Jenni Hammonds
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What interests me (digital technology in education) . . .
may interest you.

Planning for differentiated learning with Google Drive 

20/8/2015

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A great clip from Core Education about the use of Google's applications to create a interactive planning document between teachers and students. 

E-learning leader Kate Friedwald, from Wairakei School discusses her learning plans, created on Google Slides, which she shares with the students. Students are grouped, but not on ability relative to others, but more on ability relative to their own learning needs. Those who have writing as a focus may be grouped together, yet there is likely to be a range of abilities. 

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An example of a Must-Do's Sheet.
Friedwald uses a must-do/can-do approach to tasks which allows students to either follow a plan created by the teacher or create their own.  Must-do tasks could be completed either each day or across the week, depending on the students capability to self-manage or preference. Those with a reading need will have extra literacy orientated must-do tasks to complete.
It also allows the teacher to call work-shops whenever as she is not tied to a certain group, and the students aren't tied to certain activity schedules.
  Must-do tasks relate to specifically to curriculum ability groups, which are listed on the Sheet.  If required to complete a 'Maths Strategy with 20min practice', it will relate specifically to the maths ability of that student. It also provides the link to a Google Site.  The Site is organised into curriculum areas, and subsequently more specific content areas.
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Students find their group, look at the strategy, and click on the link that takes them to the learning Site.
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The Google Site where students can view a strategy video, know what pages to practice the skill, and how to prove they've grasped it.
Students learn the strategy through a video (Teacher Tools, Khan Academy etc) or slides, practice the skill by completing some or all of the pages suggested (in maths books possibly). Students might want to go back a strategy if needed. If they have grasped the strategy they prove it by creating their own video explaining the strategy (Explain Everything, ShowMe etc). This may be used on the site if it is well produced and explained. 
On completion of a task students fill out their groups accountability Sheet. Their Must-do's are listed and they fill out what they have done, how they found it - easy, good, challenging - possibly who they worked with etc.  This allows the teacher to see who she may need to workshop with, change groups, or have a conversation with.
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The Sheet for each group that lets them record how they've gone on their Must-do task.

Ponderings and comments...

I think this is a great idea! The it uses Google apps in a practical and creative way.  It gives students choice, autonomy, and a tailored learning programme. The system could be used in relation with a number or apps, expanded to include other features, or reduced to try out a similar program until the teacher gets their head around the concept. Awesome stuff!  The full video of Google Drive in action can be viewed in a new window.
  • The learning sites could be set up by a teacher, as it looks like has been done by Kate, or possibly as a team, or school - depending on size. 
  • How ratio of time is spent by students facilitating the digital technology? Ipad issues, internet problems, finding the right site, typing in their progress etc.  Do these activities detract from learning or build on self-management and ICT skills, or all?
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Take the pressure off! Using peer tutoring in ICT

18/8/2015

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Peer tutoring is a great way to utilise resources right under your nose! Many kids have an intuition for using digital technology.  Not to say that some of us older generation don't!

Even if you just introduce the basics, most kids will be able to reteach this skill to their peers, and a select few in your class will be able to run with what you've given them and go beyond what you expect. 
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There are a number of benefits for using students as peer tutors - for them and for you! 
  • I find the main benefit is that it frees up my time. Whenever you're using ICT the unexpected arises and it is good to have more time up your sleeve to iron out hiccups and sus out your next move. 
  • It also give you more time to spend with particular students understanding the concepts they're learning, whether they be maths, literacy etc. 
  • More time also allows you to simply observe your class in action - something we often tend to overlook, but can be extremely satisfying when your class is humming independently!
  • You also only need to teach the skill once or twice as opposed to 30. This reduces your frustration and gives the them a happier teacher.
  • If you're working in a computer lab, it gets a few kids out of their seats and wandering around to help, yet also keeping an eye on what others are doing - hunting out the odd rebel who's jumped on YouTube.
  • It keeps your lil computer geniuses/geeks busy doing your job - double bonus.

That being said, your little darlings are picking up some skills too, especially if you establish in a few guidelines.  In my class there is the expectation that if you're helping someone, your hands are off the technology! Benefits include...
  • Student explanation and communication skills 
  • Interacting with kids outside their friend group, a bit of class culture building
  • reinforcement of skills tutors have learnt, ICT or otherwise
  • the benefits of having a bit of responsibility and self-esteem as a tutor
  • not always having your teacher looking over your shoulder

Peer tutoring can be used for all curriculum areas, in a number of ways.  If you want an easy to read slide show, download the document below.  

Teaching Strategies for Inclusive Classrooms, Part 2: Peer Tutoring Accessed from Te Kete Ipurangi – Special Education – The Three Rs of Diversity – http://www.tki.org.nz/r/specialed/diversity/develop/stage2-profdev_e.php

teaching-strategies2.pdf
File Size: 6528 kb
File Type: pdf
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