I masterclasses series 2 episode 3

Editor's Notes

• #3: NB/ MAKE SURE Open Office is OPEN prior to uploading ppt to Blackboard Collaborate Welcome everyone. I hope you’ve had an opportunity to grab a headset as it’s a great way to participate and also elliminates any feedback. Feel free to try out any tools and use the virtual whiteboard as we deliver the session. The session is supervised. All chat messages, including private messages are seen by all Moderators. The session is being recorded and will be published online in the iMasterclass Design Space - 139211104 . If you are sharing any resources please be mindful to avoid breaching school or student privacy policies or protocols.
• #4: The purpose of these sessions is to build an online community via these Blackboard Collaborate sessions and our Ultranet Design Space – iMasterclass. The Focus is on an effective PLT approach across a school using the 4A Planning Model as seen through our modelled PLT conversations that you’ll view later in this session.
• #5: The 2 episodes on Exemplar Numeracy Ultranet Spaces – Pt 1 & Pt 2 will support ongoing improvement in the Numeracy outcomes for all our students via the use of quality online and offline digital content resources. Our focussed resources are found in some excellent pedagogically sound Ultranet Spaces created by some of our DEECD colleagues Learning Intention and Success Criteria – Hattie “Visible Learning For Teachers maximising impact on learning” Ultranet support site –online modules: Connecting , Collaborating and Creating https://ultranet.vic.edu.au/portal/web/support/module-5 Student Collaboration and Learning Collaborative Learning is a place for student collaboration and learning. Web 2.0 applications can be accessed in the Collaborative Learning space supporting teachers to create opportunities which extend learning beyond the classroom. It enables students, their peers and their teachers to connect, communicate, collaborate and co-create new knowledge.   Ultranet support site –online modules: Design Teachers Connecting and Collaborating https://ultranet.vic.edu.au/portal/web/support/4.5-what-could-design-spaces-be-used-for Participation and collaboration are critical ingredients in online professional learning. Being a member of a Design space does require a level of participation. This participation in an online community is demonstrated not only through the interactivity of sharing of knowledge through information exchange and professional discussion, but also through less obvious interaction like searching for content and adding to a common resource repository. Collegial collaboration is more than the sharing of resources. Collaborative learning requires a different perspective on learning theories, pedagogy and how knowledge is transferred. And every teacher not re-inventing the wheel – working smarter not harder.
• #6: Use the tools on the toolbar of the whiteboard – pencil, Text, Shape to indicate where you are located. This session is the 3rd in a series of 8 sessions the first 2 sessions were on Exemplar Literacy Ultranet Spaces, followed by 2 sessions on Exemplar Numeracy Spaces, 2 sessions on Curriculum Planning enriched by eBookboxes and finally 2 sessions on eBookboxes and Learning Tasks.
• #7: Text Tool - Share on the whiteboard What resources are you providing for your students in your planning? Are you using online resources to inform your curriculum planning and teaching of the content?
• #8: Teacher Planning can occur throughout the cycle- Our focus today, however, will be at the Plan Stage. Effective Planning encompasses the questions:- What do you know about your students? What data will best inform curriculum planning? Analysing data –are students learning? What do the students know? What do you want the students to learn? What is essential for students to learn according to VELs? What learning and teaching and assessment strategies will be used? If students aren’t learning how can we adapt the instruction to suit student needs so they can learn? What and How do I want my students to learn? The Ultranet supports teachers to implement a continuous cycle of curriculum planning and delivery. Teachers can readily collaborate within and across schools and share their curriculum planning Numeracy data is used to plan and deliver a more differentiated curriculum, informed by individual learning needs. Teachers can utilise their tried and true current numeracy practices and utilise Web 2.0 tools for improved collaboration and communication . Teachers can facilitate collaborative learning using web 2.0 tools. Using the Content Teachers can search the Ultranet for digital learning resources to support planned numeracy activities. Links in chat Ultranet T & L Cycle doc http://www.eduweb.vic.gov.au/edulibrary/public/teachlearn/student/vlns/ultralitnum.pdf Ultranet Support Site –Using the Ultranet to Support Teaching and Learning https://ultranet.vic.edu.au/portal/web/support/3.2-plan-what-and-how-do-i-want-my-students-to-learn
