Well! What A Busy 1st Week.

I have been busy preparing and teaching mathematics lessons for the entire week.  My mentor has not given myself a lot of feedback; but only to say she is happy with the lessons and loves my resources.  I am hoping she will give more feedback next week, so I can produce a good reflection for my assignment.

I have been using some maths websites.  One I have used is ‘Mathsframe.co.uk’ and now after reading Noeni’s post  I have checked out the website she shared and found it to be an excellent one also.

As well as teaching mathematics this week, I have also been taking literacy groups and today I was involved in Under 7’s day, which was a fantastic experience for the students and very well organised.

I am now busy preparing mathematics literacy lessons for next week.

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Nervous and Full of Excitement at the same time!

That sums my Professional Prac up for me.  I have planned my first mathematics lesson using ICTs and my mentor has given me some positive feedback, so I am feeling good at the moment.  For the nervous times I think I will bring out the silly putty.

At the school where I work the students have been working on procedures and mixtures for science and they made ‘silly putty’ last week.  I thought what a great way to help when nervous as it is easy to roll and can also be used as a stress ball.

So I have decided to share the recipe with you all, if in the case you would like to make a batch.  This is the link to a ‘you tube video’ on ‘How to Make Silly Putty’  which is very informative.

I see so many others fellow students writing about their prac, which is very exciting.   When I looked at Jane’s post, the school photo she posted made me think of what school would have like without any ICTs and no interaction in the classroom.

Well best of luck for everyone while on professional prac.

Wow! Two Down and One to Go.

I cannot believe I am over halfway through this course.

I have now completed assignment two and am busy preparing for Professional Practice and assignment three.

I am quite excited and nervous about my prac.  The school I am going to is quite large and all my other professional practices have been at much smaller schools.  I see from reading Noeni’s post she too is excited about her prac and where she will be going.

I am presently planning a Mathematics unit for ‘units of measurement’ for year 2 for time.  I have been busy looking for ways to use ICTs to enhance the learning, but making sure I include all aspects required to make these lessons interesting and exciting for the students.

I still have resources to make and hopefully the students will love doing the activities and enjoy the learning path at the same time.

Learning and Sharing

Tonight I read Beta’s post about the Learning Place and about Queensland Government Library Services.

Like Beta I work as a teacher aide at a state school and have access to the Learning Place.  I too use the Learning Place for professional development and have also found it helpful with resources during my studies, but I must admit I have never before used the Library Services.  I am amazed at just what they have to offer.  I will certainly be using this resource in the future.

I would like to share about a library that I have come to love and use throughout my studies.  It is called Dandiiri—Inala School and Community Library.

This is a Queensland Government library which supports the education and learning of Indigenous Education and has a wide variety of resources available.  I have found it very resourceful and helpful for my studies.

Justifying the Use of the RAT framework

I have been creating my unit plan for assignment two and thinking just how I can justify my reasons why the ICTs I have embedded in my unit will enhance the students learning.

In my research I came across a paper written by Leah Taylor and Jim Parsons from the University of Alberta titled ‘Improving Student Engagement’ which helps me to justify using a You Tube video for the beginning of my Science Unit for year 1.

The main reason I am using this video is the to enquire what prior knowledge the students understand about living things and their environments and wanted to engage the students into interaction and explore with them the relevance it has to their lives and their living environment.  I want them to express their prior knowledge and then brainstorm ideas and to engage them into what they will be learning about in the unit.  This video is to also support them in their real life adventure that they will be experiencing on their nature walk.

In this article the author included a quote from the book (Educating the Net Generation) by Windham (2005) ‘recommend that, to engage learners in learning, new educational curriculum and activity must include – Interaction, Exploration, Relevancy, Multimedia and Instruction’ (Windham, 2005 pp. 5.7 – 5.9).

I believe that both this article and the book referenced will provide me with the proof that I am amplifying the students learning by the way I have used this You Tube video.

