Feedback Rubric & Response

Mandy Feedback Rubric

My Response to feedback
Do you agree with the feedback? Unfortunately the feedback I received was limited to one sentence which I felt was not very helpful. I did agree with the comment that my blog was very informative. I am happy that I got the information I wanted across to my audience and that there was no obvious areas to improve on.
Is there anything you disagree with in the feedback? I disagree with the feedback in the comment regarding the length of my blog being too long as I feel I have kept within the required word limits well, averaging my weekly posts to no more than 200 words, giving an approximate 1200 word length.
What changes did you make based on the feedback? Based on the limited feedback I received I had to go over my blog and try to see It from another’s perspective, this helped me to tweak some spelling and grammar errors and adjust colour choices.

Feedback Process
Was it valuable? I believe that the feedback I received was not valuable as my group was made up of only two people and the feedback was very limited, not giving me any insight on areas I could improve on. This could be seen as an unfair advantage where other groups received full and detailed responses by two others.

What would you improve about it next time? Next time I feel that the feedback given needs to have a expected word limit, e.g. more than one sentence and students should be required to comment on areas specifically such as spelling/grammar, referencing, appearance and creativity etc.

Would you participate in this process again? Yes I would, I do think feedback is an essential part of learning when done correctly and taken seriously.

Lesson Plan

 Lesson Plan

Creating a Wordle

Time: 55 minutes

Learning area(s): English; Literacy; ICT

Year: 3

Learning objectives

Students will have constructed a visual word display using Wordle software to represent their chosen topic. Through the process of planning, brainstorming and composing their Wordle, students will have a graphic to share with the teacher and class. Students will also have printed their Wordle to take home and show their parents. Students build on their skills of creating texts to present to different audiences by using digital technologies. Student’s will also have an understanding

Curriculum links

Use software including word processing programs with growing speed and efficiency to construct and edit texts featuring visual, print and audio elements (ACELY1685)

Using features of relevant technologies (Wordle) to plan, sequence, compose and edit multimodal texts

 

Prior knowledge

Students will have prior word knowledge, as well as knowledge and basic skills in managing, operating and creating with ICT. Students previously have been Introduced to the Wordle program and the ideas around the concept as well as knowledge of word processing, copy and paste.

This lesson is Part 2 of a 5 lesson plan which introduces English literacy using different methods and letting students create text building speed and efficiency featuring and using different elements and modes.

 

Resources

– Computers with internet access and pre downloaded with free Wordle program

– Paper handout of Wordle example pictures

– Whiteboard with instructions & topics on it for reference

 

Introduction

Students will be divided into groups of two by teacher. Students are given example handout by teacher and allocated time to discuss with partner and decide on topic. Groups are allocated to their computers and asked to create a Wordle using their topic and building words representing, associated with or to describe the topic using a minimum of 20 words and no more than 50. Students will then save and print their Wordle ready for presentation to the class and to take home to parents. The three best Wordle displays as chosen by the teacher, will receive a 20 minute free play with the Wordle program at the end of the week.

 

Body of the lesson

T: Writes on whiteboard the list of topics for groups to choose from including:

1. Name e.g (Josh & Jenny)

2. Town e.g (Tamworth)

3. Sport e.g (Cricket, Tennis, soccer)

Hands out Wordle examples handout, discussing the outcome of the lesson and rewards for most creative and well-presented Wordle.

S: Will use 5 minutes to partner up and decide on a topic and brainstorm ideas.

T: Allocates students to computers and guide them to use a word doc to type words separated by commas to build a base of words around their topic to be copy pasted into Wordle program.

S: Spend 25-30 minutes creating wordle changing font, layout and colour to create eye catching wordle.

T: Instructs students to finalise and print their wordle.

S: Print wordle and sit on floor together and take in group turns to get up and show class and describe their wordle image and reflect on task in 2 minutes e.g. This is our wordle, some of the words we chose were…because…

T: ensures students each have a turn at speaking and keep within required time limits and records those who haven’t spoken (if any) to do so in the next lesson and evaluates participation levels, students whose wordle stood out, improvement areas, level of interest and participation and skills shown throughout lesson re: word doc, wordle, spelling, word association, oral presentation skills and creativity.

 

Concluding the lesson

As students close documents and programs and shut down computers and pack up their work areas, the teacher will select 3 of the best wordle’s and place the group names on the ‘rewards board’ as well as providing positive and constructive feedback to the class as a whole. Giving students time to ask any questions at the end of the lesson.

