The Adelaide decleration was a meeting which recognised that the schooling of Australia's children is the foundation on which we biuld our future as a nation. Council agreed to act jointly to assist Australian schools in meeting the challenges of our times. In reaching agreement to address the following areas of common concern, the State, Territory and Australian Government Ministers of Education made an historic commitment to improving Australian Schooling within a framework of national collaboration
The Goal's of the decleration can be found on the following site:
http://www.dest.gov.au/sectors/school_education/policy_initiatives_reviews/national_goals_for_schooling_in_the_twenty_first_century.htm
REFLECTION -
The Adelaide Decleration was possibly the most historicaly signifigant agreement in Australian Education. The Australian Government gave full recognition to the undeniable importance of the education of Australian children. They are the foundation block's of the future of this nation, without the proper education that all children have the right too, we are breaking that foundation.
The education we provide to our children, cannot just simply be an education. It has to be an education of quality. Where we give the best we possibly can to the future of our country, so that they have the opportunities to be anything they can dream of.
alex lauz and me
Thursday, March 15, 2007
Tuesday, March 13, 2007
BOARD OF STUDIES WEBSITE - RESEARCH
WEBSITE IN GENERAL
The board of studies website has thorough and precise information for both teachers and students. However while the information is extremley helpful, there are countless numbers of links on the website, and finding your way around does take some getting used too. Just recognising where the Website Index was took me a little longer than I assumed it would, although I think that if i had of followed the task and spent 10 full minutes exploring the site first, I would have had a much better grip of where everything was.
ADVICE ON PROGRAMMING AND ASSESMENT
What are programmes?
Programmes are sets of plans that guide individual teachers in their selection of lesson outcomes, content, teaching stratergies, resources and assesment procedures.
Each Programme should have
1. A rationale
2. Aims
3. Outcome statements
4. Content statements
5. Teaching stratergy statements
6.Assesment guidelines
There are three types of programming
1. Content - based programming
2. Activities based programming
3. Outcomes based programming
YEAR 10 SYLLABUSES FOR PERSONAL DEVELOPMENT HEALTH AND PHYSICAL EDUCATION
WHAT TYPE OF PROGAMME IS THIS SYLLABUS ?
This new syllabus uses all three types of programmes. It includes consideration of outcomes or teaching stratergies ( content-based). It provides some idea's for activities and learning expeirences (activitiy based), which can be seen on slide 13. And it has information on what students should be able to do on completion of the programme (outcomes-based).
WHAT I HAVE FOUND
After finding my way through the website I was able to find the syllabuses for my major for teaching, Personal development, health and physical education. This was presented in either a powerpoint or a PDF file. However the powerpoint was much nicer to look at, as it is colouful and uses diagrams to represent important aspects of the syllabus such as outcomes and objectives. The syllabus uses graphs and diagram's to help develop a better undesrtanding for teachers of how to use the information the syllabus is providing to them. The use of mind maps, table's and charts allow teachers to better organise and plan how they are going to adapt the syllabus to their teaching programme.
HOW CAN I USE THIS
When I start teaching, even for my prac, these syllabuses are going to be my life line's. They will be the most important documents we will use as teachers. The tables and self assesment sheets in particular are all very adaptable, and I would definitly be applying them to my teaching. The answers to the questions are all very clear and precise, and I will be refering back to the text continously. In particular I will refer to the last page, which is help along the way. This provides details of other documents I can use to assist in my planning, preperation and teaching.
WHAT MAKES A GOOD BLOG?
Things you must include:
Basic Links such as - Home, Add, Message, Comment and Block, the rest are mainly down to personal choice, the reason why I include the Block link is due to people harassing or annoying someone.
Try to design your profile around you - colours that match you specifically but keep it so it's easy on the viewers eyes
If you have Graphic Experience then create your own images for your layout, this is great because you then stand out from the rest of the crowd
Do not worry if you can not create graphics yourself, there are sites to teach you just google "graphic design tutorials" etc. You can even get some free graphics to use.
Your profile can still look good without graphics though, if you know some basic html and css then you can get results just as good. There are lots of websites out there offering free tutorials and codes but to get really good you need to learn not just do what it says.
