Staff+Meetings+2011

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Term 2, Week 7
__ eLearning Staff Meeting 15th June 2011 __ There are 3 key things we will cover today. (and a reminder about the Digikid-run lunchtime workshops on Tuesdays - odd weeks)
 * 1) We will learn how to use an eLearning tool to motivate learning in writing.
 * 2) We will learn how to find ideas for integrating eLearning into curriculum areas (and look at some examples of learning).
 * 3) We will learn how to utilise the eLearning support that is available.
 * 4) We will take a look at some examples of cool eLearning in classes (Becs, Vashti & JA)

__**Part 1:**__ __**Using eLearning to build language and language features**__ As a part of Room 14's writing tumble a group of children use the computers to do writing on our class wiki. Depending on the focus for the specific group, this writing time will be for different purposes. Sometimes children will be consolidating Language Building, giving feedback to their peers via wiki discussions Gemma giving feedback to Holly and Xavier to Cole, learning how to edit Growing the Text, recording themselves talking about learning they have done in topic (because they will be writing about it in a future lesson) Talking About Art.

How can you continue to successfully integrate eLearning in the classroom? Utilise Wednesday eLearning support days by responding to the weekly email from Mel that's requesting eLearning support in your class.

Mel would rather support you in your classroom by working with the teacher AND an instructional group of children. For example; if you wanted to use eLearning tools during your writing time, book Mel in. Then the teacher and Mel work together **__before__** the lesson to plan for the lesson, test equipment and to ensure we are clear about the steps of learning involved in the lesson.

Relevance: The reason for working with your instructional group is that 1. The instructional group of children become the experts in using the eLearning tool and they will teach the next group (not the teacher). 2. If you actually plan for integrating an the eLearning tool with an instructional group it is a part of your plan. AND NOT EXTRA WORK. 3. The children will be motivated (even more!).

__** Part 2: **__ __** Using the Mind42 mindmap to inspire you! **__ We have set up a mindmap to give you lots and lots of ideas (with examples from Westmere classes) whichi will hopefully inspire you to give it a go. We've started with the six literacy strands reading, viewing, listening, writing, presenting and speaking. This mindmap can be found on the 'eLearning with Literacy' page on this wiki. (language building/wallwisher example)

__** Part 3: **__ __** Use the support that is available to you **__

How can you continue to successfully integrate eLearning in the classroom? Utilise Wednesday eLearning support days by responding to the weekly email from Mel that's requesting eLearning support in your class.

Mel would rather support you in your classroom by working with the teacher AND an instructional group of children. For example; if you wanted to use eLearning tools during your writing time, book Mel in. Then the teacher and Mel work together **__before__** the lesson to plan for the lesson, test equipment and to ensure we are clear about the steps of learning involved in the lesson.



Relevance: The reason for working with your instructional group is that 1. The instructional group of children become the experts in using the eLearning tool and they will teach the next group (not the teacher). 2. If you actually plan for integrating an the eLearning tool with an instructional group it is a part of your plan. AND NOT EXTRA WORK. 3. The children will be motivated (even more!).

__** Part 4: **__ __** Talking about strategies **__ JA's math group have been recording themselves talking about the strategies they use to solve math problems. It has been extremely motivating for the children and now JA is also giving feedback to the children via the wiki 'comment' option. Over time the voice recordings could be used as proof of learning progress and great evidence for OTJ decision making.

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