1. Programming for 21st Century Learning

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1. Programming for 21st Century Learning by Mind Map: 1. Programming for 21st Century Learning

1. 7. 13 areas in Learning across the curriculum. There are two main types: Learning that gives special attention to contemporary issues students will face in their lives Learning that develops knowledge, skills and dispositions that apply across learning areas.

1.1. Learning that gives special attention to contemporary issues students will face in their lives

1.2. Learning that gives special attention to contemporary issues students will face in their lives

1.2.1. 2.

2. 10. Numeracy-

2.1. On-line collaboration with other classes or schools for problem solving.

2.2. Study ladder etc to automatically assess and mark students work.

2.3. Students plan the classroom using classroom mapping app.

2.4. Planning the Year 6 Farewell- eg. costing, quantities, decorating etc.

2.5. Think Link- School map with tags.

3. 9. Literacy

3.1. Literature circles online - link with students from other schools.

3.2. Web page of students book reviews- share.

3.3. On Line Graphic organisers to interpret texts.

3.4. Competitions in school and out. eg, ARC comp, Future Problem Solving Aust.

3.5. Infographics.

3.6. Year 6 yr book using iphoto to create an E Portfolio.

3.6.1. Dear me in 5, 10, 20yrs

3.7. Email Pen pals with Yr 7 buddy.

3.8. Literature maps for novels- particularly good for novels related to early colony- eg. My Place, Riddle of the Trumpilar.

3.9. Curation of topics- Pinterest.

3.10. Media Literacy.

3.11. Digital scrapbooks for publishing. Biteslide is free.

4. 13. Utilise Project based/challenge based experiences. Educator Ted McCain explains “Placing course content in the context of a real-world scenario helps a student remember specific details of a lesson because the context gives the information meaning. FOR EXAMPLE ”Yr 6 Carnival for the rest of the school. Project based teams plan stalls, entrepreneurs investigate best ways to advertise, survey what kids LIKE, research building stalls and make including advertising posters, reflect on success etc.

4.1. 21st Century Themes

4.1.1. Global Awareness

4.1.2. Financial, Economic, Business and Entrepreneurial Literacy

4.1.3. Civic Literacy

5. 5. Differentiation

5.1. Students build apps and programming software.

5.2. Use open ended tasks allow for differentiation automatically.

5.3. Use the flipped classroom concept to prepare students at home for learning tasks coming up at school via You Tube etc.

5.4. Students working at their own level to get to the next level.

5.5. Technology used to scaffold students learning.

5.5.1. Google Advanced search allows for 3 levels of reading difficulty.

5.6. While units may be planned collaboratively and shared, teachers will need to differentiate learning to cater for particular students.

5.7. Use data to inform teaching and make adjustments to cater for different levels of ability.

5.8. Develop a no excuses/personal best culture.

5.9. Peer mentoring.

5.10. Using learning styles and multiple intelligences to inform students choice of response to their learning.

5.11. Software that adapts to the needs of the individual learner to more effectively blend instruction and assessment.

6. 4. Assessment- Formative and leading to summerative

6.1. Rubrics

6.2. Self

6.3. Peer

6.4. Feedback

6.5. Inform differentiation

6.6. Literacy and Numeracy continuum feeding into reporting

6.7. Backward mapping

6.8. On-line assessment tools

7. 11. On-line tools to bring teachers and units of work into the 21st Century

7.1. Google Docs or other Web 2 tool, to program and for summerative assessment or digital programming.

7.2. Utilise 21st Century skills in staff development, eg, Research and collaborate together to investigate Blogging examples and Digital portfolios to make these tools as useful as possible.

7.2.1. Make a collaborative mind map like this with staff and then allocate interests to different people to trial, develop and share.

7.2.2. Professional learning logs.

7.2.3. Have voluntary on-line professional development/sharing sessions at 7pm in your pj's with a cup of tea.

7.3. Develop a collaborative learning relationship with a 'sister school'.

7.3.1. Students collaborate with students from sister school.

7.3.2. Teachers collaborate with teachers from sister school and share programming/ideas.

7.4. Blogs to include homework review, eg, Ready made You Tube videos or screen captures on how tos for maths etc and flipped classroom prep for next days projects.