Things you should not do:
Stop ways of interaction - no add, message or comment options without these people cannot interact with you.
Have links that are hard to read due to colour, size, hovers which hover to the same colour as your background.
Graphics that are just too harsh on the eyes, do not go too crazy with your design/graphics or people will just click off your profile
DO NOT jam pack your profile with things.
FOR OTHER INFORMATION ON WHAT MAKES A GOOD BLOG CLICK ON THE HYPERLINK'S BELOW.
http://jakonrath.blogspot.com/2006/03/what-makes-good-blog.html
Basic Links such as - Home, Add, Message, Comment and Block, the rest are mainly down to personal choice, the reason why I include the Block link is due to people harassing or annoying someone.
Try to design your profile around you - colours that match you specifically but keep it so it's easy on the viewers eyes
If you have Graphic Experience then create your own images for your layout, this is great because you then stand out from the rest of the crowd
Do not worry if you can not create graphics yourself, there are sites to teach you just google "graphic design tutorials" etc. You can even get some free graphics to use.
Your profile can still look good without graphics though, if you know some basic html and css then you can get results just as good. There are lots of websites out there offering free tutorials and codes but to get really good you need to learn not just do what it says.
Things you should not do:
Stop ways of interaction - no add, message or comment options without these people cannot interact with you.
Have links that are hard to read due to colour, size, hovers which hover to the same colour as your background.
Graphics that are just too harsh on the eyes, do not go too crazy with your design/graphics or people will just click off your profile
DO NOT jam pack your profile with things.
FOR OTHER INFORMATION ON WHAT MAKES A GOOD BLOG CLICK ON THE HYPERLINK'S BELOW.
http://jakonrath.blogspot.com/2006/03/what-makes-good-blog.html
EXCELLENT WEBSITE - ONLINE COMMUNITIES
While browsing on Stephan Down's website I came across a blog which has fantastic links to information about online communities, podcasts, blogging and other aspects of creating online communities especially in the context of the classroom and the school.
It is definitly worth a look, I reccommend it as being one of the most helpful website's I have found concerning online communities.
http://onlinesapiens.com/blog/category/communities/
It is definitly worth a look, I reccommend it as being one of the most helpful website's I have found concerning online communities.
http://onlinesapiens.com/blog/category/communities/
Monday, March 12, 2007
RELATIONSHIP BETWEEN ICT AND LEARNING STYLES
ARTICLE ON ICT AND ITS RELATIOSNHIP WITH LEARNING STYLES
ICT in education: From blackboard to keyboardBy Clare Lavery
EXTRACT FROM WEBSITE -
"A recent independent research report (ImpaCT2) showed that ICT can help raise standards. It looked at the relationship between pupils use of ICT and their performance in exams. High ICT users performed better than low ICT users. The difference in performance was the equivalent of a whole term or a grade. Researchers also noted than high ICT use leads to a change in learners learning style. They were able to study better by themselves and were more independent, not so reliant on a teacher to give them all the answers."
ICT in education: From blackboard to keyboardBy Clare Lavery
EXTRACT FROM WEBSITE -
"A recent independent research report (ImpaCT2) showed that ICT can help raise standards. It looked at the relationship between pupils use of ICT and their performance in exams. High ICT users performed better than low ICT users. The difference in performance was the equivalent of a whole term or a grade. Researchers also noted than high ICT use leads to a change in learners learning style. They were able to study better by themselves and were more independent, not so reliant on a teacher to give them all the answers."
PLEASE NOTE THIS IS A BRITISH BASED ARTICLE
http://www.britishcouncil.org/languageassistant-essential-ict-education.htm
TEST TO WORK OUT YOUR LEARNING STYLE
What's Your Learning Style?
Learning styles refer to the ways you prefer to approach new information. Each of us learns and processes information in our own special ways, though we share some learning patterns, preferences, and approaches. Knowing your own style also can help you to realize that other people may approach the same situation in a different way from your own.
Take a few minutes to complete the following questionnaire to assess your preferred learning style. Begin by reading the words in the left-hand column. Of the three responses to the right, circle the one that best characterizes you, answering as honestly as possible with the description that applies to you right now. Count the number of circled items and write your total at the bottom of each column. The questions you prefer will offer insight about how you learn.
