Working on Assignment 2

So I am back at working on assignment 2 now and the learning paths have been great in getting me started, just by following it I have already filled out a few sections of the unit plan.

This is the first unit plan I have had to do and now when I open it up to continue working on it, suddenly I feel over whelmed and over my head. I’m not really sure where to start. I have opened up one of the sample unit plans and it seems to be helping a little, but maybe I need to go back though the learning path again for more guidance on where to get all the information for each section.

I wonder if anyone else doing this course is having the same feelings and issues as I am?

Baby steps, one little step at a time and hopefully I will get there in the end, and on the right track! Ha ha.

I wish everyone else good luck on their assignment two!



Week Six Reflection

I have just completed the week six learning path and it is 11.43pm! So ready for bed. At this point I am really enthusiastic and wanting to just dive into my assignment two, but I am studying another subject this semester and it has an assignment due a week prior to EDC3100 so I am making myself complete it first. I just hope my enthusiasm is still here when I have completed the other assignment.

Having a good think about the learning experiences for my unit of work is the main cause of my enthusiasm. It was relatively easy to find a good learning experience and what I did find, I believe was of pretty good quality. This has made me want to continue on this train of thought and come up with the rest of them. This week was good for reflecting on our previous learning for this particular reason, finding good quality ICT based learning experiences that have the support of models and frameworks.

Note to self: I need to revise the pedagogical frameworks to sequence the learning experiences throughout the designing process of the unit of work. I actually still haven’t chosen which one I will be using. First task for tomorrow!

In tonight’s Way Station we touched a little on Prac and I am partially really excited to finally have a chance to engage in the school environment as opposed to day care, and I think this will really make my career path and what I am doing much more of a reality. I am also a little anxious as I don’t really know what to expect and for the first time in 6 years, I will not know what I am doing/ doing many things for the first time. Just like starting at the bottom of the ladder again. Still all this is very exciting, what a new adventure. I’m hoping to hear back from the school I applied for professional experience at very soon as to whether they will take me or I need to continue on the hunt to find a placement.

Good luck with assignment two everyone!


Revised ICT based learning experiences

During the learning path in week 6 I was asked to think critically about the learning experiences I have chosen for my unit of work in Assignment 2 and find some ways of improving it. I was guided to revise the models and frameworks we have learnt previously this semester. Below is my thinking process.

I think both my learning experiences sit on the Modification level of the SAMR framework.

Both the learning experience could have been completed without ICTs by simply creating a role play of the literature to develop key events instead of using Domo Animate.

And Characters could have been drawn or created with physical clay by students instead of using Clay Yourself. But I believe they have both seen significant task redesign, with many improvements and advantages of the selected ICTs. For example Clay Yourself adds 3 dimension as opposed to drawings etc and are more accurate they real clay as well as the advantage of being able to add colour and allows students to achieve facial expressions such as anger when they may not have been able to physically manipulate the clay on their desk to achieve that expression within their abilities.

Both learning experiences fit in Learn through creating and Learn through exploring within the 8 learning themes from the Decoding Learning report. As both the content descriptors I have chosen as part of my transforming knowledge on my unit plan require students to ‘create’. I believe these themes are appropriate.

Using technology as opposed to Technology integration. I feel both learning experiences are mostly in the integration section of the model. Where it isn’t used to collaborate or isn’t a routine part of the classroom environment. It is planned and purposeful, used to support curricular goals & learning objectives, used to engage students with content, mostly being used by the student(s), focuses using technologies to create and develop new thinking processes, more instructional time is spent using the technology to learn (hopefully) and is essential to the learning activity. I think in both learning experiences the programs used have a share function or a save to computer function. This could be used to share with others via the programs platform or even better I could ask the students to create a blog post on a class blog where they share the animation and clay character interpretations of the literature with other students outside the classroom for the purpose of collaboration, sharing for others or gaining feedback. This would also add another learning theme from the 8 themes of learning mentioned above (learning from others)

I do believe students will become

1. autonomous in their use of ICT;

2. capable with ICT;

3. creative in their use if ICT;

4. using ICT to produce work of quality;

5. adding value to their learning through the scope of ICT in use.

When participating in the two learning experiences I have created as part of my unit of work.

Successfully integrating ICTs into students learning would include the technology being used to aid students in learning the content of the curriculum not the learning being based around the technology. I feel that these learning experiences are allowing students to learn the content and build on their understandings and I haven’t chosen the content descriptors based on the ICTs. So that is a good start.