7.4.1. BLOGGER competitions- winners become feature Bloggers.

7.4.2. Blogs to have more student recounts, photos, video images of lessons.

7.5. Discover Open Educational resources such as Teachers Pay Teachers, Scootle and You Tube.

7.6. Pinterest to curate research.

7.7. Edmodo, Schoology, or Voki classroom for staff collaboration and student online management.

7.7.1. Social networking tools such as Edmodo or Schoology to set tasks, conduct surveys, submit assignments, communicate with students on-line.

8. 12. Nice things to check out

8.1. QR codes

8.2. Flipped classroom

8.3. Student created Augmented reality

8.4. Connection to school Pinterest site

8.5. Use of mind maps like this, in slide show mode

8.6. On-line assessment feeding directly into reporting

8.7. iMovie Movie trailers and other creative apps on iPads

8.8. Gamification

8.8.1. Twitter has endless possibilities. eg. On line polling, used as a student log.

8.8.2. History/Georgraphy - Simulated Environments- created in Mindcraft or 2nd Life. Students research,create and then experience the environment on-line.

8.9. Vokis- easy to make speaking avatars. Good for analysing characters in literature, history figures etc.

9. 2. Reseach considerations

9.1. Jerome Bruner wrote, “We teach a subject not to produce little living libraries on that subject, but rather to get a student to think mathematically for himself, to consider matters as an historian does, to take part in the process of knowledge-getting. Knowing is a process, not a product.”

9.2. Interdisciplinary work often draws on a real world context, because as we all know, real life issues don’t restrict themselves to knowledge from just one subject domain. While teaching for transfer helps answer the eternal student question. “Why do I need to know this?"

9.3. According to researchers Ackerman and Perkins, interdisciplinary work can increase student motivation and, thus, enhance learning. These interdisciplinary themes have practical value, too, according to Ackerman, in helping students develop the “flexible thinking” they need to be effective in their personal, civic, and, professional lives.

9.4. Depth over breadth of coverage.

9.5. Trying to cover too many topics may actually prevent sustained engagement with a discipline’s core ideas. – and it is that depth of engagement on which true subject mastery depends.

9.6. “To be playful and serious at the same time is possible, and it defines the ideal mental condition.” John Dewey, How We Think.

9.7. Current research supports the effectiveness of pedagogical approaches such as cooperative learning, teaching for transfer, project-based learning, and real world teaching contexts -- as well as the importance of educators' lifelong learning through professional development, professional learning communities, mentoring, and the like.

10. 6. Programming needs to take into account Core Subjects, Critical Aspects of 21st Century Learning, 13 Learning Across the Curriculum areas and 21st Century Themes.


10.1.1. English, reading or language arts

10.1.2. Foreign languages

10.1.3. Arts

10.1.4. Mathematics

10.1.5. Economics

10.1.6. Science

10.1.7. Geography

10.1.8. History

10.1.9. Government and Civics

10.2. 1.Critical thinking and problem-solving

10.2.1. “… thinking that is purposeful, reasoned, and goal directed, also involves “evaluating the thinking process -- the reasoning that went into the conclusion we've arrived at and the kinds of factors considered in making a decision.”

10.3. 2. Collaboration across networks and leading by influence

10.4. 3. Agility and adaptability

10.5. 4. Initiative and entrepreneurialism

10.6. 5. Effective oral and written communication

10.7. 6. Accessing and analysing information

10.8. 7. Curiosity and imagination

10.9. 8.ICT Capacity

10.9.1. Digital citizenship

11. 8. A unit of work is a detailed plan for teaching and assessing student learning

11.1. Differentiates learning in ways that are responsive to students’ needs.

11.2. Includes suggested resources.

11.3. unit description

11.4. syllabus outcomes

11.5. duration

11.6. stage or year

11.7. range of relevant syllabus content

11.8. integrated teaching, learning and assessment activities

11.9. subject-specific requirements

11.10. resources

11.11. reflection and evaluation

11.12. adjustments for students with special education needs, where appropriate.

12. 3.Plan the teaching and learning experiences and assessment activities, including assessment for learning activities

12.1. Teaching and learning experiences should:

12.2. build on prior learning

12.3. be sequenced appropriately to provide opportunities for students to develop knowledge, understanding and

12.4. skills, and to demonstrate achievement of syllabus outcomes

12.5. provide authentic learning opportunities to meet the interests, abilities and backgrounds of students

12.6. provide a sound basis for students to move to the next stage of learning

12.7. include adjustments for students with special needs where appropriate and/or necessary

12.8. take into account the resources available

12.9. integrate information and communications technologies where appropriate.