Category

Seminars

Last PGCE Seminar Ever

By | PGCE, SD - ICT, Seminars | No Comments

This seminar we have been asked to think up a few different ideas on what is the best starter plenary and general lesson.

Its all over and it has been great to get to know the other people on the pgce and to share ideas.

I wonder if we wil keep in touch but i reckon we will always be able to call up each other and ask for ideas.

Cheers guys.

 

Chris Field

App Inventor

Starter with bitmap mario

Red yellow green

Star Logo

Simon West

Taboo for describing words of a program like flash.

Who wants to be a millionaire ppt

Chris

Use of videos embed them into ppt

Use of twitter responses to get feedback about the lesson you can do this on a excell spreadsheet

Use of spreadsheet mail merge to mark their coursework and give feedback directly to emails.

Graham Downer

Cool tools for school http://cooltoolsforschools.wikispaces.com/ loads of ideas and tools for teaching

todays meet http://todaysmeet.com/ used for classroom thoughts or debates

Polleverywhere for doing pols with web responses

Flickbooks for flash

pencil for flash alternative

Format painter to select whole bunch of text.

 

Starters in ICT lessons

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SD Seminar

A started activity

Buy a bag of sweets like quality street.

Hand out sweets and ask them to use the sweet to describe a certain topic

This helps focus creative thinking reflection reward simple

Book on pimping your ride

10 starters on Microsoft packages

Anagrams –

Interactive hangman

Memory games

Interactive word search

Dingbats –

Word search

Tool bar quiz of the different tools on programs match the icons with the function identifies aras of

Audience and purpose. – PowerPoint think who is

Data capture

Looping games q and a on sheets but answer and question is different on sheet. So the kids call out question and thn pupils have to respond with answer

Logo quiz – brand identity

ICT in society starters

Will it blend YouTube Videos?

Brick in washing machine

Image  close-up

Research questions eg.words 1st bug

Draw ICT equip in homes

Name ……. as many as you can think of (List)

Programming starters

Spot Key Procedures in scratch

Word search and quiz

Sequencing – arramge in correct sequence

Masking game layers guess the celeb

Shock spook scratch game

Spot the difference

Animation vs animator

Colour scheme designer http://colorschemedesigner.com/

Web 2.0 and Teaching

By | PGCE, SD - ICT, Seminars | No Comments

http://www.dvolver.com/live/movies-527579

Web 2.0
This is the ability to share information and participate with other people through the Internet. It is a great way to collaborate with other people online. There are a variety of ways that people can get involved with the web 2.0 phenomena. These are through a variety web platforms that people can now access so quickly and easily.
The term “Web 2.0” (2004-present) is commonly associated with web applications that facilitate interactive information sharing, interoperability, user-centered design, and collaboration on the World Wide Web. (Wikipedia 2011)
The term was first discussed in a conference between Tim O’Reily and Media Live international this was in 2004 after there was an increasing amount of new exciting web applications and social websites.
Some people would say that it is a simple natural progression of web development and there has just been a natural progression into this area term. Others would say that since 2004 there has been a boom of web 2.0 websites.
From my findings I have found that the main difference is that prior to this web 2.0 phenomena there was no sharing and uploading and collaboration on the Internet. Web 2.0 has changed traditional media, which is passive and self-absorbing.

Areas of the web that involve Web 2.0 theories are things like blogging, podcasting, using social websites like facebook and twitter, tagging and commenting on websites.

Some example of social web 2.0 Websites
• Facebook
• Twitter
• Bebo
• Myspace
• Wordrpress, Blogger, Posterous

Benefits of Web 2.0
• Ability to share information and files and folders easily
• You can collaborate and get to know other people in your profession or area of expertise.
• Real-time sharing
• Access from across the world with cloud technologies.
• Interactive vs Passivity
Pitfalls of web 2.0
• Controlling copyright is harder as content is so easily shared.
• Information has not being created by experts only amateurs so credibility is les reputable – so bias and accuracy
• No moderation in some cases you rely on other users to moderate
• Problems of e-safety
How does this effect teaching ICT
As it is such a huge part of what is going on in society today. Everywhere you look you will find social networking links and sites such a facebook and twitter and the ability to interactively collaborate on the web. This highlights the need to embrace, teach and educate pupils in the area of Web 2.0 technologies. It is not only the technological understanding that they need but also the social skills and aspects of e-safety that come into play when dealing with these new web technologies.
• Pupils should be taught how to best utilize social media to gather information.
• They should also be taught basic coding skills to enable participatory aspects of their website.
• They should be made aware of different strategies to share the work that they create by posting it on various websites or through blogs.

