Sunday, April 1, 2007
This is a game i made myself! you too can create your own game! www.sploder.com lets you design a game that relates to your own capabilities.
This is a good cognitive tool to use with ICT as lets the students learn how by themselves they can use different tools on the interent. It appeals to some of Garner's intelligences such as the Logical, Spatial and Intrapersonal.
As a cognitive tool, students can build on what they already know about ICT and games and play and build their own to suit their personal needs.
Friday, March 23, 2007
Mp3 Player
The Mp3 player obviously relates to Gardner's Musical intelligences.
This ICT tool could be used as a cognitive learning tool by as they could learn while they listen. This audio doesnt have to be music. A whole lesson could be done though this type of ICT. Today people are using adiou such as 'Podcasts' to transfer audio information, and this could be a tool we as teachers could use to enhance the learning environment.
Selection of Images
This selection of images caters for the Spatial and Logical intelligences that Gardner has outlined. As a cognitive tool, these images could enhance the learning envirnoment of the students as they could visually see what the teacher is telling them about. Some students may remember images more than they remember words, so this would build on their cognitive leanring.
Monday, March 19, 2007
Medieval Video Blog
This Video Clip relates directly to Gardner's Audio musical and Spatial intelligences. Students could watch this video as a part of their learning and create links to exisiting knowledge that they had previously learnt. It also is a very good cognitive tool that teachers can use as they can build on students knowledge with this video, or enhance what they have just learnt with a video.
Sunday, March 18, 2007
Blog Five, Theorist: Hattie
Hattie
John Hattie bases his educational psychology on the ‘Outcome’ based education style. His work reflects on the teachers and the students striving to reach set goals and stresses the importance of teacher effectiveness. Hattie believes that data must relate to what teachers are teaching and what students are learning. Outcomes must have a sense of achievement and progression. This article details Hattie’s view on teachers and the relation between research and how they teach their students. http://links.jstor.org/sici?sici=0034-6543(199624)66%3A4%3C507%3ATRBRAT%3E2.0.CO%3B2-C
Hattie bases a lot of his work on ‘active learning’. This is learning by actively engaging in reading, writing, problem solving, discussion and similar activities (Krause, 2003 pp. 106). This theory is very logical and relevant to today’s educational practices. As teachers we use resources such as the Board of Studies to look at Syllabus pages that are all outcome based. Students rely on being taught outcomes to complete exams such as the School Certificate or the Higher School Certificate. http://www.boardofstudies.nsw.edu.au/syllabus_sc/
Hattie also refers to teaching need to be varied and be taught in different styles. This will eventually enhance affective learning and the students and teacher will benefit from it. Through Hattie’s theory as teachers we can identify essential representations of the subject and can guide learning through classroom interaction. It is a great way of monitoring learning and a chance to offer feedback to both student and teacher. It allows the teacher to guide the student to learning outcomes and can give affective attributes to their teaching style. I feel that I would incorporate Hattie’s theory into my teaching, as it is a more recent theory that relates to todays students and classrooms.
John Hattie bases his educational psychology on the ‘Outcome’ based education style. His work reflects on the teachers and the students striving to reach set goals and stresses the importance of teacher effectiveness. Hattie believes that data must relate to what teachers are teaching and what students are learning. Outcomes must have a sense of achievement and progression. This article details Hattie’s view on teachers and the relation between research and how they teach their students. http://links.jstor.org/sici?sici=0034-6543(199624)66%3A4%3C507%3ATRBRAT%3E2.0.CO%3B2-C
Hattie bases a lot of his work on ‘active learning’. This is learning by actively engaging in reading, writing, problem solving, discussion and similar activities (Krause, 2003 pp. 106). This theory is very logical and relevant to today’s educational practices. As teachers we use resources such as the Board of Studies to look at Syllabus pages that are all outcome based. Students rely on being taught outcomes to complete exams such as the School Certificate or the Higher School Certificate. http://www.boardofstudies.nsw.edu.au/syllabus_sc/
Hattie also refers to teaching need to be varied and be taught in different styles. This will eventually enhance affective learning and the students and teacher will benefit from it. Through Hattie’s theory as teachers we can identify essential representations of the subject and can guide learning through classroom interaction. It is a great way of monitoring learning and a chance to offer feedback to both student and teacher. It allows the teacher to guide the student to learning outcomes and can give affective attributes to their teaching style. I feel that I would incorporate Hattie’s theory into my teaching, as it is a more recent theory that relates to todays students and classrooms.
