It was clear that the introduction of lesson one was successful in engaging students for what they were about to learning. This was through the use of both prior knowledge and incorporating an entertaining youtube advertisment clip that related to upcoming persuasive texts in advertisment. Although including a youtube clip what not creative it helped generate discussion on the specific lesson focus which then assisted the rest of the lesson to run smoothly. According to Jones (2011) positive gains in students outcomes have come as a result of the integration of video technology as an instructional aid in lessons. This lesson used the video directly in the lesson as an attention grabbing mechanism as a part of direct instruction. The success of the implementaton of this visual and audi input allowed all students, even those with low literacy to become more involved in their learning (Jones & Cuthrell, 2011). Through guided disucssion on the different types of advertisments and what they had in common it became clear through student responses that there was a deep level of understanding drawing from new and prior knowledge, implying they were engaged un the content and disucssion.
Although lesson 3 showed some unsuccessful teaching strategies, modelling how to apply animation and different heading font showed to be a successful practice that both engaged and excited students. This was evident in the lesson as student’s were all very keen and had lots of questions about how to apply these features to their slide. I also deemed this to be successful based on students finished assessment task as they all applied an animation feature and eye catching fonts. This shows that students maintain the new information taught they were also able to apply their new knowledge and understanding of PowerPoint to their assessment task. Students demonstrated steps use Bloom’s Taxonomy, as they were able to understand and remember the information modelled to them in class, then they applied their new learning’s into creating and producing their own original billboard (Krathwohl, 2010). “By careful mixing of media, a PowerPoint presentation can appeal to a number of different learning styles and be made more stimulating” (Jones, 2003, p. 2). It was observed by my mentor that students were on track and knew what was expected of them from the lesson, as well as having good acknowledgement of what student’s already knew (prior knowledge).
On reflection of the success of this modelled part of the lesson it is consistent with the idea of student-centred learning, although students were being modelled to they were still able to collaborate and reflect their prior knowledge in the lesson and teach myself and other students features of PowerPoint that we didn’t know, this allowed students to feel as though they were in charge of their learners and helped ease them into being self regulated for their final assessment piece (Knight, Parker & Zimmerman, 2014).
Sophie makes some interested points about prac on her blog
So yes prac is over, and yes we have finally submitted our other two assignment but OH HELLO we still have our last ICT assignment, and of course I did not follow through with completing the context during prac like I thought I would. So here I am Friday morning seeing what actually needs to be done for the assignment and deciding how much of a weekend I am actually going to have.
My most recent learning journal stated this:
Name: Stevens, Maggie
Result: 4 out of 5
* You have completed 64.0% of the learning path activities for weeks 9, 10, 11 and 15.
More than 50% but less than 75% of activities complete means 2/5 marks.
* Your average post length was 165.6 words. Calculated by the total word count of all your posts divided by the number of posts.
An average length greater than 100 words gives 5/5 marks.
* 100.0% of your posts contained links.
More than 60% of posts with links means 5/5 marks.
* You had 7 posts with links to other student blogs.
More than 2 posts with link(s) to other student blogs means 5/5 marks.
* You had an average of 2.2 posts per week. Calculated by your total number of posts (9) divided by 4 weeks.
2 posts per week means 3/5 marks
I agree with Maddy that these have been really helpful in staying on top of everything
So we are nearly half way through the last week of prac, and although I am beyond tired and purely exhausted it has been such a rewarding experience and for the first time in the degree I am 100% sure I am studying to be apart of the right career. At the school I am at I have been fortunate enough to immerse myself in ALOT of different ICT practices, such as; IWB, point to views and the students in my class have been participating in ICT classes since prep so majority of them are teaching me what to do. I have seen the positive impact digital technologies can have on students in the classroom.
Good luck to Soph who seems to have had a pretty rough time with illness on prac
After nearly 3 years of studying education and working as a Teacher Aide in two different schools on top of Practical Experience I can safely say until today ALOT of what I have been studying at uni has been theory based things that I genuinely didn’t understand most of the time and definitely did not know how to implement. Particularly in our three literacies classes I have really struggled to see what we were learning as important, it seemed just like a lot of mumbo jumbo that I really didn’t understand. Until… TODAY, I was fortunate enough to get to join a ‘curriculum planning day’ with my mentor on Prac where the main agenda was to sort out the English unit for next semester. We spoke about so much of this ‘mumbo jumbo’ and I saw how it could be used practically for the first time. Things such as authentic texts, explicit instruction, modelled and shared reading/writing and I DO, WE DO, YOU DO are now really making sense to me after seeing how they are actually used in unit planning. Feelings extremely good in nearly the end of the second week 🙂
Ella has a great reflection of her first week of Prac that I would definitely recommend you all to read.
