This youtube video - humourous view of NAPLAN like testing - came my way via email from teaching professionals and seems to sum up the feeling of Naplan at the school level. Personally, without too much knowledge on this subject, I am interested to learn more about it, not only from the teachers' point of view (as they are the one's implementing it and their judgments being judged), but from the data side of things to know if the data is, in fact as is recorded, for rich purposes ...
Kylie B
Wednesday, July 21, 2010
Sunday, July 11, 2010
T3, Week 1, 1-4: Pedagogy in Practice: Building my repertoire of skills
As outlined in the coursework for Learning and Pedagogy in Secondary EDED20487, there is also a range of strategies for use in the classroom that could come under the heading of pedagogy (or behaviour management) that impact on how effective instructional design will be in practice. My task here is to identify and reflect continuously on these.
Through observation and reflection it is important to build on that repertoire of skills too and these will complement my work in the design of effective pedagogy. These will include looking at such areas as:
- how to gain student attention
- how to organise and manage groups
- how to sequence and order activities an manage time
- how to monitor what is happening in the classroom and be pro-active in the management of problems and conflicts
- how to manage transition between activities
- how to use questioning techniques to promote learning and manage learner engagement
- how to use praise and feedback to promote learning.
This will be a work in progress which will begin here with some strategies for:
Gaining attention:
- Proximity
- Pause in talk
- Cueing
- Curriculum redirection
- Calling the student’s name
Giving instructions
- Waiting and scanning
- Oral directional phrase
- Verbal redirection: directive questioning
- Verbal redirection: Directive statement
- State logical consequence
- Follow through: enforce consequence
Managing transitions
- Waiting and scanning
- Non-verbal redirection
- Bracketing or "changing channels"
- Bracketing or "changing channels"
Organizing groups
- Non-verbal redirection
- Oral directional phrase
- Give choices (incorporating consequences)
Manage behaviours pro-actively
- Attitudes and perceptions discussion
- Attitudes and perceptions discussion
- Tactical Ignoring
- Selective attending –e.g. comment positively on the person next to the child who
requires behaviour modification
requires behaviour modification
- Waiting and scanning
- Distraction or diversion
- Calling the student’s name
- Individual close talk
- Give choices (incorporating consequences)
- State logical consequence
- Follow through: enforce consequence
- Move student in room
- Move student to reflection or time-out area
- Remove student from the classroom
- Have a third party remove student from the classroom
- Remove rest of class from the room or area (e.g. if student is violent, throwing things etc)
Giving praise and feedback
- Body language encouraging
- Descriptive encouraging
- Individual close talk
Use questioning techniques
- Questioning to redirect
Other effective strategies
- set clear classroom rules and expectations and reinforce them
- be organised
- plan, plan, plan, but be flexible also.
- be friendly
- set clear classroom rules and expectations and reinforce them
- be organised
- plan, plan, plan, but be flexible also.
- be friendly
This will be an ongoing post. Please feel free to add suggestions at any time.
T3, Week 1: The role of reflection in teaching - a response to Prestridge & Watson
What do I believe the role of reflection to be teaching? It is interesting that upon progressing through this post graduate teaching course I was at first overwhelmed with the expectations of reflecting on my work and "did not feel experienced enough to reflect". Suddenly I was reflecting through forums, creating a new blog, reflecting on activities, reflecting on lesson writing and performance. AAHHGG! However, once I began engaging in reflection as a professional practice and certainly during my time in school practicums, I realised just how important I found reflection to be in my personal growth, my learning journey and ultimately to how I perceived my self and my learners. Interestingly, I realised how I reflect unconsciously all of the time about other things in my life and this was a way of constantly monitoring and allowing for readjustment and improvement and experimentation and growth.
Once I had become comfortable with reflecting and understood how it was enhancing my development as a learner, I was able to enjoy the process and benefit from it. When reflecting, I not only undertake a critical and honest look at myself, my learners, my practice and my beliefs, but I also engage in making cognitive changes and improvements. For me, reflection initiates questions and I find myself actively seeking new information, extensions to information I may already have, justifications and alternatives and profession discussions with my Mentor Teachers and other teachers also. I appreciate and practice honesty in my reflections on how I am progressing and am perhaps one of my harshest critiques (something I also need to work on as being part of honesty), I understand the importance of equally addressing my strengths and weaknesses and to be conscious of working to improve areas of weakness, fill gaps and build my skills base. This is what I understand to be the way in which I will continue to learn and make sense of my direction and profession.
In my experience and opinion to date, my practice of reflection is important not only to my development and the growth and learning of my learners, but it is helping me to understand the complexities of the profession in which I am studying to enter. It is assisting me to "make sense" of the teaching profession and it works to "validate" my work and allows me to work towards seeing myself as such a professional. It allows me to gain confidence in my work each time I reflect and adapt lessons to meet the needs of my learners.
Prestridge, S., & Watson, G., (2004) Developing classroom teachers' understanding of multiliteracies: the role of reflection as outlined in EDED20487 Learning and Pedagogy in Secondary. CQUniversity. Retrieved 11 July 2010 from http://www98.griffith.edu.au/dspace/bitstream/10072/2084/1/25767_1.pdf
Once I had become comfortable with reflecting and understood how it was enhancing my development as a learner, I was able to enjoy the process and benefit from it. When reflecting, I not only undertake a critical and honest look at myself, my learners, my practice and my beliefs, but I also engage in making cognitive changes and improvements. For me, reflection initiates questions and I find myself actively seeking new information, extensions to information I may already have, justifications and alternatives and profession discussions with my Mentor Teachers and other teachers also. I appreciate and practice honesty in my reflections on how I am progressing and am perhaps one of my harshest critiques (something I also need to work on as being part of honesty), I understand the importance of equally addressing my strengths and weaknesses and to be conscious of working to improve areas of weakness, fill gaps and build my skills base. This is what I understand to be the way in which I will continue to learn and make sense of my direction and profession.
In my experience and opinion to date, my practice of reflection is important not only to my development and the growth and learning of my learners, but it is helping me to understand the complexities of the profession in which I am studying to enter. It is assisting me to "make sense" of the teaching profession and it works to "validate" my work and allows me to work towards seeing myself as such a professional. It allows me to gain confidence in my work each time I reflect and adapt lessons to meet the needs of my learners.
Prestridge, S., & Watson, G., (2004) Developing classroom teachers' understanding of multiliteracies: the role of reflection as outlined in EDED20487 Learning and Pedagogy in Secondary. CQUniversity. Retrieved 11 July 2010 from http://www98.griffith.edu.au/dspace/bitstream/10072/2084/1/25767_1.pdf
T3, Week 1: Reflective practitioner
Self reflection
What have I learnt
Upon reflection, I have over-viewed my learning of the fore-mentioned as follows:
Pedagogy I understand to be teaching for learning through the application of pedagogical frameworks that put the learner as the focus of the teaching/learning experience, a process where the learning is based on authentic learning principles to enhance and engage the learner, the process of the teacher joining the learner on the learning journey and a concept where teaching and learning acknowledges that learners learn in different ways and may experience different conditions which affect their learning, and as such examines and incorporates strategies which are inclusive and enhancing to all types of learners.
Learning - the process of making meaning out of experience, experiences + programmed knowledge + questioning insight.
Meta-learning - being aware and taking control of one's own learning
Teaching - guiding and facilitating learning, scaffolding learning activities and mediation of learning experiences.
Pedagogy - teaching for learning
Pedagogical Content Knowledge - "The teacher understands the concepts, the tools of inquiry, and structures of the discipline(s) they teach and can create learning experiences that make these aspects of subject matter meaningful for students"
Fisher, R. (2010). Learning, Teaching and Pedagogy. Retrieved July 11, 2010, from CQUniversity e-courses, EDED20456 Pedagogical Content Knowledge.
My experience in school so far has allowed me to acquire knowledge on and demonstrate skills in curriculum knowledge in my specialist teaching areas of LOTE and SOSE (Senior Syllabus also), planning, preparation and record keeping, implementation of learning experiences I have designed and observed, creation and growth of interpersonal skills with learners and teaching colleagues, personal attitude adjustment and development and commitment to teaching, classroom management development, up-skilling to observe, reflect, assist/collaborate and teach.
Certainly my prior understanding of what teaching was has been challenged and updated. Embedded Professional Learning in schools has enabled me to witness, practice and reflect on pedagogical frameworks and understand the importance of developing my pedagogical understanding, develop a large bank of strategies, be very adaptable and flexible, be creative, be focused on and dedicated to my learners and their learning, continually reflect and adapt my own practice, observe and reflect on the practice of other professionals, continue to grow and build, and truly appreciate my learning journey alongside those that I am facilitating and monitoring the learning of.
What have I learnt
- about pedagogy so far?
- from pedagogical content knowledge?
- from my experience in schools?
Upon reflection, I have over-viewed my learning of the fore-mentioned as follows:
Pedagogy I understand to be teaching for learning through the application of pedagogical frameworks that put the learner as the focus of the teaching/learning experience, a process where the learning is based on authentic learning principles to enhance and engage the learner, the process of the teacher joining the learner on the learning journey and a concept where teaching and learning acknowledges that learners learn in different ways and may experience different conditions which affect their learning, and as such examines and incorporates strategies which are inclusive and enhancing to all types of learners.
Learning - the process of making meaning out of experience, experiences + programmed knowledge + questioning insight.
Meta-learning - being aware and taking control of one's own learning
Teaching - guiding and facilitating learning, scaffolding learning activities and mediation of learning experiences.
