07.Quality+Classrooms

= ||  ||   || ||   ||   || Yehah! we have the next set of teachers laptops coming. (T2) Due 30th November, 2009. = Please register your request with all the details. We will support you in your learning. You will have a mentor provided to support you. Have a quick read over the Mentoring ideas and processes below. We want to build our capacity as being leading learners in all our classrooms.

Mentoring & Shadowing //Background-Have a mentor and be a mentor.// Our Volunteers give up their time to mentor, and in turn need to tap someone on the shoulder to mentor someone. Skills for being a mentor. Giving good feedback. //Mentoring is a way of learning and a way of leading.//
 * 1) Constructive feedback, which leads learning.Focus on learning by evaluating, clarifying and reflecting.
 * 2) Listen and Give realistic feedback. Reflective feedback. Communication skills are paramount. Ability to ask the right question. Ask good questions.
 * 3) Deeper professional knowledge, authentic understanding of experience and mutual respect.
 * 1) As much positive feedback as possible, criticism is couched in the positive, point of leverage then launch into the suggestions. Not using a “but”, pause.
 * 2) Come up with a strategy together and then follow up, “Catch them being good”, have a running sheet of things that are positive.
 * 1) Builds capability in staff
 * 2) Good questions allow someone to hold a mirror to themselves.
 * 3) Covey- seek first to understand. Restorative Justice practices. Questioning, with silence and the pause. Use effectively, pause and silence.

Yr9Commerce || willingness and enthusiasm + some ideas for Commerce. || Louise || Yr 10 Hist *2 || enthusiasm, wiki (welfare wiki), netvibes, delicious, blogs, am trying :) || Louise H || use onenote and other programs as a classroom tool || Maria A. || 2) Using the holiday to brush up and get organised with some mind-boggling quality lessons. 3) Enthusiasm. 4) Eagerness. 5) Zeal. 6) Alacrity (whatever that means... Cook told me to throw it in for good measure). || Louise || 1x Yr9 IST 200h 1 x Y10 IST 100h || Journeying with netbook || Niki Mc || Yr9 Mainstream ????? || Hours and hours and hours of late nights, practising, trial and error, reading the literature and pure stubborness to get it right have transformed me into a nouveau geek :-)) || Lina ||
 * ~ Name ||~ Faculty ||~ Year 9/10 Classes for 2010 ||~ Skills you bring as a start point ( pure enthusiasm works!) ||~ Mentor assigned to you. ||
 * Sue Tiedgen || English/Head teacher/ Support || Yr9 English &Yr 10 English || A willingness to learn with great enthusiasm! || Lina ||
 * Bron Lawrance || Learning Support || STLA ||  || Louise ||
 * Sarah Chew || Social Science || 10 Geog || enthusiasm works for me too! || Bron K. ||
 * Giffard O'Hare || Science || Years 9&10 Science || enthusiasm and willingness to learn and work together with others || Tim J. ||
 * Sergio Aguirre || Science || Year 9 & 10 Science || Willingness to learn. Enthusiasm all the way! || Ry C. ||
 * A.Mathur || Social Science || Yr9 Geo,
 * Metson || History/ Soc Sci/ Welfare || Yr 9 Geog/ Hist
 * Godby || PDHPE || 9/10 || Robbie took my first lap top to update it and during the process it crashed. Would like to continue my laptop journey! || Ry C. ||
 * H.Strong || PDHPE ||  ||   || Ry Clarke and Tim J ||
 * S.Cleary || English || yr 9 English || willingness and the desire to eventually
 * Bill Lo || Maths || Year 9 Maths || develop task especially for GAT || Bron ||
 * Chee Tai || Maths || Year 9 and 10 Maths || develop task to improve numeracy / maths for SC of year 10 intermediate students || Bron K. ||
 * Paula Morris || Maths ||  || Have already had a go with a graphing lesson with Year 9 on their netbooks. I have more ideas for using Student Calculator and Geogebra and would love to use them regularly. || Niki Mc ||
 * Marika Horvarth || ESL English || Yr 9 and 10 Esl || Willingness and the desire to eventually use onenote and other programs as a classroom tool || Niki Mc. ||
 * Courtney Cook || History || 3 x year 10s!!!!! || Pretty good with these things and want to be ready to roll with all those classes come next year. Holidays will be a good chance to get up to speed. Like the idea of adding extra dimensions to my teaching. || Louise ||
 * Chris Hughes || History || Yr 9E and 9C || 1) Experience with quality online hosted History activities having minored in E-learning at Uni.
 * Evi Christofi || CAPA || Yr 9 visual arts || Eagerness to learn something new and different. || Lina ||
 * Lauren Broit || PDHPE ||  || want to expliore use for sport as well as all classes... || Ry Clarke and Tim J ||
 * George Stamell || TAS || 1x Yr9 IST 100h
 * Will Georgopoulos || English/History || Yr 10 Selective
 * C.Kitson || English || Yr 9,10,11 || Need to Learn with Yr 9 already in possession of a laptop || All T2 already allocated. Will be on next rollout. ||
 * Edith Bocaz || Science || Yr 9 & 10 || I am late but can I still get a laptop-laptops are already in my classes and I better learn. sorry Denise ||~  ||
 * Paula Bertoli || TAS || Yr 9 and 10 || My classes have their laptops and I really need one, I am sorry I logged on so late, if there is one last available then I would be in complete gratitude. || Already all allocated. will be in next rollout ||
 * Ben Pickering || Science || 10 Sci and 10 Marine || The kids are keen and so am I. It will allow me to make the course delivery more broad, diverse and accessable outside of the physical class room. Better late than never! * Didn't mean to jump ahead of phil, sure he will not mind! ||  ||
 * Phil Horrell || Social Science || 2 x Year 10 || I'd like to request a laptop especially for my use with my year 10 class as Social Science has adopted a no workbook policy for this year group. ||  ||
 * Judith Burke || Social Science || Year 10 || I'd like to request a laptop to improve my class room managment and teaching skills in collaboration with Phil and to use with my Year 10 who are very eager to get started. ||  ||
 * Debbie Stern