Blog Four, Theorist: Glasser
Glasser
As a prominent psychiatrist, William Glasser looked at developing a theory that looked at why children behave the way they do, rather than the subconscious. ‘The Choice Theory’ (http://tombellows.com/db1/00033/tombellows.com/_uimages/ChoiceTheoryBlockDiagram.gif)
is what Glasser developed. This theory is based on five basic needs that all humans have.
These are:
1. Safety - Positive learning environment, learning community
2. Love - Need to be told they are loved for who they are, not what they do, children will respond well when they know they belong
3. Power – we are satisfied when we are respected and have a sense of importance, we need it to regulate our lives, not ‘power over’ but ‘power to’
4. Freedom – encourages individual though, decision making skills, too much control causes rebellion but enough freedom creates a necessary balance
5. Fun – being interested and experiencing enjoyment, ‘fun’ is different from ‘entertainment’, a basic need to all humans (Marsh, 2004 pp. 203)
Glasser believe that with each of these five needs in place a child can learn effectively. He believes that all behaviour is purposeful, and to be effective teachers we need to think about
a. ”Why the child is acting like this?”
b. “How can I help the student behave in a way that will benefit them?”
The Choice Therapy theory also stems off this idea. Glasser states that the only one who can change your behaviour is you. He believes that power should be shared between the students and the teachers as it is a crucial function of effective learning. He is considered to be a non-interventionist teacher (Krause, 2003 pp. 464 - 466). The choice therapy is designed to allow teachers develop a way to guide the students into changing their own behaviour by not forcing them. It is heavily based on relationships and understanding that all behaviour is need driven.
I agree with Glasser’s theory and it will be an integral part of my teaching. The Choice Theory explains the basic needs of all humans and the Choice Therapy allows us to be in control of our own behaviour and change what we feel is necessary. Glasser’s theory relates to the management of the classroom, which will be incorporated in my teaching style.
As a prominent psychiatrist, William Glasser looked at developing a theory that looked at why children behave the way they do, rather than the subconscious. ‘The Choice Theory’ (http://tombellows.com/db1/00033/tombellows.com/_uimages/ChoiceTheoryBlockDiagram.gif)
is what Glasser developed. This theory is based on five basic needs that all humans have.
These are:
1. Safety - Positive learning environment, learning community
2. Love - Need to be told they are loved for who they are, not what they do, children will respond well when they know they belong
3. Power – we are satisfied when we are respected and have a sense of importance, we need it to regulate our lives, not ‘power over’ but ‘power to’
4. Freedom – encourages individual though, decision making skills, too much control causes rebellion but enough freedom creates a necessary balance
5. Fun – being interested and experiencing enjoyment, ‘fun’ is different from ‘entertainment’, a basic need to all humans (Marsh, 2004 pp. 203)
Glasser believe that with each of these five needs in place a child can learn effectively. He believes that all behaviour is purposeful, and to be effective teachers we need to think about
a. ”Why the child is acting like this?”
b. “How can I help the student behave in a way that will benefit them?”
The Choice Therapy theory also stems off this idea. Glasser states that the only one who can change your behaviour is you. He believes that power should be shared between the students and the teachers as it is a crucial function of effective learning. He is considered to be a non-interventionist teacher (Krause, 2003 pp. 464 - 466). The choice therapy is designed to allow teachers develop a way to guide the students into changing their own behaviour by not forcing them. It is heavily based on relationships and understanding that all behaviour is need driven.
I agree with Glasser’s theory and it will be an integral part of my teaching. The Choice Theory explains the basic needs of all humans and the Choice Therapy allows us to be in control of our own behaviour and change what we feel is necessary. Glasser’s theory relates to the management of the classroom, which will be incorporated in my teaching style.
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