Using ICTThroughout this professional experience I have experimented with ICT to engage students in their learning.
I created a website that held all of my lessons in HASS. Each lesson had its own page which would outline the lesson's goals, tasks with instructions, marks allocations, and resources including readings, videos, website links and documents to download. Students find their task instructions, and could refer back to them throughout the lesson. I would have the site open on the interactive whiteboard to also give verbal instructions. By having everything in the one place, students could efficiently complete tasks. Another tool I have used is Kahoot, an online quiz creator that is fully customisable and allows students verse each other. Results can also be collected and used for assessment. I created two Kahoots, one to test students' viewing of BTN, and the other for a maths extension group. With the competitive and interactive nature of Kahoots, students are engaged despite being also assessed. Another online tool I found was playfactile, a jeopardy style game which is customised to use any questions you like. I used this as a revision tool in HASS, where students had to answer questions about content they had covered in class. Games can be played in teams, or individually. Once again, the competitive nature of the game has students revising content without even realising. The benefit of all 3 of these online tools, is that students have easy access to them at home, not needing accounts or subscriptions, just a simple URL. |
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Envision Maths game cards I used for some stations.
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In maths I used the collaborative method of 'stations' as a warm up to each lesson. Students would rotate between two or three stations which would focus on revising previously learnt skills as well as investigating methods to solve problems using new skills before being explicitly taught it. This challenged students to problem solve and build on prior knowledge to complete activities, and provided and engaging way to begin lessons rather than simply direct teaching.
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Students conducted research using the 'jigsaw' group method.
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In HASS, I decided to use the 'jigsaw' method to a research task. Students were in groups of three and each were responsible of researching one of the three levels of government in Australia and their responsibilities. Students would then return to their groups and each would share their findings.
I used this strategy to test students on how they managed their time and collaboration in a team, and I found it a very interesting experience and I learnt a lot about students interpersonal skills. |
The Playfactile Jeopardy Game I created for revision in HASS
https://www.playfactile.com/misswattyear6 |
As a revision lesson before a formal assessment in HASS, I created an online jeopardy game using the website Playfactile.
Students worked in a team and answered questions from various topics we had covered in previous weeks. The game aspect made it very engaging and the students thoroughly enjoyed it. Another benefit of this tool is that students can also access it at home for further study. Another online tool I used for revision that engaged the students was Kahoot. After viewing the latest episode of the ABC's Behind The News, students partnered up to complete the Kahoot quiz testing their viewing comprehension. |
Throughout the term I adopted the already established methods of communication with parents (by the regular teacher). These were writing in student diaries when they received a good result on some work, negative results, and general comments. I also posted on the classes 'Connect' portal for assignments and important dates.
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