28 December 2015
All schools need a study hub to create an open plan learning environment, based on 3 MOOCs and CPD I have done....click on link below....love to share....
25 November 2015
Our Study Hub evaluation:
We installed our study hub at the end of April, but it is only this academic year we see the impact it is having on our students. The study hub is located in the main assembly area which is always supervised at break/lunch time. Its primary aim is to encourage independent learning for both second level and PLC students. This open access study hub is primarily focused on equality, as 60% of our first and second year students have iPads, we are conscious of providing access to ICT to all students.
The key aims of the study hub
Enable students who do not have ICT access or iPads to do homework on PC and save to google drive.
This is slowly working, students must have a few days to do the homework. They also have ICT classes to complete work but we want to see the students working independently on the study hub.
2.Students using the study hub for extra curricular work and projects. This creates a learning environment whereby other students see work being done at the study hub.
To date students have used study hub to complete the Formula 1 project and the Student enterprise business plan.
3.The hub is used for learning support for PLC and second level support.
When classes are on, this area is quiet and spacious, students like working there. Some students may be on PCs while others can sit at nearby desks if necessary.
4.PLC students use the hub during free classes.
This is working well and while so many people seem to use the hub it is never over crowded as it is being used at different times. We have night classes, PLC students have access to the hub on those two nights.
Teachers also use the hub, mind you we would like a hub in the staff room!!
Overall, the study hub is a success, having read, write gold software and inspiration mindmaps for student use. I want to further develop the study hub so am thinking about how to do that....I welcome any suggestions in this regard.
14 November 2015
My review of "Power up Thurles".
It was a comprehensive inservice with a short duration from 10am to 1pm with just a short break. All of which appealed to me as I hate wasting my valuable time. What I liked was that when apps were demonstrated David compared the pros and cons of each app which enabled me to decide which one would suit my needs best. eg. Edpuzzle is good for primary schools while Blendspace best for post primary as allows for more integration with other apps.
If I was to do an exit card, these are 3 sites/appsI will use again. Ok well maybe 4!
4 November 2015
I highly recommend this ePortfolio course for teachers in Ireland, there are 5 modules and it estimates 5 hours duration at your own pace. There are videos of best practice and text to work through, periodically a padlet with a question allows for teacher interaction.
I am only on module 2 but as I was eager to progress I never saved some videos and content from module 1 and now that I have completed it, I can’t seem to get back into it. So save as you go! Definitely worth doing.
29 September 2015
23 September 2015
13 September 2015
I believe that attending an inservice can be futile unless, I use the new information straight away in class or I record it so it can be referenced at a later stage. Last term I started compiling useful information omitting any verbosity. The purpose of this site is primarily for my benefit and to extend the lifecycle of the CPD.
It can be shared with other teachers so either they may use the information gathered or based on my summary they could decide to attend the inservice/teachmeet the following year.
My CPD site......
Handout explaining how to create the site..
7 September 2015
To facilitate the gathering of information from twitter and other sources, I create this site. Thus enabling me to collect and synthesize data in a meaningful way. It includes blooms taxonomy, editable graphic organisers, creative commons, and so on...
31 August 2015
This morning I had the chance to teach google sites (1 hour) and google classroom(1 hour 15 mins)to my colleagues. The google sites handout was used as a guided example as each teacher set up their own pages related to their subject area. So by the end of the class everyone had a basic class site. Challenges encountered included getting used to switching between screens. eg the google site page is open and a new tab to search the internet for content, and then copy and paste it back. Overall this class went well as we progressed through the handout and each person created their own site.
I casually asked a few people afterwards, will you use sites in your class? While people liked it, they might use it depending on time available. Others said they will create and share a site among teachers in their department. So the main thing is if and when people want to use it, I can help them.
Google sites (Class website) handout for Teachers
Google sites (ePortfolio) handout for students
After a break, we worked through this google classroom handout. I found this more challenging, I think the handout is too complicated in some areas. eg the student task. It can be confusing initially distinguishing between what the teacher and student will see. So I thing when introducing google classroom a simple announcement with specified resources (eg. find youtube video) from the internet uploaded and let the teacher make their own assignment to match the announcement. We completed the handout but just feel it could have been better. In any case people know I will help them anytime if they want to use it.
Once again, casually asked a few people did they like it, most people were impressed with Google Classroom and the following are the key aspects they like.
Once you set the date and time for the assignment due date, then the student assignment whether completed or not will automatically be submitted.
Once the student assignment is submitted, then the student can view only and the teacher has editing access to the document. If the assignment is submitted before the deadline date then the teacher can allow the student to improve and resubmit it, but not after the deadline date. Think we like this as it takes the onus of the teacher to accept projects after that date. It seems a fair system.
Once an announcement is created eg. presentation, youtube, etc this can be copied for another class.
Google Classroom handout for teachers:
Google Classroom student task:
23 August 2015
For any teacher thinking of using Google Classroom -
I have created this instructional handout for teachers of any subject, the general topic of internet safety is such that all teachers can relate to it. The handout is designed for what I would describe as 'My generation' (generation x) while I like watching a youtube clip to learn, I long for an explanation with screenshots so I can learn for myself. So even if you don't use Google classroom it is worth looking at the instructional handout anyway.