1. When I try to concentrate...
I grow distracted by clutter or movement, and I notice things around me other people don’t notice.
I get distracted by sounds, and I attempt to control the amount and type of noise around me.
I become distracted by commotion, and I tend to retreat inside myself.
2. When I visualize...
I see vivid, detailed pictures in my thoughts.
I think in voices and sounds.
I see images in my thoughts that involve movement.
3. When I talk with others...
I find it difficult to listen for very long.
I enjoy listening, or I get impatient to talk myself.
I gesture and communicate with my hands.
4. When I contact people...
I prefer face-to-face meetings.
I prefer speaking by telephone for serious conversations.
I prefer to interact while walking or participating in some activity.
5. When I see an acquaintance...
I forget names but remember faces, and I tend to replay where we met for the first time.
I know people’s names and I can usually quote what we discussed.
I remember what we did together and I may almost “feel” our time together.
6. When I relax...
I watch TV, see a play, visit an exhibit, or go to a movie.
I listen to the radio, play music, read, or talk with a friend.
I play sports, make crafts, or build something with my hands.
7. When I read...
I like descriptive examples and I may pause to imagine the scene.
I enjoy the narrative most and I can almost “hear” the characters talk.
I prefer action-oriented stories, but I do not often read for pleasure.
8. When I spell...
I envision the word in my mind or imagine what the word looks like when written.
I sound out the word, sometimes aloud, and tend to recall rules about letter order.
I get a feel for the word by writing it out or pretending to type it.
9. When I do something new...
I seek out demonstrations, pictures, or diagrams.
I want verbal and written instructions, and to talk it over with someone else.
I jump right in to try it, keep trying, and try different approaches.
10. When I assemble an object...
I look at the picture first and then, maybe, read the directions.
I read the directions, or I talk aloud as I work.
I usually ignore the directions and figure it out as I go along.
11. When I interpret someone's mood...
I examine facial expressions.
I rely on listening to tone of voice.
I focus on body language.
12. When I teach other people...
I show them.
I tell them, write it out, or I ask them a series of questions.
I demonstrate how it is done and then ask them to try.
Total
Visual:
Auditory:
Tactile/Kinesthetic:
The column with the highest total represents your primary processing style. The column with the second-most choices is your secondary style.
Your primary learning style:
Your secondary learning style:
Now that you know which learning style you rely on, you can boost your learning potential when working to learn more. For instance, the following suggestions can help you get more from reading a book.
If your primary learning style is visual, draw pictures in the margins, look at the graphics, and read the text that explains the graphics. Envision the topic or play a movie in your thoughts of how you’ll act out the subject matter.
If your primary learning style is auditory, listen to the words you read. Try to develop an internal conversation between you and the text. Don’t be embarrassed to read aloud or talk through the information.
If your primary learning style is tactile/kinesthetic, use a pencil or highlighter pen to mark passages that are meaningful to you. Take notes, transferring the information you learn to the margins of the book, into your journal, or onto a computer. Doodle whatever comes to mind as you read. Hold the book in your hands instead of placing it on a table. Walk around as you read. Feel the words and ideas. Get busy—both mentally and physically.
More information on each style, along with suggestions on how to maximize your learning potential, is available in the book Learn More Now (Hoboken, NJ; John Wiley & Sons, 2004).
(c) Marcia L. Conner, 1993-2007. All rights reserved.
Learning styles refer to the ways you prefer to approach new information. Each of us learns and processes information in our own special ways, though we share some learning patterns, preferences, and approaches. Knowing your own style also can help you to realize that other people may approach the same situation in a different way from your own.
Take a few minutes to complete the following questionnaire to assess your preferred learning style. Begin by reading the words in the left-hand column. Of the three responses to the right, circle the one that best characterizes you, answering as honestly as possible with the description that applies to you right now. Count the number of circled items and write your total at the bottom of each column. The questions you prefer will offer insight about how you learn.
1. When I try to concentrate...
I grow distracted by clutter or movement, and I notice things around me other people don’t notice.
I get distracted by sounds, and I attempt to control the amount and type of noise around me.
I become distracted by commotion, and I tend to retreat inside myself.
