Week 11 tute: Grad Dip Fair

OMG BEST IDEA EVAAAAA!!!!

  • Assignment stalls
  • Lesson planning stalls/workshops
  • Assignement 2 stalls
  • Cake stalls
  • Fund raising for ... SES?
  • Demos
  • Workshops
  • Dress ups!
  • Music
  • Balloon modelling! yay!
  • Face painting!
  • Sausage sizzle

One rule: everyone must participate in some way.

'Schedule'
Time
Item
Venue
b
1230



















All afternoon











Week 6

4 big groups. yay.

45-minute sessions, with a 10 minute break.

Phil
QT model and definitions
Teal


Please appoint a scribe:
#inspireteal
Charlotte
QT examples and DVD
Studio 2


Please appoint a scribe:
#inspirestudio2
Meg
Digital natives,
constructivism,
connectivism
Studio 1

Please appoint a scribe:
#inspirestudio1
Steve
Digital divide and
digital participation
Flexi


Please appoint a scribe:
#inspireflexi
12.35 - 1.20
Ning group A - C
Ning group D - K
Ning group J - Q
Ning group R - Z
10 min break
1.30 - 2.15
Ning group R - Z
Ning group A - C
Ning group D - K
Ning group J - Q
30 min break
2.45 - 3.30
Ning group J - Q
Ning group R - Z
Ning group A - C
Ning group D - K
10 min break
3.40 - 4.25
Ning group D - K
Ning group J - Q
Ning group R - Z
Ning group A - C
10 min break
4.35 - 5 pm
Review, reflection, how can I use this?
MP: I foresee a problem in that half of the students may take off in the 10 min break from 2.45 - 4.35 ... oh well. Their loss. :(
MP: Also, is it a problem that D - K does QT examples before definitions? Or is the 'definitions' stuff more 'for info'?

CPP 1

ELPC G1
  • Digital divide
  • Digital natives
  • Digital participation
  • 'Connectivism'
  • Web 2.0 as allowing constructivist approaches
  • Beware of generational thinking

Week 4

Ooh, yeah... gonna be a kick@ tute :p

Dump stuff
Big ideas
  • What do you want students to learn?
  • What should they be able to do/understand at the end of it?
  • What are the outcomes you want? e.g., an critical understanding of Wikipedia, etc.
  • Why is it important that we teach history? Or whatever? What's important? Why are you here?
  • Interrogation of teaching standards, national curriculum. Keep these in mind, how can you do this?

CPP 1: Teaching students - Focusing on teaching ALL students and teaching for understanding.
Key issues:
  • Understanding what you want students to learn, and how you want them to demonstrate that learning
  • Then developing an environment and learning sequence to get there.
  • Text Ch 7: Planning for practice: connecting pedagogy, assessment & curriculum.
  • I could do something with the professional standards as well.

ELPC: Digital literacy and new forms of learning
  • Literacy and intellectuals
  • Collective intelligence
  • Contributing to digital culture
  • Producing, not just consuming digital culture
Readings
  • Hartley, Key point: What counts for being literate should not be the preserve of, or be at the discretion of, intellectuals. Everyone should be given the opportunity to contribute meaningfully to digital culture.
  • Levy, Key point: The rise of digital has placed us at a critical juncture in our ‘hominisation’
  • ELI Podcast, Key point: Your purpose should drive the use of ICT — not the other way around.

Activities
  • Think about the steps and process, rather than the content (which often dominates)
  • Time for students to look over CPP 1 docs?
  • Write up lesson plans for integrating tech into a T&L episode? MP: I would really like some of the 'tech savvy' to work with the less tech savvy ...
  • Identify which syllabus/curriculum 'beats' you'll hit
  • What obstacles to understanding?
  • Exercise to build both students' and teachers' digital literacy?
  • Students to plan the class, then to run it?
  • Others might want to discuss the ELPC readings -- MP to lead reading group?
  • What did you do? Observe? What could have been done better? What did and did not work?

Tute structure

12.30 pm (10 mins): Meg or Phil to introduce structure of session, plus you to spend some time on reading through the instructions for the session. Don't just run off and start doing your planning. Take time to read through what you'll actually be doing today.