After careful consideration I have decided to keep my two main learning experiences as I believe they are very valuable but with the improvements of creating a class blog and asking students to use this to share their end products for others outside of the classroom and each other to collaborate and obtain feedback about their interpretation of the key events and characters in the literature and about their creativity. I have chosen to make these improvements to open up the opportunity for collaboration and to obtain feedback. This opens up another theme of learning in the 8 themes by Decoding Learning and also in the Using technology as opposed to Technology integration model.

ICT based learning experiences

While thinking about the best ICT based learning experience for one of my objective/content descriptors I’ll be using for my unit of work in assignment 2-

Create events and characters using different media that develop key events and characters from literary texts (ACELT1593)

I went back through to week 2, I think it was where we shared some ICT experiences based on the 8 learning styles.

I found Domo Animate:

which could be used to re-create key events from in a literacy text. The students could have a great time deepening their understanding of this as they add more details and really think through what is happening as they are re producing it.

And also Clay yourself:

Where students can re create characters from in a literacy text. This could be done in Domo Animate but with Clay yourself students have more control over details like eye brows facial expressions etc and really express how they interpret a character. This would be especially great if it were to be based from a non-picture book, where no image of a character is provided in the first place, or student is not shown the picture of the character until after they have created their own and compare it to the book.

It really is amazing some of the online resources out there that can really be so usefull in developing students learning. How did teachers ever oporate before the internet?

Constructing and Transforming Knowledge

When planning a unit of work it is appropriate to use objectives that form both constructing and transforming knowledge. Constructing knowledge is when students learn about concepts, facts or procedures, whilst transforming knowledge is when students apply their constructed knowledge in new situations. Another interesting way to try to remember which is what is applying it to Blooms Taxonomy.

Levels 1-3- Remember, understand and apply are Constructing knowledge
Levels 4-6- Analyse, evaluate and create are transforming knowledge

This week we have been revising the information we have received on this topic and Aspen from My journey- Learning and teaching using ICTs summarises so well the types of knowledge in relation to the Australian curriculum. Science, Geography and History have explicitly outlined which content descriptors are constructing knowledge and which are transforming knowledge, while the maths and English learning areas this isn’t so clear.

Science Curriculum: 1. Science understanding- Constructing knowledge 2. Science as a human endeavour Transforming knowledge 3. Science inquiry skills- Contains both transforming and constructing knowledge

History curriculum: 1. Historical knowledge and understanding constructing knowledge 2. historical skills- transforming knowledge

Geography curriculum: 1. Geographical knowledge and understanding- constructing knowledge 2. Geographical inquiry and skills- transforming knowledge

As mentioned previously, this information is not explicit in the maths and English curriculums, so in order to determine which knowledge a content descriptor is, the teacher needs to ask the following question:

Is the content descriptor asking students to know: – facts or concepts, or – how to perform a task?

Facts and concepts are relevant to constructing knowledge, while performing a task is transforming knowledge.

Week Five Reflection

I am not really sure how I forgot to create my week five reflection, but here it is better late than never!

One of the main components of this weeks learning path was the Curriculum + Assessment + Pedagogy = quality learning experience formula. To me this formula really makes sense of what I am learning about the Australian Curriculum and how to be using it to plan my lessons, units and learning experiences.

I really loved and can totally relate to what Michelle Newton at The weblog of Michelle Newton said when she was reflecting about how her learning and feelings have progressed through weeks 1 to 5 of our ICT and Pedagogy subject. She states “At the beginning of the course, I posted a blog that stated I felt like an overloaded computer – too much knowledge for the memory size.  Now I feel like the defragmentation process is complete (at this stage) – more memory has been freed up and processing is happening quicker, ready for more learning.”

This is such a great way to describe the learning process not only of this course but I guess when you learn anything new.

Quick visuals for ICTs/Blooms/SAMR Model

This Pedagogy Wheel is such a great visual resource and reference point to consider with thinking about planning and organising unit or lesson plans and learning experiences.

A fellow student of EDC3100 from mrsmckinty- The journy of ICT… stated in her recent blog post that the Pedagogy Wheel “appears to be a great “visual tool” which I love to see if and how ICTs can be integrated “authentically” into learning. It links ICT tools/resources such as facebook, google docs etc to Bloom’s learning verbs. Whilst it does not cover everything, its certainly a good starting point.”
I agree. What a great starting point and it is a very clear easy way to make the connections between Bloom’s, actions, activities, applications and the SAMR Model.

The Padagogy Wheel by Allan Carrington is licensed under a Creative Commons Attribution 3.0 Unported License.  Based on a work at

I also found another chart which would be very useful to keep in mind when evaluating which applications fall into which area of Bloom’s Taxonomy.

web20_721x629Image By Kathy Schrock, Based on the work at