As I am currently enrolled in both; Managing E-Learning, and Middle Phase Pedagogy, I have decided to list both within the one blog. If you wish to read something to do with a either subject, simply browse down under the heading.
Thank you.
James
Monday 11 July 2011
Middle Phase Pedagogy
Week 1
Many learning managers dread the task of facilitating learning through the middle years of school. A little too old to still be scared of detention and a little too young to understand a future outside of school without an education. In 2003 the MACER report sought to provide a structure and policy for schools; their parents, teachers and of course learners. The research undertaken by those who wrote the report was thorough, following not only learning patterns, but also social norms, that 'adults' sometimes struggle to understand. The MACER report understood that these learners, unsure of themselves in the beginning of their formative teenage years , needed a larger 'shove' to bring themselves into the productive sector of their schooling. Amongst other things, the report found that those learners enrolled in Education Queensland schools in the middle phase of their learning were severely lacking intellectual challenge of their knowledge and skill base throughout many subjects. The research also uncovered that many learners were lacking in vocabulary and dialogue, and had very limited opportunities to connect within their own cultural background.
From the MACER report came the Middle Phase of Learning Action Plan for all Queensland state schools. This report, in the form of lengthy requirements and suggestion for all educators, focusses on a redefined syllabus and curriculum for the learners in the years 4-9 bracket, and how this syllabus is implemented at a teaching level, and finally, how the skills and knowledge are being assessed with these children.
Reading through these readings and documents in my first week of MPP, I find it quite interesting that the middle phases has so much material. I have always thought that these grades are the toughest, from a behaviour management and learning context, however I guess I always thought that the learning managers handling these classes are simply 'on their own'. It is good to see so much research being placed into a field that I feel like can sometimes be overlooked by the two most daunting aspects of schooling; the beginning and the end.
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Week 2 - Middle Year Curriculum Frameworks
Year 9 English
- Students use their creativity and experiences in the world to craft texts to share with others
- Students understand the power English has in sharing and emoting their words and thoughts with others
- They understand how this sharing and emoting, may move and change people, as they themselves may also be moved by another;s words
- Learners understand that this is also particular of Indigenous and Torres Strait authors, their works, and the learners in their classroom from this background
From this it is possible for the learners to use their knowledge of the English language to manipulate audiences through a vast array of texts. With these different genres of text comes different manners of writing, all of which are capable of affecting an audience in one way or another. Learners of an acceptable Year 9 level will understand that anyone is capable of manipulating their own language, creating a different point of view, in order to get certain points across.
When the learners are of a passing level they will be able to demonstrate their knowledge through their knowledge and understanding, interpreting text, constructing text, appreciating texts and their own reflections.
Ways Of Working
The learners, through a knowledge of the genre they are involved in, are able to infer ahead of time what may happen throughout the text. The learners are capable of creating their own texts, using the knowledge they have gained, by selecting the correct, vocabulary, structure and tone throughout their work. they will also become comfortable with non-literary work, through proper structure of information throughout the text. The learners can reflect and analyse their own work to ensure that their message will be seen by the audience, by choosing the correct language throughout their text. The learners must also be able to reflect upon their own learning, and have a vague understanding of where it will take them next.
Knowledge and Understanding
Reading and Viewing
Learners understand that when reading a text, they may have a complete different reading to others, due to different experiences they have gone through in their life. By putting words into a particular order, or placing visual stimuli within the context of the text, all put a particular meaning together for the reader to understand. The learner will use multiple skills when reading a text, in order to draw information from it, these skills draw on the learners knowledge of the genre, the topic and his/her experiences with both. included in this skill set are; activating prior knowledge, questioning, predicting, identifying main ideas, inferring, monitoring, summarising and reflecting.
Writing and Designing
Creating a piece of text can take on many genres, and each has their own particular style and layout. A writer may choose to target an audience by changing their style, manner and language used throughout the text. For example, many people would agree that 'twilight' was written for the female teen market, although, of course, nearly all audiences have their outliers. To create their own body of work, a learner must utilise many different methods to write. These include: planning, drafting, revising, editing, proofreading, publishing and reflecting, and also by using expert opinions.