Pedagogy - teaching for learning
Pedagogical Content Knowledge - "The teacher understands the concepts, the tools of inquiry, and structures of the discipline(s) they teach and can create learning experiences that make these aspects of subject matter meaningful for students"
Fisher, R. (2010). Learning, Teaching and Pedagogy. Retrieved July 11, 2010, from CQUniversity e-courses, EDED20456 Pedagogical Content Knowledge.
My experience in school so far has allowed me to acquire knowledge on and demonstrate skills in curriculum knowledge in my specialist teaching areas of LOTE and SOSE (Senior Syllabus also), planning, preparation and record keeping, implementation of learning experiences I have designed and observed, creation and growth of interpersonal skills with learners and teaching colleagues, personal attitude adjustment and development and commitment to teaching, classroom management development, up-skilling to observe, reflect, assist/collaborate and teach.
Certainly my prior understanding of what teaching was has been challenged and updated. Embedded Professional Learning in schools has enabled me to witness, practice and reflect on pedagogical frameworks and understand the importance of developing my pedagogical understanding, develop a large bank of strategies, be very adaptable and flexible, be creative, be focused on and dedicated to my learners and their learning, continually reflect and adapt my own practice, observe and reflect on the practice of other professionals, continue to grow and build, and truly appreciate my learning journey alongside those that I am facilitating and monitoring the learning of.
Monday, May 31, 2010
The Final Challenge - Assessment 3
Teaching is such an inspirational experience and I cannot believe that I have been lucky enough to finally experience it. It has certainly been a very hard, but rewarding journey so far. Not long to go now before I can take a breath and regroup for next Term.
I am heading in to my next and final assignment for the term now. It may not be until that assessment piece is completed and submitted that I will make it back to my blog here.
So, during that time, good luck to everyone and I hope all is going to plan!
If interested, you can find my webquest here and my website linked to the webquest here.
Keep an eye out for Hiroyuki-kun and Karen who are assisting the students in the webquest.
Warm wishes
Kylie B
I am heading in to my next and final assignment for the term now. It may not be until that assessment piece is completed and submitted that I will make it back to my blog here.
So, during that time, good luck to everyone and I hope all is going to plan!
If interested, you can find my webquest here and my website linked to the webquest here.
Keep an eye out for Hiroyuki-kun and Karen who are assisting the students in the webquest.
Warm wishes
Kylie B
Sunday, May 2, 2010
Its a small world afterall!
To coin a phrase ... "Its a small world afterall", but I still wouldn't like to paint it! The whole time I was engaging with the Google Earth activity, I was reflecting back on my life and I couldn't get past a childhood song that kept going on in my head - "Its a small world afterall". It really has become a small world after all! How prolific the words to that 1964 Nursery Rhyme have come to ring true after almost half a century!
I could not get the song out of my head, so I went to youtube to see what would come up. I soon located many versions of the song and settled on the following with tongue in cheek.
Having accomplished rediscovering the nursery rhyme, I now wanted to recall the details of it and where it had come from. Wikipedia was were I headed intuitively because I always to to wikipedia to get grounding knowledge on anything. I was not disappointed and it only took me a minute or two.
As Wikipedia describes, "Its a small world afterall" is perhaps one of the most translated songs in the world. So, I could not help but to look for the following in Japanese, which of course I found on youtube also...
I grew up using dictionaries and encyclopedias and cannot do without either. I thought I was very old school until I realised that I had just transferred my habits over to the electronic world. It just so happens that these days, it is through the computer that I find all of the information I need. I have my dictionaries close by (both English, Japanese and Japanese script), but 99 times out of 100, I will use the immediacy of the internet for my answers. What is this telling me?
GOOGLE EARTH & GOOGLE MAPS
I have been so inspired by Joe Wood's blog on Google Earth. Having observed and assisted in a Learning Experience recently where my MT (Mentor Teacher) introduced the students to Google Maps, I am very excited about the applications of Google Earth and Google Maps tools in my pedagogy. Having seen their successuf application and how my MT adapted their use to a Year 9 SOSE learning experience, I will utlise them as a learning tool for cultural aspects of learning, also for storytelling, application of learned knowledge though recording of learned information in appropriate locations, geography, politics, just about any topic imaginable could include these tools. And what I could incorporate into my Japanese LOTE Planning!
WIKIPEDIA
As I have touched on above, I personally use Wikipedia for finding grounding information on about any topic I am engaged in. Having had discussions with my MT, and listening to the advice that she has given her classes, I have come to the professional conclusion also that Wikipedia is a fantastic tool for finding out about a topic and getting ideas. As it holds common licence, the concepts it can help learners with does not need referencing, but rather can give then a kick start in the right direction. I will be encouraging my learners to utilise Wikipedia, however, as an academic reference, I will be advising my students not to cite it.
This is the exact place that I went to when I first found out what I would be engaged in teaching this term at my Learning Site. And this is another example of the wonderful information availalble immediately at my fingertips: Japanese adjectives, a very complex part of Japanese grammar that I am teaching my Year 9 Japanese students at the moment. Incredible and I will not be wasting such wonderful resources!
Kylie B
I could not get the song out of my head, so I went to youtube to see what would come up. I soon located many versions of the song and settled on the following with tongue in cheek.
Having accomplished rediscovering the nursery rhyme, I now wanted to recall the details of it and where it had come from. Wikipedia was were I headed intuitively because I always to to wikipedia to get grounding knowledge on anything. I was not disappointed and it only took me a minute or two.
As Wikipedia describes, "Its a small world afterall" is perhaps one of the most translated songs in the world. So, I could not help but to look for the following in Japanese, which of course I found on youtube also...
I grew up using dictionaries and encyclopedias and cannot do without either. I thought I was very old school until I realised that I had just transferred my habits over to the electronic world. It just so happens that these days, it is through the computer that I find all of the information I need. I have my dictionaries close by (both English, Japanese and Japanese script), but 99 times out of 100, I will use the immediacy of the internet for my answers. What is this telling me?
GOOGLE EARTH & GOOGLE MAPS
I have been so inspired by Joe Wood's blog on Google Earth. Having observed and assisted in a Learning Experience recently where my MT (Mentor Teacher) introduced the students to Google Maps, I am very excited about the applications of Google Earth and Google Maps tools in my pedagogy. Having seen their successuf application and how my MT adapted their use to a Year 9 SOSE learning experience, I will utlise them as a learning tool for cultural aspects of learning, also for storytelling, application of learned knowledge though recording of learned information in appropriate locations, geography, politics, just about any topic imaginable could include these tools. And what I could incorporate into my Japanese LOTE Planning!
WIKIPEDIA
As I have touched on above, I personally use Wikipedia for finding grounding information on about any topic I am engaged in. Having had discussions with my MT, and listening to the advice that she has given her classes, I have come to the professional conclusion also that Wikipedia is a fantastic tool for finding out about a topic and getting ideas. As it holds common licence, the concepts it can help learners with does not need referencing, but rather can give then a kick start in the right direction. I will be encouraging my learners to utilise Wikipedia, however, as an academic reference, I will be advising my students not to cite it.
This is the exact place that I went to when I first found out what I would be engaged in teaching this term at my Learning Site. And this is another example of the wonderful information availalble immediately at my fingertips: Japanese adjectives, a very complex part of Japanese grammar that I am teaching my Year 9 Japanese students at the moment. Incredible and I will not be wasting such wonderful resources!
Kylie B
Saturday, May 1, 2010
...tubing
As I enter this next study week of my learning journey, I am excited to see that I will be learning more about youtube. I remember saying to one of my colleagues at our first Residential school down in Rockhampton back in Febgruary of this year "I never go on youtube, I don't have time and I don't know why I would need to". WELL - haven't I done a bit turn about!!! One of the first places I go now to source ideas and information in youtube.
The reason I look to youtube for information and tools when planning lessons is for pedagogical reasons of creating authentic learning tasks for my learners whilst simultaneously trying to give many and varied learning strategies in any given lesson to accomodate the different learning styles of my learners. Youtube and similiar applications are a good time length (not too long) and they can be used to stimulate learners, give visual and creative cues and can be used in combination with other pedagogical strategies such as linked with questioning and group work.
The following is a series of youtube videos I found that compliments the current Unit of Work I am engaged in with Year 9 SOSE students which is titled "You have a Voice". Each video in this series relates beautifully to the topic of Democracy being discussed and even covers the history of it too. I intend to use these videos to convey information to the students, whilst keeping them engaged in the learning process. I will compliment these videos with questioning techniques, group work, and use them to lead in to the lessons. The series is called "in search of Democracy".
Introduction
in search of democracy Part 1
in search of democracy Part 2
in search of democracy Part 3
in search of democracy Part 4
in search of democracy Part 5
in search of democracy Part 6
in search of democracy Part 7
in search of democracy Part 8
in search of democracy Part 9
in search of democracy Part 10 - Conclusion
I have also included some videos here that are relevant to my Year 9 Japanese class. I love the simplicity, the visuals that the students have access to and importantly, the ability to hear the words pronounced by a native speaker of the target language which is, of course, very important for intonation and discourse. lessons. This just shows how much information, and valid educational information at that, that is available at your finger tips.
And finally, it was only this afternoon, before I began this work, that I discoverd teachertube. I found this simple but succint video I wanted to share with you all titled "Why let our students blog?" . It says it better than I could, and it doesn't even have any spoken words in it, illustrating just how powerful ICTs can be in pedagogically designed learning experiences!...
