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Reflection on iTunes U 2010

Being part of the iTunes U project throughout 2010 has provided me with renewed confidence and expertise in the classroom. It has helped me to maintain an increased awareness about contemporary learning and how we can all incorporate it into our day to day teaching.

I feel confident in using contemporary learning tools in the classroom, I am able to integrate these contemporary learning tools into my general practice and ultimately use them for a desired purpose. I am confident now at sharing my pedagogy surrounding contemporary learning. The key for me is the learning as opposed to the tools. Effective learning and teaching have to be present to make a contemporary classroom work; tools are there to support you. They should not be the focus. During 2010 my grade has used many tools in this manner. However they are reflective learners and know that they can always do something better or differently.  With this understanding they now choose which tools will support them to further understand a concept. Whether they use a camera, microphone or a computer, they know that the tool is there to support them. The engagement and quality of work that is now seen in my grade has improved across the year. This I believe is due to the ongoing support from the school in helping me acquire and utilise new tools as well as the skills and knowledge that the iTunes U program have provided me.

The support from Brent has led me to make gains in my understanding of contemporary learning. He has led me to focus on projects that are achievable. This last term, with the support from Brent, my students have made most of the digital assets. They have made quality resources and have used me to support them and provide guidance along their journey. They made podcasts, videos, digital books and more. I have scaffolded their learning to provide them with the knowledge they need to take their inquiry to deeper levels.

 

Alistair Stewart

St Peter's Primary School

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Contemporary Learning Term 3

Contemporary learning within 5AS has a very high importance. Within term 3 I have been experimenting with the use of flexible learning spaces and alternative groupings of students. This has had a positive impact on the attitudes to learning in my class. Students have become more dependent on discussing their learning and seeking feedback from their peers.

 

Contemporary learning tools have been used in my classroom. Although the contemporary learning tools have a major role in implementing CL practices I have been consolidating the underlying teaching and learning principles from our CL Schema.

 

Within our integrated unit we have been using Google's Sketch Up. This has been a great tool for my students to implement their learning of our major learning focus of sustainability this year.

It has been a major learning curve this semester as with differing roles within the sphere of education I do find it more difficult to implement all of the greatest new technologies, however it is fantastic being part of this project as I am recommending new technologies to other teachers. However it is great researching and trialling new teaching strategies that have been born out of our CL schema.

 

I am looking forward to using new CL tools to support my students throughout their learning journey this term. We will be inquiring about aspects of life important to grade 5 students.... "Food" and in particular the school's canteen.

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Digesting Constructive Criticism!!

Digesting Constructive Criticism is a series of terms used more and more within the classroom these days. I believe that we all digest feedback in different ways. I internalise this feedback and then share it with others when I am with friends. I don't know if this is the best way of dealing with constructive criticism (CC), but this is the only way that I have been exposed to.

For instance across a general school day we as teachers are consistently provided with CC, this comes from a variety of sources. The one thing that I have noticed is that it is all supposed to be to help you develop and therefore help you as a teacher to produce better learners.


However, how do you teach students to understand and digest constructive criticism? Students take in criticism from a range of different sources, teachers, parents, friends and the media. That then leads to my main question, Why do we as educators not provide our students with ways of dealing with criticism? I know that I have not provided my students with enough support when dealing with criticism and it is a goal of mine for the upcoming term.

As a contemporary teacher we need to identify different ways that students receive feedback. Traditionally feedback was provided orally and written in their books. However we need to be open to providing feedback in various new ways. This is where a major focus should be, How can we support students when they receive constructive feedback and also how can we as educators provide feedback to students who learn in the demanding 21st century world.

Alistair Stewart