mario alexandrou || Maths

maths || Years 9 and 10

9 and 10 || I'd love a laptop as I feel I am now ready to jump on board and learn about all this amazing technology.

i would like a netbook please ||  ||

[|5 Ways to create spectacular classrooms]
Published May 31, 2009 [|1] [|2] [|Comments] Tags: [|education], [|google], [|youtube], [|wikipedia], [|Diigo], [|Teacher], [|strategy] I am a firm believer that asking teachers to do more with [|technology] is the wrong approach to renewal, unless you are removing old habits, old methods and genuinely improving outcomes. In sessions I run for teachers, I believe that it’s more effective to change the culture and narrow the participation gap between autonomous and co-operative learning. By establishing a few simple norms – for spectacular results – especially in 1:1 technology situations. To achieve this, I’m proposing 3 tools, and dropping some old approaches to get a performance gain. The internet is a complex and diverse environment – simplify it for students. Use technologies that accurately reflect classroom activity and narrow the gap between what you want them to do and what they actually do – and save a heap of wasted or off task time. [|Diigo] is the tool for this. Use it to model resources for students (lists); ask them to justify their own explorations (bookmark); and reflect on group learning (forums). [|Diigo] is not a bookmarking tool! – It’s a [|learning management]system and should be central to [|online learning]. Probing questions in online spaces, allow teachers to discover student opinions; use a weekly question in your Diigo forum to ask them a probing question that allows them to express their feelings. Encourage participation by engaging in socio-centric conversation with students in the online space – as an aside from the rigor of the syllabus routine. Use [|TodaysMeet] to create a simple question and answer page that expires after a week. Let them know that information is not persisten//t; but needs application to become knowledge. Encourage them to take turns in using it for passing notes and asking questions. Allow them to answer them and then at the end of the week, ask them to write a weekly journal entry – by asking a driving/probing question. Students are often poor a daily [|journal writing] (you just get recounts) – make each week a process of leveling up to a Friday summit question. Base your assessments on summit questions.
 * 1. Use reflective, self-reporting activities**
 * 2. Students must believe their choices and opinions matter**
 * 3. This week matters, because there’s another one following it.**

Bring external voices to your classroom via technology, even if it as simple as using[|Google] Chat, or finding a voice from [|YouTube]. Locate an authentic dimension to problems. One great way to do this is to find your schools entry on [|Wikipedia] – and make it better! Each week a student is asked to find one word that relates to the week learning. Make one page in PBWorks, and ask them to add to it – alphabetically. • They have to give the meaning and how it relates to the discipline. • They should locate a web-reference of this being applied These two actions provide continuous [|formative assessment] of their ability to learn, comprehend and apply – digitally and conventionally.
 * 4. Make authentic connections**
 * 5. Build Vocabulary Bank**
 * What does this do for learning and engagement?**

These 5 things, as a norm, repeated over a semester, promote socio-disciplinary learning. For the [|teacher] it represents a very small change to promote the read write process in their learning and welcome students with a positive approach to learning with technology. Students will begin to select when and how best to use these spaces and replace some of the tiresome activities of writing in Word, printing it out, collecting it or transferring it to [|flash memory] or via email. Rather than think about ‘new’ ways, this appraoch blends existing, successful practices that allow technology to augment learning, keep students on task, be accountable, and interested in working online – though teacher facilitation and communication in those spaces. Doing this over and over, insisting and persisting; will create that norm – and may take several weeks to embed in student behaviour. Don’t fall into the trap that many another technology might work better – after all for the last decade, students have used little more than office automation and Google Search. Give them and yourself time to adjust and to be confident.
 * Possibly related posts: (automatically generated)**
 * **[|Why PBL and Web2.0 make great ingredients for lifelong learning]**
 * [|How do you Know if Students are Learning Anyway?]
 * [|Teacher Talk]
 * [|Handheld Learning 2007, Day 2, Post-16/Adult Learning Session]

[]