Thursday, October 11, 2012

ulearn12 - Breakout 4 - iPads in Education: Implementing for Success

Paul Mears

app alert - Artrage, Display Recorder, notability, writepad for iPad (handwriting recognition app), Creative Book Builder, Book Creator for iPad, Discovr apps

Victorian Govt iPads for Learning website

technical support minimal - self managed device

infrastructure is crucial - mobile devices rely on solid robust infrastructure

eSafety curriculum

printing? possible but no need... digitise!!

Handy hints
passcode lock - set at 5 minutes
lock image - when screen locks show photo of owner
accessibility settings - lock in app purchases!
international keyboard
screen protectors

iPads not meant to be/not designed to be shared or moved around from class to class, they are a domestic device, if you create something it only sits on that 1 device - risk is easy deletion e.g. kids make video, next group deletes it and it's gone!

home filtering -

administrative meetings done collaboratively on line so staff meetings are free for professional learning

Yammer - microblogging, like Twitter but inhouse (not on iPad, on laptop/PC), great for collaborating and sharing

Scootle - digistore for iPad

Kathy Schrock -

TCEA app evaluation rubric

eLocker - file sharing

ulearn12 - Breakout 3 - Learning to Inquire

Learning to Inquire: Developing curious minds, and deep understandings for a changing global environment

Inquiry The 21st Buzz Word

Chic Foote - Helix Consulting

Presentation to be uploaded on core site

Learning is inquiry.  Inquiry is without purpose unless considered through the lens of the core competencies and fluencies.

Curriculum mapping...
Concepts and big ideas
Essential questions
Curriculum requirements
Academic vocabulary - think about your learners
Inquiry process

Think critically

Digital citizenship

Fluencies - doing it without thinking
Digital citizenship

Global competencies
Investigate the world - through different lenses, own eyes and others eyes
Take action

If I am an inquiring learner...
Who am I?  What do I do?  How do I behave?

Skills - they will know how to....
Knowledge - they will know that....

Model behaviour of being a learner yourself...

check out

ulearn12 - Keynote 3 - Kevin Honeycutt

Very funny guy!!

relationships with students - ever tried treating the scariest student as the only kid you trust?  try it some time....

flipped classrooms - a million reasons for them - 1 excellent reason is they are rewindable - kids can rewatch/relearn as much as needed

nettiquette.... think about it.....

kids who have grown up with devices make 110 decisions per minute (not necessarily good decisions!!)

teaching and learning is messy.... is should be!!

knock down the walls and connect globally - skype authors, talk to classes all over the world...

don't give kids reasons to fail - kick their butts with love - no deficit theory

give kids a balanced digital diet - what are you doing with the most powerful tools in history?  Don't just snack - create and make

recommended book - The Coming Job War by Jim Clifton

invention - to have an ideas no-one agrees with.... when do kids get to be inventors?

kids need to "get" why stuff matters

we teach brains....

let kids get on with what they can do....

need to teach kids to manage devices rather than devices managing them

if you aren't willing to be bad at it, you will never be good at it

Good teachers plant the seeds of trees that they may never sit in the shade of

Wednesday, October 10, 2012

ulearn12 - Keynote 2 - Khoa Do

Amazing amazing amazing speaker/person!

Anything is possible.....

ulearn12 - Breakout 2 - SOLO Taxonomy: A mental model for learning to learn

Pam Hook

Carol DWeck research
children think they are 1 of 3 things... fixed ability smart OR lucky OR fixed ability not smart
one line of praise study
praise effort leads to students staying on task and attempting tasks - they are motivated to keep trying
mis-used praise becomes a dis-benefit... perils of praise

learning is about effort...  effort leads to achievement...  if you didn't achieve even if you tried hard then you need a new strategy...

surface understanding = knowing lots of 'stuff'
deep understanding = relating ideas
conceptual understanding = extending ideas

strategies for moving students from prestructural to unistructural - google define, photo library, email experts etc.

shift from unistructural to multistructural is purely quantitative, shift from knowing 1 thing to many things

shift from multistructural to relational, BIG jump is qualitative difference...  say why... because... explain...
making connections between ideas

relational to extended abstract, ability to look at all connected ideas from outside... overall understanding... see implications...

SOLO Taxonomy vs. Blooms Taxonomy

deep learning outcomes are only achieved if prior knowledge is determined

need learning intentions that encourage multistructural, relational and extended abstract thinking

code WALTs against SOLO - make explicit links

ulearn12 - Breakout 1 - Understanding Inquiry Learning

Lyn Ross

Understanding Inquiry Learning

Inquiry process...
event occurs/interest sparked
research (information saturation)
real problem/focus (define direction; How can I/we...?)
brainstorm solutions
choose best solution
put into action

make inquiry learning explicit to your students - make sure they know they are doing inquiry

start of inquiry... event occurs which draws learners attention to something
could be...
- act of nature
- news story
- local issue
- event
- personal circumstances
- clever teaching!

process of inquiry
- ignite, investigate, explore (become a mini expert), this is longest part of inquiry
- wonder and ask (big question, key words, action questions)
- organise, apply (sort information, decide on resources and key steps)
- action (put plan into action)
reflection should happen constantly through whole process

Levels of Inquiry
Teacher directed inquiry - "co-create", teacher already "knows", most appropriate for levels and those learning inquiry process
Guided inquiry - students more in charge but with guidelines
Student driven inquiry - pure inquiry, students must have certain skills and strategies to work at this level

2 main truths
#1 Authentic Learning
if you're not doing inquiry properly, you're not doing it!!
must be relevant (How is it relevant?)
making a difference to someone, something or some place (outcome/action can be big or small)
should improve my life or understandings
#2 Leads to an outcome or social action

length not important!  inquiry might last a day... a week... 3 weeks, can do "mini-inquiries" under umbrella topic

important to use same model (same words) across whole school

as a staff, define each stage of inquiry
- what do you do in that stage?
- explicit skills to be taught
- possible reflective questions

from Rich Concept develop Learning Focus

variety is important - can't do 1 thing to death!!

encourage rich discussion through use of images/videos (works well in first stage of inquiry)

from BIG question you want to have 3-4 action questions
- keys to answering big questions
- "look-up-able" or "find-out-able" information

have a daily current events session (15 minute 'morning news board')
- developing awareness and interest
- must be robust/authentic
- make use of online newspapers/videos

Thinking Behaviours
- Blooms or Andersons Taxonomy
- Fogerty's Intellect
must have these for inquiry to work - graphic organisers, thinking maps etc. students must know how and when to use them effectively/appropriately
Display - Thinking Toolbox BUT must be hands on availability as well

create a learning wall - blank at start of inquiry, add learning as inquiry progresses

planning examples can be found here on Lyn's wiki

Lyn's ulearn12 presentation

Key Messages:
Big Question - How can I/we.....?
make inquiry learning explicit
must teach thinking skills and questioning skills
teacher directed inquiry is okay! (especially for juniors and when learning process/building skills)