Day 9 Homework (Google Docs, Slides, & Forms)

The Slides in my example could be used in the form of self revision for students at home, embedded on my blog which they have access to throughout the year.



This Doc could be used as a real time note-taking form. If students would like to edit this form, they need to click here.

I have used the Form for getting to know the students. It may also be used at the end of a unit / the school year as a feedback form, but I think the more frequent this is used as a feedback bait the better we can become informed with our progress.

Day 9 Collaboration through Technology

Discussion of Reading:

• difference between group work / collaboration / co-construction
• group work can be high stake for some students - e.g. carrying loafers 
• strategy: perhaps give a check mark for group bit of work (e.g. researching the function of the heart), then assess individually (e.g. through a test)

Some tools for collaboration through technology (Yay!)

1. TitanPad

• e.g. T writes down categories beforehand - can save beforehand if T has account, Ss brainstorm vocabs under each category) Warning: allow silliness for the first 10 minutes
• e.g. T can write first half of the conversation, and have students come up with the second half
• After all, can export as a document in the end

2. TodaysMeet

• I don't really find this app useful. 
• It's used in conferences for a real time discussion

3. Board800

• play charade
• how is this necessarily better than using a whiteboard?

4. WallWisher

• create "rooms" for different groups
• arrange words into verbs, nouns, adjectives
• can save if have account
• cannot export. To save = take screenshot
• embeddable

Day 8 Reading Skillen (2011)

Skillen, P. (2011). Collaborative Projects: What Does It Mean to ‘Co-construct’?. The Construction Zone. Retrieved from http://theconstructionzone.wordpress.com/2011/09/01/collaborative-projects-what-does-it-mean-to-%E2%80%98co-construct%E2%80%99/ on 6 August 2012.

The article argues for collaborative practices in learning, which seems to me that the writer focusses on its application on the levels of collaboration among students and collaboration between student and teacher. For collaboration among teachers and educators, the topic was as if dismissed with merely a sentence or two. It is an interesting topic, however. I have always had doubts about group work. I enjoy working with people towards a common goal, and I agree that many heads is better than one. Nonetheless, this is definitely not always the case. During my undergraduate years, I have worked with others in group work for which they showed lack of responsibility and maturity. The writer notes the problems of team work. He also outlines some ways to tackle these problems, quoting Saloman's suggestion that "the whole environment be designed to maximize mindfulness and interdependence."

I find the writer's suggestion on having students build "thoughtful environments" through social networking very interesting and equally implementable for my teaching practice. I am excited by the prospect of integrating student-centred learning with technology.