Teaching Rounds

I thought I'd share with you some of the brilliant ICT resources that the classes I am working with for teaching rounds are using. This is more so to remind me about what is out there that I could access when I have a class of my own, but also to share my experiences with you. I am at a school for children with disabilities, primarily Cerbral Palsy. The teaching and available resources are amazing.

My class consists of 5 non-verbal students around 10-12 years old. Each has their own personal communication devices which they use in a variety of ways. The computer software primarily used in lessons is called Clicker 5, a tool originally marketed for younger year levels (prep) or students at risk in their literacy development. However, this program has been adapted to be used in the classroom with amazing results.

I have also used a multimedia literacy program called Galaxy Kids, created by Sunshine Books with some of the students. The computers set up in the classroom can be accessed by using either a touch screen or clicker switches. These switches are colour coded (one red, one blue) which represent different actions (red for scrolling through actions, blue for selecting the action they want).

MightyMo and MiniMo Communication Devices

MightyMo and MiniMo are personal communication devices used by the students in my classroom. They have a large screen that can be accessed as a touch screen or using the clicker switches. Verbal messages can be recorded to allow students to communicate information they would like to share. The program works on word-symbol recognition, and each button has a verbal output. For example there are pages for places, people, food and drink, school etc. Under each page are more categories to choose from. The students in my class had had access to these devices for about a year and consistent and constant modelling and verbal prompting by both the teacher and speech pathologist allowed students to become increasingly proficient in their use.

Clicker 5 - http://www.cricksoft.com/uk/products/clicker/index.htm

Clicker 5 is a reading and writing program that utilises spoken word, written text and word-image connections to help students develop their literacy skills. In my classroom we used this program to run our 'News from Home'. Using their personal communication devices, students select the "News from Home" page, on which a member of their family has pre-recorded a message to be played. Each student was given the opportunity to present their news, which was written up on the Interactive Whiteboard using a Clicker 5 program that connected images to specific words (com-pics style images). Once each student's news was written up, Clicker 5 has the option of text speak - the program reads aloud what has been written, giving the students multiple tools to comprehend what was written - first by listening to their family member's recording, the teacher reiterating what was said to the whole class, writing it onto the board, connecting the written words with images and then following along when the program re-reads the words aloud.

We also used clicker 5 Learning Grids to create class books about the things that we had done. This week the students and I co-created a story about the excursion to the bowling alley. Each student was asked to choose a photo of themselves and, using their communication devices and non-verbal cues, tell me what they wanted to write about each image. We also co-created a class book for National Literacy Week about making vegetable soup, a integrated unit that had been running over the last term.

Clicker 5 Learning Grids were also used within an Integrated science unit of work about animals with 'Fur, Feathers and Fins'. A matching game was created in which an animal was presented (such as a bird) and students were given 2 options, a picture of a feather and a picture of fur. Pre recorded instructions asked students to determine whether the animal pictured had fur or feathers. Students selected their answer using the touch screen or with the switch method (mentioned previously). When students selected the correct answer the screen moved to the next animal. When students selected the incorrect answer, the instructions were repeated again.

Working one-on-one with students using this program was very interesting. Even though their mobility and control of their limbs was not great, when the students focused they were able to successfully complete the tasks. It just goes to show that your disability does not define you. Each student in the class was very intelligent and with the modelling and use of the different communication devices, these students have a greater chance of communication in the wider community as they grow older.

Dust Echoes and M&Ms

Dust Echoes - a program we've already chosen to use in our WebQuest - must be on to a good thing!

Many of the stories have a more 'violent' images - use your understanding and relationship with your students before deciding whether to show the images. My mum is a teacher and we decided to use the Moon Man video in her class. We forwarned her students that some of the images were graphic and perhaps violent, and gave the students the option not to watch it. However, at the end of the video, her students said ' I dont' know what you're worried about - it was only a cartoon'. This may not always be the case though. She used her knowledge of her students to judge whether it is appropriate. We also linked the Dust Echoes story with another short video from ABC's Message Stick program called 'Before Galileo' which showed another interpretation of the Moon Man dreaming story.

There are plenty of teacher's resouces on the Dust Echoes websites that give a background to the stories, the applications for the classroom and a few activities that could be used in conjunction with each dreamtime story. These activities can be adapted into something more interactive, hands-on and creative ie. sequencing the story using interactive whiteboard, cutting up the story and having them to place the sentences in order.

Activity: Recreating story using Inspiration. Using the print screem button you are able to cut images from the video and place it into Inspiration. You can guide your students into a more consise visual retelling by restricting the number of images that can be portrayed.

Also look at MASH IT UP section of the Dust Echoes website - to retell the story in a personally created 1 minute version of the story. It is brilliant. Using images from the video, background sound and spoken text, students can retell the story in another form. Using an interactive website enables you to present the created stories to the whole class.

Excel - Maths with M&Ms

Note: Take care for student allergies! Other ideas of objects to use: Skittles, confetti, glitter stars etc

Graphs - visual presentation of data - be specific in what you ask students to do - ie. What kind of graph do you get them to use.

Activity: Create a graph representing 'What colour M&Ms are in your packet?'

Having little experience with Excel it was good to see some of the applications that it can be used for. Brilliant for maths lessons, data collection in investigation work and for research that is conducted over extended periods of time. It provides an opportunity for students to represent the data that they enter in a variety of ways such as in a pie graph, column graph or line graph just to name a few. Used in conjunction with more hand-on learning, programs like Excel give students the ability to present their learning in more diverse ways.

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Personal notes for Graph Design -

Highlight text in the spreadsheet to create a graph.

You are able to change the colour of each column to suit the way you wish to represent your data.