Exploration of using Web 2.0
I personally have found the use of twitter a great tool for broadcasting my own thoughts to the public sphere. It has also been a great way to read up on teaching tips from other teachers and even pgce students across the country.
Another great teaching forum is the TES teaching and resources forum which has loads of resources and articles that are specifically based on ICT teaching as well as advice for trainee teachers in the form of guest speakers collaborating on dedicated forum posts.
I have made a few podcasts to posterous using two techniques. One was by recording and editing an interview on audacity and then uploading the mp3 to posterous to create a simple blog post, which then in turn created the pod cast through the posterous system. I have also used my iphone as a method of recording a voice memo and then emailing this to the my posterous account which in turn then creates a blog post and adds to podcast blog role.

I have also been able to use a web animation site called dvolver.com that has a pre setup set of stages and scenarios that allow for a few selections of scene changes and also a selection of characters. Then dvolver simply uses speech bubbles to visually show the speech that is being made. In my case I just used a simple series phrases that allowed them to talk about what web 2.0 is. I then used this animation and embedded it into my blog at this address.

I found dvolver simple and easy to use and pupils at year 7 even younger could use this with some instruction. I have used xtranormal,com to do the same process here of reinforcing theory that has been taught and I feel that xtranormal is a better and more interactive tool but more suited to the older pupil possibly year 10 +

Questioning – Derek O’Rourke

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Today we have had the privilege of having Derek O’Rourke speak to us as a guest lecturer in our ICT seminar.

He is the AST for wiltshire and was mainly giving us a lecture on questioning in the classroom

Below are the notes that I made
We were shown this video as an intro to the session.

How do you bring young people with you “herd them in the classroom”

The use of “Active Expression” by promethean for questioning. It helps everyone participate.

Questioning is about developing your own style in it

If you start antagonizing pupils with personal questions about themselves they will clam up and not want to engage.

Be prepared to have experts in the room who know what is going on and promote their excellence so that they can help other people.

What do your do when you have a pupil who does not engage and does not respond to questions.

Don’t dismiss pupils who get it wrong!

Why ask questions?

  • Be positive when you ask them questions.
  • AFL
  • Building good relationships with the pupils building the repore
  • Controlling the classroom

The use of big track a really cool control truck for learning control and allows pupils the chance to have a go at talking and problem solving

Use sound for questioning. Maybe record some other teachers doing the questions on a Dictaphone edit it on audacity.

Use a random person picker or random name selector. Like class tools fruit machine.

Don’t over use things like the fruit slot machine random name generator as it can get distracting. Don’t over cook it.

Say its not a television program we need to engage with each other both

It can help you learn pupils names. If you use a random name generator.

BBC archives for clips about ict from the 1960s you can then bleep out key words.

Top Tips

  • Be clear about why questions are being asked
  • Plan challenge into the questions (Blooms)
  • Provide time for answers
  • Consider using multiple choice
  • Direct questions by name or randomly

PLAN YOUR QUESTIONS IN ADVANCE – Look at the topic what questions do we need to ask for this topic to help them learn more. Think of something’s simple then build it up

Blooms taxonomy

Use blooms to plan your questions and when planning look at it so that your know what level of thinking the pupils are being challenged.

How can I help the pupils to respond?

Consider using a writing frame.

Use a voice recorder.

Reading list

Assesment for learning – putting it into practice Black, Harrison, Lee Marshall, Wiliam –

Open university Press

Pedagogy and Practice: Teaching and learning in secondary schools

Unit 7 Question Ref Dfes 0430-2004 G Pdf

Derk O’Rourke – Wiltshire AST for ICT

dorourke@devizes.wilts.sch.uk

www.wiltshire-ast.co.uk

EPS Seminar Week 9

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What is required of us so far is

To create and fill in our reading log

To create and fill out our annotated bibliography

To complete our proposal question proforma

My Qustion to date is…

How effectively is the use of questioning in the classroom  being used to asses pupils understanding and progress in.

I want to look at different types of questions being asked in the classroom

I want to look at questioning techniques and which one work and dont.

I will be observing lessons and seing which ones are working well.

Lady in eps lecture who said she didn’t have time to go into it said she had a whole session of effective questioning

The lady Elizabeth barret hacking is the lady that will be marking my EPS and will be my contact in UNI

My professional tutor Anne will be my personal contact whilst in school and who i need to liase with Ideas.

Bits and Bobs – SD Seminar Week 9

By | PGCE, SD - ICT, Seminars | No Comments

Today we are having a looking at a series of bits and bobs.

We are going to look at a series of gadgets that will help us in our teaching that are fun and practical. Things like web cams, and microphones, Control devices like the Bee-bot using,

Death by PowerPoint

We watched this video that was really funny

Automated response units are a a good way to get feed back from the kids in a voting fashion.