The reason I look to youtube for information and tools when planning lessons is for pedagogical reasons of creating authentic learning tasks for my learners whilst simultaneously trying to give many and varied learning strategies in any given lesson to accomodate the different learning styles of my learners. Youtube and similiar applications are a good time length (not too long) and they can be used to stimulate learners, give visual and creative cues and can be used in combination with other pedagogical strategies such as linked with questioning and group work.
The following is a series of youtube videos I found that compliments the current Unit of Work I am engaged in with Year 9 SOSE students which is titled "You have a Voice". Each video in this series relates beautifully to the topic of Democracy being discussed and even covers the history of it too. I intend to use these videos to convey information to the students, whilst keeping them engaged in the learning process. I will compliment these videos with questioning techniques, group work, and use them to lead in to the lessons. The series is called "in search of Democracy".
Introduction
in search of democracy Part 1
in search of democracy Part 2
in search of democracy Part 3
in search of democracy Part 4
in search of democracy Part 5
in search of democracy Part 6
in search of democracy Part 7
in search of democracy Part 8
in search of democracy Part 9
in search of democracy Part 10 - Conclusion
I have also included some videos here that are relevant to my Year 9 Japanese class. I love the simplicity, the visuals that the students have access to and importantly, the ability to hear the words pronounced by a native speaker of the target language which is, of course, very important for intonation and discourse. lessons. This just shows how much information, and valid educational information at that, that is available at your finger tips.
And finally, it was only this afternoon, before I began this work, that I discoverd teachertube. I found this simple but succint video I wanted to share with you all titled "Why let our students blog?" . It says it better than I could, and it doesn't even have any spoken words in it, illustrating just how powerful ICTs can be in pedagogically designed learning experiences!...
Monday, April 26, 2010
A Reflective Synopsis of ICTs in Learning Design - Assessment 2
"What is the possible role of ICTs in changing learning Design in Education from a teacher-centred to student centric paradigm?"
Widely researched, learning is best achieved by applying knowledge, a process in stark contrast to previous paradigms of rote learning and teacher-centeredness. Student-centred learning, a central concept of Learning Management, is identified as not only the way to skill learners for a changing society, but also to ensure life long learning (Smith et al. 2003). As the very nature of using ICTs is through application, they essentially provide a means of closing the gap between knowing and doing. They are also at the heart of today’s “knowledge economy” (refer to: http://kylieslearningjourney.blogspot.com/2010/04/e-portfolios-tools-for-learning-in.html ). Therefore, the role that ICTs can play in changing learning design in Education from a teacher-centred to a student centric paradigm is pivotal.
My personal educational experience spanned the 1970s and 1980s, where Teacher-centric frameworks held curriculum focus as the essence of the students’ learning journey. So ICTs and their place in education were foreign concepts to me as I have discussed here. Since embarking on my own Teaching and Learning journey recently though, my view of Education has been irreversibly changed to extend to and include ICTs and their place in today’s world and Education: http://kylieslearningjourney.blogspot.com/2010/04/tablets-data-projectors-laptops-virtual.html .
I will be including ICTs to enhance my teaching pedagogy because of, but not restricted to, the fact that technology offers empowerment to learners over their own learning, elicits creativity, and gives immediacy to the receipt of information, resulting in enhanced learner engagement in the learning process. It also enables learning managers to facilitate the learner’s learning experiences as opposed to ‘dictating’ it. http://kylieslearningjourney.blogspot.com/2010/03/my-education-dales-cone-and-learning.html .
Furthermore, technology is interactive, cooperative and collaborative by nature, as outlined in Kearsley & Shneiderman’s Engagement Theory of RELATE-CREATE-DONATE (1999). George Lucas backs this up when he shares, “... [c]hildren learn out of curiosity...”. Interaction with each other and their real world is how they ... learn best ...”. So, as outlined in Lynch's (8LMQs) Eight Learning Management Questions (2003), knowing your learners and what they know, how they learn and the knowledge to apply relevant learner style, personality (Mazlow & Jung) and intelligence theories (8MI & Emotional/Social) will ultimately lead to the ability to become an effective Learning Manager and facilitate the delivery of ICT pedagogy that will cater for all types of learners and learning personalities. Students will be engaged and their learning enhanced whilst achieving positive outcomes. I have discussed these theories and more here.
With this, I envisage utilising the following ICT tools as follows:
Blogs
Blogs allow learners to be reflective, in charge of, and creative in, the pursuit of their own learning journeys. I will encourage their use as a way of documenting students’ own learning journeys electronically instead of with paper and pen. I would also use blogs for professional interaction and discourse between my learners, myself and my peers. See: http://kylieslearningjourney.blogspot.com/2010/03/i-made-it.html and http://kylieslearningjourney.blogspot.com/2010/03/blogging-and-wikis-in-education.html.
Wikis
Wikis would aid my language courses - students could collect and share vocabulary words, cultural information, informative videos, and photos and have a place to interact together. They would also be useful as a simplified type of e-portfolio or a place where students would be able to work together whilst physically distanced i.e.: work on a Problem Based Learning Task or group task or in collaboration with a Japanese class! Working from school, home or overseas collaboratively on the wiki – anywhere, anytime.
E-portofolios
E-portfolio systems are all encompassing, user friendly and capable of meeting the demands of today's economic and educational needs. Their multifaceted purpose of allowing space and long term storage of many types of files along with the ability and facilities to be creative gives the opportunity for collaboration and reflection, allowing flexibility, with easily accessible information and knowledge to anyone, anywhere at anytime. E-portfolio is a tool conducive to life-long learning. See http://kylieslearningjourney.blogspot.com/2010/04/e-portfolios-tools-for-learning-in.html for more information.
A similar tool I have been introduced to is Yola.com where students can create their own webpage, in addition to their interaction with the school’s “VLE” (Virtual Learning Environment) See this posting for more.
Avatars
Avatars can HOOK students to engage them in a topic or authentic tasks, or they can assist sight impaired students and also give students the benefit of creativity and ownership in tasks. I love that they can speak different languages – great for my language classes! They are simple to use and instill fun and confidence. See my examples and more.
IWB (Interactive Whiteboards)
In line with student-centred learning, I would use IWBs for their immediacy of information, ability to be used for classes, groups or individually, their ability for creativity and as students can use a pen or their fingers directly on the touch-screen to add handwritten information they allow for the construction of meaning through the senses of touch listening and sight – see my blog for detailed information.
Flickr and picnik
Two very easy applications to master, I would use these as often as possible for my students to be creative and in charge of their learning, inside and out of the classroom. Making posters, Powerpoint Presentations, making global tours on Google Earth - just about anywhere, anything, anytime. Click here on flickr and picnik for more details and examples in my blog.
Powerpoint (PPT)
As outlined in my blog PPT are simple to use, readily available, allow for creativity, are user friendly, fun and they convey concise information in an organised fashion. A definite inclusion for use by me and for my students to create. I am already using them in class and have structured lesson plans where students will be constructing them (i.e. In my Japanese class, students will research on the net and produce a PPT about Japanese homes).
Google Maps and Skype
A late edition to my experiments, these technological tools are fantastic, free, easily accessible, and easy to use and fulfil the Learning Management criteria as fully student centred tools. I will endeavour to incorporate these whenever I can, with specific reference to my teaching areas of LOTE an SOSE. I will combine them with other tools mentioned, such as flickr.
Netiquette and Rules of Engagement
Finally, in addition to theories and frameworks mentioned throughout my reflective synopsis and blog postings, I want to make quick but important reference to the imperative awarenes and inclusion of Netiquette and Rules of Engagement at two of my postings. Please see http://kylieslearningjourney.blogspot.com/2010/04/double-whammy.html and http://kylieslearningjourney.blogspot.com/2010/03/i-made-it.html .
In summary, my preconceived notions of what teaching would encompass and how I would be formed as a teacher (which did not include Learning Management and ICTs, but thankfully now do!) prior to undertaking this course of study have been replaced with notions of enthusiasm, Learning Management theories such as Lynch's 8LMQs (2003) and Marzano & Pickering's Dimenions of Learning (2006), Theories of Engagement, Active Learning and concepts of learner styles and personalities, all of which I have discussed in some lenght in all of the blogs noted here . They all centre around my use now of ICTs.
Kylie B
References:
Houghton, J., Sheehan, P. (2000). A Primer on the Knowledge Economy. Victoria University. Centre for Strategic Economic Studies.
Kearsely, G., Shneiderman, B. (1999). Engagement Theory: A framework for technology-based teaching and learning. Version 4/5/99 retrieved from http://home.sprynet.com/~gkearsley/engage.htm
Lucas, J. John Lucas: Sharing his hope for Education at Dreamforce. Retrieved from http://www.edutopia.org/george-lucas-education-dreamforce-2007
Marzano, R., Pickering. D. (2006). Dimensions of Learning. Teachers Manual (2nd ed.). Victoria. Hawker Brownlow Education.