Aim of the tute: To get you focused on the importance of planning and process, not just on your content or discipline area.

Outcomes: By the end of this tutorial, students should be able to:
  • Plan and design* effective teaching and learning episodes, regardless of content
  • Evaluate* the effectiveness of a given approach to the teaching of a lesson

*Note use of strong, active verbs in the learning outcomes

12.40 pm (60 mins): Create a lesson on a topic you are passionate about: a hobby, pastime, a community issue you are involved with, whatever. Your lesson should last 25 minutes and you will be teaching to a maximum of 10 (ten) grad dip students.

This shouldn't just be a didactic exercise in 'Why I love cricket' in which you try to convince others about the merits of cricket (multitudinous though they are). Rather, it should be very specific, more along the lines of 'How to bowl an off-break'. Some of you may want, instead, to create a lesson around the ELPC G1 readings/resources for the week -- that's fine, too, especially if you feel the need to engage with some of those resources.

You can work individually, or, if there is an interest shared by more than one of you, you can work in pairs or in a small group that wants to team teach. If you choose to work in pairs or small groups, then we ask that you team up around the topic and not around whoever you're mates with: in teaching you won't always get to choose your colleagues, so we want you to learn how to work together for the betterment of all humanity and not just because you feel comfortable with certain people. If you want to work with colleagues, then write your topic up on a wall in the Teal Room and stand by it (literally, not metaphorically!) and see if you can attract customers. Showing a bit of leg might help.

Where to create your plan? On a wall, on your blog, on paper, on Twitter, on your laptop or tablet (and then share it on the net) ... whatever.

You should consider the following in the planning stage (we will also be handing out examples of lesson plans for you to follow):

Planning overview
Item
Example
Notes
What is the topic for the lesson?
The golf swing.
Keep it simple and keep it basic.
What is the aim/purpose/objective of the lesson?
This lesson is about how to swing a golf club correctly.
It could have been 'Common problems in golf swings' or 'How swing shapes ball flight'. But for this lesson it's simply 'How to swing a club correctly'.
What are the big ideas you want to get across? What are the key concepts?
Swinging a golf club correctly means getting big shoulder turn.
Don't overload your lesson! You only have 25 minutes, so one key concept is probably enough.
Why does this learning matter?
If you don't have a big shoulder turn, then you cannot control your shot.
If you're finding this a bit difficult to spell out for your 'hobby' area, then feel free to skip the question for now ...
What do you want students to learn?
Students will learn about the importance of shoulder turn in weight transfer and swing plane
What are the main things students need to learn in order to achieve the lesson objective?

Learning outcomes
Item
Example
Notes
What are your learning outcomes?
By the end of this lesson, students should be able to modify* their current golf swing to include bigger shoulder turn.

*Note the active verb used here.
What should students be able to do/understand at the end of the lesson? To help you get a handle on this, you should introduce your learning outcomes with the phrase, 'By the end of this lesson, students should be able to ...'. Use active verbs and avoid words such as 'understand' (too nebulous) and, even worse, 'demonstrate an understanding of'. Instead, aim for strong words such as 'identify', 'construct', 'explain', 'summarise', 'combine', 'forumulate', etc. Bloom’s taxonomy, which categorises different levels of cognitive complexity and skill, will give you a practical starting point for framing your LOs. This link to Bloom’s taxonomy is so useful that we've added it twice.

For a short lesson, you might only have one learning outcome. For a series of lessons or a whole unit, you'd have a maximum of five or six.

Learning (students)
Item
Example
Notes
What will be the biggest obstacle/s to your students' understanding of the lesson?
The full range of complexity in the golf swing.
Identify potential sticking points.
How will you account for these obstacles?
Focus on only one main element of the golf swing, i.e., shoulder turn. Leave out alignment, stance, posture, grip, impact, shot shaping.
What will you do to get around these obstacles?
What level is the lesson pitched at?
Those who have either some previous experience in swing a golf club, or at least those with a good degree of 'physical intelligence'/physicality.
Complete newcomers? Those with a bit of prior understanding?
Are there any student special needs you (might) need to cater for?
Physical disability, lack of equipment.
Check student needs beforehand.

