The theme of this edition is Communication. The edition explores how we communicate our individual voices as part of a collective and includes a wide range of creative, critical and innovative thinking from students across the breadth of the College.
Please take the time to celebrate the student editorial committee’s work in bringing you this edition. In the words of Masha Petrovic (Year 11), Chief Editor, ‘we hope that our pieces ring true and resonate with you. May they inspire, spark conversation and ignite new ideas as we celebrate the talent of our students, together.’
This term we decided to start a new venture two or three times per term to support students keen to share and use technology together. Our first, early in September, was an introductory ‘fun time’ in Escape Rooms. We provided a simple ‘Covid Friendly’ breakfast and our event was booked out in two days.
Following this we held another event today when students came prepared to work in Minecraft to imagine and design a new library space. Again breakfast was a very important element.
We saw some amazing designs emerge – a floating library high above the earth with a lift system, a Japanese inspired building, a library with a ‘dungeon’ space deep below the earth for the Teacher Librarians to plot together, and a beautifully organised library full of books surrounding a pool!
This was a great example of how collaboration and teamwork occurs in that vital ‘Third Space’!
An interesting blog post by @refthinking giving us much to ponder about. I know that the collaborative, differentiated method of learning with Guided Inquiry Design we do at Broughton certainly assists students to develop many aspects of the skills mentioned here. According to educational technology researcher Dr. Ahmed Kharrufa, this list was ‘formed by the World Economic Forum following their Future of Jobs report’.
So many different learning frameworks and discussions are taking place but the more I look at them and compare them the more I realise just how encompassing the Guided Inquiry Design Process is – as it embeds all elements found in the others.
During Guided Inquiry students discover ‘content’ according to their interest in a topic area then go on to analyse and finally to share and evaluate their learning. This infographic illustrates this process very well.
In the Guided Inquiry Design Process, assessment occurs throughout the whole process – Assessment ‘for’ learning,’in learning’ and ‘of learning’. Students share in Inquiry circles at various stages and all learning is transparent and shared. The support of the teacher and teacher librarian make it a truly collaborative experience.
Saomya Saxena posted a list of 20 ‘Real-Time’ tools on the EdTechReview blog. These are annotated to make selection easier. Each one suits a slightly different purpose so thankfully holidays and time for ‘exploration’ are just around the corner!
At Broughton we have been using the Guided Inquiry approach to research for a number of years. Project Based Learning (PBL) uses many of the same elements with similar goals.
This video by the Buck Institute for Education explains how learning can be relevant and interesting and is far removed from the Industrial Age model of education in previous centuries.
Collaboration in teams and shared knowledge make the ‘project’ relevant to each student.
This video by Martin Shervington very simply, yet comprehensively, explains everything we need to know about Google Drive.
What is Google Drive? A complete guide how to use it. The ease of collaboration makes this something we will look at for using for our Inquiry Circles.
Cloud (storage), Creation, Collaboration, Communication
How to access Google Drive, including from Google+
Social Media tools are becoming the main means of communication even overtaking that of email. The problem lies with the blurring of boundaries between work and home. The Victorian Government has launched a Social Media Policy which could be adapted for any environment – business or school. This clip outlines all the precautions needed to ‘post’ and ‘like’ within ethical boundaries.
So much change in so many areas makes it hard to keep abreast with educational research and developments. A well connected teacher has access to many people and new ideas with similar interests to their own.
This site offers access to selected social networks so that teachers can link to stay informed or to share their own expertise in an area of education.
This is Part 2 in a series. The Comprehesive Guide to The Use of Social Networking in Education Part 1 gives a clear explanation of social networking as it applies to education but this site – Part 2 – delves deeper
Some of the principal benefits of these networks is that they help you grow professionally and expand your knowledge base to include new ideas and concepts. To be a successful educator, we need to constantly engage in discussions and participate in the various communities of practice and PLNs available online.
Early in March the new video channel TED-Ed was introduced. The platform is now more than just a repository.
Within the growing TED-Ed video library, you will find carefully curated educational videos, many of which represent collaborations between talented educators and animators nominated through the TED-Ed platform. This platform also allows users to take any useful educational video, not just TED’s, and easily create a customized lesson around the video.
This facilitates a new trend called “Flip Teaching” where students watch a prepared video lesson at home and class time is devoted to discussion, building ideas and creative responses.
TED-Ed enables shared lessons via Twitter, Facebook or email with the ability to check who has viewed your lesson and how they progressed in any activities within the lesson – with their permission.
This clear procedure for using Skype in the classroom leaves us no excuse so we must give it a go soon!
The new Smart board in the IRC will make it easy to establish and share our first Skype author visit with our students.
After discussion with the English teachers, it was decided that Year 9 would take part in our literacy event for Library Lovers Day and the launch of the National Year of Reading – Speed Dating some carefully selected books!
Fiction, Non fiction, graphic novels, biography and even poetry books were gathered and set on the tables. Students read a book for 5 minutes before rating it and moving to another table and repeating the exercise.
Students enjoyed eating a chocolate heart during their first ‘read’ and many rated their ‘dates’ with the top option on the rating sheet: “I have had a wonderful time! Could we please meet again very soon”. There were also some honest students who opted for the rating “That seemed like a very long five minutes. You’re just not my type!”
This was a very successful and interesting way to expose students to genres and books they would never have found on the shelves or tried to read. Hopefully some “lonely” books will soon be borrowed!
This new tool allows people to gather online resource links to issues in one accessible place. Here are links to some created by Teacher Librarian colleagues who curate in a number of relevant educational topic areas.
The role of teacher Librarian is to foster and improve Digital and Information literacy across the school. Both teachers and students need to become expert information users.
“In the white paper Digital and Media Literacy: A Plan of Action, professor Renee Hobbs from Temple University mentions skills that show digital and media literacy, including accessing information, solving problems, working collaboratively, communicating effectively, and analyzing data and evidence.“
Teacher Librarians assist collaboratively with the implementation of Information Literacy into the curriculum. Read more about this in this post on the Converge site: