Physical Learning Space

Where have all the desks gone?

In 2013 our Year 4 and 5 classrooms will not only have a 1:1 Macbook Air laptop program but the classes physical space will transform with the removal of the traditional desks to new contemporary furniture and design.
The vision of this initiative is to further strengthen student engagement levels as well as supporting our goal of supporting our students to become responsible digital citizens.
This process has already required the framing of our thinking about teaching and learning approaches and what we know about how student learn best.
We see excited at the possibilities of fostering authentic learning approaches, educational technology as well as maintaining our School Vision of enabling all students to feel a sense of belonging, independence, competence and generosity.

CEO Contemporary Learning Hub
A visit with Louise Cimetta to the hub was hugely informing. A team from the school went along and it included teachers, the school principal and a parent who is a physiotherapist and has an interest in student posture and well being in the classrrom.

Professional Literature
To inform our strategies and processes we a drawing from the following resources:

The work of Leon Straker (2010) from Curtin University has enabled us to think proactively to support the ergonomic considerations of the furniture as well as the style of learning. A vital source has been his article about guidelines for  appropriate use of notebooks the encourage physical development. Recommendations include;

1.1 Encourage a mix of sedentary and active tasks

1.1.1. Encourage task variety through breaks and changing tasks

Mix computer tasks with non-sedentary/active tasks**

Take an active break from the computer every 30–60 min **

1.1.2. Encourage use of active input devices

Use active input devices whenever possible**

1.1.3. Encourage postural variety

Encourage children to fidget and move around whilst using computers *

1.1.4. Limit sedentary use of computers

Limit the use of sedentary electronic equipment for leisure purposes to less than 2 h per day*

1.2 Encourage reasonable postures during sedentary tasks

1.2.1 Encourage a range of suitable postures through appropriate workstation design

Select/adjust workstation size to suit the child***

Design workstations to enable a range of suitable postures**

Use standing and sitting workstations*

1.2.2 Encourage a range of suitable seated postures by selecting and adjusting chair appropriately

Set seat pan height to allow feet to be supported***

It may be appropriate to not have a backrest

If a backrest is provided the seat pan should be shorter than thigh length and the backrest

should fit the child’s lumbar spine

Avoid armrests

Select seat style to support a range of reasonable postures

1.2.3. Encourage suitable postures by selecting and adjusting an appropriate work surface

Set desk height to around elbow height*

Select large enough desk surface to permit appropriate positioning and use of keyboard, mouse and other materials

Select a single flat thin surface

Use document holders and inclined supports to position paper materials close to the display

1.2.4. Encourage appropriate postures and gaze angle by selecting and positioning computer display appropriately

Set top of display at eye height**

Position display at about arm’s length and directly in front

Position display to avoid glare

Select a good quality display

1.2.5. Encourage appropriate postures by selecting and positioning keyboard and pointing device appropriately

Select symmetrical mouse of appropriate size *

Enable mouse use on either side of keyboard

Provide thin flat keyboard to reduce wrist extension

Provide a smaller keyboard for smaller children

Provide a keyboard without numeric keypad

Select mouse and keyboard with suitable activation forces

1.3 Encourage appropriate behaviour when using and transporting notebook computers

Provide notebook of low weight

Carry notebook in dual shoulder strap backpack*

Provide external keyboard and adjust display height for larger children*

Encourage use of appropriate alternative postures for variety

1.4 Teach children computing skills

Learn to touch-type with minimum force*

Learn keyboard shortcuts to reduce mouse use

Learn to use software

1.5 Teach children to respond to discomfort*


Other resources include:
Ewan McIntosh's 7 Spaces of Learning

"The Third Teacher" recommendations.


More images and feedback to follow in 2013.
Teachers are excited about the prospects!

Parent Workshops - An Insight into Technology and Learning

The parent workshop held at the school next week received some great feedback. The parents had the opportunity to participate in a classroom-like environment with activities that incorporated educational technologies, but more importantly, involved higher-order thinking and some authentic learning experiences.

The lessons included:

• Accessing Edmodo as a base for the learning resources.

• Using emotive images to  develop prior knowledge, inferring and questioning comprehension skills.

• The advantages of using Storyline Online as a reading resource for developing readers.

• A Million Dollar Maths Challenge  - using online tools with individual or collaborative work.

• Using Edmodo to post responses to issues raised on our school blog. Using these responses for follow up discussion and learning.

Through the evening the Integrated Learning Planning Model (previously posted on this blog) was used to demonstrate how technology was one part of the learning but other "ingredients" were used to enrich the learning experience. These included the importance of collaborative learning and the physical space being conducive to learning and discussion.

Further workshops will be held next year as the technology and learning appetite of the school community continues to grow.

Authentic Learning

Authentic Learning 

A Vital Ingredient to a Learning Recipe that Combines well with Educational Technology.

 

 

As part of our Project Based Learning planning framework (blogged on the 27th November) we are experimenting with some authentic strategies that deepen learning. Some great examples and understanding can be gained at this Eutopia Blog as well as the wonderful work of Fred M. Newmann and Gary G.Wehlage, Five Standards of Authentic Instruction.
A terrific design guide is this PBL Online Resource

Some essential guiding questions for teacher planning area:

-How does this connect with students lived experience and the wider world beyond the school?

-What opportunities have I provided for real life or life like learning?

-Have I articulated a clear purpose and authentic audience for the culminating product students will produce?

Some examples of how we are experimenting with authentic learning in our junior grades using iPads.