Block poster  is a great tool to make a large posters

http://www.blockposters.com/

Audacity is a great free audio capture program http://audacity.sourceforge.net/

Posterous is a free online podcasting application

https://posterous.com/

have a listen to our pod cast that we have uploaded to posterous

http://trcwest.posterous.com

Cue prompter is a great website for doing a scrolling auto cue prompter and its free

http://www.cueprompter.com/

We have been given loads of great links from Andy my tutor.

For the audacity part we used a large condensor mic that has a usb port and we used that to record out sound. We then used audacity to record all the tracks.

We had to just plan out our script and let it role on the script prompter above.

Once we had all the tracks sorted we put them into one linear time line normalized the volume and used a few fun effects to change the pitch and speed of the voices.

Its was great fun today and really enjoyed working in a team and collaboratively.

Behaviour Management – SD Seminar Week 9

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Few points on classroom presence

Today we are going to look at some aspects of behaviour management.

We need to protect our voice as this is out most powerful tool to control aspects of the classroom. Pitch it at the right level and dont strain it from the throat.

We need to develop a real presence in the classroom this is done by having strong body language and conveying a almost dominance in the classroom that is not scary but commands respect of the pupils. This way they will feel more confident that they can trust you and believe what you are saying.

Tips from older PGCE students before block 1

  • Keep objectives simple and to the point.
  • Do not try to speak over noise when address the class.
  • Being alert to the whole class, take moments to look up and even walk around.
  • Don’t asses your lessons on how you feel they went but on how man of the learning objectives were achieved. I DONT AGREE WITH THIS AS WHAT IF YOU HAVE DONE REALLY WEL ON ONE AND ITS JUST TAKING THE PUPILS LONGER TO GRASP. ( It is important to get them to learn something and not to just be busy

Group Work

  1. Acknowledge the girl works in and then just say gena get yourself ready to learn and ill speak to you in 5 minutes. Don’t confront it to strongly. Cary on with the introductions. Then don’t invade space when talking to her..
  2. Diplomatic approach to speaking the TA say how you feel and then use specific example of when you felt undermined. You need to stick to your guns and be assertive saying that my authority is ultimate and that i need you to support me not undermine me
  3. Deal with the fight with your voice. Raise your voice in a strong way. know who you can call on and then if it is really escalating then you can get help.. separate the pupils immediately. calm the cheering and say its not goog to spur on.
  4. Dont stoop to their level… reprimand it but dont make a big deal of it. Dont cringe up and laugh about it too much as this will
  5. Give the pupil the opportunity to leave within a time frame and then give a clear ultimatum saying if you dot this is the punishment. Be clear and concise and black and white. Deal with the boys
  6. Have a starter activity that gets them on task and quiet and having something to do while you wait for all the other pupils.
  7. Give them an opportunity to own up and an amnesty to own up. maybe by email in with who it was and someone owning up. say its not acceptable and i will not tollerate this on my board.
  8. reprimand the Joke and maybe turn it on them selves and say that is not on.. maybe go up one to one and say the it was offensive. have a moral code that you expect in your classroom that is in line with the school policy.
  9. say maybe that well you will be an expert on it and you will be really good on it but state that this is what we will be doing in greater detail.

With-it-nes

Banter can cross the line really quickly and can become over familiar to quickly. Over a while you can develop it and build it up but you must have the respect of the class and the pupils.

Learn the lingo that you use and be aware that some words will have an effect on their imaginations.

Top tips

  1. Don’t take it personally
  2. Be consitent – follow it through
  3. Dont be threatening or push kids int a corner. Threats – how effective?
  4. Criticise the behaviour not the individual.
  5. Is “control” possible? can you ever really control a class and change behaviour? You can influence but you cant control
  6. Assertion NOT Agression
  7. Nip the lower level in the bud.

Experience will give you a world of good and will build all of this.

Useful sites

www.behaviour4learning.ac.uk

Chalenges in an ICT classroom and

  • Playing on games e.g. flash games.
  • listening to music on sites such as we7
  • playing with keyboards and mice –  fidgeting
  • Talking to other children and being distracted by their screens
  • walking around the classroom and checking up on each of them
  • leaning back on chairs
  • temperature of room
  • changing the keyboard keys around
  • saving work or not saving it correctly
  • forgetting to log off on another computer
  • always asking for help and being lazy to not listen

Responses to the chalenges

  • Chunk the lessons up to keep them on task each time.
  • Don’t talk for to long
  • Use a 5 minute timer to be in absolute silence

Better professional relationships will create a better learning environment and reduce the frequency of low level disruption.

Teach First Video

Get the pupils to take pride

Should be at least 5 praise points to one negative comment.

Patience, Persistence, Practice.