Multiple Intelligence. Introduced by Aldred, S. (2010) EDED20491 ICTs in Learning Design Courseware Rockhampton, QLD, Australia: CQ University Australia. Retrieved from: http://www.gp-training.net/training/educational_theory/multint/multint.htm
Smith, R., Lynch, D. & Mienczakowski, J. (2003). "The bachelor of learning management (BLM) and education capability", Change: Transformations in Education, (6) (2): 23--37. Introduced by Aldred, S. (2010) EDED20491 ICTs in Learning Design Courseware Rockhampton, QLD, Australia: CQ University Australia. Retrieved from: http://ses.library.usyd.edu.au/bitstream/2123/4497/1/Vol6No2Article2.pdf
Some Blogs I have posted to:
http://sallyjames2010.blogspot.com/2010/04/everyone-has-story-to-tell.html
http://hannahbotterolearningjourney.blogspot.com/2010/04/editing-images.html
http://nataliearthurgdlt.blogspot.com/2010/03/cyclone-is-learning-experience.html
http://samanthasjourney-gdlt.blogspot.com/2010/04/avatar-not-quite-as-great-as-james.html#comments
http://learningjourneycaro.blogspot.com/2010/04/voki-for-student-centred-lesson-on.html#comments
Comments Received:
http://kylieslearningjourney.blogspot.com/2010/04/double-whammy.html
http://kylieslearningjourney.blogspot.com/2010/04/being-specific-role-of-icts-in-second.html
http://kylieslearningjourney.blogspot.com/2010/04/tablets-data-projectors-laptops-virtual.html
http://kylieslearningjourney.blogspot.com/2010/04/instant-free-picnik-was-ok-but-is-it.html
http://kylieslearningjourney.blogspot.com/2010/04/communications-systems-evolution.html
http://kylieslearningjourney.blogspot.com/2010/04/powerpoint-in-pedagogy.html
http://kylieslearningjourney.blogspot.com/2010/04/avatars-and-education.html
http://kylieslearningjourney.blogspot.com/2010/03/my-education-dales-cone-and-learning.html
http://kylieslearningjourney.blogspot.com/2010/03/i-made-it.html
Widely researched, learning is best achieved by applying knowledge, a process in stark contrast to previous paradigms of rote learning and teacher-centeredness. Student-centred learning, a central concept of Learning Management, is identified as not only the way to skill learners for a changing society, but also to ensure life long learning (Smith et al. 2003). As the very nature of using ICTs is through application, they essentially provide a means of closing the gap between knowing and doing. They are also at the heart of today’s “knowledge economy” (refer to: http://kylieslearningjourney.blogspot.com/2010/04/e-portfolios-tools-for-learning-in.html ). Therefore, the role that ICTs can play in changing learning design in Education from a teacher-centred to a student centric paradigm is pivotal.
My personal educational experience spanned the 1970s and 1980s, where Teacher-centric frameworks held curriculum focus as the essence of the students’ learning journey. So ICTs and their place in education were foreign concepts to me as I have discussed here. Since embarking on my own Teaching and Learning journey recently though, my view of Education has been irreversibly changed to extend to and include ICTs and their place in today’s world and Education: http://kylieslearningjourney.blogspot.com/2010/04/tablets-data-projectors-laptops-virtual.html .
I will be including ICTs to enhance my teaching pedagogy because of, but not restricted to, the fact that technology offers empowerment to learners over their own learning, elicits creativity, and gives immediacy to the receipt of information, resulting in enhanced learner engagement in the learning process. It also enables learning managers to facilitate the learner’s learning experiences as opposed to ‘dictating’ it. http://kylieslearningjourney.blogspot.com/2010/03/my-education-dales-cone-and-learning.html .
Furthermore, technology is interactive, cooperative and collaborative by nature, as outlined in Kearsley & Shneiderman’s Engagement Theory of RELATE-CREATE-DONATE (1999). George Lucas backs this up when he shares, “... [c]hildren learn out of curiosity...”. Interaction with each other and their real world is how they ... learn best ...”. So, as outlined in Lynch's (8LMQs) Eight Learning Management Questions (2003), knowing your learners and what they know, how they learn and the knowledge to apply relevant learner style, personality (Mazlow & Jung) and intelligence theories (8MI & Emotional/Social) will ultimately lead to the ability to become an effective Learning Manager and facilitate the delivery of ICT pedagogy that will cater for all types of learners and learning personalities. Students will be engaged and their learning enhanced whilst achieving positive outcomes. I have discussed these theories and more here.
With this, I envisage utilising the following ICT tools as follows:
Blogs
Blogs allow learners to be reflective, in charge of, and creative in, the pursuit of their own learning journeys. I will encourage their use as a way of documenting students’ own learning journeys electronically instead of with paper and pen. I would also use blogs for professional interaction and discourse between my learners, myself and my peers. See: http://kylieslearningjourney.blogspot.com/2010/03/i-made-it.html and http://kylieslearningjourney.blogspot.com/2010/03/blogging-and-wikis-in-education.html.
Wikis
Wikis would aid my language courses - students could collect and share vocabulary words, cultural information, informative videos, and photos and have a place to interact together. They would also be useful as a simplified type of e-portfolio or a place where students would be able to work together whilst physically distanced i.e.: work on a Problem Based Learning Task or group task or in collaboration with a Japanese class! Working from school, home or overseas collaboratively on the wiki – anywhere, anytime.
E-portofolios
E-portfolio systems are all encompassing, user friendly and capable of meeting the demands of today's economic and educational needs. Their multifaceted purpose of allowing space and long term storage of many types of files along with the ability and facilities to be creative gives the opportunity for collaboration and reflection, allowing flexibility, with easily accessible information and knowledge to anyone, anywhere at anytime. E-portfolio is a tool conducive to life-long learning. See http://kylieslearningjourney.blogspot.com/2010/04/e-portfolios-tools-for-learning-in.html for more information.
A similar tool I have been introduced to is Yola.com where students can create their own webpage, in addition to their interaction with the school’s “VLE” (Virtual Learning Environment) See this posting for more.
Avatars
Avatars can HOOK students to engage them in a topic or authentic tasks, or they can assist sight impaired students and also give students the benefit of creativity and ownership in tasks. I love that they can speak different languages – great for my language classes! They are simple to use and instill fun and confidence. See my examples and more.
IWB (Interactive Whiteboards)
In line with student-centred learning, I would use IWBs for their immediacy of information, ability to be used for classes, groups or individually, their ability for creativity and as students can use a pen or their fingers directly on the touch-screen to add handwritten information they allow for the construction of meaning through the senses of touch listening and sight – see my blog for detailed information.
Flickr and picnik
Two very easy applications to master, I would use these as often as possible for my students to be creative and in charge of their learning, inside and out of the classroom. Making posters, Powerpoint Presentations, making global tours on Google Earth - just about anywhere, anything, anytime. Click here on flickr and picnik for more details and examples in my blog.
Powerpoint (PPT)
As outlined in my blog PPT are simple to use, readily available, allow for creativity, are user friendly, fun and they convey concise information in an organised fashion. A definite inclusion for use by me and for my students to create. I am already using them in class and have structured lesson plans where students will be constructing them (i.e. In my Japanese class, students will research on the net and produce a PPT about Japanese homes).
Google Maps and Skype
A late edition to my experiments, these technological tools are fantastic, free, easily accessible, and easy to use and fulfil the Learning Management criteria as fully student centred tools. I will endeavour to incorporate these whenever I can, with specific reference to my teaching areas of LOTE an SOSE. I will combine them with other tools mentioned, such as flickr.
Netiquette and Rules of Engagement
Finally, in addition to theories and frameworks mentioned throughout my reflective synopsis and blog postings, I want to make quick but important reference to the imperative awarenes and inclusion of Netiquette and Rules of Engagement at two of my postings. Please see http://kylieslearningjourney.blogspot.com/2010/04/double-whammy.html and http://kylieslearningjourney.blogspot.com/2010/03/i-made-it.html .
In summary, my preconceived notions of what teaching would encompass and how I would be formed as a teacher (which did not include Learning Management and ICTs, but thankfully now do!) prior to undertaking this course of study have been replaced with notions of enthusiasm, Learning Management theories such as Lynch's 8LMQs (2003) and Marzano & Pickering's Dimenions of Learning (2006), Theories of Engagement, Active Learning and concepts of learner styles and personalities, all of which I have discussed in some lenght in all of the blogs noted here . They all centre around my use now of ICTs.
Kylie B
References:
Houghton, J., Sheehan, P. (2000). A Primer on the Knowledge Economy. Victoria University. Centre for Strategic Economic Studies.
Kearsely, G., Shneiderman, B. (1999). Engagement Theory: A framework for technology-based teaching and learning. Version 4/5/99 retrieved from http://home.sprynet.com/~gkearsley/engage.htm
Lucas, J. John Lucas: Sharing his hope for Education at Dreamforce. Retrieved from http://www.edutopia.org/george-lucas-education-dreamforce-2007
Marzano, R., Pickering. D. (2006). Dimensions of Learning. Teachers Manual (2nd ed.). Victoria. Hawker Brownlow Education.
Multiple Intelligence. Introduced by Aldred, S. (2010) EDED20491 ICTs in Learning Design Courseware Rockhampton, QLD, Australia: CQ University Australia. Retrieved from: http://www.gp-training.net/training/educational_theory/multint/multint.htm
Smith, R., Lynch, D. & Mienczakowski, J. (2003). "The bachelor of learning management (BLM) and education capability", Change: Transformations in Education, (6) (2): 23--37. Introduced by Aldred, S. (2010) EDED20491 ICTs in Learning Design Courseware Rockhampton, QLD, Australia: CQ University Australia. Retrieved from: http://ses.library.usyd.edu.au/bitstream/2123/4497/1/Vol6No2Article2.pdf
Some Blogs I have posted to:
http://sallyjames2010.blogspot.com/2010/04/everyone-has-story-to-tell.html
http://hannahbotterolearningjourney.blogspot.com/2010/04/editing-images.html
http://nataliearthurgdlt.blogspot.com/2010/03/cyclone-is-learning-experience.html
http://samanthasjourney-gdlt.blogspot.com/2010/04/avatar-not-quite-as-great-as-james.html#comments
http://learningjourneycaro.blogspot.com/2010/04/voki-for-student-centred-lesson-on.html#comments
Comments Received:
http://kylieslearningjourney.blogspot.com/2010/04/double-whammy.html
http://kylieslearningjourney.blogspot.com/2010/04/being-specific-role-of-icts-in-second.html
http://kylieslearningjourney.blogspot.com/2010/04/tablets-data-projectors-laptops-virtual.html
http://kylieslearningjourney.blogspot.com/2010/04/instant-free-picnik-was-ok-but-is-it.html
http://kylieslearningjourney.blogspot.com/2010/04/communications-systems-evolution.html
http://kylieslearningjourney.blogspot.com/2010/04/powerpoint-in-pedagogy.html
http://kylieslearningjourney.blogspot.com/2010/04/avatars-and-education.html
http://kylieslearningjourney.blogspot.com/2010/03/my-education-dales-cone-and-learning.html
http://kylieslearningjourney.blogspot.com/2010/03/i-made-it.html
Thursday, April 22, 2010
Double Whammy!
