Practically there …

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Image: courtesy of Jenn Lifford

So I took this advice today and did some more work on assignment 2.  I haven’t done much, but I tweaked what I did have and feel better about what I do have so far.

But I am dreading the whole ICT integration, as I am finding the same thing as jwilkinson804 when she notes that most classroom ICT tends towards replication and amplification.

I’ve settled on the unit topic and am hoping I can find at least one ICT related thing that I can use to transform the students learning.

My attentions though keep getting drawn to prac placement, as I see more and more students through the blogs and facebook page finding out where they are going.  I am starting to wonder if I too should follow in the footsteps of mryclancyblog and nvandoornblog and call up the prac office.  But just as they feared, I don’t want to annoy them, as I am sure they are doing the best they can to inform everyone of their placements.

For now, I think I will be a little more patient and wait … and wait …. and wait :-/

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Is it cheating??

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First of all … Wow! I have this exact figurine at home and came across this image when I was searching for a question mark one!  What a small world :-0

Anyway, back to my title, I am referring to the Preamble section of assignment 2.  I feel like I’m cheating a little by setting my context in a simple and easy situation.  But then I think, the assignment is more about the ICT use and the unit plan itself, so why not make it easier to incorporate into a situation that is not too full of student variances and learning abilities.  Of course, I’ve included some, but not as many as we would probably encounter in most classroom environments.  Why make it harder than it needs to be, right?

And yes, because the learning paths have been about unpacking assignment 2, as jayneally also notes, it’s hard to find something to blog about.

Hoping my next post will be about my prac and having been placed!

 

Assignment 2

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This image sums up my work on assignment two perfectly …

I have, however, done some brief work on the Preamble.  But it seems like this one has snuck up on me a little!

Doesn’t help that I am a terrible procrastinator 😉  Hence my blogging right now instead of working on it.

I think when I do buckle down to do it, I will have Weeks 4 & 7’s learning paths up and going through them as I go through each section of the assignment.  Dedicating the learning paths to unpacking the assignment is so much better.

And how good is the Learning Activity Types Wiki webpage!  Yet another resource to add to my ever increasing list.  Gee, thanks David!  No seriously … thanks.  I will definitely be referring to this for my assignment and no doubt into my teaching career.

But enough rambling, time to procrastinate … sorry … I meant get into assignment two.

 

Somewhere over EDC3100 V.1.0

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EDC3100

Ok, so now I will address my somewhere in relation to Assignment 2, very generally;

  • Context – I am going to set my context in a semi-rural school, as I did a prac at one last year and loved it.  I’m thinking middle to upper primary years … so … I am going to go with Year 5, as that is a year I haven’t had yet.
  • Learning Area & Objectives – Since I have always loved History, I am going to go with what’s behind door number one …

Knowledge and Understanding – The impact of a significant development or event on an                                                                            Australian colony (ACHASSK108)

 Inquiry and skills – Evaluating and Reflecting – Evaluate evidence to draw conclusions                                                                                                        (ACHASSI101)

  • Criteria – (very off the top of my head & still requires further investigation to see how viable it would be) – small groups presenting a debate on the “heroes” and “villians” of either just the gold rush era or of Australian bushrangers.
  • Unit Topic – Well I gave that away just a tad in the previous point!  But leaning towards a Gold Rush theme (loading … loading … loading … )

 

So those are my thoughts so far as to my assignment 2 somewhere.

Constructing Transformations

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Before I get into my blog rant for tonight, I thought I would share this website, Pixabay, which is a great resource for images that are all Creative Commons, so are free to use and without having to attribute them.  Yay!  No Copyright headaches.

So, tonight’s topic is my understanding of identifying the difference between constructing knowledge and transforming knowledge.

Now, I might be completely on the wrong track here, because so far it seems a little too easy.  I suspect this may change once I actually start trying to identify them for Assignment 2.

But…

In the meantime, the following seems to be the general gist of it;

Constructing Knowledge – is basically new information that is learned, ie. facts, data, subject or context specific vocabulary etc… and,

Transforming Knowledge – is using that new information learned and applying it in another context.

Now, here I am a little confused, maybe just because it’s late, but is it another context or a similar but different context?  That one I will have to check on.  I’m thinking it should just be ‘different’ but I won’t change it now, cause then you won’t know what I’m on about 🙂

Please feel free to let me know if my gist is a miss!

… ngised sdrawkcaB

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Kudos to those of you who got that straight away 🙂 🙂  Here’s a gold star!Goldstar

 

 

 

 

This pedagogical process has always resonated with me.  This topic has been brought up in a previous subject of this course too, but for the life of me I can’t remember which one it was. Then I read the blog post by Sofie Lofthouse about The Backward Design and it pretty much sums it all up.  So instead of trying to do that myself, I am simply just going to encourage you all to read Sofie’s post.

I also highly recommend the book by Wiggins & McTighe, Understanding by Design.  It is extremely handy as a resource and was as a reference for an assignment too and may also be so for assignment two in EDX3100.

But Wait! There’s more … as an extra bonus for reading this blog … here is a link to the book through the USQ Library, that can be read online.

You’re welcome.

‘Til we read again….

 

Somewhere…

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Today’s visual stimulation brought to you by … myself! :-p

When the learning paths first mentioned that we had to think about our somewhere … my first thoughts jumped to my home and where I am now.

Firstly, because this is my somewhere.  It’s where I live, have worked, study, am raising my kids, keep my pets, eat, sleep and drink.

Then I started to think about my somewhere as being where I want to be and my next thoughts were to being a teacher.

Afterall, that’s the whole reason I’m doing all of this.  I want my somewhere to be teaching.

And somewhere in that teaching, I am going to incorporate ICT and pedagogy, so, on with it I go …