1. Locating Resources the 21st century Style
Just a brief introduction to the changes with the Web that can effect what you do…

2. The selection of resources was traditionally our time to SHINE !
Typical project boxes (books, clippings, magazines, posters,etc)
With the Internet our project boxes expanded
We could now create “VIRTUAL PROJECT BOXES’ of websites, online journals and newspapers, network files, and still include references to books!
Problems with content control overcome with tools such as Filamentality and new ways of working with electronic catalogues (e.g. cataloguing websites)
BUT THEN THINGS CHANGED again….

3. The new tools provided in Web 2.0
PERSONALISATION and COLLABORATION
The user is in more control over what reaches his desktop
The user works with others in new ways
For more information about this is going to change education (among other things) see aspx
make use of WEB 2.0 (and be a leader in helping your staff and students too!)
Basically
In this case the USER is the learner
One teacher and 30 kids cannot = personalised learning
NEED TO MOVE AWAY FROM the teacher
Teachers design the framework but the users (learners) run with it, modify it
and develop it (but within the overall control of the teacher)
NEED TO MOVE AWAY FROM the classroom
lesson that happens out of the classroom, that continues on after
the classroom activity
NEED TO MOVE AWAY FROM the lesson
learning is project/task driven - kids responsible
Example: our bridge building exercise
To understand the new ways in which WEB 2.0 is changing the world of education and work, read WE-THINK or visit his website

4. We can turn over far more of the selection process to our pupils !
With the advent
of Web 2.0
the user is in control
We can turn over far more of the selection process to our pupils !
They can gather, annotate, and select resources for themselves, but….
They still will need OUR help and support in learning how to do it well !
BUT DOESN’T IT ALL SOUND A LOT LIKE WHAT WE WERE TALKING ABOUT WITH INFORMATION LITERACY AND INDEPENDENT LEARNING????

5. Tools to Try ROLLYO to build your own search engine
Pupils bring in the websites, you create the rollyo,the whole class uses to search for information
SOCIAL BOOKMARKING (de.licio.us OR )
To collaborate on resource selection
To motivate pupils to become more reflective on why they choose a resource

6. One example of how Web 2.0 can make student searching more effective…
Ask students to create a list of sites they think would be good for a topic (plus their reasons for the selection)
Students look at sites together and choose the best for the group
Either Students or the Librarian then creates a topic search engine on using the pre-selected website
Students then can search all the sites at once but with a one-click operation
AS A LITTLE TASTER…
Used in a Biology lesson on drugs …narrowed down a hit for ‘Drug Abuse’ from millions of hits
(most of which were banned by the school filters anyway!) to a manageable 60 or so…all from sources whose information the group had already decided was good.
Also you can use either Rollyo or del.icio.us to see the lists of recommended sites made by other people

7. For Fast and easy Online Classrooms… use a WIKI
Create a project online (syllabus, notes, homework …everything!)
Encourage your students to collaborate on their selection of resources to use and defend their choice to others in the group
Work collaboratively online - assess each other, create joint answers
Mark online for the benefit of the whole group
Making a PB Wiki is As easy as making a Peanut Butter
Sandwich!

8. How I’ve used Wikis http://ripongrammarlibrary.pbwiki.com
How I’ve used Wikis
(Critical Thinking pages)
I use as an online forum for my AS Critical Thinking Class
Class lists, syllabus, homework etc
All homework is marked online for whole group to see
Facility for collaboration
Basic version allows for any one to edit, advanced version provides layers of security control

9. Teaching Games Lessons with a WIKI
Task: to design a ‘new game’
All instructions on the wiki
Time in the library to plan, and basic research
One member of each team is allocated writer status on the wiki
As the plans develop, staff add in comments
A professor from the USA joined in as well, and asked his students to trial the games and contribute
The result of all this will be written up as part of one of the PE teacher’s PHD dissertation
But what we have seen so far is the involvement and enthusiasm for games by every participant (even those who normally don’t like games!)
Helped the transition in of our first ever mixed gender games classes this year
Motivated an age group who can lack motivation for games
Raised the profile of fitness and fun of games
It has also improved the ICT skills of two year groups of students (wikis etc) - ICT staff happy!

10. Use Web 2.0 developments to enhance their learning
Could you ask pupils to create PODCASTS or WIKIS instead of the over used Power Point presentation ?
Monitor RSS feeds and report back to the class
Or any other weird and wonderful new developments of online working?
SHOW MARIANNE ‘S BOOK FROM SLA

11. Project Planning: How do you begin?
By using IL skills yourself …
For you the PROCESS is as important as the PRODUCT too !