I have decided to dedicate a post to one of my recent EPL observations due to the extreme nature of the lesson in relation to lesson success and potential disaster based on ICTs.
When I arrived at my Learning Site (LS) one morning recently, I was greeted with the same warm reguard as usual by my MT (Mentor Teacher). It had been a long morning as my MT had been up since 3am doing final preparations on the lesson for the day's Year 9 SOSE Class. Yet, she indicated that it was no problem to run through it together. The current Unit of Work for this Year 9 class is based on Democracy and the day's Learning Experience (LE) involved looking at the world'd governments.
The students had previously been introduced to the World's Map of Freedom, where they could gain information on different countries in the world and distinguish such traites as who was free and who was not, that the predominantly "not free" countries were poorer and why, which countries were not democracies and what this meant.
In addition to this, my MT had organised some websites for the students to visit to gain relevant information which they had to put into a table. Once they had completed this task, which could be done in pairs, the students were then to open an account with Google Maps and chart the information onto a world map. They were taken through the steps of how to access Google Maps and how to create an account.
Importantly, my MT pointed out some important rules of engagement for the use of ICTs by the students.
1. They were instructed to NEVER USE THEIR SURNAME. And only use their first name if they had to.
2. Always use their school email account.
3. The map they would create had to be made unlisted and not public.
I was impressed to see this part of the lesson for a couple of reasons. In the first instance, I strongly beleive in the extreme importance of my duty of care to these students at all times as their teacher. They are minors and I am responsible for their learning and safety. My MT's delivery of this information also prompted me to recall the importance of Netiquitte and Rules of engagement in a professional sense, something that Scot Aldred (my lecturer for ICTs for Learning Design at CQ Unversity) had highlighted in Residential School in February for the GDLT course and also in the first week of course work of this course - ICTs for Learning Design.
I was in awe at this time about how the learning experience was going. The students were so engaged and the lesson plan was just amazing, a true model of Learning Management where content focus and teacher-centricity had been replaced with pedagogical focus, student centred learning and achievement of successful outcomes (Smith et al., 2003). I could clearly identify how my MT had planned for procedural and declarative knowledge (Marzano & Pickering, ). Also, the different teaching stategies were clear and concise, for example; where MT was placed in the room, introduction to the lesson, instruction stragegies and variations, scaffolding, group work, class focus and behaviour management, to name a few. It was also very interesting to see explicit strategies for classroom management in the computer room (Hoareau. 2004. p7).
What a lesson! I have experienced the high and the extreme opposite of use or reliance of ICTs in the classroom. I believe that a better learning experience could not have been planned, but due to the full reliance on ICTs, it was open to outside forces. The expertise of my MT made sure that a disaster did not occur however, through her confidence and complete understanding of ICTs, the possible dangers of total reliance and good planning. I was grateful to have experienced this lesson and have seen the power of ICTs in engaging learners, giving them immediate information, and allowing them to learn about the world at their fingertips. It has encouraged me even more to open up more possibilities to my learners through use of ICTs in my pedagogy as I was so engaged in the lesson myself. I am confident that if the lights were to go out on my lesson, it will not be the be all or end all. I will be prepared!
Kylie B
Google Maps My Maps: http://maps.google.com.au/
How to Create My Maps in Google Maps: http://www.youtube.com/watch?v=TftFnot5uXw&feature=player_embedded
Horeau, R. (2004). Excellent Web Edventures: An introduction to online learning. Curriculum Corporation. Carlton South. Victoria.
When I arrived at my Learning Site (LS) one morning recently, I was greeted with the same warm reguard as usual by my MT (Mentor Teacher). It had been a long morning as my MT had been up since 3am doing final preparations on the lesson for the day's Year 9 SOSE Class. Yet, she indicated that it was no problem to run through it together. The current Unit of Work for this Year 9 class is based on Democracy and the day's Learning Experience (LE) involved looking at the world'd governments.
The students had previously been introduced to the World's Map of Freedom, where they could gain information on different countries in the world and distinguish such traites as who was free and who was not, that the predominantly "not free" countries were poorer and why, which countries were not democracies and what this meant.
In addition to this, my MT had organised some websites for the students to visit to gain relevant information which they had to put into a table. Once they had completed this task, which could be done in pairs, the students were then to open an account with Google Maps and chart the information onto a world map. They were taken through the steps of how to access Google Maps and how to create an account.
Importantly, my MT pointed out some important rules of engagement for the use of ICTs by the students.
1. They were instructed to NEVER USE THEIR SURNAME. And only use their first name if they had to.
2. Always use their school email account.
3. The map they would create had to be made unlisted and not public.
I was impressed to see this part of the lesson for a couple of reasons. In the first instance, I strongly beleive in the extreme importance of my duty of care to these students at all times as their teacher. They are minors and I am responsible for their learning and safety. My MT's delivery of this information also prompted me to recall the importance of Netiquitte and Rules of engagement in a professional sense, something that Scot Aldred (my lecturer for ICTs for Learning Design at CQ Unversity) had highlighted in Residential School in February for the GDLT course and also in the first week of course work of this course - ICTs for Learning Design.
I was in awe at this time about how the learning experience was going. The students were so engaged and the lesson plan was just amazing, a true model of Learning Management where content focus and teacher-centricity had been replaced with pedagogical focus, student centred learning and achievement of successful outcomes (Smith et al., 2003). I could clearly identify how my MT had planned for procedural and declarative knowledge (Marzano & Pickering, ). Also, the different teaching stategies were clear and concise, for example; where MT was placed in the room, introduction to the lesson, instruction stragegies and variations, scaffolding, group work, class focus and behaviour management, to name a few. It was also very interesting to see explicit strategies for classroom management in the computer room (Hoareau. 2004. p7). And then ...
We were only half way through the lesson, with still 30minutes remaining when, during MT instruction on the Data Projector, things started to slow down considerably. Then, students were beginning to have problems - and yes, THE LIGHTS WENT OUT. That is to say, the Internet Service went down. There was nothing further that could be done.
Alas, in true professional and experienced style, my MT had prepared for the following lesson and, due to the full reliant nature on ICTSof this current lesson, had brought it along as a Plan B. Ever so smoothly, under the insruction of the MT, the class abandoned computers for the time being and threw themselves into a reading and group answering task based on a hand out that the MT had prepared earlier.
What a lesson! I have experienced the high and the extreme opposite of use or reliance of ICTs in the classroom. I believe that a better learning experience could not have been planned, but due to the full reliance on ICTs, it was open to outside forces. The expertise of my MT made sure that a disaster did not occur however, through her confidence and complete understanding of ICTs, the possible dangers of total reliance and good planning. I was grateful to have experienced this lesson and have seen the power of ICTs in engaging learners, giving them immediate information, and allowing them to learn about the world at their fingertips. It has encouraged me even more to open up more possibilities to my learners through use of ICTs in my pedagogy as I was so engaged in the lesson myself. I am confident that if the lights were to go out on my lesson, it will not be the be all or end all. I will be prepared!
Kylie B
Google Maps My Maps: http://maps.google.com.au/
How to Create My Maps in Google Maps: http://www.youtube.com/watch?v=TftFnot5uXw&feature=player_embedded
Horeau, R. (2004). Excellent Web Edventures: An introduction to online learning. Curriculum Corporation. Carlton South. Victoria.
Tuesday, April 20, 2010
Being Specific: The Role of ICTs in Second Language Acquisition
As set down by the Australian Government, LOTE (Languages Other Than English) is identified as one of the eight Key Learning Areas for curriculum in Australian Schools. As such, it plays an important role in the educational opportunities and outcomes for young Australian learners through its provision of choice and variation for different types of learners and personalities in education.
Importantly here, as Brown (1994) points out, acknowledgement that Second Language Acquisition is a complex process is imperative to teaching it and underlines the success of acquiring it. In addition to theories of learning in general, second language acquisition also takes culture into account as an integral part of the learning process. Brown goes further to describe, with reference to research carried out by linguists (see Lado 1957) and anthropologists (see Burling 1970):
"... [c]ulture, as an ingrained set of behaviours and modes of perception, becomes highly important
in the learning of a second language. A language is part of a culture and a culture is part of a
language; the two are intricately interwoven so that one cannot separate the two without losing
significance of either language or culture. The acquisition of a second language ... is also the acquisition
of a second culture" (p165).
Thus, taking this into perspective here, deep understandings of the world around us and the ability to acquire the skills necessary to succeed in this environment are imperative. Knowing and understanding other cultures will bridge gaps, which can be seen from a light hearted but pointed perspective in the following short film.
