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Place-based teaching and learning in SD61

Category: EdTech (Page 6 of 6)

TPACK for Gr. 3 Math

2 July 2021 / / 2 Comments

TECHNOLOGICAL, PEDAGOGICAL , AND CONTENT KNOWLEDGE (TPACK) FOR GRADE 3 MATH.

Learning Outcome: Students will use comparative language to discuss the likelihood of simulated events.

Using the TPACK Model, I have developed connections to the BC Grade 3 Mathematics Curriculum. By focussing on Content and Pedagogical Knowledge first, I prioritized student learning and curricular goals. Once I knew what I wanted to teach, and how I wanted to teach it, I then moved on to figuring out which technologies would best support the learning objectives. I used the SAMR questions from my previous blog post to help vet my tech options and ensure they were adding value to the learning experience.

This image and the ideas within are Creative Commons (CC) and yours to use, duplicate, share, and borrow from.

References:

YouTube read-aloud: A Very Improbable Story by Edward Einhorn

Online games of chance: https://www.online-stopwatch.com/chance-games/

Lesson resources and materials for probability in math: https://wehavekids.com/education/Best-Kids-Books-to-Teach-Probability-in-Math

An idea for creating your own game of probability using Scratch: https://researchideas.ca/mathncode/scratch-probability.html

Some more Games of Chance on Scratch: https://scratch.mit.edu/search/projects?q=games%20of%20chance

TPACK Framework: http://matt-koehler.com/tpack2/tpack-explained/

YouTube TPACK explained (Common Sense Education): https://www.youtube.com/watch?v=yMQiHJsePOM

BC Curriculum for Grade 3 Math: https://curriculum.gov.bc.ca/curriculum/mathematics/3/core

Technology Tools: Questions to Ask.

2 July 2021 / / 4 Comments
1. In what ways could I accomplish or improve a classroom goal using this tech? 2. How could this tech make learning goals accessible to more people? 3. Does this tech enable students to connect and collaborate with each other? 4. What authentic, real-world skills is this tech building in my learners? 5. Do I feel comfortable using this tech, and where can I find support to help integrate it into my teaching practice?
This poster is Creative Commons and you are welcome to download, use, and share.

Exploring integrating SAMR into the classroom? Here are three resources I have found to be most helpful, accessible, and critical of the process:

A full break-down of SAMR in the classroom, with suggestions and ideas for implementation: https://www.edutopia.org/article/powerful-model-understanding-good-tech-integration

A critical look with some excellent questions to ask yourself: https://www.edsurge.com/news/2018-10-18-what-the-samr-model-may-be-missing

Lesson inspiration, critical questions, and scaffolded ideas: https://www.emergingedtech.com/2015/04/examples-of-transforming-lessons-through-samr/

SAMR Model Graph, expanding upon the acronym: Substitution, Augmentation, Modification, and Redefinition.

SAMR in the Library

30 June 2021 / / 0 Comments

SAMR: Substitution, Augmentation, Modification, and Redefinition. This model, developed by Dr. Ruben Puentedura, helps guide teachers into using technology to both enhance and transform their classrooms towards 21st century digital integration. I see it every day in my district (SD61):

  • Students using Google Suite to complete assignments and share live with teacher and classmates for ongoing feedback, collaboration, and comments,
  • Teachers using FreshGrade or Google Classroom to connect with both students and households in order to share day-to-day happenings in the classroom rather than waiting for PT meetings or report cards,
  • Inviting students to submit videos, audio recordings, and graphic images in the stead of a traditional poster board or essay, or
  • Digitally connecting to classrooms around the world to broaden global citizenship, worldview, and perspective… just to name a few!

In the library, the implementation of SAMR is also visible:

  • Digital curation and cataloguing,
  • Virtual libraries, with links to free e-books, podcasts, apps, websites and more (check out my district’s incredible e-library for Elementary Schools here),
  • Green screens, smart boards, and tablets for exploring content creation, and
  • Robotics centres for coding and ADST exploration.

If you would like a fun project to do with your students, in the classroom or library, I’ve created the Time Capsule activity below as a fun way to kick off the year with identity exploration, reflection, goal-setting, and creative expression. This would be so fun to re-open at the end of the year!

What are some ways your library technology fits the SAMR model?

Learning Librarianship

29 June 2021 / / 0 Comments

It’s Summer 2021 and I’m just kicking off my last two of five online courses towards a certificate in Teacher Librarianship (TL-ship) from Queen’s University. It’s been a journey of nearly no days off since January 2021, of forum posts and interviews with TLs in my district, of Boolean operators and graphic design, of networking and eagerly testing out the role as a Teacher-On-Call in SD61: Greater Victoria.

Along the way, I’ve discovered that this might be my dream job.

Now, I get a lot of sniggers when I say that to folks I meet. And I can understand why… close your eyes and conjure up a teacher librarian. What do you see? What are some words that come to mind to describe a librarian?

The Sexy Librarian, Cardigans, Timid, Matronly, Spinster, Shushing, Miserly… some words that may commonly come to mind when discussing the stereotypical librarian figures.

I’m happy to be joining the ranks of folks who are out to break those stereotypes and transform both the role of the School Library and perception towards Teacher Librarians into something more dynamic than the old scan-in-scan-out hat & trick. For starters, I’m exploring what it means to be the school’s tech lead. Teachers and students don’t just need books. They need digital resources, spaces to create digital artifacts, tools for exploring and playing with tech, and someone who has the savvy to troubleshoot and offer recommendations.

Basically, my job over the next couple of months is to play around with tech, pore over the curriculum, read lots of books, network with teachers, find and beta-test new curricular resources, prototype and build gizmos, and subscribe to librarianship resources…. aka, AWESOME! Yup, that’s 100% my idea of fun.

I’ll be testing things out and sharing my experiences and findings into the wide world. Let this be a sort of scientific journal of the journey into Teacher Librarianship.

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