So it’s been nearly a week and a half of prac (nearly half way through) and surprisingly the time has flown by. Absolutely loving every minute of it, being able to put the theory we learn at uni every day into practice is such an eye opening, enjoyable thing to see. I am currently teaching students in year 3 and can not believe some of the work they have produced from creative writing to reading chapter books already… I’ve come to realise that the constant whinging and negativity that we hear in the media and even in certain classes really is just that… negativity. From what I’ve come to see there (in my prac class/ school) there really are some amazing hard-working teachers doing a fantastic job of getting their students prepared for life in the ‘real world’ and it really excites me to see what is possible to achieve in my coming years as an educator.
Check out Sophie’s blog about some of the awesome things she has done on prac.
Day 2 of prac and although I am enjoying myself and being welcomed it was inevitable that on top of uni assessment due and lesson planning each evening that STRESS would be a huge factor. I am sure that I am not the only 3rd year student currently questioning my life choices over the last 3 years and wondering if I am doing enough to be prepared for the upcoming teacher years…. well hopefully I’m not. I have just come across this https://www.facebook.com/plugins/video.php?href=https%3A%2F%2Fwww.facebook.com%2FTEDEducation%2Fvideos%2Fvb.203906229622591%2F1127655593914312%2F%3Ftype%3D3&show_text=0&width=560“>TED-Ed video that relates to stress. I thought it would be extremely helpful for my fellow EDC3100ers especially after reading Ella‘s blog (hope this helps).
With my first ever digital technology based practical experience coming up I thought it was important to get myself with one of the most basic and popular ICT used in the classroom, an Interactive Whiteboard. Being able to understand all the components of an IWB makes it easier to diagnose and fix problems where ICT ‘lets you down’ and be more effective in the classroom to amplify and transform student learning.
Components of an IWB
An IWB can be seen as a combination of 6 components, including:
- A touch screen or white board.A component that often looks just like a normal white board. A resemblance that can lead to the types of problems illustrated in the photo.
- A form of pointer device (e.g. a pen).Some IWBs don’t need a special device.
- A computer or similar device (e.g. tablet).
- Data projector.
At some level, an IWB is simply a computer (and any peripherals connected to that computer) the output of which is being shown on a large screen or white board. A data projector is used to show the output of the computer onto the large screen. You can interact with the screen and its content by touching it with some form of pointing device (either your finger or a special “pen”). By touching the screen, you should be able to perform all of the operations you would normally perform with a mouse. All of this can only occur if the proper software is installed on the computer and all the components are correctly configured.
Court’s blog post, ‘ IWB’S on Professional experience’ goes into more detail as well as this week’s learning path
So far what I have learnt about lesson planning is that it is important to know what you want students to learn before you start planning for the lesson. The ACARA and QCAA content descriptors allow for the teacher to organise what they want students to learn and they can then use backwards mapping or other frameworks to organise these ideas. I have also discovered it is important to have a solid understanding of what students already know (prior knowledge) in order to effectively plan, as well as what skill levels there are in the class.
Abi’s blog has an excellent explanation of one component of lesson planning and that is ‘understanding the learners’
Assignment two is FINALLY completed and honestly I think I now need a stiff drink to over come my last few days of stress. However I did come across a really interesting website when writing my assignment that discusses how to implement lessons that students can relate to on a personal level and some of the positive effects of this such as building on the motivation and interest for an introductory lessons for students from early years to high school. Definitely suggest having a look if you guys have a chance…
Now bring on prac and assignment 3 and then HOLIDAYS 🙂 🙂 🙂
This week in the Learning Path we had to discuss our biggest challenges of Practical Experience: then and now. Her is how I responded:
Firstly, my top 2 challenges and problems I have faced or made on prior Professional Experiences was classroom management of behaviour. I have found it incredibly hard to ‘slide’ in to a new classroom half way through a term or at the end of a term and use the behaviour plans already in place without seeing how the Teacher got students to the point of behaviour in the term. My second biggest challenge has been staying on top of uni assignments whilst also staying on top of planning for school after full days there.
Secondly, my top 2 fears and challenges for the upcoming Professional Experiences are how I am going to implement ICT into upwards of 5 lessons when I have no prior knowledge of the school and the technologies available to me at the school. I am also worrying about the challenge of teaching ICT to students in an engaging manner, although we have done a lot of theory on this topic it may be difficult to put these learnings into practise.