As the world economy continues to evolve at a rapid pace, globalisation has seen many major corporations move from being centred in one country to becoming global, non-localised entities. And so the change in skills acquired by learners needs to reflect this. Learners must acquire and produce skills that are, as described by Heath (2001), based on Mode 2 knowledge characteristics such as:
- produced in the context of application
- transdisciplinary
- heterogeneous in terms of the skills and experience brought to it
- produced on diverse sites
- characterised by the production in teams
- subject to social accountability and reflexivity
- subject to the quality control of market acceptability as well as peer review
- global or non-localised. (p3)
As per the gold fish in the short film above, learners must be able to understand and interpret the world around them and understand different cultures and how they operate. Understanding culture equals being able to acquire a new language. Benjamin Bloom et al (1964) are discussed by Brown (1994) as having devised an extended definition of what is known as The Affective Domain. This theory outlines that "...understanding how human beings feel and respond and believe and value is an exceedinlgy important aspect of ...second lanaguage acquitision" (p136)
With this in mind, I was fortunate enough to attend a Japanese cultural day today that was organised by LOTE Teachers from local Catholic and Private Secondary High Schools in Mackay. This "Let's try in Japanese!" day was hosted by CQ University Mackay Campus and gave Year 10, 11 and 12 students from a number of local high schools the chance to celebrate their learning of Japanese in a cultural way, with traditional Japanese activities and access to native speakers of the language.
CQ University offers Japanese at Tertiary level at their Rockhampton campus, and their invovement in the day offered the opportunity of giving information to the school students that would assist them in making informed decisions about their future when the time comes. The way that this course engages learners in real learning tasks was very impressive. The students communicate with Japanese students and Universities through the use of Skype, giving the Australian students first hand, authentic learning experiences and environment. These learning opportunties certainly reflect the RELATE-CREATE-DONATE technology based teaching and learning theory of Engaged Learning presented to us by Kearsely and Shneiderman (1999).
Although the possibility of using such techniques in my Learning site at the current time is not available, this is certainly an area that is being looked into. As pointed out in a previous blog, some students already have access to tablet notebooks (laptops with internet access). For the moment however, days such as these cultural days are imperative to enhancing motivation in learning languages and, as discussed above, highlighting the importance of cultural understanding and participation in second language acquisition. These can be seen as outlined in the Dimensions of Learning, #1 Attitudes and Perceptions and #5 Habits of Mind (Marzano & Pickering. 2006).
The students were able to practice their language skills between each other and also with native Japanese speakers from within their own community and also from CQ University's Rockhampton campus' Japanese Language courses. This was done in a fun and friendly environment whilst participating in such traditional and educational cultural activities as "Nihongo no yakyu" (Japanese baseball language game), "hanko" (making an official Japanese seal - personal signature), "origami" (art of paper folding), "kimono" (dressing in tradional Japanese costume), "shyodo" (Japanese calligraphy) and the practice and delivery of a Japanese play and traditional song, to name a few. A fantastic day was had by all.
I have attempted my first Mahara e-portfolio view if you would like to take a look - http://cqu-mahara.netspot.com.au/view/view.php?id=2774.
Thankyou
Kylie B
Brown, H. (1994), Principles of Language Learning and Teaching. 3rd Ed. Tina Carver. New Jersey.
Heath, G. (2001). Teacher Education and the New Knowledge Environment. Freemantle. FMIT University.
Houghton, J., Sheehan, P. (2000). A Primer on the Knowledge Economy. Victoria University. Centre for Strategic Economic Studies.
Kearsley, G., Shneiderman. B. (1999). Engagement Theory: A framework for technology-based teaching and learning.
Marzano, R., Pickering. D. (2006). Dimensions of Learning. Teachers Manual (2nd ed.). Victoria. Hawker Browlow Education.
The Importance of being Bilinugual: http://www.youtube.com/watch?v=-55ElceKpV0&feature=related
Importantly here, as Brown (1994) points out, acknowledgement that Second Language Acquisition is a complex process is imperative to teaching it and underlines the success of acquiring it. In addition to theories of learning in general, second language acquisition also takes culture into account as an integral part of the learning process. Brown goes further to describe, with reference to research carried out by linguists (see Lado 1957) and anthropologists (see Burling 1970):
"... [c]ulture, as an ingrained set of behaviours and modes of perception, becomes highly important
in the learning of a second language. A language is part of a culture and a culture is part of a
language; the two are intricately interwoven so that one cannot separate the two without losing
significance of either language or culture. The acquisition of a second language ... is also the acquisition
of a second culture" (p165).
Thus, taking this into perspective here, deep understandings of the world around us and the ability to acquire the skills necessary to succeed in this environment are imperative. Knowing and understanding other cultures will bridge gaps, which can be seen from a light hearted but pointed perspective in the following short film.
As the world economy continues to evolve at a rapid pace, globalisation has seen many major corporations move from being centred in one country to becoming global, non-localised entities. And so the change in skills acquired by learners needs to reflect this. Learners must acquire and produce skills that are, as described by Heath (2001), based on Mode 2 knowledge characteristics such as:
- produced in the context of application
- transdisciplinary
- heterogeneous in terms of the skills and experience brought to it
- produced on diverse sites
- characterised by the production in teams
- subject to social accountability and reflexivity
- subject to the quality control of market acceptability as well as peer review
- global or non-localised. (p3)
As per the gold fish in the short film above, learners must be able to understand and interpret the world around them and understand different cultures and how they operate. Understanding culture equals being able to acquire a new language. Benjamin Bloom et al (1964) are discussed by Brown (1994) as having devised an extended definition of what is known as The Affective Domain. This theory outlines that "...understanding how human beings feel and respond and believe and value is an exceedinlgy important aspect of ...second lanaguage acquitision" (p136)
With this in mind, I was fortunate enough to attend a Japanese cultural day today that was organised by LOTE Teachers from local Catholic and Private Secondary High Schools in Mackay. This "Let's try in Japanese!" day was hosted by CQ University Mackay Campus and gave Year 10, 11 and 12 students from a number of local high schools the chance to celebrate their learning of Japanese in a cultural way, with traditional Japanese activities and access to native speakers of the language.
CQ University offers Japanese at Tertiary level at their Rockhampton campus, and their invovement in the day offered the opportunity of giving information to the school students that would assist them in making informed decisions about their future when the time comes. The way that this course engages learners in real learning tasks was very impressive. The students communicate with Japanese students and Universities through the use of Skype, giving the Australian students first hand, authentic learning experiences and environment. These learning opportunties certainly reflect the RELATE-CREATE-DONATE technology based teaching and learning theory of Engaged Learning presented to us by Kearsely and Shneiderman (1999).
Although the possibility of using such techniques in my Learning site at the current time is not available, this is certainly an area that is being looked into. As pointed out in a previous blog, some students already have access to tablet notebooks (laptops with internet access). For the moment however, days such as these cultural days are imperative to enhancing motivation in learning languages and, as discussed above, highlighting the importance of cultural understanding and participation in second language acquisition. These can be seen as outlined in the Dimensions of Learning, #1 Attitudes and Perceptions and #5 Habits of Mind (Marzano & Pickering. 2006).
The students were able to practice their language skills between each other and also with native Japanese speakers from within their own community and also from CQ University's Rockhampton campus' Japanese Language courses. This was done in a fun and friendly environment whilst participating in such traditional and educational cultural activities as "Nihongo no yakyu" (Japanese baseball language game), "hanko" (making an official Japanese seal - personal signature), "origami" (art of paper folding), "kimono" (dressing in tradional Japanese costume), "shyodo" (Japanese calligraphy) and the practice and delivery of a Japanese play and traditional song, to name a few. A fantastic day was had by all.
I have attempted my first Mahara e-portfolio view if you would like to take a look - http://cqu-mahara.netspot.com.au/view/view.php?id=2774.
Thankyou
Kylie B
Brown, H. (1994), Principles of Language Learning and Teaching. 3rd Ed. Tina Carver. New Jersey.
Heath, G. (2001). Teacher Education and the New Knowledge Environment. Freemantle. FMIT University.
Houghton, J., Sheehan, P. (2000). A Primer on the Knowledge Economy. Victoria University. Centre for Strategic Economic Studies.
Kearsley, G., Shneiderman. B. (1999). Engagement Theory: A framework for technology-based teaching and learning.
Marzano, R., Pickering. D. (2006). Dimensions of Learning. Teachers Manual (2nd ed.). Victoria. Hawker Browlow Education.
The Importance of being Bilinugual: http://www.youtube.com/watch?v=-55ElceKpV0&feature=related
Friday, April 16, 2010
EATSIPs: A Small Example with a Big Message
Having just read a very interesting post on Andrew's blog about a great tip on use of pens , I was prompted into recalling a small story of significant value.
I was in the presence of a teacher recently, who had just come back from class quite shocked, but moved. The class had been doing an ordinary/usual class acitivity which included the teacher recording some names on the whiteboard in relation to this activity. One was in black ink , one in red ink , one in green ink and one in blue ink (about the spectrum of colour that standard white board markers come in). One of the students suddently asked "Hey, why is my name the only one written in black?" . Suprised, the teacher turned around to see the owner of the voice grinning at her with a big beautiful Indigenous Australian smile.
I beleive that cultural sensivity on all levels and specifically the importance of acknowledging EATSIP (Embedding of Aboriginal and Torres Strait Islander Perspectives) into our classrooms and our pedagogoy is highlighted here in this simple incident.
Simple example I feel which packs a mighty punch!
