Knowledge net pres 22 sept 2
- 1. Moodling, Googling & more in Health & PE Natasha Low, eMentor, Health & PE teacher My Portfolio Google apps Moodle
- 2. Acknowledgements • Health & PE staff • Claire Amos, eLearning Director • ICT PD contract • TKI, Ministry of Education Natasha Low Epsom Girls (EGGS) 2012
- 3. Overarching Goals Student Engagement Integrating ICT into our teaching & learning Innovative & exciting learning environment Student Learning Centred Relationships Learning Natasha Low Epsom Girls (EGGS) 2012
- 4. Integrating effective ICT into our teaching and learning Our Learning Story • Our Process & Structure in Health & PE • Using Moodle as a ‘base’ – Page development – Connecting • What next ? – Interactive – Practical and mobile nature of PE Natasha Low Epsom Girls (EGGS) 2012
- 5. Our Process Using Teaching as Inquiry to produce an eLearning Action Plan Teaching Inquiry Teaching & Learning Focusing Learning Inquiry Inquiry NB: Modified picture from http://nzcurriculum.tki.org.nz/Curriculum-stories/Case-studies/Inquiry/Teaching-as-inquiry Natasha Low Epsom Girls (EGGS) 2012
- 6. Our Action Plan (Health & PE) Online Learning Environment Moodle Course pages Teaching & learning strategies supported by ICT Online Learning Environment Moodle Interactive
- 7. Ourstructure Our Structure Year 10 Year 9 Year 9 Year 10 4 groups Junior PE Junior Health Senior PE Senior Health Year 11 Year 12 Year 11 Year 12 + Teachers of Option Health & Option PE Natasha Low Epsom Girls (EGGS) 2012
- 8. Moodle as aa ‘base’ Moodle as “base” Moodle Resources & Activities Links to Google Apps & web-based resources Stages of page development Informative Attractive Interactive - Resources - Images - Forums - Course outline - Labels - Wikis - Worksheets - Blocks - Google apps for - Advertise events - YouTube clips collaboration Natasha Low Epsom Girls (EGGS) 2012
- 9. Page development Informative Attractive
- 10. Informative Page development Attractive Natasha Low Epsom Girls (EGGS) 2012
- 11. Page checklist • Course name (Heading 1) • Unit names (Heading 2) • Unit outline i.e. we will be covering… Resources • Year outline e.g. content, expectations • Year calendar e.g. assessment dates, guest speakers • Unit calendar e.g. checkpoint dates. • Handouts • Articles for reading • Power points shown in class
- 12. Notes – Students may choose to view page • To get a feel for the course – Teacher may direct students to page • To source resources, to contribute – Keep page up-to-date • Don’t put too much on the page that requires updating • When you change something, e.g. assessment dates – update it in Moodle (Hint: use a webpage instead of uploading a word doc)
- 13. Teaching Inquiry: What tools & Focusing Inquiry: strategies ?? Student needs ?? How ? Learning Inquiry: What happened ?? Teaching & learning strategies What next ?? supported by ICT Teaching & Learning: Teaching as Inquiry What & when ?
- 14. Focusing Inquiry What are the student needs? Natasha Low Epsom Girls (EGGS) 2012
- 15. 2011 Student Outcomes 2012 Effective Pedagogy Inform e-Learning Action Plan Collaboration Differentiation Natasha Low Epsom Girls (EGGS) 2012
- 16. Student outcomes ICT tools & strategies Student outcomes ICT Example Reflection Google docs Year 9 PE - Fitness logs Google form Year 11 PE - participation logs (AS 1.1) Flip cameras Year 9 & 10 PE – Dance Heart rate monitors Junior PE – Fitness units Collaboration Google Apps Year 9 Health – Tobacco Presentation Google presentation Year 9 Health – Tobacco research Flip camera Year 9 Health – Tobacco (extension) Feedback Flip camera Year 9 & 10 PE – Dance Video server Year 10 PE – Dance Google form Year 9 PE – Dance, at end of unit Analysis Flip camera Year 9 & 10 - Dance Natasha Low Epsom Girls (EGGS) 2012
- 17. Teaching Inquiry What ICT tools & strategies will help us achieve our focus? How? Natasha Low Epsom Girls (EGGS) 2012
- 18. ICT tools and strategies we focus on My Portfolio Google apps Moodle Natasha Low Epsom Girls (EGGS) 2012
- 19. ICT tools & strategies Heart rate Google monitors form REFLECTION PRESENTATION Junior PE Year 11 PE - participation – Fitness units logs (AS 1.1) Google Flip Google Flip doc presentation cameras cameras Year 9 PE - Fitness logs Year 9 & 10 PE – Dance Year 9 Health Year 9 Health – Tobacco research – Tobacco research (extension) Natasha Low Epsom Girls (EGGS) 2012