Student task and marking scheme explained
7 August 2015
Review of Teaching and Learning for the 21st Century (TL 21) (2014/2015)
Duration 2 years. (TL21 can be used as part fulfillment of a Masters in Education)
I found the TL21 experience a challenge (regarding commitment) but so worthwhile, it involved a number of visits to Kilkenny Educational Centre, access to a number of speakers, including Professor Jean McNiff who furnished us with information regarding action research. Our theme was assessment for learning (AFLs) and each of the six schools chose different AFLs and tested them in their classrooms. I loved the idea of learning from other schools and collaborating, we presented our findings and gave honest accounts of what worked well. I believe that if links between the schools could be sustained for future collaboration/sharing this would be beneficial, I have maintained contact/sharing with one teacher from another school, but I am not sure if sustainable links have been established between schools overall.
Our school worked on evaluating the use of ePortfolios in the English classroom to improve students spelling, grammar and punctuation. My role was to team teach with the English teacher with the aim of integrating ICT, this is our presentation.... http://bit.ly/1EyJc8w
TL 21 2014/2015.....Notes...
Review of Future Classroom Scenarios (2014)
#FCScourse (MOOC) Future Classroom Scenarios - European Schoolnet Duration 6 weeks (2hrs pw)
This online course gave an insight into the use of ICT to engage and stimulate interest among students by changing teaching pedagogy. It comprised of examining classroom layout, creating learning stories, rubrics, flipped classroom and how to foster independent learning. I had to create a learning story and test it out, with time constraints it was a challenge but achievable. Looking at the learning story now(a year later) there are things I would change/improve. The hyperlinked learning story is below. Twitter was used as a means of collaboration. Part of the course involved assessing two other teacher's learning stories under given criteria.
My Learning Story:
This is Juan Carlos Villatoro's learning story - English and Physics. I have his permission to share this.
28 May 2015
Féilte, ICTedu, EUFolio and The Excited Conferences
This academic year I attended 4 educational/ICT conferences. These conferences must be of high educational value because they are at the expense of me spending time with my children.
One of my highlights was Féilte, where teachers showcased their use of ICT in the classroom.
I felt that these teachers were keen to share ideas that worked for them without expecting anything in return. I wanted to be part of this sharing and collaborating experience and consequently as the year went on Julianne (English teacher) and I presented a workshop at ICTedu and showcased student work at excited.ie.
After attending these conferences I feel they are aimed at 3 key audiences. Those who are completing action research where they share their findings. Those who share what they find beneficial in their classroom. Finally, those teachers who are heavily involved in ICT.
So just to say thank you to you all. I had a great year!
at May 28, 2015
16 April 2015
Summary of workshops I attended at #ICTedu 25/04/2015
Our presentation on using GAFE for eportfolios
Twitter for teachers:
A guide to using twitter for teachers who are not using it yet!
Additionally, some teachers are on twitter but they don't tweet. In any case this guide may be useful.
Using edpuzzle as an AFL in class. I used edpuzzle in both Business and ICT class, found it worked very well.
Student task: Doing a google search and creating awareness of Copyright and Creative Commons. I am still in the process of working on this but students seem engaged with it.
Useful Websites: To facilitate independent Learning.
23 March 2015
Reflection on using youtube to enable my students to learn/revise at their own pace at home and in class.
I started with the ratios videos. The first time I showed a video one student said (before even seeing the video) "Its 11 minutes long!". I have read that 7 to 10 minutes is the ideal length before people lose interest. So perhaps I could have made this into 2 videos but its one exam question, so to ensure continuity I kept it in one. I am not sure whether my students just need to get used to this way of learning (after all they can pause and restart the video), or perhaps I should try to shorten the videos I make from now on.
Another option is to use edpuzzle, this would allow me to insert AFLs during the video.
I used the free version of http://www.screencast-o-matic.com/ but the volume seemed to be low. I then upgraded to the pro version for only $15 per annum, the volume is louder and I can do basic editing eg Highlight sections and use a freehand tool. However, it takes some practice to write with the freehand tool.
I noticed that I said "that gives us" instead of that equals when doing calculations.
Students Feedback: They say the videos are helpful but some do not have internet access at home.
1. Tax question duration: (duration 6.27 mins)
Contains explanation of 1 question, then 3 questions for students to work on just showing them the final answer.
Spreadsheet with Tax Question solutions..
2. Ratios part 1 (duration 11.14 mins)
Contains explanation of how to do exam questions, includes theory and calculations.
Google presentations version
3. Ratios Part 2 (duration 11.33 mins)
Contains explanation of how to do exam questions, include theory and calculations.
Google presentations version
Break Even Point (duration 10.03 mins)
Contains explanation of how to do BEP analysis and draw a BEP chart.
Break Even Point by Miriam Bergin is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Based on a work at https://youtu.be/72fYkkFOYh8.
I created this draft last March but never posted it, I am posting it now as a means of revision. Additionally, I attended an NCCA inservi...
My reflection on participating in the panel discussion on "Digital Education", chaired by Tomás Ó Ruairc, participants included Ha...
This is a reflection on teaching first year business. We have 10 week tasters so we want to build a solid foundation in the business subjec...
I am gladly part taking in a Entels Project via H2 Learning and the following reflection is a prerequisite of this course. To introduce ...