Memory Game

The object of the game is to match pairs of cards until all of the cards are gone. Click on cards to turn them over. Two cards are matched at a time. This can help students develop important observation and thinking skills such as recall.

Music

http://beta-templatetesting.blogspot.com/2006/12/to-include-audio-clip-in-your-posts.html

This tells you how to post music on your blog

Click on the Bunny to paint your own picture

This is an artistic colouring in website. It is not only a fun activity for children but teaches them to use appropriate colours and stay in the lines. Working with children to help them put colours in correct places is benifical to their learning. (zone of proximal development)Vygotsky

Marcel Duchamp L.H.O.O.Q, 1919.

L.H.O.O.Q. (1919). Marcel Duchamp

I have used this artwork by Marcel Duchamp in my lesson plan on appropriation and the postmodern frame.

Appropriation is to borrow an historical art work or images from popular culture and change its context to use for another purpose or in a new, interesting way.

This would have to be one of the most blatant appropriations. Duchamp borrows the image from Leonardo de Vinci’s Mona Lisa and draw on a moustache and beard. Many saw this as vandalism but Duchamp was putting in a new light by reducing its high art status and alluding to de Vinci’s sexual uncertainty.


In art it is important to use visuals. Showing this to image to students is an effective way of explaining appropriation and giving an example. It primarily supports the visual/spacial learners. This would be an intelligence a teacher needs to cater for in art, as most artistic people are visual/spacial learners. This image is a good cognitive tool as it allows students to use higher order thinking. This is skills such as analysis and evaluation (blooms taxonomy). Analysis allows students to compare and contrast the artwork with other artworks. Evaluation involves the students critique and justify the artwork.

Learning styles that ICT supports

Take the Multiple Intelligences Quiz for yourself on

http://www2.bgfl.org/bgfl2/custom/resources_ftp/client_ftp/ks3/ict/multiple_int/questions/questions.cfm

Personally i achieved highest results in Naturalistic, Visual/Spacial and Interpersonal. It is important to know every person does learn different ways. Therefore if your class took this test, you could see how each person will learn better in some way more than other. For that reason we must teach to a broader range of talents and skills. This is achieved in teaching by using multiple intelligences.


Gardiner’s theory of multiple intelligences identifies eight areas that relate to individuals ability (Krause, K, et al. 2006, p. 231) . These intelligences are:

• Linguistic intelligence ("word smart")
• Logical-mathematical intelligence ("number/reasoning smart")
• Spatial intelligence ("picture smart")
• Bodily-Kinesthetic intelligence ("body smart")
• Musical intelligence ("music smart")
• Interpersonal intelligence ("people smart")
• Intrapersonal intelligence ("self smart")
• Naturalist intelligence ("nature smart")

ICT supports all the learning style (Gardner's Multiple Intelligences). It involves sound, visuals, words, and numbers. Not only this it fosters group activities and individual activities. Infact ICT provides numerous tools that cater for all of these intelligences.

Howard Gardner's Multiple Intelligences

Click on the picture... A site the provides good explaination of Gardner's Multiple Intelligences

Now thAts wHat i CaLL aRt EduCatioN

This is just another way of teaching students. This video would be a good learning tool as it is humourous and therefore would be likely to grab students attention.

How to add video into your blog

http://bloggerstatusforrealbeta.blogspot.com/2007/01/editing-template-in-new-blogger-blog.html

Assessment Post 5: Hattie

Hattie believes in outcome based learning rather than input in education. This means teachers should focus on the outcomes their student’s can achieve. They should give students a sense of achievement once they complete an outcome. http://www.acer.edu.au/workshops/documents/HattieSlides.pdf
Today outcome are such an integral part of teaching and used in most exams and assessment e.g. HSC. NSW outcomes are managed by the board of studies. They provide teachers with syllabus documents that state the outcome a student must achieve for the successful completion of a subject.
http://www.boardofstudies.nsw.edu.au/
Hattie claims that feedback is of great important to students learning. It provides them with positive reinforcement, tells them what they need to improve upon and clarifies goals. Feedback does not just mean ‘Well Done Timmy’ but actually gives them back information they can use.
http://www.geoffpetty.com/downloads/WORD/GeoffonHattie.doc

