia Warren on 17 Mar 14
     
    EDC3100 how to be critical when reflecting on your teaching
djplaner

Reflecting on the 2013-2014 School Year | EA Pre-K to 2nd Technology - 3 views

mpowerstech.edublogs.org/...g-on-the-2013-2014-school-year

ictexamples earlychildhood

shared by djplaner on 02 Jun 14 - No Cached
  • djplaner on 02 Jun 14
     
    An infographic summarising/reflecting on all the ICT based experiences a primary school with early years classrooms had during the 2013/2014 (North American) school year.
djplaner

"Slowmation" by Kathryn Paige, Brendan Bentley et al. - 2 views

ro.ecu.edu.au/1

week2 why

shared by djplaner on 25 Feb 16 - No Cached
nruthie liked it
  • djplaner on 25 Feb 16
     
    Journal paper that talks about a particular use of ICT in learning. May be referenced a bit in the week 2 learning path to touch on "why" ICT is used with pedagogy. *Abstract* Slowmation is a twenty-first century digital literacy educational tool. This teaching and learning tool has been incorporated as an assessment strategy in the curriculum area of science and mathematics with pre-service teachers (PSTs). This paper explores two themes: developing twenty-first century digital literacy skills and modelling best practice assessment tools. In the growing debate about the impact of multi-model representations, researchers such as Hoban and Nielsen, and Brown, Murcia and Hackling emphasise the development of conceptual understandings and semiotics. This paper focuses on PSTs' experiences of and reflections on Slowmation as an educational tool. Data was collected from a cohort of final year PSTs who created, presented and reflected on their Slowmation process.
Shari Kath

Stages of Teacher Development - 1 views

edc3100 ictexamples resources education

started by Shari Kath on 03 Mar 13 no follow-up yet
djplaner

Sage on the Stage or Guide or the Side: Finding the Middle Ground - 1 views

shayharvey.edublogs.org/...side-finding-the-middle-ground

lecture1 pedagogy

shared by djplaner on 20 Feb 13 - No Cached
  • White et al, argues that the belief systems of teachers form a barrier to new techniques and pedagogy. Moreover, they highlight research that indicates that the teaching style of individual teachers tends to reflect the “manner that they were taught during their own educational experiences (White et al, 2008, p. 41). As a result, White et al indicate that many teachers implement ideas based on their own experiences within a traditional, teacher-centred pedagogy.
    • djplaner
      djplaner on 20 Feb 13
       
      One of the reasons for the EDC3100 approach
    • djplaner
      djplaner on 20 Feb 13
       
      i.e. to give you an experience of something different.
  • where the teacher is still able to be a knowledgeable guide but also a co-creator of knowledge.
  • ...1 more annotation...
    • djplaner
      djplaner on 20 Feb 13
       
      Important point, I am learning as much from teaching this course as you are from taking it.  
  • djplaner on 20 Feb 13
     
    Blog post reflecting on the comparison between teacher as sage, guide and meddler. Some interesting things to say how we teach.  Will use in lecturer 1 2013 (I think). Also has some interesting references on the benefits of video.
greg_halliday

Sharing, reflecting, and connecting: Elements of reflection - 3 views

usqstudydesk.usq.edu.au/...view.php

ICTPedagogy

shared by greg_halliday on 18 Jul 16 - No Cached
  • sarah hashim on 18 Jul 16
     
    how to write good reflections on blog
  • greg_halliday on 26 Jul 16
     
    what to include in blogs
djplaner

The Overselling of Ed Tech - Alfie Kohn - 2 views

www.alfiekohn.org/ed-tech

whyicts whynoticts

shared by djplaner on 16 Mar 16 - No Cached
  • y, my response to ed tech is “It depends.” And one key consideration on which it depends is the reason given for supporting it
    • djplaner
      djplaner on 16 Mar 16
       
      'd sugest that "it depends" includes consideration of the "somewhere" in which it is being used. The class, the learners, the teacher(s), what is being learned..
  • But the rationale that I find most disturbing — despite, or perhaps because of, the fact that it’s rarely made explicit — is the idea that technology will increase our efficiency
    • djplaner
      djplaner on 16 Mar 16
       
      And here's #2 of the "big three".
  • Other people, particularly politicians, defend technology on the grounds that it will keep our students “competitive in the global economy.”
    • djplaner
      djplaner on 16 Mar 16
       
      The first of the "big three reason". As here, there are arguments aginst this particular reason, or at least for not having it drive the why (not) question
  • ...5 more annotations...
  • We can’t answer the question “Is tech useful in schools?” until we’ve grappled with a deeper question: “What kinds of learning should be taking place in those schools?”
    • djplaner
      djplaner on 16 Mar 16
       
      The "theory" method from the Why (not) framework can help inform this, but you do need to question your deeper assumptions about this question. Of course, the problem you face is that the "way things are done" impacts this greatly and can limit what you can question
  • Some people seem to be drawn to technology for its own sake — because it’s cool
    • djplaner
      djplaner on 16 Mar 16
       
      Why "goodish practice" can be a problem. Often it's what is "cool" that attracts attention.
  • Despite corporate-style declarations about the benefits of “innovation” and “disruption,” new forms of technology in the classroom mesh quite comfortably with an old-school model that consists of pouring a bunch o’ facts into empty receptacles
    • djplaner
      djplaner on 16 Mar 16
       
      i.e. horsey horseless carriage thinking
  • Far more common, in any case, are examples of technology that take for granted, and ultimately help to perpetuate, traditional teacher-centered instruction that consists mostly of memorizing facts and practicing skills
    • djplaner
      djplaner on 16 Mar 16
       
