Category Archives: technology

Summer Institute Day 1

Transforming Learning Everywhere

HWDSB is not engaged in a technology project; rather, we are engaged in a process to enhance instruction, to invite students to engage in rich learning tasks and to rely on student voice to drive the learning environment in classrooms and through technology.

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Learning Goals:

  • Introduction to the foundational concepts of student inquiry;
  • Understanding some practical strategies for embedding inquiry into your classroom, and
  • Exploring the essential connection between technology and inquiry.

Minds-On – “How might technology support inquiry in the classroom?”

Click on the MINDOMO link below (through the image) and use the “+” to add your ideas to the mind map.

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Provocation

A provocation is anything that will ignite a genuine wonder, a need or desire to go deeper into a topic or concept to explore why or how something is or has happened. Effective provocations lead to deeper questions which lead to an inquiry-style of exploration which, in turn, leads to deeper learning and understanding.

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Decomposition Provocation
  • Use the KWL template to record what you know about “Decomposition of Fruit and Vegetables”
  • During the provocation, record what you see 
  • After the provocation, record what you think and what you wonder about
Inquiry in the classroom video

As you watch the video, think about what the inquiry “look-fors” are in terms of what the teacher is doing and what the students are doing. Use the google doc link below to collaborate with other participants.

Session #1 -Indicators of Inquiry-based learning

Session #2 -Indicators of Inquiry-based learning

Session #3 -Indicators of Inquiry-based learning

Session #4 -Indicators of Inquiry-based learning

Resources

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indicators

collaborative-norms

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Q-chart

alert-questioning

 

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Summer Institute 2015 Day 2

Transforming Learning Everywhere

“HWDSB is not engaged in a technology project; rather, we are engaged in a process to enhance instruction, to invite students to engage in rich learning tasks and to rely on student voice to drive the learning environment in classrooms and through technology.” Transforming Learning Everywhere 2012

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Learning Goals:
  • Exploring the foundational concepts of student inquiry;
  • Understanding some practical strategies for embedding inquiry into your classroom with the assistance of technology as an instructional and/or assessment tool, and
  • Discussing ways in which to develop a culture of inquiry in the classroom.
Classroom Blogs

Classroom blogs provide students with an authentic, collaborative learning opportunity and exposes them to a wider interactive audience allowing for reflection and feedback. Blogs also help to increase the engagement of the parent community.

Steps to blogging:

  • Reading blogs – allows students to understand how blogs operate and the potential they hold in relationship to learning;
  • Digital Citizenship – through blogging, students receive exposure to such things as; internet safety, appropriate digital footprints, and plagiarism;
  • Commenting – skimming comments allows learners to determine the characteristics of quality comments, in addition to understanding diverse perspectives and constructive criticism; and
  • Writing – good posts contain quality content (both traditional and innovative) with an additional focus on the logistics of digital writing such as hyperlinking, embedding, media, tagging (categorization), etc.

Minds On: “I Wonder?”

1. Participants INDIVIDUALLY record anything they wonder about in regards to the photograph below. The “wonderings” should be recorded on post-it notes. One “I wonder” per one post-it.

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2. Participants share their “wonderings” with the rest of the group.  As a group, participants sort their “wonderings” into themes.

3. Discussion: curriculum connections, HOT, knowledge building, collaboration, understanding different perspectives, inquiry extensions, etc.,

4. Technology integration: Mindomo, Padlet, etc.,

Capacity Building Series: Inquiry Based Learning

Read the following article. Participants are to collaboratively utilize the Google doc link below to fill in the Frayer model on inquiry-based learning (definition, facts/characteristics, examples, non-examples).

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Discussion:

How might Google Drive support instructional and/or assessment practices in the classroom? Post your ideas in the “Leave a comment” area of the blog post.

Building a Culture of Inquiry

Causal Model:
How might I create a learning environment that supports inquiry?
Making casual connections: 
  • Brainstorm initial thoughts to answer the question
  • Take one sample and go deeper, by asking “if this happened, what would that cause?”
  • Go further with this new insight, asking again “if this happened, what would that cause?”
  • Continue until the thinking has reached its natural end.
  • See how this relates to the initial question

causal-connection-sample

Resources:

indicators

 

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alert-questioning

collaborative-norms

Q-chart

Provocation: Decomposition 

 

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Provocations

Technology in the Classroom

Transforming Learning Everywhere

HWDSB is not engaged in a technology project; rather, we are engaged in a process to enhance instruction, to invite students to engage in rich learning tasks and to rely on student voice to drive the learning environment in classrooms and through technology.

image

Classroom Blogs

Classroom blogs provide students with an authentic, collaborative learning opportunity and exposes them to a wider interactive audience allowing for reflection and feedback. Blogs also help to increase the engagement of the parent community.

Steps to blogging:

  • Reading blogs – allows students to understand how blogs operate and the potential they hold in relationship to learning;
  • Digital Citizenship – through blogging, students receive exposure to such things as; internet safety, appropriate digital footprints, and plagiarism;
  • Commenting – skimming comments allows learners to determine the characteristics of quality comments, in addition to understanding diverse perspectives and constructive criticism; and
  • Writing – good posts contain quality content (both traditional and innovative) with an additional focus on the logistics of digital writing such as hyperlinking, embedding, media, tagging (categorization), etc.
Blended Learning (D2L – The Hub)

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 What is an e-portfolio?  

E-portfolio is an electronic format for learners to record their work, their achievements and goals, to reflect on their learning, and to share and be supported in this.

Why use e-portfolios? 
  • e-portfolios effectively reflect the learning PROCESS;
  • technology enables the use of a range of media – video, sound and images – as well as text to show both the LEARNING PROCESS and FINAL PRODUCTS;
  • encourages and facilitates the learner’s support NETWORK to participate and provide feedback on their learning;
  • the quality, not just the quantity, of feedback is enhanced and facilitated via social mediums;
  • e-portfolios assists students to take increasing responsibility for their own learning. It encourages and enables the process of REFLECTION, SELF-EVALUATION, and ACTION PLANNING as a process for lifelong learning;
  • e-portfolio develops skills and approaches to learning; and
  • students can carry their e-portfolio throughout their learning journey and use it to record, assess, evaluate, and reflect at any time.
 Padlet.com

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