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They say, I say, And so on… Annabel Harris and Jon Greer Hastings Boys’ High School 21st April 2011.

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Presentation on theme: "They say, I say, And so on… Annabel Harris and Jon Greer Hastings Boys’ High School 21st April 2011."— Presentation transcript:

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2 They say, I say, And so on… Annabel Harris and Jon Greer Hastings Boys’ High School 21st April 2011

3 A vision of students

4 What’s the difference? Vs.

5 What’s the difference? Vs.

6 Continuous partial attention And what on Earth does it mean for the classroom… “There’s no putting the genie back in the bottle, and their lives will only benefit from learning how to use this extraordinary technology wisely and well” (Growing up online, 2008)

7 FlickrFlickr: a place to share and consume images

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10 The use of social media - from blogging to online social networking to creation of all kinds of digital material - is central to many teenagers’ lives. Some 93% of teens use the internet, and more of them than ever are Treating it as a venue for social interaction - a place where they can Share creations, tell stories, and interact with others.

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12 In addition to those core elements of content creation: 55% of online teens ages have created a profile on a social networking site such as Facebook or MySpace; 47% of online teens have uploaded photos where others can see them, though many restrict access to the photos in some way; and, 14% of online teens have posted videos online.

13 Who’s paying attention and to what? Margaret Lloyd, Faculty of Education,

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15 Pedagogical shifts “There are a number of solutions to any problem”

16 Dominant Learning Styles Previous Generation Virtual Generation Linear acquisition info Hyperlinked logic Focus on factsFocus on learning how to learn Guided learningAutonomous Specific time24/7 Face to faceInteractive virtual DutyFun RoteAnalogical

17 Research Qu 1: Motivation Resultative Motivation means two things: a) success leads to more motivation, lack of success leads to less motivation and b) motivation leads to more success, no motivation leads to lack of success Sounds obvious doesn’t it?

18 Puente Program “The need to belong is so strong in this digitized generation that to facilitate a sense of community, or familia, can be a powerful motivating force for adolescents.” (Turner, 2008)

19 Puente Program “ We do our underrepresented students no favors if we simply make them feel good for a school year ” (Turner, 2008)

20 Research Qu 2: Technology Annie Stevens multimedia consultant: “If you want to swim and not drown in the ever- deepening and widening pool of digital technology, the best way to start is to jump in and test the waters”

21 Communication and Socialisation Pru Mitchell, of Edna “our challenge is in motivating learners to make learning the central purpose of that communication” BUT THE STUDENTS KNOW MORE THAN US! “It is not the technology - it is the teaching and learning-which is of prime importance, and this is responsibility and role of the teacher”

22 Technology wishlist Videoconferencing Research Report/vidcoconferencing.pdf Research Report/vidcoconferencing.pdf Podcasting (teachers and students) iMovies Photoshop Learning for the 21st Century - webcasts with experts and your class

23 Collaborative Learning: Technology Moodle BlackBoard Saba

24 Creating a community of writers Writing activity

25 Celebrating cultural background I am from poetry

26 Literary Analysis activity Inference

27 Literary Analysis activity I like it when I get to the top of the road and I look out and see the mist down over the hills. It’s like a wrapped parcel and you know there’s something good inside. And I like being funny. When someone says something I like to have something funny to say back, because I like people to laugh, and I like laughing too. A funny man, that’s me. ‘Man’ might not be quite right - but ‘boy’ isn’t right either. ‘Boy’ means little kid, ‘boy’ means dirty with a filthy mind. It means ‘smart-arse’. A ‘boy’ is a servant and a slave. Well I’ve been grubby and smart all right but never a servant or a slave. Mum bossing me and getting me to mow grass and mop floors doesn’t make me a slave or a servant. That’s just something for me to moan about because I don’t like doing my share. Anyway, I’m not a slave or a servant. I’m just myself. One day I’ll call myself a man, and I won’t just be an old ‘boy’ like my father He’s gone. I’ve got an uncle that I really like, Mum’s brother, and he’s funny too. Jokes don’t stop him being a man.

28 Inference table It says…I say…And so… If I pointed out that I was brown it was like denying blackness, like saying you’re halfway to white.

29 Inference table It says…I say…And so… If I pointed out that I was brown it was like denying blackness, like saying you’re halfway to white. The narrator is unable to find a common ground with the police officer. They are opposite teams in a game.

30 Inference table It says…I say…And so… If I pointed out that I was brown it was like denying blackness, like saying you’re halfway to white. The narrator is unable to find a common ground with the police officer. They are opposite teams in a game. The insult enrages the reader but this thought shows that he is accepting of his cultural identity. The racial difference between the police and the young people show that the conflict will endure.

31 Writing essay leads

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33 Turner, R (2008) ‘Greater Expectations: Teaching Academic Literacy to Underrepresented students’ Stenhouse Publishers: Portland, Maine

34 Practical implications Aim: Raise Maori Achievement – Agentic Vs Deficit Through… Teachers as “agents for change” Students as “culturally located individuals” Best Evidence Strategies for raising Motivation -> Engagement -> Success

35 Online resources

36 2011 Vision of students


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