Language Elements
Genres utilise certain traits for the work to have a sense of cohesion, such as paragraphs, language and tone. Grammar and punctuation help writers to get their point across to an audience, and also to give the text the breaks and rests that is needed.
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Week 2 - Middle Year Curriculum Frameworks
Year 9 English
- Students use their creativity and experiences in the world to craft texts to share with others
- Students understand the power English has in sharing and emoting their words and thoughts with others
- They understand how this sharing and emoting, may move and change people, as they themselves may also be moved by another;s words
- Learners understand that this is also particular of Indigenous and Torres Strait authors, their works, and the learners in their classroom from this background
From this it is possible for the learners to use their knowledge of the English language to manipulate audiences through a vast array of texts. With these different genres of text comes different manners of writing, all of which are capable of affecting an audience in one way or another. Learners of an acceptable Year 9 level will understand that anyone is capable of manipulating their own language, creating a different point of view, in order to get certain points across.
When the learners are of a passing level they will be able to demonstrate their knowledge through their knowledge and understanding, interpreting text, constructing text, appreciating texts and their own reflections.
Ways Of Working
The learners, through a knowledge of the genre they are involved in, are able to infer ahead of time what may happen throughout the text. The learners are capable of creating their own texts, using the knowledge they have gained, by selecting the correct, vocabulary, structure and tone throughout their work. they will also become comfortable with non-literary work, through proper structure of information throughout the text. The learners can reflect and analyse their own work to ensure that their message will be seen by the audience, by choosing the correct language throughout their text. The learners must also be able to reflect upon their own learning, and have a vague understanding of where it will take them next.
Knowledge and Understanding
Reading and Viewing
Learners understand that when reading a text, they may have a complete different reading to others, due to different experiences they have gone through in their life. By putting words into a particular order, or placing visual stimuli within the context of the text, all put a particular meaning together for the reader to understand. The learner will use multiple skills when reading a text, in order to draw information from it, these skills draw on the learners knowledge of the genre, the topic and his/her experiences with both. included in this skill set are; activating prior knowledge, questioning, predicting, identifying main ideas, inferring, monitoring, summarising and reflecting.
Writing and Designing
Creating a piece of text can take on many genres, and each has their own particular style and layout. A writer may choose to target an audience by changing their style, manner and language used throughout the text. For example, many people would agree that 'twilight' was written for the female teen market, although, of course, nearly all audiences have their outliers. To create their own body of work, a learner must utilise many different methods to write. These include: planning, drafting, revising, editing, proofreading, publishing and reflecting, and also by using expert opinions.
Language Elements
Genres utilise certain traits for the work to have a sense of cohesion, such as paragraphs, language and tone. Grammar and punctuation help writers to get their point across to an audience, and also to give the text the breaks and rests that is needed.
Friday 8 July 2011
Managing E-Learning
When participating in the online quiz regarding learning styles I felt, even whilst taking the questionnaire, that my learning styles were quite contradictory. For many of the questions I felt there should have been some middle-ground that would have been more relevant for me. Below, my results are listed.
Week 2
Mobile Phones in Classroom wiki
I found this particular wiki much easier to navigate, and the topic a reasonable one. I found that much of my participation in the wiki was fuelled by a social constructivism, from my experiences within classrooms, both as a learner, and as a learning manager. I have always been against the use of mobile phones, and find them quite rude in many situations. I find them to be very similar to a particular smell, which, when smelt in public places, one, hopefully, seeks to be excused. However, many people seem to use mobile phones, regardless of whether they are holding a conversation, someone is trying to teach them something, or they are in a group meeting and they never seek to be excused. I don't like it if someone stops listening to me, even if they have to check their messages, and these social experiences have shaped my own awareness to others mobile phone use. With each hat in the wiki brought different experiences to mind, all of these experiences based upon my own understanding of mobile phones. The tiered levels allowed my brain to continually move along the same frame throughout the exercise. It also allowed me to think from others perspectives, those that were different to my own. This would be a good exercise when learners are struggling to respond to the material in a positive way. The exercise will help them to think out of the box, and into other aspects of the subject.
