Presentation on theme: "Microsoft Partners in Learning South African Forum READ THIS CAREFULLY The following slide provides you with guidelines for the content of your Partners."— Presentation transcript:
Microsoft Partners in Learning South African Forum READ THIS CAREFULLY The following slide provides you with guidelines for the content of your Partners in Learning Forum entry. Use each slide to describe your project or learning activity by answer the questions that are posed. 1)You may delete this slide after reading / printing its contents 2)The final presentation should NOT exceed 5 Mb 3)You may add slides, images and effects as long as the total presentation does not exceed the 5Mb file size limit. 4)To reduce the file size you can: Link to other websites from this presentation You may change font sizes Compress photos and video clips 5)Use this template in conjunction with the judging criteria to be found at www.schoolnet.org.za/itf/docs/judging_rubric.doc www.schoolnet.org.za/itf/docs/judging_rubric.doc 6) Once you have completed this template save it using your surname, name and project title as the file name (e.g. Bradfield_Linda_Trash to Treasure). 7)Upload your project in the folder called “2012 Partners in Learning Submissions” in the “South African Microsoft Partners in Learning Forum” community of the Partners in Learning Network. http://africa.partnersinlearningnetwork.com/communities/f3a5865473b842f7b690ed9f47217 405/Pages/default.aspx
Project Title Name/s and Surname/s Email address/es Cell phone number/s School contact number School Town/City Province Grade/s Subject/s Innovation Workshop leader or mentor (if applicable) Who or what encouraged you to enter the Partners in Learning Forum
Virtual Classroom Tour – VCT Name of Project: Educator(s) School Brief description of school context School Website (if there is one) Brief description of project (80 words or less) Project Objectives
Project Description Brief description of the project and the background. What are the stated objectives and learning outcomes? Is the learning activity long-term? Does it call on students to plan their work and assess their work over time? Please add background information files if needed. See how to embed documents in notes. Design of the Learning Environment Examples of planning (e.g. pedagogic approach, links to resources used). Please highlight creativity and innovative teaching practices. Emphasize to what extent the planning for learning facilitates the development of different dimensions of 21st century skills e.g. knowledge building, use of ICT for learning, problem-solving and innovation, self- regulation, collaboration and skilled communication.
Evidence of Learning Examples of products and outcomes created by the learners throughout the project – including use of ICT. What sort of ICT is used and how has it been used in the project. To what extent do students use ICT in ways that support knowledge building, collaboration, or learning beyond the classroom? Does ICT use enable new knowledge- building/collaboration/learni ng beyond the classroom opportunities that would not have been possible without it? Have digital tools been used in imaginative and ground-breaking ways to support learning processes? Please add files, videos etc. which documents clearly the learning process and evidence of students’ learning
Knowledge Building & Critical Thinking Examples of how the learning activities require students to move beyond reproducing what they have learned to building knowledge through interpretation, analysis, synthesis, or evaluation. Extended Learning Beyond the Classroom If the learning experience is not bound by classroom walls, time-frame of conventional lessons, subject parameters – please show examples of this. If the project addresses real world issues (i.e. authentic situation and data from outside the classroom) or has meaningful impact on communities locally and / or globally please show examples of this.
Collaboration Examples of how the students work with other people, sharing responsibility while making substantive decisions for developing a joint product, a design, or an answer to a complex question. Students may be collaborating with their peers in the classroom, or with students or adults outside the classroom