Teaching (you)
Item
Example
Notes
What teaching strategies, methods will you employ?
Begin with basic principles of shoulder turn -- demonstration to large group and/or showing YouTube video. Get students practising shoulder turn and giving each other peer feedback on each others' shoulder turn (peer learning in pairs). Large element of experiential learning to build muscle memory.
Group work? Individual work? Role plays? Simulations? Examination of case studies? Problem-solving? Discovery learning? Peer learning (buzz groups, affinity groups, solution and critic groups, 'teach-write-discuss')? Experiential learning? Inquiry-based learning?
What are the essential conditions for this to work?
Good weather or at least enough space for students to each swing a club!
E.g., working technology, engaging student interest early on, some background knowledge required of the student, etc.
What resources will you need?
One club (preferably iron) per student; Digital video cameras; bandwidth; web access.
Support materials? Handouts? Website/s? Specific media? Cameras? Bandwidth?

Education
Item
Example
Notes
Will you aim for directed or constructed knowledge?
Both: directed in the first instance as I give them specific info on/demo of shoulder turn, constructed as they later engage in making sense of their own and others' swing via on-the-ground observation and later video analysis.
Directed is good when structure and guidance is needed; Constructed is good for building knowledge, problem-solving, dealing with abstract concepts, collaboration, helping students to think on their own.

For more info, jump ahead to the Week 10 ELPC G1 lecture 'Effective technology integration'
What activities will students undertake?
Get students to video each other, then to post video with both verbal and written feedback on class videosharing site.
Activities must support learning objectives.
Is there a sufficient 'relative advantage' in using technology?

For more info, jump ahead to the Week 10 ELPC G1 lecture 'Effective technology integration'
Yes! Video playback will be essential to allowing students to view themselves and their swing!
Will technology support your purpose to the extent that if you don't use it, students' learning may be compromised?

For more info, jump ahead to the Week 10 ELPC G1 lecture 'Effective technology integration'
Will you integrate technology?
See above. Video capture via camera phone will be fine ... we don't need a full tripod set up.
If so, what and how? Further examples: teaching astronomy -- GPS, starchart software, solar system online tours, NASA immersive online games; teaching script writing -- wiki or Google docs; teaching orienteering -- Google maps, smartphone apps, GPS, camera phones; teaching DJing -- sound signature and beat-matching software.

Evaluation
Item
Example
Notes
How will you evaluate what you did?
Student feedback as well as personal reflection. Re personal reflection, I will focus on:
  • Time allocated for topic
  • Student understanding
  • Opportunities for student reflection on learning
  • Suitability of resources
  • Appropriateness of teaching strategies
  • Integration of ICTs (Information and Communication Technologies)
  • Potential variations and improvements for next time time the lesson is taught

Will get up a student evaluation form that covers both quantitative and qualitative feedback.
Will you ask for student feedback, or will you reflect on your teaching yourself, or both?

1.40 pm (30 mins): Run your plan past a colleague or two -- get their feedback: Have I used active verbs in my learning outcomes? Where are things unclear? Should I integrate technology (better? at all?)? Does the activity/-ies actually support what I'm trying to achieve? If you are working with other students, then this will be part of your ongoing planning process and you won't have to quarantine it off for the last half-hour of the session.

Register your interest in teaching a lesson
For timing reasons, not everyone will get to teach their lesson. However, if you do want to teach your lesson, let a member of the Strike Team know so that we can quickly put together a schedule for the second half of the tute. Tell us where you would like to teach your lesson and we'll try to accommodate you.

If you need to get prepped up, then do it in the break or as part of the planning process.

2.10 - 2.40 PM: BREAK. GO AND GET A CUPPA.
>BE BACK IN THE TEAL ROOM AT 2.40 PM SHARP.
>WE WILL BE RE-STARTING DEAD ON TIME.

2.40 pm (5 mins): Lesson schedules
Everyone back in the Teal Room for a quick briefing. The Strike Team will have put together a lesson schedule by this stage to allow you to choose which lessons you want to go to. Fun!

