Category: Conferences

Inspire Innovate 2010

Kim # # # # # # # #

WHY GAMES?

  1. Games are a shared experience.
  2. Games build community  – they are played socially at school.
  3. Meaning is constructed as a group – individuals contribute to group understandings.
  4. Language is played with – used in different ways to make different meanings.
  5. Language becomes more visible through a game – it has shared context, shared understandings and shared meanings.
  6. The experience, and the consequent language, is like “playdough” – it can be added to, moulded, pulled apart, re-arranged, viewed, discussed, evaluated, improved; first as a group, then individually; first orally and then written.
  7. Immersion in the experience is child-centred, lots of time is spent on student initiated and led exploration of the game and/ or the game world. Students become part of the experience: In the game directly: Participating in the game – manipulating the characters and events – “living the game”: As a springboard for real life, authentic learning.
  8. Learning outcomes are planned in detail – shared explicitly with students to support meta-language and deep knowledge.
  9. Learning indicators are specific and focused: one scene or setting, one character or one object.

 

CONTEXTS FOR LEARNING

wiiMusic

wiiSports

Endless Oceans – Tom Barrett

 

 

Cooking Mama – LTS Consolarium

Nintendogs – LTS Consolarium

Samba De Amigo – LTS Consolarium

 

  • Authentic, real world tasks
  • Rich tasks
  • Cross-curricula
  • Creative – many ways to fulfill the assessment
  • On and off the computer
  • Expands across KLAs
  • Whole class input
  • Contract work

 

KLA SPECIFIC

Dolphin Island HSIE, S&T

wiiSports Maths – Tom Barrett

Drawn to Life English – Writing

Brain Training & Maths Training – LTS Consolarium


 

  • More focused on one KLA area
  • Individual, pairs, trios, smaller groups

 

Peter Richardson has a site that features a collaborative list of wii games and associated Year levels and activity focus.

 

 

PLANNING

Start with learning outcomes

Identify a game to support intended outcomes

Mind map, backward map, Blooms/Multiple Intelligences matrix.

Real world, authentic tasks.

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wii’ve Got The Music 1

Kim # # # # #

Future Directions in Literacy Conference – Sydney University

This term I have been using the wiiMusic Game with my class to develop knowledge and understandings about music. Here are a couple of posts from my class blog – 09AllStars – all about what we’ve been doing.

wii’ve Got the Music

We are studying music for the next few weeks, and we will be using the wii to help us explore and experience a huge range of instruments.

We used our Golden Time today for the intial taste of what the wii can do – everyone had a quick turn at playing an instrument and we all had a bit of a laugh as well.

Stay tuned for more posts on what else we are doing with the wii Music.

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Exploring the wiiMusic

Over the past week we have been playing the wiiMusic in small groups so that we can practise the activities and get better at the games.

We have been playing lots of different instruments and hearing and accompanying many different tunes. Its quite hard at times to play tunes that you haven’t heard before. We have found that you get better – and it becomes easier – the more you practice and the more familiar you are with both the instrument and the tune.

We have found out about “pitch” by playing the “Pitch Perfect” game – you have to listen carefully to match the notes that are the same, or put the notes in ascending order by listening to them. Sometimes this is hard, and the timer is counting down so you have to hurry!

 

wiiMusic – Perfect Pitch from KimPericles on Vimeo.

Categories: Class, Conferences, Writing1 Comment

We Love the wii :-)

Kim # # # # # #

Future Directions in Literacy Conference – Sydney University

I have used the wii in my classroom quite a lot over the past two years, here are notes on a number of games I have used  with my Stage 3 (Years 5 & 6 ) class.

Pwii – Tennis

Here’s a blog post my class wrote when we used the wii for our PE lessons.

 

We have finally started our “PWii” lessons. We call them PWii (rather than PE – physical education) because we are using the Wii to play tennis.

                                              Sandy Tennis 2

 

 

 

Each group of students has written up a lesson on a tennis skill, and they teach the rest of the class how to do the skill. We play outside using a wide range of bats and racquets to learn the skills we need to play inside on the Wii.