- 20. ICT tools & strategies FEEDBACK COLLABORATION Flip Google cameras form ANALYSIS Year 9 & 10 PE Year 9 PE – Dance Video – Dance, Google server at end of unit Apps Year 10 PE Flip – Dance Year 9 Health cameras – Tobacco Year 9 & 10 PE – Dance Natasha Low Epsom Girls (EGGS) 2012
- 21. ICT tools & strategies ICT tools & strategies For student ICT Example Reflection Google docs Year 9 PE - Fitness logs Google form Year 11 PE - participation logs (AS 1.1) Flip cameras Year 9 & 10 PE – Dance Heart rate monitors Junior PE – Fitness units Collaboration Google Apps Year 9 Health – Tobacco Presentation Google presentation Year 9 Health – Tobacco research Flip camera Year 9 Health – Tobacco (extension) Feedback Flip camera Year 9 & 10 PE – Dance Video server Year 10 PE – Dance Google form Year 9 PE – Dance, at end of unit Analysis Flip camera Year 9 & 10 - Dance Natasha Low Epsom Girls (EGGS) 2012
- 22. 1:1 Student Owned Devices
- 23. Teaching & Learning What & when? Natasha Low Epsom Girls (EGGS) 2012
- 24. Teaching & Learning strategies supported by ICT Steps 4-6: up-skill, workshops, trial, reflect
- 25. Moodle as a ‘base’ Natasha Low Epsom Girls (EGGS) 2012
- 26. Moodle as a ‘base’ Natasha Low Epsom Girls (EGGS) 2012
- 27. Google Apps Good for collaborative work - sharing ICT For Example Google doc Reflection + Sharing Year 9 Fitness logs Google form Reflection + Sharing Year 11 participation logs (AS 1.1) Feedback Student feedback at the end of a unit Google presentation Collaboration + Year 9 Tobacco unit Presentation Google site Sharing Youtube Movie clips e.g. year 12 links Health KOS unit Introduction to Google Docs: Google Docs in Plain English http://www.youtube.com/watch?v=eRqUE6IHTEA Natasha Low Epsom Girls (EGGS) 2012
- 28. For Inspiration – Videos, Movie clips e.g. Year 11 Dance, Year 12 KOS Natasha Low Epsom Girls (EGGS) 2012
- 29. Natasha Low Epsom Girls (EGGS) 2012
- 30. Natasha Low Epsom Girls (EGGS) 2012
- 31. Natasha Low Epsom Girls (EGGS) 2012
- 32. Page development Interactive
- 34. Link to websites, e.g. articles on the web
- 36. Career development e.g. year 11 & 12 Health Natasha Low Epsom Girls (EGGS) 2012
- 37. Also Reflection (collect and compare) e.g. Fitness units Natasha Low Epsom Girls (EGGS) 2012
- 38. Flip camera To record & view e.g. Dance units - To analyse group performance
- 39. eLearning Action Plan in Health & PE from Teaching as Inquiry process Teaching as When Health & PE What/How Inquiry cycle Actions Focusing Inquiry Term 1 1. Plan ICT in units 2. Develop Moodle pages Teaching Inquiry 3. Share Teaching & Term 2-4 4. Up skill Workshops Learning 5. Implement Trial Learning Inquiry 6. Reflect Share 7. Modify Learning Inquiry Term 3-4 Reflect, Share ICT in units & Modify Moodle pages Natasha Low Epsom Girls (EGGS) 2012
- 40. Learning Inquiry 1. What happened as a result of the teaching? Natasha Low Epsom Girls (EGGS) 2012
- 41. Which tools helped you to be more engaged in this unit? Student feedback • Vado (flip) cameras • Internet capable devices e.g. netbook, teacher laptop Student engagement • Projector • Other:____________ “ Internet & the music helped us to get into the mood & think of more creative ways to “ They helped express our fairytale ” us get our music ” Natasha Low Epsom Girls (EGGS) 2012
- 42. Which tools helped you to be more engaged in this unit? Student feedback • Vado (flip) cameras • Internet capable devices e.g. netbook, teacher laptop • Projector • Other:____________ “ Vado helped us because when we forgot about what to do in our dance we could “ They let us watch the clip that we practice to the recorded to jog our mind ” music playing so it was better ” Natasha Low Epsom Girls (EGGS) 2012
- 43. Learning Inquiry 2. What are the implications for future teaching? Natasha Low Epsom Girls (EGGS) 2012
- 44. What’s next? • Keep / drop / modify use of ICT in units Moodle • Forums, Assignments • Wikis, Blogs • Using Groups Interactive • RSS feeds • Teacher pages Get help at: Moodle.org, http://demo.moodle.org
- 46. What’s next? • Keep / drop / modify use of ICT in units – Is the tool/strategy effective? • Verbal assessment – record, store, share • Reflection e.g. journal? MyPortfolio?
