Multiple Intelligences of 11 Year olds.

I work with students who are supported by the Special Education Unit to assist them with their progress through schooling and their day to day learning. In particular three students have a diagnosis of Autism Spectrum Disorder, and are all 11 years old. I asked the students to complete the Multiple Intelligences Test on the website http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/ict/multiple_int/index.htm

This exercise in itself was an interesting experience. I explained to the students that I wanted to teach them how to do a 'blog' and in order to do this, I needed them to do a test which would show me 'what was the best way to teach them' to do this. (What's in it for me?) It was then interesting to watch them, read the questions, then formulate a response. Some answers were quick responses, and some were a considered response with verbal justification (to me). "I have picked this answer because I know all the music for the DSi games, but I don't like music".

I did not influence any of the answers but did have to explain some of the questions to allow a more adequate response.

This is Student T. He is a high functioning student who is quite high on the Autism Spectrum but can also function within a supported learnng environment. He does not enjoy sports, or running around, he is not interested in other students, and links his knowledge to his DSi or playstation games. He struggles with journal writing as he does not view his daily activities as 'interesting'. He is good at drawing, very good at mathematical problems, quick at puzzles, and excels in helping me with ICT problems. Although the students have not been taught the 'setup and use' of the Interactive whiteboard, he watches and learns from other teachers and is quick to point out what I am doing wrong, and usually has a suggestion or two to help.

This is Student C. She is also a high functioning student diagnosed with ASD. She has a second diagnosis of Intellectual Impairment. She is definately a visual learner in tasks and learns best with diagrams and short and specific instructions to undertake a task. Like Student B she comes enjoys running around with 'friends' but she must be the one who dictates the terms of the games. Her games are based on television series and she goes through particular stages where she is obsessed with a particular character. Currently it is Ben 10. She has no special interest in computers or playstation games like the boys do. She enjoys helping others.

This is Student B. He is a male student who is low on the ASD spectrum and very high functioning. He enjoys music but loves being outside running and playing with friends, but he has to dictate what the game is. He has low social skills. He lives on a small property with family where the lifestyle requires him to take an active part in the day to day running of the famly farm.

From experience it has been discovered that all three students all learn best when the learning tasks are related to them. Not them as a group, but them as individuals. It is now interesting to see the results of these tests and confirm our beliefs. It was also interesting to explain the results to the students to help them understand about themselves and how they learn. But then again, that's what the results showed, they learn best when it is about them.

Website and Wiki

My wiki link is: http://s0152792.wikispaces.com/ I want to start a discussion on privacy on the internet if anyone is interested. I have written up a few of my thoughts and am keen to see what everyone else's opinions are. Please visit me.

My website link is: http://s0152792.weebly.com/ please have a look at my work in progress.

Thanks again for visiting..

How Is It Going? Is there anyone out there?

Is anyone else finding frustration with the fact that you can't write something up in Word, and then copy and paste it into a New Post? OR Can you actually do this, and I am doing it wrong?

Please, please, please let me know...

Blogs v's Wikis

BLOG & WIKI
The word ‘blog’ comes from two words: web; log. There are various definitions and analogies on the internet for a ‘blog’ however the Macquarie Dictionary (2006) defines ‘blog’ as 1. A record of items of interest found on the internet, edited and published as a website with comments and links. 2. A personal diary published on the internet.

The Macquarie Dictionary (2006) defines ‘wiki’ as “a website in which the contents are contributed and edited by visitors to the site. (from the name of the original site, WikiWikiWeb, created by Ward Cunningham in 1995, derived from Hawaiian wiki wiki meaning quick).”

WHAT I THINK -BLOG
Again, I am very new to blogs and blogging, and although I have viewed ‘professional’ blogs by academics and others on the internet, I do not subscribe to or follow any blogs; this is the first time that I have created a blog. I first became aware of the ‘wave of interest’ that a blog can create in the movie “Julie and Julia”. Where the character Julie creates a blog to document her journey of cooking recipes from a cookbook by the author Julia Childs. The movie is actually based on two true stories of how a ‘blog’ changed the life of the blogger Julie Powell. The actual real life blog (warning: it contains obscene language) can be found at http://juliepowell.blogspot.com/
This is the blog that the movie was based on. I wonder if anyone will view our academic blogs in the same fashion? Want to learn more? Here is a link to a youtube clip which explains blogs:
http://www.youtube.com/watch?v=NN2I1pWXjXI

So, what is a blog? A blog is basically an online sequence of entries similar to a diary that one person creates and modifies for the information of others. Other people can follow the blog, and create comments to each or all entries.