• Year One are creating interactive presentations based on the past and using the  Explain Everything app. A grandparents morning tea was held and the students took photos of items from their grandparent's childhood as well as interviewing them with three brief questions. This was then linked to learning about the past and the changes today seen in the students' lives. The Year One teacher did a great demonstration of how to use and what to include in the presentation by modelling a presentation that she had created about her own family. This was essential in the learning process.

• Year 2 are developing visual and audio, recorded procedures, also using Explain Everything, that demonstrate how to follow instructions, eg, tie shoelaces, make french toast. Their intended audience will be a Year One student and part of the assessment process for the teacher will be whether the Year One student is able to complete the task after following the recorded instructions.

• Year 3 is investigating the local history of Highgate. Part of this unit of work will involve them going on a heritage walk of the area and taking photos and recording interviews at local heritage sites. Along with other information about how the area has changed, the students will create an ebook using Creative Book Builder that documents their learning. This will be presented to their parents and grandparents at a special class event.

In a separate individual student project one of the Year Sixes is using Creative Book Builder to convince the Principal about the benefits of skateboarding and the advantages of a school "Wheels Day". This has integrated persuasive writing,  procedure writing, video techniques and learning how to use the app.

Besides providing huge motivation and engagement, authentic learning allows the technology to become "invisible" and the important learning to be at the forefront.

Education Technology SHPSH

Education Technology SHPSH

 

Vision

 

As a 21st century community we are responsible for quality teaching and learning which enhances meaningful student engagement and promotes responsible (digital) citizens.

 

Mental Models (our beliefs and assumptions)

 

·         All students can learn.

·         Technology is a tool that is one part of a quality learning process.

·         Meaningful educational technology integration is an essential element to learning in the 21st century.

·         Effective teacher up skilling is important in raising competencies. For all educators, students and parents.

·         Other effective pedagogical strategies need to work in conjunction with technology.

·         2013 Roll out and effective classroom use are essential.

 

Systems and Structures

 

·         iPad program in junior program K--3

·         Adrian working with junior staff in implementing effective iPad integration. Integrated planning documents have been created.

·         iPad configuration with Apple ID volume license .

·         All parents have an Apple ID before 1:1 roll out occurs. Support parents in doing this if required.

·         Excite Logic used for leasing and purchasing program as well as parents having the choice to purchase independently. Apple Care is compulsory with all machines.

·         SHPSH to image laptops and coordinate roll out days. Apple consultant will support.

·         Communication to parents via posted letter and email to families.

·         SHPSH twitter presence.

 

 

Patterns of Behaviour

 

·         Digital license for year 4 and 5 students at the start of 2013.

·         Teacher integration of 21^st century planning and learning strategies through further PD and opportunities and sharing of knowledge gained.

·         Parent involvement and participation in information sessions.

 

 

Events

·         Jamie McKenzie professional development day

·         Parent information sessions in term 3

·         Parent learning workshop in term 4

·         Monday 4^th February, laptops need to be at the school.

·         Monday 11^th February, roll out sessions for parents and students in Term 1, weeks 1 and 2, 2013.

Sacred Heart Parent Workshop - Educational Technology

Educational Technology at Sacred Heart, Highgate

Year 3 and 4 Sacred Heart Parent Workshop

What does effective 21st Century learning look, sound and feel like?

November 8th 2012

6:30pm – 8:00pm

School Hall

 

Come along and participate in an interactive workshop designed to give parents a hands-on insight into how technology is integrated into the Australian Curriculum at Sacred Heart. The workshop will be facilitated by Adrian Torrese.

The workshop will include inquiry approaches, higher level comprehension skills, authentic learning, integration of educational technology, physical space considerations and collaborative strategies.

Please bring along a mobile devise that has wireless internet capability; iPad, Android tablet or laptop. Please let us know if you would like us to provide you with a device for the evening.

Wireless connectivity will be provided on the evening

We are looking forward to a relaxed, informative and fun evening.

Light refreshments will be provided during the workshop.

 

Please email the school office if you would like to attend.  Please specify the numbers attending.

admin@shpsh.wa.edu.au

 

Integrated Learning Planning Model

 

As Jamie McKenzie demonstrated to our staff on Friday 21st September, educational technology plays a role in good quality 21st century learning. However it is not alone.

Other equally if not more valuable "ingredients" play a vital role in developing a purposeful unit of project-based learning.

We are currently trialling a school-based planning model that supports teachers in planning a unit of work. It incorporates technology as well as other vital strategies such as authentic learning, reading comprehension strategies, high-order thinking, assessment, questioning and the physical environment. Each section requires good knowledge, teacher expertise and skill to develop well.

As a critical friend of Sacred Heart pointed out, the sections come under three main headings:
Physical, Virtual and Pedagogical Environments. - Thanks Louise!

Apple TV and iPads

The practicality and ease of Apple TV in the classrooms has enabled teachers to teach from their iPads with ease.
Being able to move around the classroom, switch on the iPad camera and show student work on the screen is really a "game changer". This simple but powerful strategy that assists in sharing and modelling work samples is wonderful for our visual learners.

In the Upper Primary grades, where modelled writing is so crucial, having the ability to immediately share good paragraph structure or a well written topic sentence increases to "flow" of learning.

In demonstrating apps with Junior Primary students, the Apple TV has given teachers a huge advantage to be able to be anywhere in the class and explain the lesson and learning.

Giving students the opportunity for them to share their work from their own iPad to the rest of the class has also been very successful and affirming for the students.

We have connected our Apple TV box to our new Dell short-throw projectors which allow HDMI technology. The iPad simply responds to Apple TV wirelessly.