2013+Term2

Term 2 2013: Scaffolding, history and literacy!!! An exciting time, connecting with Cynthia on Bathurst Is., seeing Viv getting close to his final prac, Marcus storming ahead with his teaching practice, Murph heading to town for his first urban prac and Kuman and Karina beginning to work together developing their early childhood practice with structuring play based and tactile learning.

No new units this term, but the timetable as follows:


 * || ==8.30-10.30==

All students
|| ==11.00-1.00==

Marcus and Viv
|| ==2.00-3.30==

Kuman, Karina, Marcus, Murph
|| With Ali Gallio || Online session with all and Cynthia: Intrinsic Motivation: Dan Pink: autonomy-mastery-purpose || Individual assignments ||
 * ==week1== || Planning and goal setting for term and for next year
 * ==week2== || **Scaffolding learning:** differentiating learning goals and lesson planning

|| **Local History** resources and activities: ETL339, ETL329: Review of learning outcomes and assignment criteria: creating a portfolio of 10 evaluated resources with activities and writing up essay and research report Where are we up to? Where to next? || **Health:** ETL115: create resource folder || || **Local History:** Using Scootle for resources: creating a learning plan || **Health:** ETL115: create resource folder
 * ==week3== || ONLINE in lab:
 * scaffolding learning:** explicit teaching

Places to enrich folder: The clinic; school library;Scootle (write your password down!) Scootle Learning Federation CDU student login: http://scootle.edu.au/ec/register.action?key=ErxxjjNC ABC resources: @http://splash.abc.net.au/ || Analysis exercise @http://www.youtube.com/watch?v=iW0XsQ4X28s @http://www.youtube.com/watch?v=Tm1Jkiq_i48 A good lesson and a not so good one: Look at the students to see if the following are occurring: Is there meaningful conversation occurring between students?  Is there evidence of higher order thinking occurring?  Are students given the opportunity to make new knowledge by expressing it in their own words and relating it to other situations? Is new knowledge being related to the old? Are there deliberate attempts made to increase the participation of students?  Are links to student's background knowledge made explicit? Are students engaged and on task during the lesson? Are students encouraged to take intellectual risks? Are the objectives of the lessons made explicit? || **Local History:** Storing resources safely: online options; organizational choices || **Literacy-reading:** Text analysis and lesson plans Marcus: EIP220 Kuman: ETL112 || Using Bloom's || **Local History:** Writing up the research progress: issues and new directions for resources and learning activities || Literacy-reading: Text analysis and lesson plans Marcus: EIP220 Kuman : ETL112 || Create multimodal writing task EAL300 || || **Local History** || **Literacy-writing:** Create multimodal writing task EAL300 || Writing up e-learning essay: || **Child Development ETP120**: developmental chart: Physical, Cognitive-Language, Social-Emotional areas at early childhood, middle years and adolescent stages || || **Local History** Finalizing the research report || **Child Development ETP120:** applying principles to practice in a Unit of Work/Learning Management Plan ||
 * ==week4== || **Scaffolding learning**: learning goals 2
 * ==week5== || ONLINE in lab:
 * scaffolding learning**:
 * ==week6== || **Scaffolding learning**: using Dimension 1 || **Local History:** || **Literacy-writing:**
 * ==week7== || ONLINE in lab:
 * scaffolding learning**: scaffolding co-operative learning
 * ==week8== || **Scaffolding learning**: using Dimension 2 || **Local History**
 * ==week9== || ONLINE in lab:
 * scaffolding learning**: using Dimension 3 || **Local History** || **Child Development ETP120**: applying principles to practice in a lesson plan ||
 * ==week10== || **Scaffolding learning**: questioning skills