The outcomes based education is extremely relevant to my teaching. I will use it to create my lessons around. I have already used the outcomes from the board of studies website for previous assignments on lesson plans and will continue to use them on our upcoming practicum. Using outcomes is a constructive way of considering whether a student has successfully completed a topic and an effective way of monitoring their progress through the subject. I feel the important Hattie places on feedback are crucial as students can really learn from their previous mistakes.

Assessment Post 4: Glasser

Glasser choice theory claims we are all driven by five basic needs; survival, love, power, freedom, and fun. This theory explains that all our behaviour is trying to satisfy one or more of these needs.
Edward & Watts, Classroom Discipline and Management: an Australasian perspective. 2004. Wiley press, Australia.
So Glasser’s theory states that if a student is misbehaving it is due to the fact they are trying to satisfy a need they are lacking in. For example a student may be extremely loud and disruptive in a class to gain attention. This could be because they are not getting much attention at home and therefore is trying to satisfy the need of love.
http://web.ebscohost.com.ipacez.nd.edu.au/ehost/pdf?vid=4&hid=116&sid=6da5b2e6-0719-4b47-9b91-02a9cb8ba3e6%40sessionmgr102

http://www.videocourses4teachers.com/coursedescriptions/TSRB-SyllabusRev.pdf

Glasser will influence the management of my classroom. Glasser stresses the importance of a positive relationship between student and teacher. This relationship will be crucial in my class as I want all students to feel comfortable. If the students do connect with me, I feel they will be less likely to misbehave. Overall this will create a better learning environment for the students. Glasser’s choice theory will not only help me to minimise misbehaviour it can also help student’s. I can also help them gain more effective control over their lives through reality therapy. Glasser is most properly the most influencial to me personally out of all the educational theorists.

http://nabisamra03.tripod.com/glasser.html
This website gives helpful hints on classroom management using Glasser’s techniques.

Assessment Post 3: Bruner

Bruner similar to Vygotsky and Piaget has been influential to cognitive development and its links to social interaction.
Similar to Piaget, Bruner developed three stages of cognitive growth:
The enactive stage: Children use objects e.g. hold, move, touch etc.

The iconic stage: Uses images but not as yet language. Recognises things without being about to give an account of the concept.

The symbolic stage: Develop understanding through symbols. This involves more abstract concepts such as language and mathematics.

Marsh, Colin., Becoming a Teaching, 3rd Ed. Pearson Prentice Hall, Frenchs Forest, NSW, Australia, 2004.
http://tip.psychology.org/bruner.html


As a teacher it is critical for me to provide different opportunities and choices to students within their learning. As a result it is important for me to use a variety of teaching methods e.g. refer to Gardner’s Multiple Intelligences. Using Burner’s three stages as a teacher I must teach with the iconic stage as well as the symbolic. A combination will not only make the concept clearer but make the lesson more engaging.

http://www.ncrel.org/sdrs/areas/issues/methods/instrctn/in5lk2-4.htm

Assessment Post 2: Piaget

Piaget one of the most influential educational theorists because of his four stages of cognitive development.
Stage 1: Sensorimotor Stage (birth- 2years): Uses senses and body movement to develop e.g. Hearing and touching. This is where the greatest change occurs.

Stage 2: Preoperational Stage (2years- 7years): The child only understands things that have a physical presence and are egocentric. Language becomes vital to their learning.

Stage 3: Concrete Operations Stage (7years- 12years): Begins to think abstractly and make rational judgments. Think logically about present objects.