• #9: DESIGN Share strategies with colleagues for explicit teaching of literacy and numeracy concepts. Share collective knowledge of student cohort with colleagues and allocate responsibilities for planning specific learning sequences. Moderate existing student work samples to come to a common understanding of current student achievement. Join eBookBoxes Design spaces to access resources and share conversations about literacy and numeracy learning e.g. Mathematics eBookBox Level 5 Equivalence. LEARNING TASKS Access Learning Items from other teachers in your school and modify as appropriate. Import Learning Items from Endorsed Content. Plan sequences of activities to teach a particular concept. Cater for differentiated needs by allocating Learning Items to individuals or groups e.g. VELS and progression points Develop rich assessment tasks for literacy and numeracy, when students can respond in multiple ways e.g. audio, visual or written. Plan appropriate feedback and assessment and link to curriculum standards. Include opportunities for self- and peer-assessment into Learning Tasks, e.g. journals, discussions COLLABORATIVE Create a Collaborative Learning Space where students can work together e.g. a class maths project CONTENT: Select from the wide range of endorsed digital content available in the Ultranet to support numeracy and literacy teaching: • YDP (Young Digital Planet): a collection of digital resources to support secondary science and maths • Interactives e.g. Maths: Wishball • Websites e.g. Mathematics continuum • eBookBoxes (join eBookBox Design Space to access). You can also access software to support numeracy teaching on the EduSTAR image Links in chat Curriculum Planning - http://www.education.vic.gov.au/studentlearning/curriculum/default.htm File in iMasterclass SPACE- ultralitnum.pdf
• #10: What supports Teachers to make connections with what resources they already have? In the iMasterclass design Space we will share a template encompassing resources that are available that could be used at planning time prepared by DEECD Central Office in one of the eduSTAR programs, Visio, is available In Visio you can edit the document and then, if wanted, you can save it as a pdf or jpeg. What are the best tools to support my learning intention? How do I design and plan an engaging learning sequence? Edustar software Communication and Collaboration Tools and Spaces (WWW and Ultranet) Endorsed Content How will I monitor and assess my students and give them feedback? What options give me the best picture of student’s starting point and learning achievement? Learning Experiences – How will the ideas documented in the Planning support Learning to come alive for the students? What challenges need to be created to support learning? What are the most effective strategies to support learning? How will opportunities for assessment be explicitly incorporated? How will students be supported to monitor their learning? What access to devices do the students have to support their learning? (1 to 1) In Design Space Sec Curric Planrearranged.vsd Link in chat www.education.vic.gov.au/studentlearning/curriculum
• #11: How does Collaborative Learning support students learning together? Collaborative Learning supports success in students learning collaboratively through the provision of access to quality digital content and Web 2.0 applications that enable collaboration in a safe and secure environment that is available anywhere, anytime . Teachers and students are able to create and/or join spaces created by others. What strategies will you put in place for using Exemplar Numeracy Ultranet Spaces to support your students with online learning? Collaboration is a social process that supports learners to collectively deepen their knowledge, understanding and skills . Collaborative Learning is about students connecting for a common purpose - to search for understanding, meaning or solutions, or to create a product to demonstrate or apply their learning. Research supports positive outcomes for student learning through collaboration as listed below: Students are capable of performing at higher intellectual levels when asked to work in collaborative situations than when asked to work individually (Vygotsky, 1978, cited in Bruner, 1985). Group diversity in terms of knowledge and experience contributes positively to the learning process (Vygotsky, 1978, cited in Bruner, 1985). Cooperative teams achieve at higher levels of thought and retain information longer than students who work quietly as individuals (Johnson and Johnson, 1986) Shared learning gives students opportunities to engage in discussion, take responsibility for their own learning, and thus become critical thinkers (Totten, Sills, Digby and Russ, 1991). Cooperative learning methods improve problem-solving strategies because the students are confronted with different interpretations of the given situation (Bruner, 1985) The changing role of the teacher - Success in collaborative learning relies on successful and sustained interactions between the community of learners and a teacher role shifting from a director of learning towards a collaborative, guiding, facilitating model. This has implications for how learning activities are planned, managed and realised with the focus more on process over product . Many of the skills presented in the diagram below are skills teachers use to manage face to face teaching. In an online learning environment, these skills are highlighted and can be developed through consideration of the e5 capabilities. Link in chat Ultranet Support Site –Collaborative Learning: Student Collaboration and Learning https://ultranet.vic.edu.au/portal/web/support/5.1-how-does-collaborative-learning-support-students-learning-together
• #12: DEECD Mathematics eBookboxes – 66512121 – Design WMR Numeracy – 106126201 - Design i Teach Secondary – 116444307 - Design i Learn Maths– 120779928 - Collaborative i Learn Primary– 71762396 - Collaborative i Learn Secondary – 108432732 – Collaborative Your students can join the Collaborative Spaces allowing them to access these beyond the classroom to revise, revisit, challenge themselves, have access 24 / 7, share their work with family
• #13: Ultranet Endorsed Content YDP ( Young Digital Planet) Maths Resources for Upper Primary and Secondary Mathematics In Your Hands – Getting Started: Classroom Ideas for 1-to-1 Learning Ideas for Mathematics page 21 Go to eLearning ICT showcase - NSSCF – download PDF document Classroom ideas for 1-to-1 learning available at this link http://epotential.education.vic.gov.au/showcase/resource.php?res_id=630&showcase_id=62 Does my school use Maths300?