It is a great discussion starter about what are important aspects of a graph (labels, title, key etc)

Students can see different things represented in the same set of information. Group discussion allows other students to explore different ideas and avenues of thought around the same data set.

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Technology Design Briefs

Design Briefs

Coming up with a solution to a problem is not as easy as you think. As we grow older be become aware of key things to look out for when analysing a problem. For primary aged students, however, the investigation process has just begun, they have not developed a full understanding of the problem solving process and it is in the classroom that they have the opportunity to explore and practice these skills.

We analyse problems as we go, so as teachers, we need to demonstrate the steps to begin to incorporate this kind of thinking into students learning. These skills will develop over time, as a teacher we should aim to develop these skills over time.

As students language improves, so do their higher order thinking and problem solving skills.

Design Brief Problem for today: Design a frog that jumps!

Look for extensions in the activities to increase their thinking about the problem.

There is no wrong answer. No idea is a bad idea. There is only opportunity to experiment further and continually develop on their ideas. Continuous thinking, into continuous learning.

Whole class discussions will enable different ideas to be seen, analysed and evaluated. It is a great way to highlight that students will all have different ideas yet they all solve the problem at hand.

Quizzes and other activities

www.quia.com/web


Quizzes - see www.quia.com/quiz/2513812.html
Activities - see www.quia.com/hm/668170.html

These activities will engage students in their work, being both the seeker and distributer of knowledge. Focus on spelling, grammer and other literacy concepts can be highlighted and the games can be changed and edited to fix any errors that come along the way. Quizzes such as the Multiple Choice Quiz entice students to create questions from knowledge that they have found or know. They can be fun, informative, challenging, however you would like to see it being used in your classroom.

Students can email their friends, parents, other family members to use.

What we were shown was only a small amount that this website can offer. It will be fun to explore this site later on and think about just how much these ideas can be incorporated into the classroom.

Working with children in special schools, puzzle and activities that do not rely heavily on the written word would work really well. Connecting images with words, one-to-one correspondance with counting and other things like that. Ready made games may not focus on the skills that you are looking to teach and programs like quia.com allow teachers to personalise their learning tools to utilise the strengths of their students. It is definately something to come back to while on rounds next.

ePortfolios

ePortfolios

Focusing on ePortfolios and applying for jobs - presenting yourself in the most appropriate way to ensure that you are shortlisted for a position...

But first, Ms Publisher...

creating a brochure of a place you want to visit...

I remember working with Publisher in my Primary School years, and perhaps in the computer subjects in early High School. I think the different templates for all the different text and print types is wonderful.

ePortfolios - moving forward with technology - both a tool for presenting student achievement and your own achievements! What can you do to make you more employable! MSPublisher or MSPowerpoint are good bases for this kind of presentation - some free sites aid in this - Mahara for example.

Self Promotion

Self promotion seems to be the key. Not only do you have to write a brilliant job application and dress the part at the interview if you are lucky enough to be short-listed (here's hoping that they are plentiful!), we now need to look further and positively present our professional image to the world. I think this is a brilliant concept. It may take a little while to master the computer templave, but the possibilities that this can create for you is endless. Anything that will increase your positioning and enhance your employability is worthy of pursuing!

It will be intersting to go through our achievements to date and bea ble to see the connections that you can create toward the positions that we have worked so hard this year to get. Being older, we have so much to draw from our life experiences, information that you would love the people sitting on the interview pannel to know, but which do not necessarily fit into the timeframe of the interview...but how to make sure that they do take the time to look through the portfolio?

Thank you, Greg, for going over some important information about the interview and application process with us in the workshop. It will be something of a little stress for all of us as we come to the end of this year. I was fortunate enough to sit in the AEU presentation for applying and interviewing as well which went very much along the lines of what you spoke about. The presenter for the AEU highlighted a few home truths about getting shortlisted, indicating that your cover letter is one of the most important tools to getting shortlisted.

I love the analogy he had when describing the big pilies of applications that come through for any teaching position. He said, most of the applications are like apples and oranges. They all look and sound the same. What they are looking for are the bananas! The applications that stand out of the crowd and yell - HEY! LOOK AT ME!

So, my motto for the months to come...BE THE BANANA!

Inspiration

Inspiration - Concept Maps and Mind Maps

Greg introduced us to the Inspiration Software, a program that allows for the visual representation of concept maps and mind maps. A great concept for bringing student ideas around a topic into a very visual and easily understandable form.

Screen shots are taken from the Inspiration program using the Concept Mapping tool and Mind Mapping tool.

This program has so many options that you can lose yourself in. As you start to use it, you will find yourself spending a lot of time moving things, changing images, clicking everywhere, but once you get the handle of it I believe that it can be a brilliant tool to be utilised in the class room over the year.

Greg discussed when going over concept maps, how you can import and use clip art to visually demonstrate different aspects of concepts. Notes can be attatched to the images if you wish to identify important facts. Arrows that connect information have space to attach connection information, to show the relationship between the images. Words can be hyperlinked to websites that you would like students to visit and explore further. Sound files can be attached to different images. Students could record what they have learned about a specific area identified in the concept map using a microphone and recording advice and upload this onto the concept map as a audio link. I think this is brilliant!

This is a great whole class discussion tool, and could also be further developed into an investigation tool for indiviudal student learning projects. Something to think more about and brainstorm just how many different ways this can be introduced into the classroom.

And the Blog begins...

We're off and running, entering the world of ICT and all those things I'm slightly, maybe even a bit more, uncomfortable with. But I'm up for the challenge! My computer knowledge is centred around MS Word and basic email and Facebook. I'm sure that the students I will have in my class next year will know more about all of this than me, so I'll be running to catch up! But I'm sure this unit will give me a great base to build from. I might show my students a thing or two about the internet!

Here we go...