Digital Immersion
PLG
Term 4 2016
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Connected
Learners
SHARE
Ubiquitous Learning is rewindable
Creativity empowers
learning
Visibility enables accelerated shift
Digital Immersion
PLG
Term 4 2016
Term Four: Professional Learning Theme
Visibility enables accelerated shift
Goal: To support teachers to utilise the affordances of technologies to accelerate learning outcomes through visible teaching and learning | |
Visibility enables accelerated shift Multi modal learning | Cybersmart Curriculum Differentiating Cybersmart Learning |
| In consultation with class teacher and SLT:
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“ making one year’s progress in an academic year is called getting older” DJB
Visibility enables accelerated shift
Affordances causing accelerated shift
Manaiakalani Research Presentation: Manaiakalani Hui: 26.08.16
- Rebecca Jesson, Aaron Wilson,
Engagement
“The Hook”
Engagement
“The Hook”
Spark-MIT Class of 2016
My Learners l Their Learning
Record three words on the shared document
My Learners l Their Learning
Record three words on the shared document
...and we need to have developed effective teaching practice for a digital learning environment, based on knowing our learners...
Initially the technology itself does a mighty fine job of engaging our learners. But the novelty wears off...
“If it’s worth teaching, it’s worth capturing”
Rewindable Learning
making learning accessible to more learners
“If it’s worth learning, it’s worth capturing”
Term 1
SAMR: Teaching above the line
Creativity empowers learning
Dr Ruben Puentedura
Term 2
Connected Learners SHARE
Engaging learners through an authentic audience AND feedback / feed forward
Term 3
Winter Journey Learning Site:
Term 4
Visibility enables accelerated shift
Providing multimodal opportunities to engage with the learning and deepen understanding
Using multimodal literacies to extend and deepen learning
Behavioural
engagement
COGNITIVE
engagement
Multi Modal
2
Visibility enables accelerated shift
Term 4
Multi Textual
Multi-modal design for:
UDL: Universal Design for Learning
UDL: Universal Design for Learning
What phrases or implications caught your attention while listening to Chrissie describe UDL in the education context?
UDL: Universal Design for Learning
What phrases or implications caught your attention while listening to Chrissie describe UDL in the education context?
“Default is me”
“Illusory learner”
“What engages one learner doesn’t necessarily engage another”
“Design Curriculum”
USING MULTIPLE TEXTS & MODES WITH LEARN CREATE SHARE
‘LEVERAGING UP, NOT DOWN’
Learning through complex texts:
Access texts aimed at different levels and audiences to improve understanding
Accessing different:
Enriches the LEARN phase by enabling and empowering learners to SELF-SCAFFOLD
Manaiakalani Research Presentation: Manaiakalani Hui: 26.08.16 - Rebecca Jesson, Aaron Wilson,
Read a wide range of texts with a deep but narrow focus
Developing transferable reading knowledge
Power and endurance
Multiple texts, multiple types
Text type 1: Scaffolding text
Can be read independently
Supplies some prior knowledge for the reading
Introduces some of the ideas/ vocabulary
Text type 2: Complementary text
Offers more information or additional examples
Main ideas accessed independently
Text type 3: Tension/ challenge text
Offers a different point of view
Offers conflicting information
Offers a counter argument
Text type 4: Student selected text
Sources independently
Links to known text
May link to Out Of School knowledge
Manaiakalani Research Presentation: Manaiakalani Hui: 26.08.16 - Rebecca Jesson, Aaron Wilson,
Multi-Modal Learning
Multi-Modal Learning
Ter 4
Multi-Modal Learning
Explore this middle primary example
Junior Primary Examples:
Middle Primary examples:
Senior Primary Examples:
Junior Secondary Examples:
Senior Secondary Examples:
Cybersmart
Support Material
Multi-modal / Multi-Text Learning Site Examples
“We acknowledge also the purposeful approach to visibility of teaching, in ways likely to identify and promote effective practices.
Therefore, we recommend that this process continue, including the most recent observation data to consider the role of the teacher [highly effective teaching], the nature of the assigned tasks [SAMR], the nature of the sites accessed [rich multi modal opportunities] and the degree of student choice and collaboration.....” [options/choices (multi modal) for creation and presentation]
Rebecca Jessen (Woolf Fisher Research, Auckland University) 2014 report
Visible Teaching
UDL (Universal Design for Learning) is a programme designed to include the multi-modal concept.
Woolf Fisher use multi-modal frequently in their reporting. It prevents confusion with a proprietary ‘programme’.
Digital Immersion
PLG
Term 4 2016
…………………………………………………...