12. Your Planning Your AIM: to create a successful collaborative project
Questions, questions, questions….
What need in the school curriculum will you target?
What aspect of IL will you focus on?
Possible partners?
Do you have written plans ?
How will you measure curricular and IL learning?
When shall we implement it?
Who will assess each part?
What do we need?

13. Locating the information you need
To help you answer your questions:
School plans
Curriculum targets
Books and websites on IL
Talk to PEOPLE !

14. Using the information to design your projects
Repeat the mantra: the process is as important as the product!
Plan how each new project will build on previous IL skills
Experiment with methods of working

15. Self-evaluating your process
Evaluate each project and develop strategies for dealing with difficulties
The process is dynamic…often confusing, frustrating…but also exciting, challenging!
Keep a record of projects in terms of student progress, teachers’ views, and YOUR view

16. Planning a Specific Project
Aims (the learning targets)
Outcomes (what will be produced/achieved)
Methods of assessing learning
(How to measure that your aims have been met)
Tools to help you to deliver the content
(resources, worksheets, equipment, people, rooms…..)
Methods of differentiating work
Look at the collaborative planning sheet in your handouts

17. AIMS - the basic building blocks
These are the BIG statements - the learning goals you want to achieve
Ask your partner to specify the National Curriculum target
Set your own IL targets…this is where the wider picture of the pupils’ experiences helps…try to focus on different skills in different projects to keep pupils engaged
This morning’s aims were to introduce the topics of IL and partnership, and to stimulate your thinking on ways in which you could develop these in your own school.

18. LEARNING OUTCOMES?
At the end of the lesson what do you hope the pupils will have accomplished to show you that your learning aim was met?
The learning outcome for this morning was that each of you would demonstrate a new level of knowledge of IL via
Individual collecting of new ideas
Questions and ideas generated and shared with the Group

19. METHODS OF ASSESSING LEARNING?
This morning I assessed your learning by
Observing your work on the Knowledge Squared sheet
Your eye contact and facial expressions!
Your questions
Your interaction with each other (the level of discussion)
My activities gave me a chance to monitor your learning by:
Your participation in the exercises
Your note taking
Your eye contact - facial expressions tell a lot!
Your questioning
Your interaction with each other
Your grid - how engaged you were with the activity

20. Assessment of learning is the Key!
The PROCESS not just the PRODUCT
Ongoing pupil self-assessment
Through lesson observation
Assessment at each stage
Teacher assessment of curricular attainment
Across several projects…ongoing !
Your assessment of IL is not a one off experience….it is a build up of student expertise over a range of experiences

21. Tools of the Trade What do you need to deliver the project?
How much time, how many lessons?
Who will be responsible for what? (share the load!)
Resources, project boxes, ICT, worksheets, etc.
The tools for today included the Power Point and the digital projector, the flipchart, pens and paper, examples of good practice, further reading material, handouts, etc. I negotiated all this ahead of time!

22. A SIMPLE lesson plan S = Set I = input (the message)
(activate prior knowledge and get their attention)
I = input (the message)
M = model (show examples)
PL = practice learning (supported experiments)
E = evaluate

23. Differentiation by ability and by learning style
No two people learn in the same way or have the same level of prior knowledge
Create a safe learning environment where everyone can work at their own pace and in a style that suits them (at least part of the time!)
This morning’s session provided a range of activities to suit different learning styles and prior knowledge. Were you more comfortable with some activities rather than with others?

24. How to provide differentiated lessons
Provide different activities for different types of learning styles
Visual (reading, drawing)
Auditory (discussion, listening)
Kinesthetic (active, doing)
Mixture of individual and group work
Peer mentoring
Time for reflection
Teacher and librarian support

25. IL allows the pupils to provide the differentiation themselves
IL projects provide opportunities for decision making and independence
Questions and activities that require higher level thinking require students to work in a variety of ways
Pupils can determine level and pace through self-evaluation (reflection, modification, experimentation, synthesis)

26. Long Range Assessment of IL in your school
My Models
Year 7 assessment of IL skills (Sept / July)
Assessment of each project based on curricular and IL targets
Yearly assessment reports (years 7,8,9)
Today you will use the skills identified by QCA as the Key Stage 3 Personal Learning and Thinking Skills

27. Time once again to get to work!
You are going to work with a partner to design a project.
I will give you the aims but you will then determine:
Learning Outcomes
Possible activities that will deliver the outcomes and aims
Tools to help you deliver the aims
Methods of differentiating the work
Methods of evaluating the project
Be prepared to show the Group your ideas.