 

Evaluation/Follow up

The lesson will be successful upon seeing whole class motivation toward and during activity and the production of wordle’s meeting and exceeding expectation. Student’s would reflect and discuss on their topics and be excited to present. Homework could link to the lesson by asking students to think of 5 words to add to another groups wordle on a topic different to one previously chosen and record this in their reflective journal.

 

 

 

References

ACARA Australian Curriculum, Assessment and Reporting Authority. (2014). English, Foundation to year 10 curriculum. Retrieved from: http://www.australiancurriculum.edu.au/english/Curriculum/F-10

Jonathan Feinberg (2013). http://www.wordle.net/create

 

 

#6 Lifelong Learning

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Lifelong learning to me is learning that continues throughout someone’s whole life, not ending at school. Often the saying “You learn something new every day” is heard and I couldn’t agree more. Whether it’s something learnt through study or work or through an experience, we never stop learning, it helps us become knowledgeable and skilful and shapes who we are.

McCombs (1991) states that “Promoting lifelong learning has received increased attention recently from the educational and business communities. Scholars and trend forecasters, looking toward the needs of the 21st century, have reached nearly unanimous agreement about the importance of a constantly improving and technologically competent workforce that can compete in global markets. There is also general agreement about the importance of various attitudes or motivations as underlying lifelong learning in general and in particular technical fields”. This reinforces that fact that lifelong learning is a hot topic and the reason why governments are incorporating into curriculums that teachers are encouraging and reinforcing this to students through what they are teaching and how they are teaching it.

I believe lifelong learning should be discussed with students and students should be encouraged to learn beyond the school gates. Whether it be furthering their knowledge on a certain classroom topic or learning about something of personal interest, the simple skill of being able to self-teach would be of great advantage in today’s ever-changing world.

How would I motivate students to do this? How could I as a teacher support this through the way I teach? Being a lifelong learner myself and being a role model to my students I feel would be a great start. And involving students in how they learn I think would provide them with motivation and support the skills needed to be lifelong learners.

 

References:

Edtechreview. (2014). [Image] Lifelong Learning. Retrieved from: http://edtechreview.in/dictionary/183-what-is-lifelong-learning

McCombs.B,L. (Vol.26.Issue2.). (1991). Educational Psychologist: Motivation and Lifelong Learning. Retrieved From: http://www.tandfonline.com/doi/abs/10.1207/s15326985ep2602_4#preview

 

 

 

 

#5 Digital Blurring & Gaming in Education

What is Digital Blurring? Automatically I thought it was something a digital device could do, such as blurring a camera image. In a way it is something a digital device can do. By using digital devices and engaging in the digital world in our personal lives we are adapting to new things, learning new skills and advancing the skills we currently have. My understanding is that Digital Burring is the invisible line between our personal world and our work or study world. This line being the carrier for skills and information. For example: The skills I have attained to be able to use my IPhone including being a competent touch screen user or knowing how to use the Google Maps app to navigate to a specific destination, are skills that I can use in other areas of my life, skills and information that can be used for multiple purposes. It can be very interesting to analyse your personal and work or study life and see where certain information or skills were formed and how many areas you use them.

Gaming and virtual worlds have become a strong topic of debate in there use and purpose in education. What do we gain from being able to engage and interact in virtual worlds? Do playing games teach us anything at all, or is it just a way for teachers to have a break? From certain perspectives, one may think neither games or virtual worlds could teach us anything at all. Research shows just the opposite. Howell (2012) discusses how the use of virtual worlds in a classroom setting may allow for different user needs therefore creating a greater level of student participation and interest. These virtual spaces are able to be tailored to specific needs including lesson content,  student skill levels etc.

 ImageResearch continues on the effects of gaming has on our minds and how the skills learnt cross over into other areas of our lives as well as how effective games in learning increase interest and engage learners. Game designer Jane McGonigal argues the point that gaming can make a better world, some of the things she has to say will change your way of thinking as they did mine. Watch the video for more insight http://www.ted.com/talks/jane_mcgonigal_gaming_can_make_a_better_world .

I had the experience of designing a game as part of this week’s task, it proved to be very fun and rewarding. Check out Sploder and my game here http://www.sploder.com/games/members/student2014/play/game1/ .

References:

Howell, J. (2012), Teaching with ICT: Digital pedagogies for collaboration & creativity. South Melbourne, VIC: Oxford University Press.

