Sunday, 16 October 2011
Monday, 10 October 2011
iPad, iPod touch and iCloud training
What an interesting afternoon! So much information today, I hope I can get it all written out in a sensible way. Fortunately we were given a folder of information to support what else we learnt.
iCloud and Cloud Computing
Sounds fantastic. Instead of having one central device that you have to transfer things from one device to another (often using iTunes), cloud computing means that when you download an application it will be stored in the cloud and automatically sync to all of your devices you have linked to it! That saves a lot of time. Also comes with 5MB (or GB?!?!?) of free data storage and I believe that is exclusive of music... I'll have to look into this much further as it sounds amazing.
I do have some hesitations and questions though at this stage -
1. From what I can tell from the apple.com website, all new devices will automatically have cloud computing, but I'm wondering how do you go about connecting existing devices?
2. I currently use my work laptop for some personal use - does this mean that if I download something for me personally it will go to the 'work cloud' or can I sort things into different clouds.
3. I'm currently looking at getting a new personal lap-top and tossing up between a Mac or a PC. At this stage I would love to go with a PC (cost + I really just need the basics for personal use) so can I still use an iCloud off a PC like you can with iTunes?
iPad and iPod touch in the classroom
BYOD = bring your own device
Sounds brilliant, and going to become more accessible with cloud computing as you won't have to have a central device in which you use iTunes to download all your apps like you currently do. So how do you monitor and effectively incorporate BYOD into the classroom?
Easy! See the iPod touch section of Berkley Intermediate School's website. Berkely Intermediate iPods in schools
Such potential! I think I'll have to add an iPod touch to my wish list, and as for the iPad, it will be great to be able to put some more applications to use on them.
iCloud and Cloud Computing
Sounds fantastic. Instead of having one central device that you have to transfer things from one device to another (often using iTunes), cloud computing means that when you download an application it will be stored in the cloud and automatically sync to all of your devices you have linked to it! That saves a lot of time. Also comes with 5MB (or GB?!?!?) of free data storage and I believe that is exclusive of music... I'll have to look into this much further as it sounds amazing.
I do have some hesitations and questions though at this stage -
1. From what I can tell from the apple.com website, all new devices will automatically have cloud computing, but I'm wondering how do you go about connecting existing devices?
2. I currently use my work laptop for some personal use - does this mean that if I download something for me personally it will go to the 'work cloud' or can I sort things into different clouds.
3. I'm currently looking at getting a new personal lap-top and tossing up between a Mac or a PC. At this stage I would love to go with a PC (cost + I really just need the basics for personal use) so can I still use an iCloud off a PC like you can with iTunes?
iPad and iPod touch in the classroom
BYOD = bring your own device
Sounds brilliant, and going to become more accessible with cloud computing as you won't have to have a central device in which you use iTunes to download all your apps like you currently do. So how do you monitor and effectively incorporate BYOD into the classroom?
Easy! See the iPod touch section of Berkley Intermediate School's website. Berkely Intermediate iPods in schools
Such potential! I think I'll have to add an iPod touch to my wish list, and as for the iPad, it will be great to be able to put some more applications to use on them.
Thursday, 8 September 2011
EITC - for the teacher!
Today I visited another school with the focus of looking at their literacy programme. And what an enlightening morning! It's always great to see what others are doing. First, because there is always the chance to learn, improve and try new things (sharing! what a wonderful concept) and secondly, because it helps you to realise that there are areas that you are doing ok in!
The lowbies: the purpose of the reading programme in this room was to encourage stimulating material to interest and encourage reading. The children were in a 'social' group and a reading group (as I do now, except my purpose is based around behaviour). The social group followed rotations such as browsing boxes, listening post, free choice, grammar activities (word finds, cross words etc - books of them that you can pick up at reasonable prices), www.starfall.com, and blogging. The teacher pulled out reading groups as required. The structure of what I saw in this class was similar to what I plan for my own class.
