We need to ask ourselves this: Is the way we are preparing our students today, valid for their future?
How is your classroom dynamic?
Cheers,
Barbara A
Wednesday, 7 December 2016
Make your classroom as dynamic as the world around us
Today's share is a neat little clip that, in a couple of minutes, raises many serious issues for the future of today's students.
We need to ask ourselves this: Is the way we are preparing our students today, valid for their future?
How is your classroom dynamic?
Cheers,
Barbara A
We need to ask ourselves this: Is the way we are preparing our students today, valid for their future?
How is your classroom dynamic?
Cheers,
Barbara A
Saturday, 3 December 2016
Student work samples
Our students are capable of SUCH great work. It's sad to see so much of it marked, returned but never shared.
Below are the outstanding MLM campaign videos by the groups I mentored. I've also included a short film by year 8, 2015 - I'm still blown away by the quality of this submission.
Please upload your student work samples to Google Drive and link them in the comments below.
If you need a hand in doing this, just ask. In the mean time, I'll keep sharing amazing work as I receive it.
Cheers,
Barbara A
Threshold Short Film, 2015
Domestic Violence, MLM, 2016
Below are the outstanding MLM campaign videos by the groups I mentored. I've also included a short film by year 8, 2015 - I'm still blown away by the quality of this submission.
Please upload your student work samples to Google Drive and link them in the comments below.
If you need a hand in doing this, just ask. In the mean time, I'll keep sharing amazing work as I receive it.
Cheers,
Barbara A
Domestic Violence, MLM, 2016
Are you social enough?
Are you on Facebook? Do you Tweet?
Have you got your own professional blog?
Or is there an educational social pipe you can't live without?
Share your socials in the comments.
And feel free to follow my mostly educational stuff on Twitter.
Cheers,
Barbara A
Have you got your own professional blog?
Or is there an educational social pipe you can't live without?
Share your socials in the comments.
And feel free to follow my mostly educational stuff on Twitter.
Cheers,
Barbara A
What is a POL?
In the past, at the end of Guided Inquiry and Enrichment units, I’ve held a presentation day – usually an event with an audience and invited guest markers, namely executive teachers.
I’ve recently changed the name of these days to “Presentation of Learning”, (POL). This is in line with the NSW DOE Futures Learning terminology on project-based learning. The venue for POLs will always take place in the learning hub of our school, the library.
Purpose of a Presentation of Learning
The purpose of a POL is for students to demonstrate their learning to an audience, to reflect on the process of learning, answer questions and provide students with an authentic stimulus for further refinement of their practices and learning. POLs also refine communication skills in an unrehearsed, real setting.
They are normally conducted at the end of the Inquiry process and involve students presenting their finished product/s and explaining the process they took, how their learning developed and reflecting on that process. The audience may include students, parents, teachers and community experts. Of course, this is a wonderful opportunity to validate student learning through meaningful audience questions.
Want to formalise a POL in your faculty? Let me know.
Cheers,
Barbara A
Adapted from NSW DOE Futures Learning
https://education.nsw.gov.au/futures-learning/learning-and-teaching/project-based-learning-toolkit/implementing-the-project/culminating-event-presentation-of-learning
I’ve recently changed the name of these days to “Presentation of Learning”, (POL). This is in line with the NSW DOE Futures Learning terminology on project-based learning. The venue for POLs will always take place in the learning hub of our school, the library.
Purpose of a Presentation of Learning
The purpose of a POL is for students to demonstrate their learning to an audience, to reflect on the process of learning, answer questions and provide students with an authentic stimulus for further refinement of their practices and learning. POLs also refine communication skills in an unrehearsed, real setting.
They are normally conducted at the end of the Inquiry process and involve students presenting their finished product/s and explaining the process they took, how their learning developed and reflecting on that process. The audience may include students, parents, teachers and community experts. Of course, this is a wonderful opportunity to validate student learning through meaningful audience questions.
Want to formalise a POL in your faculty? Let me know.
Cheers,
Barbara A
Adapted from NSW DOE Futures Learning
https://education.nsw.gov.au/futures-learning/learning-and-teaching/project-based-learning-toolkit/implementing-the-project/culminating-event-presentation-of-learning
A fresh information search process
Trialling a new approach to research at Bankstown Girls
In the very first subject of my Master of Education (Teacher Librarian), I had to do an assignment on Information Literacy (IL) models.
It inspired me to develop the BGHS ISP - an Information Search Process that is tailored to the learning needs of our school context. I introduced the ISP and its language to this year's Year 9, during the MLM. In collaboration with Enzo, I tailored the MLM learning materials, including research phases and reflective journals, to align with the steps of the ISP.
Our students took to it!
During the MLM, we observed that our high ability students were more self-directed in their learning and our mid-low ability students appreciated the ISP structure keeping them 'on track'. I'm looking forward to refining the ISP for further trials with the 2017 cohort.
This presentation explains our ISP. If you'd like to trial this approach to research, I'm happy to get you and your class up to speed.
Here's an excerpt from my first uni assessment task that discusses the need for IL models. NB. The school in my task is fictional.
Want to know more about the BGHS ISP? Let me know.
Cheers,
Barbara A
Guided Inquiry in a nutshell
Allow me to dispel the myths first.
Myth 1: Guided Inquiry is not project based learning – PBL is a different pedagogy, another process.
Myth 2: Guided Inquiry is not a quickie program – it follows a strict procedural process, it must be collaboratively planned and this, along with the facilitation of the program, takes time.
Myth 3: Not everything I do is Guided Inquiry – I also run short, tailored enrichment programs that are rigorous and high order but they are not GI.