      This is where we can have some argument. There is some value in doing this type of stuff as long as there is amplification going on AND it's part of a broader move from traditional forms of learning to different types of learning. I'm also troubled by the "one size fits all" approach to this. "Nothing works everywhere".
  • According to an article in Education Week, “a host of national and regional surveys suggest that teachers are far more likely to use tech to make their own jobs easier and to supplement traditional instructional strategies than to put students in control of their own learning.
    • djplaner
      djplaner on 16 Mar 16
       
      This is a danger
    • djplaner
      djplaner on 16 Mar 16
       
      There's nothing wrong with using ICT to make your job easier, but it shouldn't be the only thing you do with it
  • djplaner on 16 Mar 16
     
    Post reflecting on questions of why (not) and how around ICT and Pedagogy. Critiques a lot of what is currently done. Some annotations added to explicitly link with the course.
  • djplaner on 16 Mar 16
     
    Post reflecting on questions of why (not) and how around ICT and Pedagogy. Critiques a lot of what is currently done. Some annotations added to explicitly link with the course.
keelyj94

Top Notch Teaching Blog - 5 views

topnotchteaching.com

dyslexia teaching EDC3100 resources technology ict

shared by keelyj94 on 11 Mar 16 - No Cached
  • mberm14 on 11 Mar 16
     
    Melinda Crean is a Perth primary school educator who shares ideas and resources in her blog: Top Notch Teaching, on how to better classroom practice. She shares different ideas and resources on topics such as classroom management, lesson ideas, reflective teaching, Specific Learning Disability (SLD) and much more.
  • keelyj94 on 12 Mar 16
     
    Primary school teacher and dyslexia specialist, reflects and supports through her own blog for other teachers. She has some great resources and tips to help us out.
Deb Mac

SMART Exchange - USA - Properties of Light - 3 views

exchange.smarttech.com/details.html

Year 5 Science - Properties of Light Flipchart

shared by Deb Mac on 13 Jun 14 - No Cached
  • Deb Mac on 13 Jun 14
     
    Teach students about reflection, refraction, and transmission of light with this interactive Notebook file. Included are Flash animations that can supplement or even take the place of hands-on science activities.
  • Deb Mac on 13 Jun 14
     
    Teach students about reflection, refraction, and transmission of light with this interactive Notebook file. Included are Flash animations that can supplement or even take the place of hands-on science activities.
Lorraine Lewis-Smith

A Taxonomy of Reflection: A Model for Critical Thinking - 3 views

www.peterpappas.com/...ents-teachers-principals-.html

shared by Lorraine Lewis-Smith on 18 Mar 14 - No Cached
  • But reflection can be a challenging endeavor. It’s not something that’s fostered in school – typically someone else tells you how you’re doing!
  • an invaluable and simple tool for formative assessment — something that any teacher can regularly use in their classroom that only takes a few minutes.
alicefoddy

geddit - 2 views

letsgeddit.com

assessment resources ictexamples

shared by alicefoddy on 21 Feb 15 - No Cached
    • alicefoddy
      alicefoddy on 21 Feb 15
       
      This resource is excellent as a method of formative assessment or as a teaching strategy in the classroom to track students progress. Students are able to answer various questions, and through this identify and reflect on how well their learning is going within a topic. I will probably blog about this in my assignment as it is an excellent resource that I've used before. 
  • alicefoddy on 21 Feb 15
     
    This resource is excellent as a method of formative assessment or as a teaching strategy in the classroom to track students progress. Students are able to answer various questions, and through this identify and reflect on how well their learning is going within a topic. I will probably blog about this in my assignment as it is an excellent resource that I've used before. 
djplaner

Hold it right there. We learn about black holes in Year 10, not in Year 8 | Alice Leung - 0 views

aliceleung.net/...blackholesandlearning

constraints

shared by djplaner on 10 Jun 13 - No Cached
  • djplaner on 10 Jun 13
     
    A teacher reflecting on some of the constraints that arise from required aspects of formal schooling like the curriculum and the timetable.
K Lobegeiger

Reflecting on planning and preparation (Week 10) | ictinearlyprimaryeducation - 0 views

misskmlobegeiger.edublogs.org/...anning-and-preparation-week-10

EDC3100

shared by K Lobegeiger on 04 May 13 - No Cached
  • K Lobegeiger on 04 May 13
     
    After completing week ten activities, I recogised some important points to focus on for 'Part B' of our third assignment. Teachers who integrate ICT aiming to enhance student learning need to utilise their preparation and planning carefully. This process requires knowledge to ensure high quality teaching standards are being implemented.
djplaner

Nocking the Arrow: My PLN - After One Year - 0 views

rtschuetz.blogspot.ca/...my-pln-after-one-year.html

pln week1 highschool teacher teacherblogs

shared by djplaner on 18 Feb 13 - No Cached
  • djplaner on 18 Feb 13
     
    A US high school teacher reflects on how he has created and what he's done with his PLN over a year. He also explains how this connects to his teaching, his students and what he'd like to do next.
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