• #14: Go to either Collaborative or Design Space Click on Available Design / Collaborative Spaces tab Refine search if you want – Title ‘ DEECD Mathematics eBookboxes ’, Space ID number ‘ 66512121 ’ or Key word ‘ Numeracy ’ – ‘ Open ’ Go to the Actions button Click JOIN After you have joined click on the title to open the space - you have immediate access to the Space as a member Hint: Spaces with a large membership number, begin with ‘DEECD’ are often good to look at or key designers eg. Robyn Scanlon In iMasterclass Design Space Numeracy Digital Resources Strategy.docx
• #15: A whole-of-school approach to assessing the content of Ultranet Spaces delivers consistency and sustainability. File Transfer - Exemplar Space Observation Activityv4 2012.docx
• #16: Application Share – WMR Numeracy 106126201 - Design Search by key word WMR : Page tabs- Mathematics Lesson structure (similar to our placemat) –sub pages > warm up –continue through each sub page below Page tabs > Planning > Assessing > Resources –sub page Mathematics Continuum > Using the ultranet –sub page Sample Online Tools (to add to your own collaborative space) DEECD Mathematics eBookboxes 66512121 - Design ! i-Learn Maths 120779928 (still under construction) – Collaborative Robyn Scanlon Prep –number Students from Prep to Year 10 can find interactive Maths activities in number, space, measurement, chance and data on this space. Play fabulous games that are challenging and lots of fun to help you improve your maths skills i Learn Primary 71762396 (over 10,000 members) Collaborative Kids can find lots of learning sites in all subject areas on this site. A wide range of interactive games, videos, quizzes and websites will allow them to explore learning in any curriculum area i Learn Secondary – 108432732 – Collaborative
• #17: We will allow time for you to read the PLT before we proceed to the next discussion. There are 5 slides for this PLT.
• #23: What have you learned? What else do you need to know? How can this translate into your classroom? Your school? How will you go about this? Who are the key teachers, teams etc? What is your next step or plan?
• #24: All our resources, 4 A Planners, powerpoints, session recordings are in our iMasterclass Design Space
• #25: If you are from a school in the Hume Region and would like support from our eLearning Team to assist the planning of a PLT or further follow up with Literacy resources to support your curriculum planning in your school for all of your teachers and consequently your students, then please contact either Gail, Brendan or myself, Libby, and we will schedule some follow up visits in Term 3. Next Week we would like to focus our episode on Exemplar Numeracy Ultranet Spaces, Part 2 which will be a follow on from today’s episode. Next week will focus on: What key elements from Numeracy Spaces in the Ultranet would we include in our curriculum planning? How can we incorporate these key elements into our everyday classrooms? The session will show how a PLT can work together effectively to share the key elements of Numeracy Spaces in the Ultranet and decide on how they can be used in the classroom to support teaching and learning.
• #26: Literacy (Part 1 & Part 2) & Numeracy (Part 1 & Part 2) exemplar spaces – Part 1: What they are and why would you use them? Part 2: Literacy exemplar spaces uses in the classroom-taking the key elements of the spaces and putting into practice Curriculum Planning enriched by eBookboxes – Part 1: Why would we look at online resources such as eBookboxes? What are eBookboxes? How do eBookboxes support classroom curriculum planning? Part 2: What eBookboxes have been developed to support areas of the curriculum?; What is the common thread that underpins all eBookboxes?; How can I use an eBookbox to support my curriculum delivery offline and online for my students? eBookboxes and Learning Tasks – Part 1: What eBookboxes would I use for my students?; How can I import eBookboxes into Learning Tasks?; What are the benefits of Learning Tasks for my students? Part 2: How do I ensure the eBookbox activities suit all my students?; How do eBookbox activities meet the different cohorts of students within my class?; How can I modify, add and delete some of the activities? Are all activities assessment tasks?