Film making to develop narrative, why is this a relevant skill for an educator?
The learners we have in front of us today are constantly bombarded by a wide range of stimuli that can often be distracting and/or overwhelming. A well constructed teaching resource now has the potential to go beyond a printed worksheet to engage and inspire learners. A practical skill for a teacher is now in the creation of a wide range of media artefacts to support learning inside and outside of the classroom. Filmmaking is a technique that can be effectively created on a wide range of devices from tablets and phones and free web based software like ‘WeVideo’ to digital SLR’s and paid for software. In the hands on element of this session we have the opportunity to look at either Windows Movie Maker or iMovie which are both free on Windows or Mac OS. One of the key elements of making an effective video clip is developing the story or plot, and creating an effective narrative. Editing is also an important part in the process as this can have a huge impact on the final product as we experience in the session.
What do you think are the most important Skills of the 21st Century?
Share your views by filling in the form IN CLASS: http://tinyurl.com/j22n7y5
Word Clouds
A word cloud is a graphical representation of word frequency and word cloud generators are tools that can map data, like words and tags in a visual and engaging way. The Word Cloud Generator Google Docs add-on calculates the frequency properly (which several other tools don't), but it doesn’t show those interesting words that got mentioned just once.
21st Century Skills Frameworks
Many skills frameworks seem to converge on a common set of 21st century skills (collaboration, communication, ICT literacy, and social and/or cultural competencies, including citizenship). Most frameworks also mention creativity, critical thinking and problem solving). However, many different terms are used (Voogt & Roblin, 2010). Fox et al. explore the relationship between co-presence and cognitive, interpersonal, and intrapersonal competencies, which they claim are each needed for deep learning.
These are the 21st Century Skills that ITL decided were important. Do your thoughts align with these?
- Collaboration
- Knowledge construction
- Self-regulation
- Real-world problems / innovations
- ICT for learning
- Skilled Communication
“The purpose of the 21st Century Learning Design Rubrics is to help educators identify and understand the opportunities that learning activities give students to build 21st century skills. A learning activity is any task that students do as part of their school-related work. It can be an exercise that students complete in one class period, or an extended project that takes place both in and outside of school.” (ITL Research, 2012)
In the guide, the description of each rubric has three parts: an overview of definitions of key concepts and related examples, a rubric to help you assign each learning activity a number from 1 to 4 or 5, according to how strongly it offers opportunities to develop a given skill and a flowchart that shows how to choose the best number in each case
References
Fox, H., Frey, S., Grover, S., Schneider, E., Williams, B., Der Yuen, J. Learning Core Competencies in a Virtual World. Retrieved from http://edf.stanford.edu/sites/default/files/Learning_core_EDF_White_Papers_Fall2012-3.pdf
ITL Research. (2012). 21CLD Learning Activity Rubrics. Retrieved from https://education.microsoft.com/GetTrained/ITL-Research
Voogt, J. & Roblin, N. (2010), 21st Century Skills Discussion paper. University of Twente. Retrieved from http://opite.pbworks.com/w/file/fetch/61995295/White%20Paper%2021stCS_Final_ENG_def2.pdf
Key Competencies
The key competencies element of The New Zealand Curriculum brings with it exciting possibilities for making students’ experience of learning more relevant, engaging, meaningful, and useful.
Key competencies-rich programmes will enable students to be confident, connected, actively involved learners in the present and in the future. They will encourage lifelong learners who are equipped to participate in rapidly changing local, national, and global communities.
What are the conditions that teachers and students need, so that key competencies can develop? There are leadership practice demands on these areas (culture, pedagogy, systems, partnership/networks) – what are also those exactly?
Leadership and the Key Competencies
Learners are most likely to develop and strengthen their capabilities for living and learning when they learn with teachers in a school whose leadership creates conditions that stimulate key competencies.
The key competencies element of The New Zealand Curriculum brings with it exciting possibilities for making students’ experience of learning more relevant, engaging, meaningful, and useful. Key competencies-rich programmes will enable students to be confident, connected, actively involved learners in the present and in the future. They will encourage lifelong learners who are equipped to participate in rapidly changing local, national, and global communities.
Giving effect to key competencies in ways that address their complexity will entail significant challenge and change. Tackling those challenges and compelling change to support key competencies is a vital role for school leadership. Effective leaders create the conditions required for key competencies in teaching and learning. They need to ensure that the culture, pedagogy, systems, partnerships, and networks in their school support key competency development. Leaders also need knowledge and skills in leading change since, for many, key competencies require, and make possible, a significant change in practice
Leadership of the key competencies requires a school culture that signals that those competencies are important and valued. Importance can be signaled through goals for teaching and learning, through the explicit and implicit values of the school, through traditions, and through the things that are celebrated by the school.
Reflective Practice
On the fourth course on this programme “Applied Practice in Context” you’ll get to critically reflect upon different aspects of your practice. If you want to start that journey already you can start to blog about your learnings. Even if blogging is not assessed as part of the official assessments during these first courses, all the previous students who have started blogging have told it has been essential to their professional growth and improvement. Blogging can be a really good way for you to explore and record new ideas for your future research. If you are anyways making notes, why not share them and build your online identity at the same time?
Suggested reading for this week:
Since we encoruage you to start blogging this week, you might want to have a look at this paper, which looks at the relationship between blogging and teacher leadership.
Hanuscin, D., Cheng, Y., Rebello, C., Sinha, S., & Muslu, N. (2014). The Affordances of Blogging As a Practice to Support Ninth-Grade Science Teachers' Identity Development as Leaders. Journal Of Teacher Education, 65(3), 207-222. http://dx.doi.org/10.1177/0022487113519475
Day 2How do we model the KC's as teachers?
3 Problems
Mess
Organisation/Time management
Over reflection - constant changes
Decision making
Over planning - too many things going at once and having to stop and start. Get over excited about things so want to do it all
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