Before professional experience began I successfully organised a meeting with my mentor, despite only finding out where I had been placed a week before I was due to start (but that is another story). I was very happy to find out I was placed in one of the prep classes at the local state school, though most of the time both classes/teachers joined together (total of 37 students, 35 full-time and 2 part-time/distance ed.)
The chat with my mentor was refreshing (especially after my last professional experience where my mentor was against using anything remotely related to technology and constantly claimed that the computer wouldn’t work etc. etc.) and she even had many suggestions on how I could use ICTs in many of the lessons we had planned for me to teach as well as the ones I wouldn’t be teaching!
Unlike Alana, I was told I would be able to freely download any applications onto the 6 prep iPads which I saw fit to use throughout my time on professional experience.
Having completed the connect.ed modules and receiving my completion certificate, I will be sure to recommend the short course to all pre-service teachers and practicing teachers who have never completed the core.
I found the course quite interesting and it provided a wealth of information to successfully and safely incorporate ICTs in the classroom as well as give students the opportunity to be safe in their use of ICTs outside of the classroom.
You can view the completing certificate below which I will use in my teaching portfolio once I have completed my internship (hopefully in Semester 1, 2016!).
Thankfully (or hopefully) I am almost finished assignment 2 and will be ready to submit it later tonight (before 11:55pm!) I will ensure that I check all facets of my assignment, particularly to make sure I have not plagiarised any content. Thankfully Steve has provided some links to plagiarism checkers which I will definitely be using later today.
Once it is submitted, then it will just be the long, tense wait for our results….while on professional experience. At least that might mean the time will pass much quicker because we will all be too busy planning to even think about it. The end of the semester is slowly coming into sight, but not before I have 4 more assessment pieces to complete and professional experience.
I’m sure many students in EDC3100 have heard of and used Bloom’s Taxonomy in most of their subjects to date. This course is no exception and has yet again provided fantastic links to resources which teachers can you to inform their planning. There should be no exception when it comes to planning our UoW for assignment 2 and one, if not all, the resources provided would assist greatly when planning the learning experiences. The websites listed will definitely be bookmarked for future reference on professional experience and while completing assessments in other courses (namely EDX3280 this semester!)
Natalie also shares a great Bloom’s resource on her blog which will also be added to me bookmarks (this list is rapidly growing!)
The link provided to this website which discusses a variety of cognitive tools which teachers may use in their classroom. This blog post is one way I am going to bookmark this website for use during professional experience. While my professional experience school is likely to use the C2C provided by Education Queensland, this website will assist with planning activities for students when the class may not conform to the ‘general context’ for which the C2C activities were written. This website will also be useful when I get into writing the learning experiences for the UoW required as part of assignment 2.
On the topic of professional experience, I’m sure I am not the only student who has many thoughts and fears going through their head about behaviour management. I enjoyed watching the video which Leonie shared on her blog about the strategies you should not use on professional experience.
In one of the longer books of the Week 5 learning path, David made mention of the fact that his son would hardly see him counting change at the supermarket as he often uses EFTPOS over cash. This made me think about how my daughter (who is only 9 months old) might learn certain skills, which were once essential, but may be ‘out of the norm’ when she is old enough to learn the skills.
The same few paragraphs also reminded me of a brief experience I had while working as a checkout chick at the local Foodworks. On this particular I had been going about serving customers as I was required to do and I had never been question about the change I was to return to customers who paid for their goods by cash or requested ‘cash out’. Now….I consider myself to be quite good at counting change and working out what change is required in my head. One customer who I served that day, who paid with cash, decided he would test these ‘skills’ of mine. Once he handed me his $20 note, he proceed to say “before typing it into the till, how much change will you have to give back to me?” I was a bit surprised by his request, but subsequently answered correctly and we actually discussed how many younger people working in retail these days do not know how much change is required and rely on the screen to tell them. This is also the case when someone might find they have the exact change for their purchase after the initial amount has been entered and the employee serving them is unable to recalculate the required change in the head and refuse the extra cash from the customer.
I feel like I’m starting to rave on but I will leave you with this video – Shift Happens, which is very much indicative of how technology is changing the role of teachers, students, employees,….EVERYONE in society! I wonder what an update video would show us….
I am so grateful for the link provided to the Learning Activity Types wiki in the Week 5 learning path. This resource provides a document (in a variety of languages) for each learning area that outlines a variety of strategies and activities for teachers to use within their lessons. The wiki states that it allows teachers to “operationalize TPACK” (Technology, Pedagogy, and Content Knowledge) which, very fittingly, has been discussed in a previous EDC3100 learning path. Although I have only briefly looked at the documents related to the History learning area, as this is the learning area I am focussing on for my UoW), I have already bookmarked the address so that I can use some of the strategies while on professional experience.