- 47. What’s next? • Practical & mobile – ipads & apps !! – Further performance analysis - Motor skills - Strategic game play - Exploring anatomy Towards an innovative & exciting learning environment Natasha Low Epsom Girls (EGGS) 2012
- 48. Contact • Natasha Low • Epsom Girls Grammar School • lw@eggs.school.nz • @NatashaLowNZ • http://natashalownz.blogspot.co.nz/ Feel free to contact me I’m happy to share and collaborate Natasha Low Epsom Girls (EGGS) 2012
- 49. ICT tools & strategies Links through Moodle ICT For Example Flip camera Analysis, reflection, Year 9 & 10 Dance assessment, feedback Flip camera Presentation Year 11 Drugs Video server Feedback Year 10 Dance Heart rate monitors Reflection (collect and Fitness compare) Dreamcatcher Career development Year 11 & 12 Health YouTube Inspiration Year 11 Dance - Videos Year 12 KOS - Movie clips Internet - Access information - Careers websites - Investigation - Research e.g. Drugs Natasha Low Epsom Girls (EGGS) 2012
- 50. Google Apps Good for collaborative work - sharing ICT For Example Google doc Reflection + Sharing Year 9 Fitness logs Google form Reflection + Sharing Year 11 participation logs (AS 1.1) Feedback Student feedback at the end of a unit Google presentation Collaboration + Year 9 Tobacco unit Presentation Google site Sharing Youtube Movie clips e.g. year 12 links Health KOS unit Natasha Low Epsom Girls (EGGS) 2012
Editor's Notes
- #2: Sharereflections, Learning stories,Challenges and opportunities afforded by e-learning.
- #4: ICT into teaching practice.We aim to inspire. Using ICT required a mindshift towards innovative practice and the risk of uisng the unknown & perhaps failure.picture http://debralarson.com/blog/wp-content/uploads/2010/05/MindShift.jpgEngagement to enhance ..St Centred..Thru ICT
- #5: Range of confidence levels
- #6: AM
- #7: Our action plan goals
- #8: Courses within each group. Each course – Moodle page & ICT in 1-2 units. Culture of trialling & sharing in Option classes
- #9: ICTPD Workshops – learning the what, how and why of tools.Picture reference: http://t2.gstatic.com/images?q=tbn:ANd9GcRQzDtESEGUO36l9caxFm-dMkVbNqJMKndk2_XClbu-l4lg9DHP Towardsonline learning environment – that is Interactive, will engage students/be student-centred.
- #10: ChecklistNotes: Into units, Standard headings,Course name (Heading 1)Resources: Course OutlineBlocks - upcoming speaker, events, resources/books– Also Random Glossary Entry Block e.g. website/quote of day, terms & definitions Labels (pics)
- #11: Note: Standard headingsUnit names (Heading 2);Unit outline i.e. we will be covering…Resources: Upload files/webpages, Handouts,Articles for reading,Power points shown in classATTRACTIVE - LabelsUpload files / Use webpages Advertise events
- #12: Standardised
- #14: We interpreted the Teaching as Inquiry process and made it our own in HPE.
- #15: Page set-up now onto Teaching as Inquiry
- #16: Thinking skills
- #19: MyPortfoilo to come
- #26: Communicate with teachers, parents and peers to support their learning through instant access to their student emailAnytime, anywhere access to unlimited resources and information on the internet (Reference: Claire Amos)
- #27: Anytime, anywhere access to class resources, support and extension activities through Moodle (Reference: Claire Amos)
- #29: YouTube clips embedded into googlesite.e.g. Good Will Hunting clip to look at issues around abuse.
- #31: http://www.youtube.com/watch?v=92D15qtI_Gk
- #32: technique
- #40: Summary. NB: continual loop of reflect, modify, implement; i.e. units developed throughout the year.
- #41: Teacher feedback, shared experiences – during & end unitStudent voice – formal & informal + teacher observationsInformed unit modification
- #42: Extra bonuses – netbook for ideas & music; watching to remind us of dance.
- #43: Extra bonuses – netbook for ideas & music; watching to remind us of dance.
- #48: We’ve started