Lets all be aware all of the time.
Warm wishes,
Kylie B
I was in the presence of a teacher recently, who had just come back from class quite shocked, but moved. The class had been doing an ordinary/usual class acitivity which included the teacher recording some names on the whiteboard in relation to this activity. One was in black ink , one in red ink , one in green ink and one in blue ink (about the spectrum of colour that standard white board markers come in). One of the students suddently asked "Hey, why is my name the only one written in black?" . Suprised, the teacher turned around to see the owner of the voice grinning at her with a big beautiful Indigenous Australian smile.
I beleive that cultural sensivity on all levels and specifically the importance of acknowledging EATSIP (Embedding of Aboriginal and Torres Strait Islander Perspectives) into our classrooms and our pedagogoy is highlighted here in this simple incident.
Simple example I feel which packs a mighty punch!
Lets all be aware all of the time.
Warm wishes,
Kylie B
Thursday, April 15, 2010
Tablets, Data Projectors, Laptops, Virtual Learning Environments ...
It has been too long since I last blogged! I cannot beleive that only a short while ago I had never blogged, and now I feel loss if I do not! It has been a very long week and my focus has been on other areas of my studies that - for me anyway - have been very heavy work. Then, straight into pre-service practical teaching experiences at my learning site. Talk about nerve racking! One minute I was up to my eyeballs in Essential Learnings, Lesson Management Plans and Lesson Experience Plans (not being able to make head nor tail of where I was supposed to be heading), and the next I was in school watching it all happen in front of me with my head still reeling.
Now, tonight, as I pack to attend to some family business out of town and realise just how much work I still have unfinished, how much work I have ahead of me and how little time I have to all of the above, I am taking a moment to breath and blog and not think too much about the daunting tasks that still lay ahead.
I think that I have travelled a long way with my own journey of being introduced to ICTs and learning about their place in current learning design. I have sat for endless hours trying to understand the whole concept of ICTs in learning design on the large scale, and on individual sections and tools of ICT capabilities on the smaller scale. None the less - it all amounts to a lot of time!
Then, I had the wonderful exerience on my first day of Embedded Professional Learning (EPL) or prac teaching for those of you who may know it by this term. I walked into a Year 10 class who all had "Tablet PCs" and who were prescribing notes from the Data projector onto their tablets. They continued through their lesson in their "ordinary classroom" and ended with a 15 minute task that required finding answers by "googling". Simple, they arranged into pairs and googled collaborating together on the answers as each student searched individually on their own computer - right there and then. Wow, was I impressed!
This is in addition to their teachers actively posting all of the resources, important information, discussions etc onto the school's virtual learning environment. I have been introduced to this virtual learning environment only very breifly and so look forward to looking into and working within it soon.
Then, I was in a Year 10 language class that same afternoon and the lesson started with "I have got something fantastic to show you. This afternoon you are going to create your own avatar on www.voki.com!". Yes, I was excited to say the least, I not only knew what an avatar was but I had actaully created one. I have even created one that spoke Japanese (well maybe two!). Huge thanks to my ICTs Lecturer Scot Aldred! And you know, they were going to do this on their very own tablet PCs which they had brought to class with them also. Well, why wouldn't they - it is their "notebook" after all!
All of this came after observing an additional two classes on this same day where everything was either done on tablet or data projector, involving powerpoint presentations, movies and the like. If I was ever to be totally sold on the value of including ICTs into today's pedagogical strategies of learning management, yesterday was the day.
Just as importantly though is the fact that we must never rely 100% on the dependability of ICTs. Often there are things that can go wrong that are simply out of anyone's control. Students using tablets may not hold capable typing skills to enable them to engage fully in such an environment as the classroom where time is of the essence - we should not take for granted that everyone can type! This can certainly affect the pace of the lesson and thus affecting the learning experience of all in the class. Momentum of the learning experience for those students who can type could soon be lost. Non-engaged students are not beneficial to the behaviour management aspect of a class.
Another interesting subject surfaces when continuing professional discourse on this matter with my MT for Japanese. The school where I am currently based has only just (this year) introduced the tablets for years 4, 7 and 10, as a trial. The year 7 students are completing their studies in a "paperless" learning environment. that is, their teacher does all of their school work on the VLE and they use their laptops. Currently the Year 8 students do not have laptops. Therefore, there is going to be an enormous transition next year when the ICT savy Year 7 students progress to Year 8. Certainly this will not reoccur over and over because as of next year, the Year 8 students will have tablets and the work they do must then be tailored to suit their needs.
In addition, there is always the possibility of power failure or problems with internet connection. Or, even the websites themselves can suffer unforseen problems.
So, love your ICTs. Incorporate them where and when you can as a way of enhancing your pedagogical style and engaging students in many and varied styles and ways of learning to accommodate all types. But, always have a back up plan or two!
Warm wishes,
Kylie B.
Now, tonight, as I pack to attend to some family business out of town and realise just how much work I still have unfinished, how much work I have ahead of me and how little time I have to all of the above, I am taking a moment to breath and blog and not think too much about the daunting tasks that still lay ahead.
I think that I have travelled a long way with my own journey of being introduced to ICTs and learning about their place in current learning design. I have sat for endless hours trying to understand the whole concept of ICTs in learning design on the large scale, and on individual sections and tools of ICT capabilities on the smaller scale. None the less - it all amounts to a lot of time!
Then, I had the wonderful exerience on my first day of Embedded Professional Learning (EPL) or prac teaching for those of you who may know it by this term. I walked into a Year 10 class who all had "Tablet PCs" and who were prescribing notes from the Data projector onto their tablets. They continued through their lesson in their "ordinary classroom" and ended with a 15 minute task that required finding answers by "googling". Simple, they arranged into pairs and googled collaborating together on the answers as each student searched individually on their own computer - right there and then. Wow, was I impressed!
This is in addition to their teachers actively posting all of the resources, important information, discussions etc onto the school's virtual learning environment. I have been introduced to this virtual learning environment only very breifly and so look forward to looking into and working within it soon.
Then, I was in a Year 10 language class that same afternoon and the lesson started with "I have got something fantastic to show you. This afternoon you are going to create your own avatar on www.voki.com!". Yes, I was excited to say the least, I not only knew what an avatar was but I had actaully created one. I have even created one that spoke Japanese (well maybe two!). Huge thanks to my ICTs Lecturer Scot Aldred! And you know, they were going to do this on their very own tablet PCs which they had brought to class with them also. Well, why wouldn't they - it is their "notebook" after all!
All of this came after observing an additional two classes on this same day where everything was either done on tablet or data projector, involving powerpoint presentations, movies and the like. If I was ever to be totally sold on the value of including ICTs into today's pedagogical strategies of learning management, yesterday was the day.
Just as importantly though is the fact that we must never rely 100% on the dependability of ICTs. Often there are things that can go wrong that are simply out of anyone's control. Students using tablets may not hold capable typing skills to enable them to engage fully in such an environment as the classroom where time is of the essence - we should not take for granted that everyone can type! This can certainly affect the pace of the lesson and thus affecting the learning experience of all in the class. Momentum of the learning experience for those students who can type could soon be lost. Non-engaged students are not beneficial to the behaviour management aspect of a class.
Another interesting subject surfaces when continuing professional discourse on this matter with my MT for Japanese. The school where I am currently based has only just (this year) introduced the tablets for years 4, 7 and 10, as a trial. The year 7 students are completing their studies in a "paperless" learning environment. that is, their teacher does all of their school work on the VLE and they use their laptops. Currently the Year 8 students do not have laptops. Therefore, there is going to be an enormous transition next year when the ICT savy Year 7 students progress to Year 8. Certainly this will not reoccur over and over because as of next year, the Year 8 students will have tablets and the work they do must then be tailored to suit their needs.
In addition, there is always the possibility of power failure or problems with internet connection. Or, even the websites themselves can suffer unforseen problems.
So, love your ICTs. Incorporate them where and when you can as a way of enhancing your pedagogical style and engaging students in many and varied styles and ways of learning to accommodate all types. But, always have a back up plan or two!
Warm wishes,
Kylie B.
Friday, April 9, 2010
Instant, Free - Picnik was OK, but is it for me!
Understanding the wonder and simplicity of tools in technology that are at my disposal is enlightening. I appreciate how Scot Aldred, lecturer of the ICT's for Learning Design course at CQ University, has scaffolded this course. From the outset he advised us to "follow the course work and all will be reveiled". Using picnik was very easy and I have included a link to a photograph I have uploaded here. I chose this simple photo as it complements the photos included in my earlier blog on Lamberts Beach.
I have considered the use of images in education from both a technical and pedagogical viewpoint, as is recommended by Scot Aldred in the GDLT ICT's for Learning Design course work.
Technical - how it is developed and distributed.
Pedagogical - how you make it available and your insructional purpose.
Tools for image application and manipulation technically are easy to use, readily available and non cost restrictive.
In a pedagogical sense, the way in which I implement these tools must reflect what my learners already know, what they want or need to learn, how they learn, what they will learn, the desired outcomes of this learning and whether they were positive or not. Certainly applying such tools within the 8LMQs (Lynch. 2003) will assist in these positive outcomes being met.
The purpose for each new tool introduced is becoming very clear and with this, my ability to see how it can be used for my learners. I think the most important revelations for me have been:
1. My learners - for the most part - are conversant in technology. They will most likely be able to teach me more than I teach them. I need to be aware of the prior knowledge and learning experiences, and understand technology today so that I can facilitate their learning and continue on my learning journey together.
