Or what can it look like in the classroom?
“Create Something Extraordinary” – Oceans of Info Project
This is what we were studying as a class:
- Sustainability focus, environmental issues nationally and globally.
- Mapping, locating oceans and seas around Australia and the world.
- Food chains, adaptation of species
Which led to a negotiated Individual enquiry project.
Rubric – negotiated with students, expectations high and clear.
Oral presentation of information highlighted – talking & listening.
Researching – reading, writing, playing
Planning – writing, reading
Performing – negotiating, practicing,
Outcomes/ presentations can be seen on AllStars blog.
Games in the classroom!
DS Lites, wii, Playstation
- Contexts for learning
- Springboards to spark and inspire
- Collaborative knowledge gathering
- Practising skills, attitudes
- Authentic purposes and audiences
- Group responsibility
- Cultural relevance
Find examples and write ups of using these games here!
Learning Teaching Scotland’s Nintendogs Project
END OF STORY
Well that’s my story, now its time for you to come on board, to take time to explore and play with these tools that offer so much – especially in the areas of connecting, communicating, collaborating and creating.
Your task is ……..
To choose something new
That could fit in your classroom and that you would share with your class or your staff, tomorrow or the next day…….
Go on, try for yourself ………. What’s the worst that could happen?
Here is a friendly slideshow that reassures (and offers practical advice) for …. facing the ICT elephant 🙂
21st Century Pedagogy Conference 2009
The “c” Generation
connect, communicate, collaborate, create
Innovations in ICT Practical Workshop:
Quality Tools and Quality Teaching in a Quality Learning Environment
Here’s the story plan for today: welcome to my session on using exciting tools with your students to explore, communicate and create together in your classrooms.
Using the NSW Quality Teaching Framework, the three dimensions of pedagogy that underpin the teaching and learning that occurs in classrooms are:
Quality Learning Environment: refers to pedagogy that creates classrooms where students and teachers work productively in an environment clearly focused on learning. Such pedagogy sets high and explicit expectations and develops positive relationships between teachers and students and among students.
Significance: refers to pedagogy that helps make learning meaningful and important to students. Such pedagogy draws clear connections with student’s prior knowledge and identities, with contexts outside of the classroom, and with multiple ways of knowing or cultural perspectives.
Intellectual Quality: refers to pedagogy focuses on producing deep understanding of important concepts, skills,and ideas. Such pedagogy treats knowldege as something that requires active construction and requires students to engage in higher-order thinking and to communicate substantively about what they are learning.
From: NSW Department of Education and Traing, Professional Learning and Leadership Development.
These are the basics that we are starting and finishing with today – it is the teaching that allows our students to connect, to communicate, to collaborate and to create. It is the quality of the teaching, the quality of the relationships, and the quality of the communication that will make the difference. Technology is the tool that can help us to help our students. It’s the “teach” not the tools that make the difference.
Sort It Out