1 / 24

Teaching and Learning Outside the Classroom

Teaching and Learning Outside the Classroom. Ro Bairstow MAV 44th Annual Conference La Trobe University Bundoora December 2007. www.bairstow.co.nz. Supplement and enhance classroom work with a selection of resources ranging from websites to

lareina-giles
Download Presentation

Teaching and Learning Outside the Classroom

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Teaching and Learning Outside the Classroom Ro Bairstow MAV 44th Annual Conference La Trobe University Bundoora December 2007

  2. www.bairstow.co.nz

  3. Supplement and enhance classroom work with a selection of resources ranging from websites to podcasts for delivery on both computers and iPod type devices. These resources will include drills, content and notes, explanations, quizzes and assessments. There will be a demonstration of some of the easy-to-use applications that can create and deliver these resources. They can be used on all computer platforms and are of use for all levels of the curriculum.

  4. ? ?

  5. ?

  6. Vodcasting?

  7. Session details for Ro Bairstow

  8. Companies • Apple at www.apple.com.au • Blackboard at www.blackboard.com • Scholarnet at www.scholarnet.com.au* • Explore Learning at www.explorelearning.com* • Elluminate at www.elluminate.com.au* • MathsReach at www.mathsreach.co.nz** • Geogebra atwww.geogebra.org** • Building Houses at www.mathsnet.net/geometry/solid/houses.html** * Subscribe - with FREE trial ** Free

  9. Teaching35 years in New Zealand • Both State and Independent Schools • Written course materials in a range of media: • Text books • Computer programs • Websites • Powerpoints • Podcasts

  10. King’s College, Auckland • Independent school • 750 boys, Years 9-13 • 200 girls, Years 12 and 13 • Multi-national staff • Superb lunches

  11. Why do we need learning outside the classroom?

  12. Lots of people are doing it. • Homework • Distance learning • Industry training • Revision courses • Tertiary courses

  13. King’s College offers a dual qualification path: NCEA - National Certificate of Educational Achievement CIE - Cambridge International Examinations Most of the girls arriving at King’s College to start the Cambridge courses have done NCEA at their previous schools.

  14. The course consists of 11 weekly lessons. • Expanding Brackets • Factorising • Algebraic manipulation • Linear Equations • Quadratic Equations • Algebraic Fractions • Quadratic graphs • Simultaneous Equations • Indices and Surds • Functions • Trigonometry

  15. Each lesson consists of the following: • Lesson Outline (a Word document) • Lesson Details (a Powerpoint) • Assessment (a Word document) These files are sent to students via e-mail

  16. Other material can include: • Content and Activities on ScholarNet • Podcasts via Blackboard • Gizmos via ExploreLearning • Tutorials via Elluminate

  17. What is a Podcast? • A podcast is a digital file broadcast to people and played back on iPod, MP3-type player or computer. • Podcasts can be just sound files. • Enhanced podcasts can have sound, images and video.

  18. How to create an enhanced Podcast (using Apple) • Create the Powerpoint • Save it as JPEG images • Import it into I-Photo • Open GarageBand • Create the soundtrack • Synchronise the images • Export as an M4A file

  19. About Podcasts • Don’t lecture. Don’t read a script. • Talk as if you were speaking with a student sitting right in front of you. • Express your passion, enthusiasm and excitement for the content in your voice and tone. • Be yourself, flaws and all. Listeners will tolerate a few “ums” or poorly executed sentences. • Edit mistakes and extraneous material later.

  20. Random Student Comments • “Downloading It was really good, I actually preferred it to normal classes! • “I found it really great being able to work at my own pace, and everything was really self-explanatory.” • “The biggest problems I encountered would have to be confusion over questions and skills, and being unable to talk it through with someone in person.” • “I found the course was well-organised, it was good having it all on-line, which made it easy to contact you with problems and questions.”

  21. Student Problems • Downloading assessments and lessons but I think it was our computer more than anything else. • Trying to manage the extra work with exams and work. • The emails with all of the attachments were really large and so took up most of the space on my email account. • I found it difficult to type in some of my answers for assessments into the computer, because I had no idea how to use the equation editor program.

  22. Advice for Teachers • Make sure you get clear e-mail addresses that students use regularly (preferably no hotmail addresses). • Make passwords and usernames to websites clear and easy to remember. • Encourage them to use Equation Editor and to format answers mathematically. • Prepare model answers to save having to write too many corrections.

  23. To summarise • There is a need to be digitally well-organised • The work-load is high • You have to cover all types of hardware/software • Be aware of different levels of student ICT expertise • It is easy for students to fall by the wayside • It’s fun and a bit different and generally students seem to like it.

More Related