2.45 (25 mins + 5 mins change-over time): Lesson 1
  • Make your way to a lesson. Max 10 students per lesson.
  • Learn stuff

3.15 (25 mins + 5 mins change-over time): Lesson 2
  • Make your way to a lesson. Max 10 students per lesson.
  • Learn stuff

3.45 (25 mins + 5 mins change-over time): Lesson 3
  • Make your way to a lesson. Max 10 students per lesson.
  • Learn stuff

4.15 (25 mins + 5 mins change-over time): Lesson 4
  • Make your way to a lesson. Max 10 students per lesson.
  • Learn stuff

4.45 pm (15 mins): Personal reflection time: Evaluation, revision, improvement
Think back over a lesson that you taught or a lesson that you attended. Consider for the following (not all will be relevant):
  • Time allocated for topic
  • Student understanding of content
  • Opportunities for student reflection on learning
  • Suitability of resources
  • Appropriateness of teaching strategies
  • Integration of Quality Teaching strategies
  • Integration of ICTs (Information and Communication Technologies)
  • Literacy strategies used
  • Numeracy strategies used
  • What variations do you think should be implement the next time the lesson is taught? What could be improved?
  • Any final comments?

Think back over the tute as a whole
  • What can use from today's tute in Assignment 1?
  • What I can use in to inform my teaching practice?
  • How will I use this in my prac?
  • Start building your '10 tips' for new teachers. Reflecting on what you've learnt today, write down any 'tips' you might give to beginning teachers. By the end of the semester, you should have a consolidated list of your 'top 10 tips'.

5 pm: Requiem for a Tute (@ the Lighthouse)






Week 2 tute debrief

  • More time in homegroups, less in consulting groups?
  • Too many movements?
  • Broadcast problems to Studio 1 :(


Week 2


CPP 1: Assumptions about teaching and learning; what is pedagogy?
ELPC G1: Technology, society, education; implications for pedagogy; constructivism; systemic change; can technology change the process of teaching and learning?

General structure
  1. Reflect on lecture
  2. 'HOME' groups (small)
  3. 'Consulting' groups (tute-sized)
  4. Consulting group report-backs to entire class 'COMMUNITY' group (including 'dissenting opinions')
  5. Expert group consider findings in relation to the topic (any a-ha moments + report back, incl 'dissenting judgements')
  6. Personal reflection time: assignment 1, what I can use in my teaching, set up 10 tips, link into prac.
  7. Sadness that this awesome tute is over :(

TuteWeek2MPPR.JPG

PART 1: EFFECTIVE AND NON-EFFECTIVE TEACHING AND TEACHERS


This tutorial is brought to you by the following provocations:
  • What kind of teacher do I want to be?
  • Do we teach students or subjects?
  • To what extent is teaching an intellectual pursuit?

This tute is structured so that you
  • Surface your assumptions about the profession of teaching and educative endeavor
  • Articulate your personal opinions, beliefs, and experiences regarding ideas of curriculum pedagogy & practice / praxis
  • Consider others' opinions, beliefs, and experiences in relation to education.
  • Search for commonalities regarding opinions, beliefs, and experiences in relation to education.
  • Find some ideas in the literature in relation to pedagogy, curriculum, practice / praxis
  • Begin to Challenge existing assumptions and understandings about education with the literature
  • Build your knowledge and understanding of the topic

Tute structure

12.30 pm (5 mins): Meg or Phil to introduce structure of session

12.35 pm (5 mins): Reflect on lecture. We'll start with a short exercise to help us reflect on the lecture and 'zone in' for the tutorial (PR / MP)

12.40 pm (5 mins): Form into 4 large 'consulting' groups in the 4 main lower level spaces of the building (if you haven't already)

Settle upon some people to fill the following roles:
  • Time-keeper for each group you form.You know what your job is ;)
  • Facilitator. You will need to 1) facilitate a large 'consulting group' conversation (up to 30 people), 2) report back on that conversation to the whole tute (all the grad dips).
  • Scribe (4 needed, 1 for each consulting group). You will tweet the large 'consulting group' conversation. Yes, interesting use of the term 'scribe', I know. Your hashtag will be #inspireteal, #inspireflexi, #inspirestudio1, or #inspirestudio2, depending on your location. This doesn't mean that others in the group can't tweet your room, just that the scribe has set responsibility for doing so.

