Welcome to Week 3 … hang on to you hats!

1. Welcome to Week 3… hang on to you hats! EDF4867

2. The tower of power … • Using ONLY the resources provided to you, your team must create the tallest FREE STANDING tower you can • You have 8 minutes • THIS IS A TEST

4. Demonstrate ... • You are now going to spend a couple of minutes circulating around the room looking at each tower and giving it a mark out of 10. • You have to include the group number with a # (e.g. #1) and then your mark (e.g. #1,6) on the top half of your piece of paper.

5. What did you base your mark on?

6. Now let’s focus on the process rather than the product • Please create a participation pie chart on the bottom half of your paper

8. Why would you consider using analogue options in preference to digital options?

9. Let’s talk about your schools • What do you already know? • ‘Known unknowns’’ • ‘Unknown unknowns’

10. Lesson Planning

11. Lesson Planning – It’s essential • What should they look like? • Lesson plan 1 – Full cream • Lesson plan 2 – Lite • Don’t accept your mentors advice to – “Not to worry about these”. It’s a University requirement. Not only that, Michael and I strongly believe in the importance of planning.

12. Evaluation • Consider ways of evaluating all aspects of your lesson • Document the evaluations • Consult with peers (and supervisors) • Ask others to evaluate • …ask students …(?)

13. Administration • Digital copies and backups of your • Lesson plans • Teaching materials • Folder for written materials • Feedback • Handouts • Folder for resources • Curriculum materials, others’ lesson plans, student work

14. Observation notes • Care with private observations • Detail and forethought for observing lessons and taking notes

15. School and Supervisor • Be proactive in seeking lessons to observe • Supervisors should advise about a development in your work at the school • Make notes of all lessons observed • Collect materials, handouts • Take care with information that might identify individuals. Avoid this.

16. Planning a Lesson: Action • How will you introduce the lesson? • Discuss, purpose, media, presentation.. • Sets up the context and value of the lesson • Plan the instructions. • Use several modes • Alternate modes of entry • Reinforce and check • Avoid lengthy verbal instructions

17. Whiteboards & Displays • Plan the display beforehand • Rehearse the display and timing • Build diagrams where possible • Be clear about what students need to read, copy, respond to… • Involve students in the activities • Building the display • Creating pinboard displays, Powerpoint shows

18. Balance • Computer activity • Talking, explaining, arguing, defending • Group work • Reading • Writing, taking notes, creating diagrams • Experiments • Listening

19. Balance • Plan for the amount of time to be spent on each part • Prepare follow-up or appropriate activity for early finishers • Dealing with individuals with problems • Dealing with special needs • Reinforcement

20. Worksheets, files • Prepare well in advance • Test them • Envisage problems that might occur • Leave time for copying, technical issues • Fall back in case of technology failure

21. Planning a Lesson: Class • Class attitude to IT, behaviors and interests • Ways of working with the class • Ways of working with small groups • Ways of working with individuals • Study background, topics and materials • Students with special needs

22. Planning a Lesson: Teaching • Where does this material “fit”? • What are several ways of approaching the topic? • What resources will be needed?

23. Planning a Lesson: Action • Long term aims • Lesson based aims • What will the students achieve? • Class “housekeeping” • Learning methods • Explanation, demonstration, role-play, group discussion, simulation, debate..

24. Assessment • List ways in which the learning can be assessed • Take care with lengthy and time-consuming assessments

25. A ‘lived’ logo lesson plan • Have a look at this lesson plan ...

26. Now it is your turn

27. Planning programming – a place for logo

28. Behaviour Management Strategies Knowing how to react when kids are ‘naughty’

29. Managing Difficult Behaviour In 1972, HaimGinott described the classroom teachers’ position in terms of their importance and influence in the lives of children: “I’ve come to the frightening conclusion that I am the decisive element in the classroom. It’s my personal approach that creates the climate. It’s my daily mood that makes the weather. As a teacher, I possess a tremendous power to make a child’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humour, hurt or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated and a child humanized or de-humanized” (Ginott,1972). • Is this a fair call or a personal view of over inflated importance?

30. Managing Difficult Behaviour • Provide students with choices - not demands • Make them aware of the consequences of their choices • Develop (in consultation with your mentor) a sequence of appropriate of responses • Plan to be proactive in the classroom not reactive Wilkinson, J. & Meiers, M. (2007). Managing student behaviour in the classroom, Research Digest, 2008(2). Retrieved March, 2013, from http://www.vit.vic.edu.au/ • http://www.youtube - Catherine Tate

31. 3 ... 2 .... 1 ... here we go