2. When I visualize...
I see vivid, detailed pictures in my thoughts.
I think in voices and sounds.
I see images in my thoughts that involve movement.
3. When I talk with others...
I find it difficult to listen for very long.
I enjoy listening, or I get impatient to talk myself.
I gesture and communicate with my hands.
4. When I contact people...
I prefer face-to-face meetings.
I prefer speaking by telephone for serious conversations.
I prefer to interact while walking or participating in some activity.
5. When I see an acquaintance...
I forget names but remember faces, and I tend to replay where we met for the first time.
I know people’s names and I can usually quote what we discussed.
I remember what we did together and I may almost “feel” our time together.
6. When I relax...
I watch TV, see a play, visit an exhibit, or go to a movie.
I listen to the radio, play music, read, or talk with a friend.
I play sports, make crafts, or build something with my hands.
7. When I read...
I like descriptive examples and I may pause to imagine the scene.
I enjoy the narrative most and I can almost “hear” the characters talk.
I prefer action-oriented stories, but I do not often read for pleasure.
8. When I spell...
I envision the word in my mind or imagine what the word looks like when written.
I sound out the word, sometimes aloud, and tend to recall rules about letter order.
I get a feel for the word by writing it out or pretending to type it.
9. When I do something new...
I seek out demonstrations, pictures, or diagrams.
I want verbal and written instructions, and to talk it over with someone else.
I jump right in to try it, keep trying, and try different approaches.
10. When I assemble an object...
I look at the picture first and then, maybe, read the directions.
I read the directions, or I talk aloud as I work.
I usually ignore the directions and figure it out as I go along.
11. When I interpret someone's mood...
I examine facial expressions.
I rely on listening to tone of voice.
I focus on body language.
12. When I teach other people...
I show them.
I tell them, write it out, or I ask them a series of questions.
I demonstrate how it is done and then ask them to try.
Total
Visual:
Auditory:
Tactile/Kinesthetic:
The column with the highest total represents your primary processing style. The column with the second-most choices is your secondary style.
Your primary learning style:
Your secondary learning style:
Now that you know which learning style you rely on, you can boost your learning potential when working to learn more. For instance, the following suggestions can help you get more from reading a book.
If your primary learning style is visual, draw pictures in the margins, look at the graphics, and read the text that explains the graphics. Envision the topic or play a movie in your thoughts of how you’ll act out the subject matter.
If your primary learning style is auditory, listen to the words you read. Try to develop an internal conversation between you and the text. Don’t be embarrassed to read aloud or talk through the information.
If your primary learning style is tactile/kinesthetic, use a pencil or highlighter pen to mark passages that are meaningful to you. Take notes, transferring the information you learn to the margins of the book, into your journal, or onto a computer. Doodle whatever comes to mind as you read. Hold the book in your hands instead of placing it on a table. Walk around as you read. Feel the words and ideas. Get busy—both mentally and physically.
More information on each style, along with suggestions on how to maximize your learning potential, is available in the book Learn More Now (Hoboken, NJ; John Wiley & Sons, 2004).
(c) Marcia L. Conner, 1993-2007. All rights reserved.
HEY SARAH
Hey Sarah...
oh my gosh im like sitting across the room from you!
you have a pretty blog....
love you long time :-)
oh my gosh im like sitting across the room from you!
you have a pretty blog....
love you long time :-)
social constructivism in action...adding friends to contribute to my blog...
In today's workshop we were able to connect with our friends and contribute to each other's blogs. If we were to have done this last night at an organised time, I don't think it would have worked as successfully. In class today we were able to talk to each other to see what was working and what wasn't, and this discussion would have been more difficult as such correspondence would be less accessible. Working together as a group today helped such connection become possible. What happened in class today was a clear example of social constructivism, as individually we were were able to construct our own meanings and knowledge through the process of discussion in a social group. As indicated in the definition of social constructivism, 'language in a social gathering facilitates the articulation of thought', and thus helps develop further understanding. Establishing the connections we did today, and ultimately the understanding of how to contribute to each others blog, was helped by the group of us helping and influencing each other. If we had completed this task last night, the knowledge we gained today wouldn't have been achieved through this lack of social networking and constructivist environment.
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