12.40 pm (20 mins): Form a home group of 5 - 6 people
Discuss with your group the characteristics of teachers and teaching you found both effective and non-effective in your own schooling. Keep a rough list of the ideas discussed.

1 pm (20???? mins): Merge your home groups into 4 large 'consulting' groups
Look for common ideas regarding both effective and non-effective teaching/teachers. Don't forget to appoint a time-keeper.
  • You are aiming to come up with a rough list of relevant features
  • Try to get some agreement, but where there is disagreement, record the 'dissenting opinions'.
  • Appoint a facilitator to keep control of the discussion and to report back to the other consulting groups.
  • Appoint a 'scribe' to tweet your conversation.

1.20 pm (30?? -- we might need time to sort any broadcast issues mins): Consulting groups report back to the community (everyone)
Each room will take it in turns to broadcast into the other rooms as a 'report back'.
  • The facilitator will report back on the effective and non-effective features of teaching / teachers they have experienced
  • Use the Twitter feed generated by your consulting group as a prompt and as a way of demonstrating how the discussion ebbed and flowed.
  • Be sure to report on any particularly interesting comments, suggestions, queries, or provocations that were made in the consulting group.
  • Phil or Meg will act as time-keeper.

1.40 pm (20 mins): Break your consulting groups up into expert groups of 4 people -- no more, no less, OK? ;)
Expert groups will consider some excerpts from the further readingl The idea is that members of these groups become 'experts' in what they have considered. These expert groups then consider their topic in relation to the findings about opinions on effective and non-effective teaching/teachers. (PR)
  • Hopefully there are about 6 expert groups for each consulting group.
  • Send a member to the flexi space to collect some excerpts from the further reading (excerpts a-f)
  • Your task is to read the excerpt, discuss it's meaning/s amongst your group of 4 and prepare to brief your consulting group on its contents.

2.00 pm (15 mins): Share your briefing points with your consulting group
  • Each expert group briefs the rest of the consulting group what they have found out. (PR)
  • The aim is to begin testing assumptions against research, and using research to inform beliefs.
  • I have deliberately not set specific questions for each reading
  • The Scribe tweets any key ideas

Post Tutorial Reflection:
Write in whichever forum you are comfortable with, or personally if you prefer.
Use the assumptions surfaced during today's discussion and your reading of the text and the further reading to date.
Task 1: Write some initial thoughts in relation to the characteristics you hope to emulate in your career and those you hope to avoid.
Task 2: Write an initial interpretation of the terms curriculum, pedagogy and practice.
Task 3: Discuss the relationship between your initial assumptions and the research literature, note similarities and differences.

2.15 - 2.45 PM: BREAK. GO AND GET A CUPPA.

PART 2: TECHNOLOGY, SOCIETY, EDUCATION

This tutorial is brought to you by the following provocations:

  • To whom am I accountable?
  • Am I ready to teach?
  • What will students want and need from me?

This tute is structured so that you
  • Articulate your personal opinions, beliefs, and experiences regarding the topic of technology, society, and education
  • Consider others' opinions, beliefs, and experiences regarding the topic
  • Search for commonalities regarding the topic
  • Identify legitimate issues that affect schools in relation to the topic
  • Bring rigour to your thinking around the topic
  • Build your knowledge and understanding of the topic

Meg will 'float' between groups to answer questions, clarify things, whatever.


Tute structure

2.45 pm (5 mins): Meg to introduce structure of session

2.50 pm (0 mins): Settle upon some people to fill the following roles:
  • Time-keeper (one for each group you form). You know what your job is ;)
  • Facilitator (4 needed, 1 for each consulting group). You will need to 1) facilitate a large 'consulting group' conversation (up to 30 people), 2) report back on that conversation to the whole community (all the grad dips), and then 3) lead the final discussion in your consulting group.
  • Scribe (4 needed, 1 for each consulting group). You will tweet the large 'consulting group' conversation. Yes, interesting use of the term 'scribe', I know. Your hashtag will be #inspireteal, #inspireflexi, #inspirestudio1, or #inspirestudio2, depending on your location. This doesn't mean that others in the group can't tweet your room, just that the scribe has set responsibility for doing so.

