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Realising the potential

Realising the potential. Joanne Connolly Educational Consultant - Glow. Realising the potential. Glow, Curriculum for Excellence and AifL What’s already happening? Discussion session. Curriculum for Excellence. Challenge and enjoyment Breadth Progression Depth

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Realising the potential

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  1. Realising the potential Joanne Connolly Educational Consultant - Glow

  2. Realising the potential • Glow, Curriculum for Excellence and AifL • What’s already happening? • Discussion session

  3. Curriculum for Excellence • Challenge and enjoyment • Breadth • Progression • Depth • Personalisation and choice • Coherence • Relevance • Successful Learners • Confident Individuals • Responsible Citizens • Effective Contributors • Citizenship • Sustainability • Enterprise • Creativity • Literacy • Numeracy • Use of ICT • Communication • Collaboration

  4. The outcomes Can Glow provide a vehicle for delivering what the outcomes from the 8 curricular areas are asking of teachers today?

  5. Some outcomes Web Hosting I can work collaboratively, making appropriate use of technology, to source information presented in a range of ways, interpret what it conveys and discuss whether I believe the information to be robust, vague or misleading. MNU 325W Glow Meet Discussion Boards I can discuss why it is important to me and to the future of the world that alternatives to fossil fuels are developed. I can identify examples of where these are used in Scotland today and present this information to others. SCN 217G Glow Chat Video Streaming

  6. Some outcomes I can analyse and discuss elements of my own and others’ work, celebrating success and achievement, recognising strengths and identifying areas where improvements can be made. HWB 308G I have been inspired by the magic, wonder and power of the expressive arts and can respond by discussing my thoughts and feelings and giving and accepting constructive comment on my own and others’ work, including the work of creative individuals or groups from Scotland and beyond. EXA 103C I can develop my understanding of need by contributing to a discussion on the extent to which the needs of a country’s population should be met by the state or the individual. SOC 430M

  7. Some outcomes In developing my literacy skills: • I communicate, collaborate and build relationships • I take advantage of the opportunities offered by ICT. Literacy over-arching statement I have worked with others, using ICT where appropriate, and can contribute successfully to a presentation in English, supported by use of the language I am learning, on an aspect of life in the country where the language I am learning is spoken. LAN 257MC When I engage with others, I can make a relevant contribution, encourage others to contribute and acknowledge that they have the right to hold a different opinion. LIT 302A

  8. Some outcomes I use different technologies to interact and share experiences, ideas and information with others, and am developing my knowledge and use of safe and acceptable conduct. TCH 110F Acting safely and responsibly, I can select and make effective use of a range of different technologies to communicate and collaborate. TCH 211F / TCH 314F ICT I can work with others to plan and use a learning group for sharing experiences, ideas and information within a secure online environment. TCH 416F / Comp Glow?!

  9. A few examples of what’s already happening • Primary 1 • S3 • Local Authority

  10. Lairdsland Primary School, East Dunbartonshire All about Shetland A Glow group used by teacher Laura Kerr with her P1 class in East Dunbartonshire to link with pupils in Shetland.

  11. Lairdsland Primary School, East Dunbartonshire • Confident individuals • Effective contributors • Challenge and Enjoyment • Relevance • Use of technology

  12. Lairdsland Primary School, East Dunbartonshire • I enjoy exploring events and characters in stories and other texts, sharing my thoughts in different ways. LIT 003A/V • Within real and imaginary settings, I am developing my practical skills as I select and work with a range materials, tools and software. TCH 003C • I explore and discover the interesting features of my local environment to develop an awareness of the world around me. SOC 003F

  13. What the pupils said… “I like it because it’s fun talking to our new friends.” – Kyle “I like how we can see the people even although they are soooooooooo far away.” - Kayla (The ‘so’ was really emphasised!) “I love Glow because we get to talk to people from another island.” - Craig S “I like it because they talk back to us” – Megan

  14. Laura’s thoughts… “The pupils are really engaged in learning and very enthusiastic.  They are eager to use Glow and regularly ask me if we are talking to our friends today.  The learning has been taken beyond the classroom and there are many opportunities for children to direct their own learning.  They can ask questions and find out information that is relevant and means something to them.” Laura Kerr, P1 Teacher

  15. Cathkin High School Ms Richards' S3 Biology Class A Glow Group used by teacher Jaye Richards in South Lanarkshire to facilitate learning and teaching in her S3 biology class

  16. What Jaye says about Glow Food for thought….Mimanifesto - Jaye’s weblog

  17. What Jaye says about Glow Tempus Fugit - Jaye’s weblog

  18. What Jaye says about Glow When a lesson goes wrong…

  19. Some final thoughts…

  20. The average Scottish child spends 164 minutes online every day

  21. That’s 41 days a year…

  22. their greatest activity after sleeping and school

  23. There are over 300 million registered users of MySpace

  24. There are over 2.7 billion searches performed on Google every calendar month

  25. The number of text messages sent and received every day exceeds the population of the planet

  26. How does this impact on you and I?

  27. As educators how do we ensure that the curriculum is relevant and meaningful for the 21st century?

  28. Here’s what some commentators say...

  29. One of the only places operating largely as it did more than 50 years ago would be the local school. Nummela and Caine; Making Connections

  30. The world our kids are going to live in is changing four times faster than our schools. Dr Willard Daggert Director of International Centre for Leadership and Education

  31. Existing systems produce existing results. If something different is required the system must be changed. Sir Christopher Ball; More Means Different (from a report on widening access to Higher Education)

  32. If a teacher today is not technologically literate – and is unwilling to make the effort to learn more – it’s equivalent to a teacher 30 years ago who didn’t know how to read and write Karl Fisch

  33. Our students have changed radically. Today’s students are no longer the people our educational system was designed to teach. Mark Prensky

  34. The real power of the computer will be as a student-controlled learning tool. P Nolan; Massey University

  35. Everyone is now a teacher as well as a learner. And for the first time ever, children are taking over critical elements of a communications revolution. Growing up Digital: Tapscott, D.

  36. In the future learning will come from doing. You abolish lectures, you don’t just read about history you participate in a simulation of it. The chief role of technology is to help end boredom. Professor Raj Reddy, Carnegie Mellon University

  37. Perhaps schools won’t look like schools. Perhaps we will be using the total community as a learning environment. Anne Taylor; Creating the Future

  38. It’s time to ensure that how pupils learn with technology…

  39. agrees with the way they live with technology

  40. Discussion Questions • What is the role of Glow in 21st century learning? • How do we focus on learning and teaching and not the technology?

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