Tennis skills 1           Tennis skills 2        Tennis skills 3

 

 

 

Each pair plays the Wii in the classroom, and we choose the “best of 3 games” option. When everyone has had a turn we will each play other students and have a “Round Robin” tournament.

                              Playing Wii         Playing Wii 2  

 

 

 

We hope to put together either a wiki of our work or at least a page to show you what we’ve been up to  :smile:

                                                     You win     

 

 

 

wii Tennis was the first experience I had with using the wii in the classroom. The class was really excited about using the wii as no-one had one at that time and so enthusiasm was at an all time high!

The game linked into the curriculum through English (Talking & Listening, Reading and Writing) as well as PE: 

  • we researched the types of PE skills necessary to play tennis
  • divided these up and pairs or trios of students then devised lessons to teach the skills to the rest of the class
  • together we used the internet to locate some appropriate warm ups, stretches and cool downs to use at the beginning and end of the lessons.
  • we located videos of how to perform the skills in tennis so that the students knew what they were to teach
  • students wrote up their notes into lesson plans
  • talking and listening skills and strategies were discussed with the class and a set of “Super Speakers” and “Great Listeners” charts were constructed to remind students of the expectations of the groups when students were teaching lessons
  • small groups of students taught these skills over a period of 3 weeks out in the playground
  • inside, the wii was set up and groups of students rotated through it playing tennis  – to get the feel for the game and the skills they were teaching
  • after all the students had taught their lessons we arranged a tennis tournament inside the classroom, using the wii

 

Mario and Sonic at the Olympics

It was a bit of a surprise to find ourselves using this game for poetry! However, a stand out of the game were the different characters and their individual responses to winning or losing the athletic events. Each of the characters were different colours and we discussed how the colours reflected each character’s personality.

Then students thought about the colours themselves, and how each colour looked, felt, smelled, the emotions it evoked, and even the tastes it reminded us of.

Lastly we put both aspects together and wrote poems that showed how the colour and the character  linked together to really show what the characters were like.

 

My colour jumps with joy and relief!

My colour sounds like a creaky hall way.

My colour feels optimistic.

My colour feels like the mysterious night sky

 

 

My colour is dark as the night sky.

My colour sounds like storms on a rainy day.

My colour is as evil as the grim reaper.

My colour feels like a touch of death.

My colour is the colour of horror.

My colour tastes like a shadow waiting to be unleashed.

My colour smells like darkness.

My colour is mysterious.

  

My colour is black.

My character is Shadow.      

Latika

 


 

 

My colour feels like the mysterious night sky

 

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Mouse Woman Rocks!

Kim # # # # #


I was introduced to Mouse Woman today, a cute and cheeky character found in stories from the Haida, one of the First Nations bands of the North West coast of Canada.

Mouse Woman is a shape changer, a narnauk, who lives and travels between the human and spirit worlds, helping and guiding young people in need by offering suggestions, options and alternatives.

Mouse Woman, or Grandmother, likes life to be balanced and works with humans and nature to equalise good and bad, right and wrong, and deal with the humans or spirits who had upset the order of the world.

As payment for her help, Mouse Woman loves wool, which her ravelly little fingers like to tear into a lovely, loose, nesty pile of wool.

The stories, written by Christie Harris, are refreshing, fun, mischievous, scary and thought provoking. I ‘m sure that I will be using the stories with my class. They will be great for discussing and exploring positive values, symbols and actions, and even ideas of natural balance, ecology and rights and responsibilities.

The stories also give a wonderful insight into traditional Haida life and beliefs – the descriptions of the forests, coasts and oceans are beautiful and poignant. The social structures and way of life in the Time Before are also shown and explained.

I’m so glad that I’ve met and fallen under the spell of Mouse Woman – and I hope she will join me back in my classroom to share her adventures with children on the other side of the world.