2.50 pm (20 mins): Form a home group of 5 - 6 people
Share your personal opinions and experiences regarding technology, society, and education. You might also want to refer to lectures, the readings, and resources on this page, or anything else you find useful. The questions below can be used to guide your discussion. You'll soon see that the questions are deliberately provocative and value-laden. Don't forget to appoint a time-keeper.
  • What is the role of technology in education?
  • Why can't schools keep up?
  • Why can't teachers keep up?
  • Can anyone keep up?
  • Why should we use technology in teaching?
  • Is technological determinism really that bad?
  • Why are schools so dysfunctional?
  • Is learning changing?

3.10 pm (20 mins): Merge your home groups into 4 large 'consulting' groups
Facilitator, scribe, and time-keeper needed
You should be located in the following places:
  • The TEAL room (#inspireteal)
  • The flexi space (#inspireflexi)
  • Studio 1 (#inspirestudio1)
  • Studio 2 (#inspirestudio2)

Look for common ideas and themes regarding technology, society, and education. Don't forget to appoint a time-keeper.
  • At this stage, you should identify what are the 3 or 4 key areas of technology, society, and education that need addressing, discussing, further investigation, or further understanding.
  • Try to get some agreement, but where there is disagreement, record the 'dissenting opinions'.
  • Appoint a facilitator to keep control of the discussion and to report back to the other consulting groups.
  • Appoint a 'scribe' to tweet your conversation. Your hashtag will be #inspireteal, #inspireflexi, #inspirestudio1, or #inspirestudio2, depending on your location.

3.30 pm (30 mins): Consulting groups report back to the community group
Each room will take it in turns to broadcast into the other rooms as a 'report back'.
  • The facilitator will report back on the 3 or 4 key areas of technology, society, and education that they have identified as need addressing, discussing, further investigation, or further understanding.
  • Use the Twitter feed generated by your consulting group as a prompt and as a way of demonstrating how the discussion ebbed and flowed.
  • Be sure to report on any particularly interesting comments, suggestions, queries, or provocations that were made in the consulting group.
  • Meg will act as time-keeper.

4.00 pm (30 mins): Break your consulting groups up into expert groups of 4 people -- no more, no less, OK? ;)
Your task is to brief your (admittedly, imagined) school principal on staff and student needs as regards issues relating to technology, society, and education. The idea here is that you act as 'experts' in what you have considered, basing your brief on evidence and informed opinionas opposed to personal opinion (e.g., 'Facebook is great!' 'Facebook sucks'). 'Dissenting judgements' are still allowed, but they need to be backed by evidence and argument as opposed to unsubstantiated belief. Don't forget to appoint a time-keeper.

In particular, your briefing points might include:
  • Current issues (e.g., student and staff literacies? access? staff professional development needs?)
  • Current shortfalls and strengths of the school system that impact on these issues
  • Potential stumbling blocks and (legal!) ways around them
  • Final recommendations (aim for 3)

Tip: Use the report-backs of the consulting groups as well as references to resources (any proper, scholarly literature you have looked at would be great!) to inform your brief.

4.30 pm (15 mins): Reform your consulting group and share your briefing points
Each expert group will give an overview of its briefing, including recommendations.

It will be interesting to see what you've come up with! The facilitator should lead this process. Don't forget to appoint a time-keeper.

4.45 pm (15 mins): Personal reflection time
  • What can use from today's tute in Assignment 1?
  • What I can use in to inform my teaching practice?
  • How will I use this in my prac?
  • Start building your '10 tips' for new teachers. Reflecting on what you've learnt today, write down any 'tips' you might give to beginning teachers. By the end of the semester, you should have a consolidated list of your 'top 10 tips'.

5 pm: Requiem for a Tute (@ the Lighthouse)