History Programming and Planning for Year's 8 and 10 - AIS (NSW) - September 12

On Friday, I attended another professional development course led by Carlo Tuttocoure of the AIS (NSW).

It was another enjoyable and enriching day. This time the focus was on programming for Year's 8 and 10. I thought the most interesting aspect of the day was the presentation by Roselyn Thomas  on incorporating Indigenous elements into our history teaching but even strategies in applying it across the broader curriculum e.g. Welcome to Country ceremonies at school assemblies.

I liked the idea of the visual note taking being mentioned to the group. Virtually none of the other people there were there the previous month (bar one person), and they got a chance to apply it. I will post the video because it might interest those who didn't attend.

Watching the video at both presentations made me think of a teacher from my days at Marist College Kogarah as a student. His name was Mr Jordan, a visual arts teacher and pastoral coordinator to the Year 11 and 12's. I remember he spoke about why he never reprimanded boys who doodled in their dairies. He felt it encouraged people to be creative. Visual note taking allows people to be creative but also supports visual learners who may benefit from expressing their information in a format other than a linguistic form.

Also we were reminded to focus on planning units of work that reflect the interests of the students but also cultural backgrounds, especially the elective units.

The day also helped me build on my understanding of what I learn't a month earlier on Inquiry learning, particularly development of historical inquiry skills, historical literacy skills and providing authentic assessment in history.

I think after attending the two days, I'd apply the following in my teaching practice, whether as a T/L or in the classroom:

• Recommend units of work around student interest and needs in history. 
• Apply the Understanding by Design model to units of work and assessment tasks to ensure that the learning experience is enriching and relevant. 
• Encourage development of historical inquiry skills and historical literacy skills across other key learning areas. I believe it can be done e.g. analyzing a photo in geography to identify purpose and usefulness. 
• Offer professional development opportunities for colleagues e.g. programming, assessment task creation or resourcing.

History Inquiry Learning Day - August 15

The Association of Independent Schools run free workshops and professional development days for teachers.

On Friday, I had the chance to attend a one day workshop focusing on incorporating Inquiry Learning as part of the national syllabus hosted by Carlo Tuttocoure.

I thought the day was very interesting given the importance of Inquiry learning as part of the learning process, particularly how it can foster development of critical thinking and information literacy skills, skills I believe that can be applied across the curriculum.

Some points of interest include:

Visual note taking - To me it was like mind mapping except I created visual images, varied fonts etc to help explain points or arguments. For me it would be applicable for those who love to draw.

Project based learning - With 85 % of the population believed to be extroverted, its a learning approach that can work because it requires students to plan, research and communicate their learning within a collaborative setting. I do have concerns for the 15% that are regarded as introverted as they may find working within a group setting daunting but if done right, quiet natured people can be just as effective.

Structuring assessment - Making sure that as a teacher, I identify what students need to know, developing historical skills and embracing the shared understanding/s that I may have with my colleagues.

Development of historical skills -  teaching students how to analyse a source etc using the Harvard model.

Understanding by design - provided me with a useful model to organised the importance of knowledge and skills e.g. knowledge worth being familiar with, knowledge that is important to know and enduring understandings.

I was lucky to be in a group with three other teachers and as a teacher librarian encouraged them to not be afraid to consult their TL at their school after they identified some problems and challenges in delivery of the national syllabus, particularly with assessment and resourcing. Classroom teachers get bogged down sometimes with the demands of their role, they forget a TL can take some of the stress off them and we are always there to help them.

Teacher librarians crucial in info age (Article)

Holly Godfree wrote an article two years ago in The Canberra Times about the important role of Teacher Librarians in the information age.

Teacher Librarians are certainly not "invisible". I can link back to the role of the classroom teacher. Isn't the results achieved by a classroom teacher absorbed by others e.g. students as well.

I've noticed in my work to date, I've certainly not been invisible at all. Even in a casual or temporary role, everyone does notice your work. I get alot of  "thank you's" from students and my colleagues because I have been able to help them in whatever need it may be; big or small.

I have found students to be amazed when I locate information for them on a topic, especially if it is from a source that they may have never heard of. How about databases or newspapers? Many of them have never been aware of their availability to support their learning.

We all think that the internet has made locating information easier because it is there at a click but open up any search engine and the search results may overwhelm a person. Search engines operate on mathematical formulas to find results and hence we can be deluged with information, alot of which is irrelevant. My role is help others to sort through the results and locate the information they specifically need, and ensure that it is correct.

Fortunately, there are databases and collections online as well. Similar challenges there and my role is the same again.

I think too we can get a little too eager and just throw ourselves into research, yet we don't plan on how to get the information. What do I need to research? What do I need to know? What is available? Which sources will answer my question/s?

Teach Survive Thrive- Beginning Teachers Roadshow (IEU PD Course) Postscript

Newsmonth which is the monthly newspaper of the NSW/ACT Branch of the Independent Education Union did a feature on the Teach Survive Thrive PD course that I did back in June for its August issue.

Each person that attended the evening was interviewed by the media unit and selected comments were published. I was one of four selected. We commented on why we attended the evening, what we hoped to do with what we got from the evening and in my case, some of the challenges we face as teachers in general but also Teacher Librarians.

I apologise for the blurry text but that is how it came out on the scanner.

We love E-Readers but we also love printed books

A recent article published on The Conservation website mentions that we love to buy e-readers but we also love to read printed books?

Something isn't right when I made that remark. We should love one or the other in this day and age. Right?

I have noticed how hard it is to get some best sellers or popular reads in an E-Book format and that is a concern because it is denying those who want to read an E-format the chance to read their favourite book on a format that suits them. There are some who prefer the printed version, but cannot obtain a printed copy and hence want an E-Book.

But I did notice one thing missing in the article and I think it answers the question as to why we love printed books - the tactile experience of reading a book and mentally the connection one has when a printed copy in their hands.

Ipad App Evaluation (Kathy Schrock)

Last year, I did an evaluation of an Ipad App as part of my ILE@RN with Mobile Devices - Ipad 2 course several months ago using an evaluation proforma created by Kathy Schrock.

It has been updated. You can now evaluate how the app helps meet educational outcomes in your state or area (NSW BOSTES, National Curriculum etc).