Archive for the “conferences” Category

Chris Betcher:  resources here.

creating banners –

image editing and creation –

fancy text for headers –


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Wes Werner:  link to the presentation:  HERE

….. and to all his presentations

Also WeVideo in Chrome is great – demo given. Has app as well.

Youtube Editor –

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ways of setting up audio – from the cog at the top of the page => creation tools:

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I am at the GAFE (Google Apps for Education) Summit in ChCh at the moment.  Thoughts prompted already ….

Adam Noir from Google is doing the opening keynote.  He mentioned the conecpt of "the rising tide lifts all boats".  True to some extent.  I also think about the polar opposite – "don't water the rocks".

rising tide lifts all boats

don't water rocksThe challenge, as always, is finding the happy medium.  We have an obligation to the students of the teachers who are the proverbial rocks to support them to be the best that they can be in the same way as engaging with the frontrunners.  Do we though, need to go at the pace of the slowest runners?  Interesting challenges for school leaders and managers of change.

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ULearn13-e-Tools-_Tools_for_professionals.pdf by gregc5

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View more presentations from @JESSEDEE.

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I am presenting a workshop this morning and here are the slides:
follow this link
ULearn2010-Web2.0 in Our Professional Lives

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Understanding the Digital Generation:
handout link – comprehensive handout
* Teachers have been at school since we are five. Suffer from “perpetual PP” – “paradigm paralysis”
* We have huge assumptions about how it needs to be – teaching, learning and assessment.
* Change is perpetual!!
* explosion of digital information – we now produce more information than we can store on all the HDD in earth. If printed would go to to Pluto 13 times.
* predicting that digital books will mean the end of libraries.
* iPad killing off netbooks. Heralding the change in the UI (touch driven – no mouse)
* talking about neuroplasticity
* “eyes of the digital presentation process information from image and photographs 60 000x faster than they do for text”
* talking about ‘Digital Natives’ ….argh!!!!! … this is the same sort of spiel Ian Jukes was saying in 2006 when I heard him. Prensky-esque stuff
* Highlighting the missmatch between preferences of ‘digital kids’ and the way most teachers work in their classroom.
* Much higher recall rate of image than oral/text.
* making the assumption that kids will be digital from birth …. hmmmm.
* digital and analogue skills BOTH important.
* digital generation have grown up with the media … come to expect it …. and to be social/collaborative.
* just in time v’s just in case teaching
* rapid change a norm. Friedmans flat world ….. needs different skill-set.
* much of the things he is describing are simply good pedagogy …. always has been. These are NOT things that are only digital … it just makes them more pronounced.
* outlining 5 different fluencies – see handout. Relate to Warlicks literacies, etc. Same stuff.
* showed the basketball counting video with gorilla – Daniel Simons research. Perceptual blindness.

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Jill Hammonds:

– thinking about thinking.
– What are we doing that is preparing children for their future?

Jean Edwards:
BIG handout 🙂
– Models of Inquiry learning:
* Inquiry is not something new … it is an attitude.
* not just one approach!

* Left brain (concrete etc) – Right brain (creativity, spatial, hands on, etc)
* learning styles movement …. VAK
* important for children to know how they operate and how to maximise their learning as a result.

Understanding by Design
designed in the understanding at the beginning …. know what you want kids to understand from the beginning of the unit. This then becomes the assessment (this is what we do)
focus on concepts and understanding and not knowledge.
Wikipediaentry ….
Thinkshop resources
ASCD link

good model of the planning …. covers the structure very well.  3 stages – desired results/assessment plan/learning plan

If you have catering for diversity/DIFFERERENTIATING you will offer:-
[different] Complexity

Teachers need to provide the overview and the context. Children have the choice within that. Children don’t know what they don’t know as well. It is not all about children being set free on own choice topics.
Blooms requires working at many different levels at once. You can’t work at higher levels without also working at the lower ones as well!!
The onus is on the teacher to ensure children work at ‘intelligences’ they are not good at as well. Children do need to work on weaknesses as well as through strengths.

Clinton Golding
University of Melbourne. Background in teaching.
previous roles creating and promoting a thinking culture in schools he has been in.

at the heart of all good teaching and learning is good relationships!
the important things is what the kids do/think …. not the teachers actions. How can you tell what they think? What strategies are effective?
Thinking is at the heart of the curriculum …. we are teaching children to think mathematically (etc).
wrt key competencies – You manage yourself by managing your thinking, and so on.
everything is about making meaning and thinking is at the heart of this.

Thinking is not able to be taught …. it is an outcome of the culture you create as the teacher.
You have to be disposed towards thinking. How do you get children to value thinking?
Good thinkers DO things poor thinkers DON’T.
Have to have knowledge …. it is intrinsic to the thinking. You cant think about maths if you have no mathematical knowledge (for example).

We want students who ARE thinkers rather than simply know how to. We need to immerse children in a culture of thinking. It is also complex and abstract.

Competent thinkers don’t need to overtly think about things – tacit thinking (invisible and internal). Adults operate at this level if they are competent thinkers. How do we make the thinking visible for children? Key challenge.

We need to know how we do this ourselves so we can make our thinking overt for children. Questions provide a good insight into thinking. We can share this with children in the classroom as teachers.

The aim is for children to automatically do the things we model – that our self-talk as teachers becomes the internal dialogue for the children in our class.

Rules for active thinking (on topic)
1. Active thinking at all times
2. No hassles or put downs
3. Proper consideration of all ideas
4. One person speaks at a time, with actual listening
5. Respectful challenging is essential
6. Building on the ideas of others is essential.

the insight into who is a good thinker is “what they do and say”
teachers need to be clear about the kinds of thinking they want to see and consequently the things they want to see the children ask and do ….. these are the things that the teacher then needs to MODEL. This is the thinking about the teaching of thinking.

Importance of using the thinking phrases to practice and rehearse the thinking. 30+ times before things START to work. Changing culture takes time, effort and persistence.

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