Take a look at this diagram:
Adapted from: "Guided Inquiry Design: A Framework for Inquiry in Your School."
Stages of Inquiry
GI is a way of teaching – a cultural change in some respects. The process is designed in a way that gets the most out of students, as they use their critical thinking and collaborative skills. Students are guided to deep learning through seven explicit stages, followed by an evaluation stage. They are given instructions and guidance in their research process and they are free to take up their own research pathways, leading to their own discovery.
Time to Explore
GI is constructivist in that students are given time in their teams with their resources, developing their own understanding. Time is given for students to locate and analyse sources and they are assisted in this process by their learning coaches. As students discover more, they challenge themselves, asking questions and engaging with curriculum content and the real world, to find answers.
Metacognition
Learning coaches draw attention to student emotions throughout their learning process and as a result, metacognition increases as students learn strategies to overcome feelings of challenge and uncertainty. Whilst students experience authentic learning, consume varied resources and make real world connections, they form an inquiry question that they ultimately answer. The project ends with the sharing of their answer and an evaluation of learning.
Take a look at this presentation. More GI resources will be uploaded soon.
In the meantime, if you think GI fits in with your plans, let me know.
Cheers,
Barbara A
Myth 1: Guided Inquiry is not project based learning – PBL is a different pedagogy, another process.
Myth 2: Guided Inquiry is not a quickie program – it follows a strict procedural process, it must be collaboratively planned and this, along with the facilitation of the program, takes time.
Myth 3: Not everything I do is Guided Inquiry – I also run short, tailored enrichment programs that are rigorous and high order but they are not GI.
Take a look at this diagram:
Stages of Inquiry
GI is a way of teaching – a cultural change in some respects. The process is designed in a way that gets the most out of students, as they use their critical thinking and collaborative skills. Students are guided to deep learning through seven explicit stages, followed by an evaluation stage. They are given instructions and guidance in their research process and they are free to take up their own research pathways, leading to their own discovery.
Time to Explore
GI is constructivist in that students are given time in their teams with their resources, developing their own understanding. Time is given for students to locate and analyse sources and they are assisted in this process by their learning coaches. As students discover more, they challenge themselves, asking questions and engaging with curriculum content and the real world, to find answers.
Metacognition
Learning coaches draw attention to student emotions throughout their learning process and as a result, metacognition increases as students learn strategies to overcome feelings of challenge and uncertainty. Whilst students experience authentic learning, consume varied resources and make real world connections, they form an inquiry question that they ultimately answer. The project ends with the sharing of their answer and an evaluation of learning.
Take a look at this presentation. More GI resources will be uploaded soon.
In the meantime, if you think GI fits in with your plans, let me know.
Cheers,
Barbara A
Information literacy
So what is Information literacy?
If you’ve spoken to me about our core business lately, chances are the term “information literacy”, (IL), has cropped up.
Here is a great definition that I’ve adapted:
"Information literacy is a set of abilities requiring individuals to recognise when information is needed
and have the ability to locate, evaluate, and use effectively the needed information."
Why do we need IL?
It is increasingly important in our contemporary environment given the rapid technological change and proliferating information resources. The escalating complexity of this environment, means students are faced with diverse, abundant information choices. Information on the Internet comes to students in unfiltered formats.
Students MUST LEARN to question authenticity, validity, and reliability.
In addition, information is available through multiple media, including graphical, aural, and textual, and these pose new challenges when evaluating and understanding it.
Information literacy forms the basis for lifelong learning. It is common to all disciplines, to all learning environments, and to all levels of education. It is everyone’s responsibility.
If we want to develop our students to become good digital citizens, we must arm them with the ability to do the following:
• Determine the extent of information needed
• Access the needed information effectively and efficiently
• Evaluate information and its sources critically
• Use information effectively to accomplish a specific purpose
• Understand the economic, legal, and social issues surrounding the use of information, and access and use information ethically and legally.
Adapted from: American Library Association
http://www.ala.org/acrl/standards/informationliteracycompetency
Feel free to use my IL presentation. As IL is one of my favourite topics, I'm always happy to team teach with you.
How do you incorporate infolit in your lessons?
Cheers,
Barbara A
If you’ve spoken to me about our core business lately, chances are the term “information literacy”, (IL), has cropped up.
Here is a great definition that I’ve adapted:
"Information literacy is a set of abilities requiring individuals to recognise when information is needed
and have the ability to locate, evaluate, and use effectively the needed information."
Why do we need IL?
It is increasingly important in our contemporary environment given the rapid technological change and proliferating information resources. The escalating complexity of this environment, means students are faced with diverse, abundant information choices. Information on the Internet comes to students in unfiltered formats.
Students MUST LEARN to question authenticity, validity, and reliability.
In addition, information is available through multiple media, including graphical, aural, and textual, and these pose new challenges when evaluating and understanding it.
Information literacy forms the basis for lifelong learning. It is common to all disciplines, to all learning environments, and to all levels of education. It is everyone’s responsibility.
If we want to develop our students to become good digital citizens, we must arm them with the ability to do the following:
• Determine the extent of information needed
• Access the needed information effectively and efficiently
• Evaluate information and its sources critically
• Use information effectively to accomplish a specific purpose
• Understand the economic, legal, and social issues surrounding the use of information, and access and use information ethically and legally.
Adapted from: American Library Association
http://www.ala.org/acrl/standards/informationliteracycompetency
Feel free to use my IL presentation. As IL is one of my favourite topics, I'm always happy to team teach with you.
How do you incorporate infolit in your lessons?
Cheers,
Barbara A
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