The class environment was more stimulating for reading, and this is probably what I need to set up better. The interactive whiteboard displayed Sheena Cameron's "What do good readers do?" the whole time. I didn't see it referred to by the teacher, but there was also a copy printed on the wall by the task board and I understand the children refer to it independently. The wall was also set up with all the strategies and prompt cards that the children could take and use at their desks independently. A strategy card (one only - WALT) was placed on the teaching table in front of each child as well for the child to refer to.
A bit higher: these students can cope with a bit more writing so had lots of text based activities on the go. Rotations included wordfind, picture story, writing short story from photo, blogging, browsing boxes, story pyramid, retell, free reading, spelling words and sentences, new vocab, www.imagechef.com - word magic (with vocab words) and specific activities relating to group reading. Groups were included in the taskboard to see the teacher. Guided reading sessions included some time to share what they had been doing etc. One group had been writing stories relating to what they had read so for their teacher time they had to talk about what they had written and then as a group they discussed vocab etc.
Todays focus: Dictionary Skills and Proofreading
Lots of great use using the Interactive Whiteboard and Active Inspire.
- Alphabetical Order
- Spelling Corrections
- Child's sample of work, get it started with editing
"Proofreading is all about doing your writing slowly."
Reading: This school streamed for reading and I observed two classes; "the lowbies" and "a bit higher."
The lowbies: the purpose of the reading programme in this room was to encourage stimulating material to interest and encourage reading. The children were in a 'social' group and a reading group (as I do now, except my purpose is based around behaviour). The social group followed rotations such as browsing boxes, listening post, free choice, grammar activities (word finds, cross words etc - books of them that you can pick up at reasonable prices), www.starfall.com, and blogging. The teacher pulled out reading groups as required. The structure of what I saw in this class was similar to what I plan for my own class.
The class environment was more stimulating for reading, and this is probably what I need to set up better. The interactive whiteboard displayed Sheena Cameron's "What do good readers do?" the whole time. I didn't see it referred to by the teacher, but there was also a copy printed on the wall by the task board and I understand the children refer to it independently. The wall was also set up with all the strategies and prompt cards that the children could take and use at their desks independently. A strategy card (one only - WALT) was placed on the teaching table in front of each child as well for the child to refer to.
A bit higher: these students can cope with a bit more writing so had lots of text based activities on the go. Rotations included wordfind, picture story, writing short story from photo, blogging, browsing boxes, story pyramid, retell, free reading, spelling words and sentences, new vocab, www.imagechef.com - word magic (with vocab words) and specific activities relating to group reading. Groups were included in the taskboard to see the teacher. Guided reading sessions included some time to share what they had been doing etc. One group had been writing stories relating to what they had read so for their teacher time they had to talk about what they had written and then as a group they discussed vocab etc.
Where to for me?
I think because of the behaviour and learning needs in my class I need to keep my rotations as reading based and pretty basic. However, for my higher end groups I need to start giving them extra activities that relate to their reading - especially vocabulary based activities. I also think that one of my rotations needs to be grammar based activities - so I need to get my hands on some 'activity books.'Writing: A year 4 class
Lesson started with recap of yesterdays WALT and then books were handed out so children could look and reflect upon what they had achieved.Todays focus: Dictionary Skills and Proofreading
Lots of great use using the Interactive Whiteboard and Active Inspire.
- Alphabetical Order
- Spelling Corrections
- Child's sample of work, get it started with editing
"Proofreading is all about doing your writing slowly."
Where to next?
Don't expect the children to write everyday!!! Take time to teach editing and give the children time to work through it with some guidance. Also, set up writing buddies to critically analyse. This will take time to set up guidelines and expectations so the children are giving worthwhile feedback and feedforward.
Tuesday, 30 August 2011
Amazing Blog
I've come across many great blogs and resources, and I add many of their links to my own blog. However, this blog puts anything and everything literacy based all in the one place!
Thursday, 4 August 2011
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