Draft UoW for Assignment 2 – Backyard Discoveries

raft Unit of Work for Assignment 2 – Backyard Discoveries

My learning area is Year 1 Science.  I keep changing the unit title and at this stage I think I will be giving the title for my unit ‘Backyard Discoveries’, but I am still thinking if I can come up with a better title.  My main worry is that time is running out.  Not sure if I will be teaching this year level at my professional experience but if I do I am like Tracey Denison and would love the opportunity to use this unit and be able to impress my mentor.

My learning objectives and criteria are stated below.  All of these can be viewed in the Australian curriculum website for Year 1 Science.

The Australian Curriculum Year 1 Science – Biological Sciences

Constructing Knowledge Objective

Living things have a variety of external features (ACSSU017)

Living things live in different places where their needs are met (ACSSU211)

Criteria: Understanding dimension:  Science Understanding

Transforming Knowledge Objective

Participate in different types of guided investigations to explore and answer questions, such as manipulating materials, testing ideas, and accessing information sources (ACSIS025)

Criteria: Skills dimension:  Planning and Conducting and Processing and analysing data and information.

Represent and communicate observations and ideas in a variety of ways such as oral and written language, drawing and role play (ACSIS029)

Criteria: Skills dimension: Evaluating and Communicating

After being given permission to extend the length of this unit, I have decided to make this unit 6 weeks in length, and have the students involved in 3 lessons a week with a total of 18 lessons.  I believe this will give me ample time to teach and assess the unit.

MORE GREAT CLASSROOM RESOURCES

While developing my unit plan for year one science, I have across some great resources that are helping to develop my PCK.

The CSIRO and the Queensland Museum have sites that are worth looking at.  The CSIRO site is called ‘Scientists in Schools’.   To see all the teaching resources from the Queensland Museum, you need to click on ‘teaching resources’ on the website.  All of these are rich and rewarding activities that are able to be utilised to enhance student learning and most of the resources I found align with the Australian Curriculum.

I also found some great lessons, activities and online educational videos from ‘Teaching Ideas’.  I am quite amazed of just how many available resources there are online.

GREAT SCIENCE RESOURCE

While planning my unit for Year 1 Science ‘School Safari’, I came across a great website for science resources.  I will be tagging this for my PCK science for  EDC3100 Diigo group.

The name of the website is Crick web and it is a free online education site with resources and games for the teaching of science.  It is a Science interactive teaching resources for Primary Schools students in the age group of 8-11 years.  It includes resources, games and science facts for learning about light, variation, magnets, springs, earth, sun and moon, changing states, materials, life cycles, habitats and mini-beasts.

I have tried several of the games for habitats and sorting of mini-beasts into their categories.  I believe the students would engage with excitement.

WHERE FROM HERE

I have working on my plan for assignment two and thought I would see how others were going.  Well when I looked at all the work that Alan has done, I feel I have a long way to go.

For my plan I have chosen Year 1 science, but am unsure to what the title will be.

I have listed below what I have chosen for my constructive and transforming objectives.  I have also included the criteria as well.

The Australian Curriculum Year 1 Science – Biological Sciences

Constructing Knowledge Objective

Living things have a variety of external features (ACSSU017)

Living things live in different places where their needs are met (ACSSU211)

Criteria: Understanding dimension:  Science Understanding

Transforming Knowledge Objective

Participate in different types of guided investigations to explore and answer questions, such as manipulating materials, testing ideas, and accessing information sources (ACSIS025)

Criteria: Skills dimension:  Planning and Conducting and Processing and analysing data and information.

Represent and communicate observations and ideas in a variety of ways such as oral and written language, drawing and role play (ACSIS029)

Criteria: Skills dimension: Evaluating and Communicating

If anyone else is doing a science unit, you might like to read information from Primary Connections, which is a set of resources written by Australian Academy of Science.  I found this resource very helpful.