Tuesday, 27 March 2012

Week 4: Digital Audio recordings - Blabberize

OK so with this post, I wanted to add into my blog some examples of ways in which I have used the internet program "Blabberize" to communicate to students both information that I want them to learn and tasks which I want them to complete. I think this is a fun and funny way for students to follow instructions, additionally, students could even use "Blabberize" to respond to the tasks assigned to them. (The Parthenon information taken from: http://www.sacred-destinations.com/greece/athens-parthenon. The Vatican information taken from: http://romanempiretours.com/vatican-facts/. Note: All of the photos used and recordings made have been my original work and property).
View from atop St Peter's Basilica
Inside St Peter's Basilica
The Gallery of Maps, Vatican Museum
St Peter's Basilica and Square
Michelangelo's Pieta`
The Parthenon, Greece, Athens The rise and fall of the Berlin Wall (http://www.newseum.org/berlinwall/) Astronomical Clock PRAGUE- CZECH REPUBLIC

Tuesday, 20 March 2012

Week 5 - Group 3 Tool: Gob-full of Glogster!


I had so much fun with this activity. I really loved creating my Glogster Posters (I have embedded one below and one on my Wiki) as I found the process heaps of fun, although it was quite time consuming. I think this activity would be great for students as they can be as creative as they wish. With the Glogster that I have embedded below, I have also utilised the tools from week 4 and I used the program Audacity to record myself talking to the information presented in this Glogster, I even added the effect of echoing my voice and I recorded over my voice a number of times so that it sounds as if there are a lot of people talking at once. I find my Glogster very motivating as I based it on teaching it gives me encouragement when I am up at the wee hours of the morning working hard on my ICT assignment!!! This is something that I would consider using with my students, having my students create their Glogster based on their future goals, aspirations and dreams for success at sports and school work and future careers, etc. And then attach it inside their books, diary or somewhere that they will frequently look. This helps the students to think about these goals on a daily basis and they will be more likely to be able to recognise and to take the small steps required to achieving their Goals!

Link to Glogster 

Sunday, 11 March 2012

Week 2: Productive Pedagogies

Engagement Activity 1 - Productive Pedagogies

When I undertook this activity, I was a little impatient and just wanted to jump in and get started.  I read through each example but did not note the links to the productive pedagogies.  I then got started on my example and entered the text into the boxes.  Once that was complete I then realised that I needed to link the Productive Pedagogies and took no notice of this in the examples.  I utilised the document: A guide to Productive Pedagogies - Classroom reflection manual.  I linked those pedagogies that I though connected with the tasks that I set the students.

So here it is, my attempt:

Once I completed my attempt I then went back and looked at the examples again this time making sure that I took note of the links made with the Productive Pedagogies.  
 In retrospect, I think I missed a few connections that I should have linked to the tasks including deep understanding and knowledge integration which I think should both be linked to the last task.
Also I think that I could have incorporated active citizenship if I included another task whereby I asked the students to consider ways in which Australian citizens (with our opportunities and freedom) could consider helping those people who are from countries where their are problems such as political unrest (Syria), environmental degradation (Borneo), poverty (Nepal) and war / conflict (Sudan). (Examples of assistance from Australia could me media attention on what is happening inside these countries, more widespread information about what palm oil is used for and how this is causing deforestation in Borneo, monetary donations through organisation such as UNHCR or UNICEF or even signing petitions to assist refugees from these countries, and debating Australia's stance on Refugees).  To further the Higher Order Thinking I could ask the students if they thought that Tourism could assist in any of these problems and how?

 I found this learning experience very valuable.  While the productive pedagogies are still very new to me I think I would use this online tool when starting to create my class plans to make sure that I have considered the productive pedagogies and have incorporated as many as I can in  my teaching.