Week 3
Online Technologies
I think that blogs could be a great method of tracking learners progress throughout a learning unit. Blogs can act as an online diary in which learners will be able to vent their opinions/knowledge/progress that a learning manager will be able to follow in order for the continuation of the unit, and also further profiling of their learners. If nothing else, a learning manager will be able to gather information about their learners likes/dislikes and use this information in a learning context. A blog is also great for brainstorming in the learners own time, for example, how blogs are being used in this course. A lecturer is able to view submissions and examples of learning even though the course is external and may have been difficult in other situations. A blog, and wiki in this situation, can be used in group work, where a collaboration is easily accessible for all members of the group. This also makes it easy for the learning manager to view progress, and also to draft this progress as they wish. The learning can also continue to mould their learners declarative knowledge by organising a manner in which learners may scaffold this information in their blogs.
The link to my wiki:
James' wiki page
Contains a summary on this weeks content regarding wiki's, blogs and websites.
Website: manageyourelearn.weebly.com
Week 4:
Have just completed week 4 summary including picture from Picnik, and movie using iMovie about dog and a man. The movie wasn't loading so when I clicked cancel it deleted everything I had done today. Immigrant struggling to stay ahead. Here is my photo on Picnik. I cannot get movie to load, but will try again once I have saved this first paragraph. Will fix this review properly before assessment piece however cannot face doing it all again today. I also could not work out how to load a podcast on here, but have had some experience with them and am currently receiving new music for free from triple j in podcast form. I found some great educational podcasts from what must be an american class very similar to managing e-learning, however could not download them for some reason. . Also have recently acquired an iPhone, if anyone reading this has access download the app Sepia Camera, it free and great to use. Similar to Picnik, but with more versions and takes some really great photos. Have experienced using movie-making software in class before, and in my next lesson will be implementing a lesson around the web program Prezi. Check it out, multiple avatars, with endless movements, accents, text, settings, voices. Will set this out much better for assessment as I just kept writing as i remembered what I just wrote.
ACT X REF
11 9 7 5 3 1 1 3 5 7 9 11
<-- -->
SEN X INT
11 9 7 5 3 1 1 3 5 7 9 11
<-- -->
VIS X VRB
11 9 7 5 3 1 1 3 5 7 9 11
<-- -->
SEQ X GLO
11 9 7 5 3 1 1 3 5 7 9 11
<-- -->
Regardless of the results from the questionnaire results, I feel that my learning styles are particularly active, visual and hands on. I find I learn best with visuals, and with some form of technology. With a particularly hard challenge I like text in order to further understand the topic. Text allows me to take the time, read through numerous times until a wider understanding has been made. In a wider classroom sense, a learning manager must take all learners into consideration, for example, a lesson may consist of active components, the initial 'doing', followed by a reflective fragment led by the learning manager recapping the lesson for the learners. By using a learner-led class activity, the learners will also show the ways in which they process the information they are receiving and how they came about their answers. A multi-modal lesson is a great way in which to enthral all learners within the classroom. These can include powerpoint presentations, with images, pictures and graphs to help create knowledge, whilst the learning manager lectures the learners, and explains what is happening on the board. A learning manager must be prepared for all learners to grasp the content at their own will, some learners may take longer then others.
I really like Prensky's ideologies and thoughts relating to the recent technological advances and their relation to the educational world. What particularly resonates with me is how the immigrants are ignorant of the natives and their ways and habits of learning. Having grown up through the technological boom, (currently 21 years old), to some extents I guess I am native, however, compared to many peers I do not possess many technological skills, nor the patience to learn them. I agree with Prensky when he says that in order for the current generation to learn, educators must become reliant on ICT. Prensky states that learners are changing, their attention spans, habits and patience with learning is becoming shorter. However I cannot help but think of a future beyond this generation, how short will this generations attention span become? Speaking for myself, my own attention span is so short I have forgotten about my first sentence. I included 'ignorant' in the title of my wiki to describe my own place in the technological realm. For example, this weeks exercise; read one reading, 300 words about it, then another 300 words on writing the latter and your experience with it all, was made dreadfully painful for me. Creating a wiki, and then a blog, working out how to use the two(at which I still struggle) has taken me far longer then if I were to have simply read the article and written these two down. Perhaps this course will make my technological advances less painfree, perhaps I will always be an ignorant immigrant. Either or, I will become a learning manager, even if I need a translator.