 

 

 

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GROWING IMAGINATIONS

Kim # # # #

OR

“GOING TO WHERE THEY CAN FIND YOU”

 

Today’s keynote was presented by Eleanor Duckworth who, according to the conference website: 

“…. is a former student and translator of Jean Piaget, Dr. Duckworth grounds her work in Piaget and Inhelder’s insights into the nature and development of understanding and in their research method, which she has developed as a teaching/research approach, Critical Exploration in the Classroom. She seeks to bring a Freirean approach to any classroom, valuing the learners’ experience and insights. Her interest is in the experiences of teaching and learning of people of all ages, both in and out of schools. Duckworth is a former elementary school teacher and has worked in curriculum development, teacher education, and program evaluation in the United States, Europe, Latin America, Africa, Asia, and her native Canada. She is a coordinator for Cambridge United for Justice with Peace, and is a performing modern dancer. “

 

The ideas that resonated with me are:

  •       “work at it, work at it” – you can’t make certain things happen (like thought, imagination, different ways of thinking) so you need to “go where they will find you”
  •       we must put learners into contact with the physical world
  •       students take their own learning seriously when there is someone there to talk to, listen to
  •       “critical exploration” within the classroom = long term in depth study/exploration by students over time
  •       accept all ideas from the students – it’s the teachers role to then take these ideas further and deeper – and the ideas can become more playful
  •       explore
  •       wonder
  •       question
  •       play ……… and surprising things will happen!
  •       encourage students to find the mysteries in the something ordinary
  •       a study of “something” – pose a question – explore, notice, share, question
  •       all ideas are open/equal/possible = truth is in the subject matter

 

 

 

 

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IERG!

Kim # # # # # #


I am currently in Vancouver, BC, attending the 7th International Conference on Imagination and Education where I have been introduced to the work of Dr Kieran Egan and the Imaginative Education Research Group (IERG).

” Imaginative Education is an approach to education that effectively engages students’ emotions, imaginations and intellects in learning.

The Imaginative Education Research Group has developed theories, principles and practices designed to explain, describe and implement this approach.

Imaginative Education offers a new understanding of how knowledge grows in the mind, and how our imaginations work and change during our lives. The IERG has developed innovative teaching methods based on these insights that offer new ways of planning and teaching….”

 

The 2 day, pre-conference workshop, showed alternative ways of thinking about education and the different kinds of understandings that come into play as children grow and develop and make sense of their world.

Examples of classroom applications demonstrated what the approach look liked in action, and planning frameworks were shared and explained.

We then spent some time trying out the approach by playing a number of thinking games/activities and beginning to plan lessons using the  frameworks to encourage creative and imaginative ways to explore traditional topics and content.

There were lots of opportunities to share ideas and questions about IE and this was really important so that our early thoughts could be clarified as we contemplated incorporating this approach into our teaching toolkit.

Check out the IERG website for more info, research, examples, resources and lesson/unit ideas.

 

 

 

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When Web2.0 Meets Reading2.0

Kim # # # # # # # #

I think my brain is about to explode!

Today was the third 7 hour, all day workshop that I’ve attended over the past four days – have to make the most of my NECC experience!

A plethora of web2.0 tools were presented enthusiastically as a way of teaching various (and varied) reading skills across the grades. From phonic awareness, to vocabulary, to comprehension, to talking and listening – all apects of reading instruction were comprehensively covered.

Linking assessment  was always stressed and ways and examples were demonstrated. The importance of always ensuring that the use of a tool is based on its relevance to the learning task and outcomes, was also constantly reinforced.

Ideas and examples of teachers and classes using these tools in a variety of ways was really helpful to visualise the use of web2.0 in the reading classroom:

 

  • Using simple voice recordings (and using Vocaroo to embed on blog or wiki) for multiple purposes – such as identifying rhyming words, syllabification,fluency, reading out loud, oral instructions, books onto a podcast for listening to whenever you like (family members can record books for class to listen to).
  • Making simple word/vocabulary alphabets for class topics and units or basic English words for ESL students using Yodio – where you add voice to digital photos.
  • ClassTools.net have lots of games that you can adapt to your class’s needs. There’s a random name picker – try matching rhyming words or homophones or opposites.
  • Some great hands on and practical examples of using Voicethread were also shown to help students develop fluency when reading, to develop critical thinking and responses.
I got a lot of great ideas from this session and it made me realise that even though I know and use most of these tools already, there are any number of new ways of using them with kids in the classroom. It wasn’t the tools that were new – it was the ideas of other teachers that really inspired me this time.
I would also like to explore in my classroom the kids being the ones who are making these resources. In the examples shown today it was mostly the teacher who made the resources for the kids to use. In my classroom I think I would like my students to make the resources as a demonstration of their proficiency in many areas of reading.
Thanks so much to Elizabeth and Shawndra for your work and dedication shown throughout this session – lots of work to be done back in the classroom!