2. There are many programmes and possibilities available. Some may cost some money, some may be free. Basically though, there is something for everyone, to suit their prior knowledge, desired outcomes, preferences.
3. These applications are readily and immediately available, with a computer and internet access.
4. They are simple to use and through using them, the learner is developing general skills that will equip them with the ability of life-long learning.
In my own experience, I have followed insructions, made mistakes, rectified mistakes, applied (to varying degress and with varing success) new techniques and ideas. I was aware of using "links" from previous experiences to assist me. That is, the learning can be applied to more that just this task and comes from other learning experiences. I used such high order thinking skills as perserverence, creative thinking, and learn through self discovery and experienced a sense of achievment. These, as outlined in the Dimensions of Learning #1 Attitudes and Perceptions and #5 Habits of mind, lay the essential background for deep learning.
Picnik was very easy to use and it is free. I would, however, like to take a further look at other applications also so that I may make an informed judgement on which I will utilise in the future.
Kylie B
References:
www.picnik.com/
Marzano, R., Pickering. D. (2006). Dimensions of Learning. Teachers Manual (2nd ed.). Victoria. Hawker Brownlow Education.
Smith, R., Lynch, D. & Mienczakowski, J. (2003). "The bachelor of learning management (BLM) and education capability", Change: Transformations in Education, (6) (2): 23--37. Introduced by Aldred, S. (2010) EDED20491 ICTs in Learning Design Courseware Rockhampton, QLD, Australia: CQ University Australia. Retrieved from: http://ses.library.usyd.edu.au/bitstream/2123/4497/1/Vol6No2Article2.pdf
I have considered the use of images in education from both a technical and pedagogical viewpoint, as is recommended by Scot Aldred in the GDLT ICT's for Learning Design course work.
Technical - how it is developed and distributed.
Pedagogical - how you make it available and your insructional purpose.
Tools for image application and manipulation technically are easy to use, readily available and non cost restrictive.
In a pedagogical sense, the way in which I implement these tools must reflect what my learners already know, what they want or need to learn, how they learn, what they will learn, the desired outcomes of this learning and whether they were positive or not. Certainly applying such tools within the 8LMQs (Lynch. 2003) will assist in these positive outcomes being met.
The purpose for each new tool introduced is becoming very clear and with this, my ability to see how it can be used for my learners. I think the most important revelations for me have been:
1. My learners - for the most part - are conversant in technology. They will most likely be able to teach me more than I teach them. I need to be aware of the prior knowledge and learning experiences, and understand technology today so that I can facilitate their learning and continue on my learning journey together.
2. There are many programmes and possibilities available. Some may cost some money, some may be free. Basically though, there is something for everyone, to suit their prior knowledge, desired outcomes, preferences.
3. These applications are readily and immediately available, with a computer and internet access.
4. They are simple to use and through using them, the learner is developing general skills that will equip them with the ability of life-long learning.
In my own experience, I have followed insructions, made mistakes, rectified mistakes, applied (to varying degress and with varing success) new techniques and ideas. I was aware of using "links" from previous experiences to assist me. That is, the learning can be applied to more that just this task and comes from other learning experiences. I used such high order thinking skills as perserverence, creative thinking, and learn through self discovery and experienced a sense of achievment. These, as outlined in the Dimensions of Learning #1 Attitudes and Perceptions and #5 Habits of mind, lay the essential background for deep learning.
Picnik was very easy to use and it is free. I would, however, like to take a further look at other applications also so that I may make an informed judgement on which I will utilise in the future.
Kylie B
References:
www.picnik.com/
Marzano, R., Pickering. D. (2006). Dimensions of Learning. Teachers Manual (2nd ed.). Victoria. Hawker Brownlow Education.
Smith, R., Lynch, D. & Mienczakowski, J. (2003). "The bachelor of learning management (BLM) and education capability", Change: Transformations in Education, (6) (2): 23--37. Introduced by Aldred, S. (2010) EDED20491 ICTs in Learning Design Courseware Rockhampton, QLD, Australia: CQ University Australia. Retrieved from: http://ses.library.usyd.edu.au/bitstream/2123/4497/1/Vol6No2Article2.pdf
I found my backyard on Flickr!
This is where I live, but I didn't take these photos ... I found them over the internet on flickr!
For me, the two photographs pictured here capture the essence of the beautiful Lamberts Beach at Slade Point in Mackay. This is where I live and I wanted to share with you what my family, friends and I are priveledged enough to enjoy in our quiet corner of the world. I have sat on the this very beach and enjoyed watching the sun go down and the moon rise over the horizon - just as in this photo - with family and friends on many different occassions, whether it was over a lovely camp fire or just from the balcony! These two images courtesy of flickr
And when the sun has risen over another day, I have swum in these beautiful waters with my children and watched them play for endless hours at this quiet paradise, making sand castles or fossicking in the rocks.
Isn't it amazing! Here I am, not even in my home (I am at a computer in the Library of CQ University Mackay Campus as I get a new roof put on my home) and I am downloading photographs of my backyard that a stranger has put onto the internet for the world to share!
This experience with familiarising myself with flikr really brought hometo me, in a practical way, just how information is becoming easier and cheaper. To coin a phrase from my previous blog - "The knowledge Economy in all its glory: an economy of knowledge intensity and the instant availability and affordability of information from around the global (Houghton & Sheehan, 2000)."
I searched for, discovered and then downloaded these photos from the flikr website (with consideration and information about copyright!), and added photos of my own to flikr without it costing me a cent! We have resources through technology at our fingertips and the youth of today, for the most part, know how to use it! The following video which was presented to us by our lecturer Scot Aldred highlights this for us.
This was an experience of 'sharing' and it made me feel that I was part of something, even though I was physically alone. It allowed me to collaborate and become involved. Search, explore apply, create, share, achieve and learn are all the words I associate with this experience. I love the idea that I can access them any time, can share them with family and friends, or the world if I want. Certainly a fantastic example of the CREATE-RELATE-DONATE theory of Engaged Learning offered by Kiersely & Shneiderman (1999).
On a more scholarly note, reflecting back over my GDLT course, as a Learning Manager I have learned that whilst acknowledging their different learning styles and intelligences, I will need to facilitate my learners' learning by designing learning experiences that offer specific content knowledge (curriculum) as well as (not in leiu of) the chance to experience, apply and refine generice skills that will result in them being self-directed and life long learners. Thomas et al. (2008) explain that "We want to give students in our classrooms the tools to develop their undersanding of the world, not just master specific content areas" (p,24).
As outlined in the Problem Based Learning Specifically, these generic skills include as out outlined in the Problem Based Learning information CQ University (Generic Skills section) these skills include:
Problem solving- Cricitical thinking
- Meetacognitin—thinking about your own thinking processes
- Ethics
- Communication
- Information literacy
- Life-long learning.
But, as described by Sinatra (1986), visual literacy is “ ... the active reconstruction of past experience with incoming visual messages to obtain meaning” (p,5). Critical engagement with visual images is also part of a broader concern for creating meaningful learning experiences and humane encounters with students (Giroux 1992, Greene 1995; Sarason 1999). Through the application of working with visual images technologically, Thomas et al (2008) describe that students learn to "...describe, analyse, problem solve, and notice what is significant in a particular discipline or interdisciplinary field" (p,24). They go further to describe how they found that participating in such learning processes gives the learners the opportunity to gain and refind the use of 'tools', much in the way that experts do and such understanding of tool use aids in the development of complex and abstract ideas.
In summary, this is where everything comes nicely totether for me and sits snugly within the theories and ideas presented to us in the world of pedagogical frameworks. Dimensions of Learning - Student-centerdness, life-long learning, higher order and deep thinking, Habits of mind, RELATE-CREATE-DONATE theories of engaged learning, authentic experiences. Attitudes and perceptions, to name a few.
Kylie B.
Daley (2003) in Thomas et al., (2008), Students and Teachers Learning to See "http://heldref.metapress.com/openurl.asp?genre=article&id=doi:10.3200/CTCH.56.1.23-27
Giroux 1992 Thomas et al., (2008), Students and Teachers Learning to See "http://heldref.metapress.com/openurl.asp?genre=article&id=doi:10.3200/CTCH.56.1.23-27
Greene 1995 in Thomas et al., (2008), Students and Teachers Learning to See "http://heldref.metapress.com/openurl.asp?genre=article&id=doi:10.3200/CTCH.56.1.23-27
Have you been paying attention: http://vodpod.com/watch/2244667-have-you-been-paying-attention
Kearsley, G., Shneiderman. B. (1999). Engagement Theory: A framework for technology-based teaching and learning.
Lowe (2000) in Thomas et al., (2008), Students and Teachers Learning to See http://heldref.metapress.com/openurl.asp?genre=article&id=doi:10.3200/CTCH.56.1.23-27
Mitchell, 1994 in Thomas et al., (2008), Students and Teachers Learning to See http://heldref.metapress.com/openurl.asp?genre=article&id=doi:10.3200/CTCH.56.1.23-27 .
Sarason 1999 in Thomas et al., (2008), Students and Teachers Learning to See http://heldref.metapress.com/openurl.asp?genre=article&id=doi:10.3200/CTCH.56.1.23-27 .
Sinatra (1986) in Thomas et al., (2008), Students and Teachers Learning to See http://heldref.metapress.com/openurl.asp?genre=article&id=doi:10.3200/CTCH.56.1.23-27
Thomas et al., (2008), Students and Teachers Learning to See "http://heldref.metapress.com/openurl.asp?genre=article&id=doi:10.3200/CTCH.56.1.23-27"
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