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Recently I have been working on developing a series of integrated digital inquiry resources to support and enhance my grade 8 social studies and language arts programs. Here is my first attempt at a resource like this: My vision for this resources was to bring together several innovations that digital publishing now makes possible.
When I share with others that I abolished grading from my classroom years ago, I often get two reactions. The first looks something like stunned bewilderment; for these people, they can't even begin to conceive how school could function without grading. They might even go so far as to feel that I am not doing my job. The second reaction is one of interest, followed quickly by uncertainty for what would act as an alternative to grading. Since I started blogging almost two years ago, I have received numerous e-mails from teachers asking me what I do in place of grading.
The Pecha Kucha concept is one which I have been keen to explore more and experiment with at school. So the opportunity has presented itself with a short theory unit in one of our elective classes. Year 9 Physical Activity and Sport Studies (PASS) will be spending their next three theory lessons (one per fortnight) developing a Pecha Kucha presentation about the areas of the topic, Foundations of Physical Activity, which interest them the most. They will present them to the class in our final lesson of the term. First hurdle – explaining the concept wasn’t easy.
Tomorrow morning, I’ll make a presentation at 7:30 in the morning to get our district technology camp started. My topic is “Building your Professional Learning Network,” and will focus on how professionals can use social media to enhance their skills. As I prepared, I thought a lot about my audience, some dedicated educators from our schools who are facing the constant challenge of doing more with less. My job is to convince those gathered that it is worth their valuable time to create their own digital footprint. After some reflection, here’s my 6 point argument:
We know about the 457. What about the 485? A different visa category could be the subject of future debates about temporary migration, writes Peter Mares 28 Mar 13
As part of MacICT’s Game Design bootcamps for students and workshops for teachers, we aim to shift people’s thinking from viewing themselves as a player to a designer. One of the activities participants complete in our workshops is a review of a game using a designer’s scoreboard (rubric). This scoreboard provides participants with criteria which addresses the basic principles of good game design to evaluate games. Playtesting a real game, provides an authentic context for learning and gives students the opportunity to participate in the development of that game. Through our collaboration with Bubble Gum Interactive , we are able to offer students an authentic opportunity to be a playtester for a real game, . While there are opportunities around for people to be play testers, through this collaboration, we can provide scaffolding and support to help make this experience more constructive.
Love it!? Hate it!? Doesn’t really matter what you think of the new Google Reader interface…..