In my class I (as a requirement to pass) am expected to write frequent blog posts which will inform others on how I feel about certain things. These "things" are going to be about, well I'm not too sure yet, but from the first set of "now do this" it's about my approach to learning in the 21st century (I think).
Anyways, Part 1.1:
On a scale of 0 (totally unprepared) to 10 (totally ready) to teach with ICT in your classroom, where would you rank yourself? Explain your ranking.
Ø This one is really tough. Hmmm, I'm going to have to say 7 and 3/4. I don't want to aim to high and say 9 and 3/4 because I just started last Monday so I have heaps to learn. But seriously, because of how unique each student is.
Part 1.2:
Identify your present values and beliefs about ICT in the classroom.
Ø That there is never any 'right or wrong' approach as it differs from classroom to classroom.
Identify your approach to teaching and learning - are you committed total delivery of
information, with yourself in control of all learning? Are you willing to let go of some control over what your learners learn, and how they learn it? Are you willing to let go of some control over who your learners learn from?
Ø Well for me I prefer working independently with little involvement from teachers and other students etc. because I enjoyed learning it myself. If I am to teach therefore, it will be necessary to discover how my students like to learn whether independently, in groups, one-on-one etc.
What are your emotions as they respond to the early challenges to your beliefs as you enter this unit?
Ø Not sure, I'm confused by this question to be honest.
What experience do you have with ICT in the classroom?
Ø During my prac I had a lot of kids with disabilities which meant I had to differentiate the teaching style for them to feel comfortable to learn. For one kid he preferred to be left alone with his work and with another he needed one-on-one help either with me, my mentor teacher or the teacher aide.
Part 1.3:
Position yourself as a leaner in this unit. What are your challenges? How are you planning to engage with them?
Ø Done. To stop staring at my computer screen and expecting it to magically do the work for me. No seriously, I guess understanding everything and how to then apply it. Working hard and taking the time to understand the context.
Part 2.1:
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Strategy
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Focus questions
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When have I experienced this in the
past?
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How have I used this strategy as a
teacher?
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Deep
knowledge and higher order thinking
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Are
higher-order thinking and critical analysis occurring?
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I have
experienced this in the past but I am also experiencing this now.
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Now that
I know more about it I can make plans to use it (because I’m not sure if I
have done this before on prac).
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Does the
lesson sequence cover operational fields in any depth, detail or level of
specificity?
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Sometimes
information can be very vague. However, when that happens it is up to the person
(me) to find it out by asking questions.
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I hope
it did. Sometimes however, with the class that I had (many with disabilities)
what I would think to be ‘in-depth’ would not be the same for them.
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Do the
work and response of the students provide evidence of depth of understanding
of concepts or ideas?
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Sometimes.
It depends.
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I helped
my mum with an English class. They were doing monologues and I gave them
ideas on how to improve. When we were watching the recordings, and grading
them it was obvious to see who took what I said on-board and those who didn’t.
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Collaborative
and social learning
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Does
classroom talk break out of the initiation/response/evaluation pattern and
lead to sustained dialogue between students, and between teachers and
students?
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I know I’ve
caused this to happen…so, yes.
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I have
found that sometimes it can be a good thing (as long as the sustained
dialogue isn’t something off topic). But it shows that they are interested
and want to know more.
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Knowledge
as complex and linked to interests and experience
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Are
students critiquing and second-guessing texts, ideas and knowledge?
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When
looking at textbooks or sources for assignments, it is my job to assess and critique
whether it will help me with my assignment. So again, yes
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When I
was on prac, I enjoyed when the students critique the work because they are
trying to understand why something is as it is (if that makes sense, although
sometimes you get the ‘why do we even need to know this? It’s not like we’ll
use it.’).
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Does the
lesson sequence range across diverse fields, disciplines and paradigms?
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I found
during high school it was important to change it up otherwise I would get
bored and no longer pay attention.
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I would
try to do this, like maybe have a Quizlet one day, and a scenario game the
next. It was important not to keep the same routine.
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Is there
an attempt to connect with students’ background knowledge?
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This is
a tricky question. I guess the electives I picked let me reflect on what I
know, for example: Drama. What I know about Greek Theatre etc.
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In the
creative tasks this was attempted but I don’t think I really had the chance
to fully develop this idea. If I had my own class I would try it.
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Problems
that are real and relevant to students
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Do the
lesson sequence and the assigned work have any resemblance or connection to
real-life contexts?
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Sometimes.
But as it was a Catholic school there were certain ‘taboo’ things that we
weren’t allowed to openly discuss. That was one of the reason I liked Drama
though. Because the teacher talked about these issues even though we couldn’t
fully identify them in assignments, it was interesting to discuss in class.
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It was a
different class compared to the standard English, Math etc. But I showed the
students a scenario which I acted out in high school for RACQ about alcohol,
drink driving, death. Which is real-life situations which should be made
aware of so the consequences are known.
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Is there
a focus on identifying and solving intellectual and/or real-world problems?
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I guess
in Religion. I don’t really remember but I think in some class we looked at
relationships or something but it’s kind of hazy. I do know we had to
analysis movies like ‘The Blind Side’ or ‘The Pursuit of Happyness’, so that
in itself kind of explains it.
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I am yet
to discover. It is possible they do these topics with older grades but
because I had grade 7 & 8s it wasn’t really focused on.
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Student
direction
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Do
students have any say in the pace, direction or outcomes of the lesson sequence?
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Mmmm,
that would depend on the teacher. Whether you could manipulate them into
going off topic. So, I guess the outcome was very different to the planned
lesson (we discovered the cologne her son wears, Old Spice in case you wanted
to know).
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Yes. Definitely.
However, I am legally obligated not to discuss the reasons why.
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Explicit
quality performance criteria
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Are the
criteria for judging student performance made explicit?
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Does
this question mean like knowing exactly what the teacher thinks or like in criteria
sheet form?
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Hoping
this is the right way to answer but what we expected of the students was
written on the board at the start of the lesson.
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Cultural
knowledges
Active
citizenship
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Are
diverse cultural knowledges brought into play?
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We had
Harmony Day?
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I didn’t
really get the chance to develop this.
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Are
attempts made to foster active citizenship?
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I think
there was dress up as your culture day or whether it was dress up as a
culture, I forget.
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There
were Indigenous programs at the school…
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