Stage 4: Formal Operations Stage (12years-adulthood): Capable of hypothetical and deductive reasoning.
http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/piaget.htm
http://chiron.valdosta.edu/whuitt/col/cogsys/piaget.html
Krause et. al., (2006). Educational Psychology: for learning and teaching. (2nd Ed), South Melbourne, Thomson Learning Australia.

Every person passes through these stages in chronological order. Although the age of these stages varies, this is because each person cognitively develops at different times and paces.


Piaget’s stages of cognitive development are valuable in all our teaching. It is most important to be aware that students learn at different rates. When student’s come into our class they many not all be operating in the formal or even concrete operations stage. Not all of our students will be at the same level in our class and therefore we must accommodate for this. From personal experience I remember feeling left behind after a teacher has explained a concept and thinking everyone else but me understands. After this experience students usually lose confidence in the subject. Therefore as a teacher, I will try to keep everyone on the same level and not let any fall behind.

http://web.ebscohost.com.ipacez.nd.edu.au/ehost/pdf?vid=5&hid=111&sid=de9246cb-e723-4462-8ba2-e01dab6bfff9%40sessionmgr104

Piaget's stages. table

http://chiron.valdosta.edu/whuitt/col/cogsys/piaget.html

Assessment Post 1: Vygotsky

Vygotsky was a social constructivist that believed that development of a human began at birth and continued to death, unlike Piaget with his stages. Vygotsky primarily focused on social interaction as the major way of cognitive development. This can be seen through the development of his ‘Zone of Proximal Development’.
http://chd.gmu.edu/immersion/knowledgebase/theorists/constructivism/vygotsky.htm
The ‘Zone of Proximal Development’ as defined by Krause et. al, (2006), is the distance between children’s current level of competence on a task and the level they can achieve with support and guidance. Therefore peers, teachers and parents influence an individual’s cognitive development.

Vygotsky’s work will defiantly influence my teaching method. Through studying his work on the ‘zone of Proximal Development’ it is apparent that students learn through social interactions. Therefore when planning a lesson I will ensure there is plenty of opportunity for student to form groups and have discussion with myself and their peers. When working in groups it is essential to place the more competent child with the less competent. This will benefit all students as it can clear misconceptions and help them develop better communication skills. These interactions with others assist in students learning processes and as a result will be a crucial part of my classroom.
http://web.ebscohost.com.ipacez.nd.edu.au/ehost/detail?vid=5&hid=111&sid=de9246cb-e723-4462-8ba2-e01dab6bfff9%40sessionmgr104

Krause et. al., (2006). Educational Psychology: for learning and teaching. (2nd Ed), South Melbourne, Thomson Learning Australia.

Piaget's stages of cognitive development

Piaget's theory claims that children's cognitive development occures over four progressive stages. These are; sensorimotor, preoperational, concrete-operations, and Formal-operations. Without the sucessful completion of a stage the proceeding stage can not be reached. Therefore not all children complete the stages at the same age. As a teacher i must take this into account, that not every student will be at the same stage.

Downes E-Learning Slideshow

http://www.slideshare.net/Downes/elearning-20-8552/

e learning

Stephen Downe's slideshow allowed the viewers to see the many possibilities elearning has to offer. Elearning allows a network of interactions.

Stephen Downes Slideshow on E-Learning

The E-Learning slideshow by Stephen Downes was beneficial to ED4134. It not only used key words that related to education through ICT, it also provided links to sites that further explained these topics.
The links allowed us to look further into E-Learning to gain greater understanding. These links also provided peoples opinions other than Downes. This intern gave us more information.
I found that most of the link had some information that we already knew about so it reminded me about previous lesson. Example of this http://www.elearnspace.org/artical, this talks about learning theories for the digital age.

Graphic organiser/mind map

Graphic organiser like a mind map is technique that improves the way you take notes. As teachers we will get our students to do mind maps because they help with summarizing information and think through complex problems.In ICT there is a program called Inspiration, it allows students to create their own mind maps. This is a really good cognitive ICT tool that promotes learning.