Sunday, July 5, 2009

This I believe about teaching...

There's a few posts starting to pop up around the blogosphere from the group working towards their Digital Pedagogical Licence Advanced from the Smart Classrooms Framework. Today @jnxyz shared an extract from his belief statement. I really like how directly and simply he's framed what he's shared and really recommend going to have a read.

As I blogged about a couple of days ago I'm presenting my belief statement in a multimedia fashion (typical for Mobbsey really, above and beyond and putting far more pressure on myself than necessary...). It's coming together quite well, my big problem is going to be stopping. Because of the nature of how I want to present my information I've had to consider making navigation as simple as possible and as a result have split my belief statement into four sections:
  • This I believe about Knowledge (presented as a basic test video)
  • This I believe about Learning (presented as an interactive Wordle)
  • This I believe about Teaching
  • This I believe about ICTs in Learning and Teaching
I haven't finalised how I want to present the Teaching and ICT sections yet. I'd like to use photostory for one of them, with a voice over and the other I may keep as "traditional" text. I'll admit I'm pushing the boundaries, and honestly, it's motivated by more than just trying to do something "flashy". I've not seen many portfolios that are more than text based responses to the guiding questions, why not? Is it that we've not been brave enough? Is it that it's easier? Is it that we haven't thought about the other options? It's probably a little bit of all of those things, but I've long been a believer in Gardner's Multiple Intelligences and am a more recent convert to the ideas behind Universal Design for Learning and presenting a purely text based portfolio seems quite limiting from these points of view.

Unfortunately, at this stage I can't share my interactive Wordle with you or a completed belief statement draft, but I can share some thoughts around the next section on my list to tackle.

This I believe about teaching...
  1. Relationships are the key to any class's success
  2. Teach the students you have, not the students you wish you had
  3. It's best to not know everything about the topic
  4. It's best to ask questions (colleagues, students, others)
  5. You can't ask the students to do something you wouldn't at least try yourself
  6. Your job is more than content, you're a role model in social interactions and ideals too
  7. Firm and fair will win over more classes than iron fist or light and fluffy
  8. Helping them find their strengths prepares them for success
  9. Guiding them towards their own answers is more important than them getting it right the first time
  10. Make sure it's their work and that you're not doing it for them
  11. By the end of it your job is to be there when they need your input
  12. It's more about helping students to master skills than knowledge
  13. It's about helping them grow and broaden their awareness and understanding of the world around them
  14. It is about the students and not the teacher
I know my list isn't done yet. What would you add to it?

Wednesday, July 1, 2009

Problem Based Learning Works for Me

So, I've been agonising over how to set up my DPLA portfolio. Obviously making it bigger, brighter and better is essential (not because the expectation is there, more because I can), but how exactly?

I'm working with some restrictions. I still want my portfolio to be hosted within a Blackboard course. I know it's accessible from school and more importantly it's the simplest way to tackle issues around copyright. There are some limitations, it's a tad..awkward to work with, less personalisation...or so I thought...

I have been trying, so far unsuccessfully, to embed a prezi package as a way to break down my context statement and introduction. I've been able to do this previously after downloading the prezi package as a zip file and then uploading it into the BB as an item set to unpackage with the index.html file set as the start point. Sadly, it doesn't appear to be that simple any more. Since Prezi has moved past beta stage they now download differently and the index.html file isn't anywhere to be found in the package and nothing else works - that I've found yet. I've not given up totally, and I've now sought out some advice from other places in the hope I can get it sorted.

But then something popped up on the #eqelearn and #dpla twitter network:

Well, that made @Mrs_Banjer and I sit up and pay attention, that's for sure. You mean you can set up a html file to automatically load within BB? Wow...you mean we can make it pretty and shmick?

You can guess what we both went straight off to do as soon as the email came through. And best of all, it works and it's actually dead easy to follow @Josephperkins' instructions.

So, the problem of how to prettify my BB (and therefore my portfolio) was solved. Just one small problem...I don't know how to code OR use Dreamweaver (dedicated program on my computer).

So I sat on the information for a little while and thought about exactly what I'd create - if I could code or use Dreamweaver. Usually, if I have a clear idea of what I want to produce I can draw on what little I do know, trusty Google and the help files to make it happen.

What I eventually came up with was inspired by something that blew me away nearly 12 months ago. The final formal assessment piece for our Year 12 English students each year is to produce an extended written piece telling a story from their lives. How this piece is then framed and submitted is up to them, so long as the final presentation reflects something of who the author is. Last year there were a small number of high quality digital submissions and one was a Wordle of the final piece with key words for each "chapter" hyperlinked to the appropriate section.

The idea appealed to me because I would be able to break down my thinking and responses into smaller "chunks" (I believe the fancy word is node from the hyperlink unit at the start of the year), and after my context statement got wrapped up yesterday at 2000+ words, I'm not keen on creating mass slabs of text again for my portfolio. I figured the concept was pretty difficult to achieve, the student who inspired the idea was one of our top ITS students for that cohort...but I figured I'd give it a go. After generating the Wordle I wanted to work from framed around the question "How do learners learn?", I imported the image into Dreamweaver and started to play.

Once I figured out how to create a "hotspot" with the select tool I was off and away. I created my pages and I set up the hotspots to link to the right one. Easy. Then I got stuck again, I didn't like the idea of each hyperlink opening a whole new browser page, what I wanted was smaller, popup windows to make moving around the Wordle easier, afterall part of why I wanted to bring this concept into life was those smaller, more manageable chunks.

This morning it took a couple of Google searches (primarily because I didn't know the correct terminology of what I wanted to do), some searching through the Help files and some fiddling and BAM! I'd done it. And I have to say, I'm totally in love.

Problem solved!

Sunday, June 28, 2009

Project Piglet - Devil's in the Detail

I generally start my unit planning with some sort of brainstorm these days. It helps me to clarify the multiple aspects of the necessary content and assessment, helping me as a sort of 'checklist' of what I need to make sure to include. 'Project Piglet', the unit I'm preparing for Year 12 English about Shakespeare's play Hamlet, looks pretty simple at it's first level of planning:

The next stage is where things get more complicated - and a whole lot of fun! What activities will help the students get to the end point? First port of call, what do I already have in my teaching tool box?
Obviously, I can't use them all - especially given that for some strange reason I have found my Year 12 clss less tech savvy and accepting than my Year 11 group. And yet I'm considering stepping away from the front of the class for this unit.

The expectation for Senior English students is that they will now work towards independence for their last unit - I'm not convinced my students understand what this exactly means, but I can use this unit as a precurser of sorts (or I could rely on direct teaching and make myself a sage on the stage..nah, sounds way too conformist for me). I'm still working out the details of what shape exactly this unit will take, but I'm on the way I think...