 

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8 Things Using Video

Kim # # # #

 

A frenetic paced session where Hall Davidson from Discovery Education  illustrated the many ways that students could demonstrate their learning using video.

I must admit that I haven’t used video as much as I should in my classroom – all of those cords and missing bits and pieces that went with the school video recorder – but it’s just getting easier and easier with video capable cameras and phones – and the FLIP cameras we have now.

Using the tools readily available in classrooms, Hall took us step by step through the technical aspects (usually just click, copy, paste) of the programs and apps he was using.

He shared how easily students were able to control and manage the videoing of their learning and he shared quite a few very interesting and fun projects to try.

Sessions such as this act as a springboard for ideas for teachers who then are able to pass on the excitement, tools and opportunities for their students to use.

Keeping the videos in the hands of the students must remain a priority – to ensure that it’s the students driving their own learning.

I’d hate to be the one in control of the video – that would be taking all of the powerful learning, organizing, planning, rehearsing, delegating and negotiating fun away the people who need to be demonstrating these very skills.

BOSS – Can I book our FLIP video cameras for ALL of next term?? Please???

 

 

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LITERACY IN A DIGITAL WORLD

Kim # # # # # #

Angela Maiers writes one of my favourite web sites, full of interesting and practical ideas to get kids, and teachers, talking about thinking and learning.

She presented this morning, as part of the NECC Unplugged sessions, on Literacy in a 21st century world. Along side her were Ben Grey, and David Warlick so it really was a session not to be missed!

Ben Grey encouraged us to talk about Literacy and the need to see literacy not as a set of skills to be learnt, but as a learning skill that will enable us to learn what we need to know in order to learn. Ben stressed communication was the context and students needed working skills to enable them to learn from people who know.

Angela used the Luke and Freebody model of reading as her 21st century framework for learning, and likened reading to driving a car, where readers are in charge of all simultaneous processes at the same time, rather than just using one skill at a time in a step-by-step fashion (as reading has been taught in the past).

This really resonated with me and quite a few pieces of the literacy puzzle seemed to slip into place during this session. NSW schools have used the Luke and Freebody model in reading for many years so I was quite familiar with the model itself. However, the difference is in looking at all areas of literacy and how this model provides a framework for the many different aspects (and even types) of literacy that we use and teach today in our classrooms.

Lots more here to think about and work on.

Thanks Angela, Ben and David award to you as the biggest AHA moment at NECC09!

    

 

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iPods in Education

Kim # # # #

 

I attended a number of sessions around using the iPod touch and iPhone in classrooms and across schools.

Everyone in the sessions seemed to have one and wanted to know how they can use them in class. Our students have these in their pockets and as teachers, we need to show how they can be best used.

Some teachers are using these devices already and are willing to share their experiences and speak of the way their students are using them in class.

The number and quality of education apps was not great at the start so teachers were adapting other apps to use within the class, while quite a number of enterprising teachers have begun writing their own apps to use in the classroom.

A database of apps will be published through the Classroom2.0 ning at the end of July. This database will allow teachers to easily and quickly scan lists of apps that are good to use with students.

Great fun was had in a session when a group of unlikely musicians were called from the audience to join in playing various instruments in a jam session using a music app.

I think that this sort of experience (ie linking to real world – off phone) is the way that I would like to move towards – being able to extend my students experiences through using the iPh

one rather than just doing the same things with a new technology. I think the iPhone adds to the opportunities I can provide within the classroom – by bringing in any number of instruments to play and experiment with.

All this thinking is hypothetical at the moment because mobile phones are banned in NSW schools at the moment. Might have to get my hands on some iPod Touches though!

  

 

 

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