Week 2
Mobile Phones in Classroom wiki
I found this particular wiki much easier to navigate, and the topic a reasonable one. I found that much of my participation in the wiki was fuelled by a social constructivism, from my experiences within classrooms, both as a learner, and as a learning manager. I have always been against the use of mobile phones, and find them quite rude in many situations. I find them to be very similar to a particular smell, which, when smelt in public places, one, hopefully, seeks to be excused. However, many people seem to use mobile phones, regardless of whether they are holding a conversation, someone is trying to teach them something, or they are in a group meeting and they never seek to be excused. I don't like it if someone stops listening to me, even if they have to check their messages, and these social experiences have shaped my own awareness to others mobile phone use. With each hat in the wiki brought different experiences to mind, all of these experiences based upon my own understanding of mobile phones. The tiered levels allowed my brain to continually move along the same frame throughout the exercise. It also allowed me to think from others perspectives, those that were different to my own. This would be a good exercise when learners are struggling to respond to the material in a positive way. The exercise will help them to think out of the box, and into other aspects of the subject.
Week 3
Online Technologies
I think that blogs could be a great method of tracking learners progress throughout a learning unit. Blogs can act as an online diary in which learners will be able to vent their opinions/knowledge/progress that a learning manager will be able to follow in order for the continuation of the unit, and also further profiling of their learners. If nothing else, a learning manager will be able to gather information about their learners likes/dislikes and use this information in a learning context. A blog is also great for brainstorming in the learners own time, for example, how blogs are being used in this course. A lecturer is able to view submissions and examples of learning even though the course is external and may have been difficult in other situations. A blog, and wiki in this situation, can be used in group work, where a collaboration is easily accessible for all members of the group. This also makes it easy for the learning manager to view progress, and also to draft this progress as they wish. The learning can also continue to mould their learners declarative knowledge by organising a manner in which learners may scaffold this information in their blogs.
The link to my wiki:
James' wiki page
Contains a summary on this weeks content regarding wiki's, blogs and websites.
Website: manageyourelearn.weebly.com
Week 4:
Week 5: Multimedia Presentations
Group 3 Technologies
I have long been familiar with both Microsoft office programs, word and powerpoint, through my own schooling, my university studies and through my embedded learning practice presenting information for the learners. I have never experienced using powerpoint in this manner, I found it quite easy to use, and could be great fun for all learners. It is also an easy way for learners to interact with their content a bit more. I think this is a great format that a learning manager can utilise to scaffold their learning, through their progress through the powerpoint. A learning manager may only choose, depending on the length of the powerpoint and the content being used, to have multiple offshoots of the one particular answer. From an English teachers perspective, this sort of interactive page could be great for analysing a text. The learning manager may insert a simple paragraph, with links throughout the text to another page explaining the authors various techniques. I have completed a funny little presentation that I will upload to my webpage shortly.
Throughout my EPL2 I have been introduced to Prezi, and I think it is a great addition to any classroom scenario. Learners can construct their own presentation, using a rambling, open canvas style format.
Below is my link to a Prezi presentation:
Group 4 technologies:
I have had a very limited experience with interactive websites and technologies, however just last week in my embedded days I found a site that would help my Year 8 SOSE learners gather information and perspective about the landing at Galipoli. This website is run by the ABC and shows learners through an interactive format, how the landing at Galipoli came to be. Here is the link: http://www.abc.net.au/innovation/gallipoli/
I think these sort of interactive technologies are great, as it gives many learners a 'practical' look at a time/place/object, from the safety of the classroom. All learners will find these websites enjoyable as well as informative, and I think it is a great way for learners with learning disabilities to get involved.
Learners have used the search engine google for as long as they have been interacting with computer technology. Those familiar with google will also be familiar with the google earth and google maps. These advancements make it easy enough for learners to see their own house, from street view to aerial. This sort of technology can be used as a learning manager see's fit, from SOSE, orienteering and utilising earth to find specific countries and topics of history.
Learners have used the search engine google for as long as they have been interacting with computer technology. Those familiar with google will also be familiar with the google earth and google maps. These advancements make it easy enough for learners to see their own house, from street view to aerial. This sort of technology can be used as a learning manager see's fit, from SOSE, orienteering and utilising earth to find specific countries and topics of history.
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