Hopkins, D. (2012) [Image] How do games help kids learn. Retrieved from: http://www.dontwasteyourtime.co.uk/elearning/games-for-learning-infographic/

TED2010 McGonigal.J. (2010). Gaming can make a better world. Retrieved from: http://www.ted.com/talks/jane_mcgonigal_gaming_can_make_a_better_world

 

 

 

 

#4 Digital Fluency

I’d always thought literacy and fluency were similar or the same in meaning. After some research and this weeks tasks, I’ve learnt that I am digitally literate when using most programs and devices, although I am not digitally fluent at them, and my skills could use some tweaking and building. The link below describes the differences well and in a visual way, it also has a discussion on the topic relating to everyday life.

 http://www.socialens.com/blog/2011/02/05/the-difference-between-digital-literacy-and-digital-fluency/A specific task of creating a scratch animation was assigned as a part of this week’s study. Frustration, impatience and a feeling of defeat were some emotions I had to get past after quite a few attempts at using this program. I feel this program would be beneficial if used within the classroom although some things to consider would be time, as it would take a lot of time for new users to learn the ropes and after discussion with peers it was thought that it would suit older primary students or high school aged students as it does require certain skills to get an effective outcome of an engaging animation. Watch this YouTube clip to see how year 4 students used and enjoyed the program when learning programming skills within their classroom http://youtu.be/g5YoITDt6kQ . They seemed quite confident with their skills they were learning and I feel it would make a great group assignment.

As far as using this program for introducing new ideas or lesson topics, a teacher could, if fluent with the program, create something quite engaging and entertaining to present to the students. If I were a teacher, I would use this program to create a presentation for parents using the children’s voices and characters we had designed together as a class, therefore involving students and capturing parents attention in a fun yet informative way as well.

Please have a look at the Mr Elephant scratch animation I created by clicking on the following http://scratch.mit.edu/projects/20538715/

References:

Digital fluency Image (2011). Retrieved from http://www.socialens.com/blog/2011/02/05/the-difference-between-digital-literacy-and-digital-fluency/

Developing children’s programming skills: Using scratch to introduce programming. (2013). You Tube https://www.youtube.com/watch?v=g5YoITDt6kQ

 

 

 

 

 

#3 Pinterest

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This week was digital exploration at its finest, who knew it could be so fun and consuming. I had to design a Pinterest site based around the types of digital information we may encounter. If Pinterest is something you have not engaged with or experienced, I strongly suggest you spend some time exploring it. Check out my Pinterest site here http://www.pinterest.com/mandykersley/digital-information/ This type of visual learning is right up my alley, relating pictures, photos, graphs with a topic to help grasp the concept and understanding. Bye Bye textbooks, digital devices are creating a new way of educating and the world seems to be embracing it head on. 

Having also had to mark two of my peers Pinterest sites with the provided marking rubric turned the task into a reality check. It helped me realise that marking can be quite challenging in the sense that as a human being, you do not want to crush someone’s efforts so using carefully selected wording in the small comment box was imperative and selecting which column grade was most suited isn’t easy as they can be so similar, sometimes only being different by one word! Biting the bullet… I had a go. I hope to become increasingly confident through my studies with marking and using rubrics as this will be a major part of my future career as a teacher.

On another note….I am not technology, but I can and will be able to use it to it’s full potential..someday. I will not be replaced.Image

 

 

#2 The Digital divide and Infographics

I have been fortunate enough to be brought up around digital technologies and have access to these on an everyday basis, unfortunately not everyone in the world has this luxury. The term given is ‘digital divide’, simply meaning the gap or imbalance between those who have and do not have access to information and communications technologies. The digital divide is evident not only in third world countries, but right here in Australia. What is the government doing about it you might ask? Well, it’s my belief that it’s not the government who are making a footprint and bridging the gap, it’s non-profit organisations such as One Laptop per Child (OLPC) founded by Nicholas Negroponte. Read more on this by following the link https://www.laptop.org.au/ .

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A new encounter with digital technology this week for me was to design, create and post an Infographic to our discussion board for feedback and to reflect on the differences between how each of my peers constructed their Infographic and how effective they were in portraying the meaning of the ‘digital divide’ through a visual mode. Finding this task to be foreign ground, research lead me to piecing together something quite eye catching. Comparing my Infographic to others and considering peer feedback, I’ve realised there is a few things that could have been changed or done differently to increase the effectiveness of my creation such as more information and photographics of the rawness and reality of the topic. Please check it out below…Image