WHAT I THINK -WIKI
I have to admit that I am very new to wiki’s. I have not even viewed a wiki, but have heard about them. I watched with interest the youtube clip: http://www.youtube.com/watch?v=-dnL00TdmLY
which easily translates what a wiki is, how to use one, and identifies how to create one.
The most famous wiki is obviously the Wikipedia http://en.wikipedia.org/wiki/Main_Page

Wiki’s are a form of blog that can be edited and changed, in fact that is their main purpose to be a form of blog or a ‘mind map of lists’ that can be added to or changed or modified by anyone who has access to them.

A wiki is different to a blog because a blog is generally one person contributing to and maintaining entries; however a wiki can be changed or modified by anyone. A blog works in reverse sequence with the latest entries being the ones that appear first.

PLUS -BLOG

• Reaches anyone with access to World Wide Web.
• Can be created and maintained by an individual for personal interests or a professional for business interests.
• Entries cannot be changed by anyone.
• Easy to create.
• Can be modified or used for any individual purpose.
• A useful learning tool for students to maintain records during investigations or for personal reporting.
• A useful tool for sharing of information to masses across the world. E.g. family or business associates.

PLUS - WIKI:

• Useful tool for business or personal use where one central area is required for sharing of information.
• Provides an area or forum for online mind map or sharing of thoughts ideas.
• Uses in personal or business areas.
• Reaches anyone with access to World Wide Web.
• A useful learning tool where students can share ideas when they are thought of.
• Modifications can be made immediately by anyone and all users are aware of changes.

MINUS - BLOG:

• Can be time consuming creating entries and adding information.
• Can be time consuming reading and commenting on others blogs.
• Obscene language is not edited in personal blogs and may be inappropriate for younger students/children.

MINUS - WIKI:

• Can be time consuming creating entries and changing information.
• Anyone can make changes to information, unless it has security.
• Contributors may prefer to discuss information first before adding contribution e.g. a teleconference or web conference.
• Does not allow contributors to brain storm by bouncing ideas verbally through discussion.

IMPROVE INTERESTING IMPLEMENT - BLOG

• Excellent sharing tool for group activities in class where records and observations can be kept and comments made by others can be recorded.
• Excellent incentive for students to improve quality of work to a standard where it is suitable for contribution to ‘blog’ either class, school, project or personal.
• I have started a ‘project room’ for students working in the school special education area where they write up their journal entries each day. They then get to look at each others and comment. Others in the school, including their class teacher will also have the opportunity to comment. By knowing that their work will be ‘published’ and ‘read’ by others the students have already raised the standard of their daily efforts in their contributions to work which will be put in their blog.
  

IMPROVE INTERESTING IMPLEMENT - WIKI

• An excellent idea which may fit best for students in high school or higher education to undertake the responsibility of adding to the wiki’s, if it is for learning purposes.
• Primary aged students may find wiki’s useful in a K-W-L format where the teacher is the moderator to the contributions and modifications.
• May be useful when brainstorming ideas for projects.
• In the area where I currently work, I cannot forsee me using a wiki with the students, however because it is a ‘list’ style of recording, it may be of interest to students who enjoy creating and maintaining lists. This is apparently evident in some students with Aspergers or Autism Spectrum Disorder.

Reference

The Macquarie Concise Dictionary (4th ed.) (2006), MacquarieUniversity, NSW: TheMacquarieLibraryPtyLtd

Concept Map Engagement Theory

The above mindmap is my analysis of the learning design framework "Engagement Theory" (Kearsley & Shneiderman). From the learning theories discussed namely:

• The Bix 6 (Eisenberg & Berkowitz)
  
• TPCK (Mishra & Koehler)
  
• Engagement Theory (Kearsley & Shneiderman)
  
• Dimensions of Learning (Marzano & Pickering)
  
• Productive Pedagogies (Education Queensland)
  
• QCAR framework (Essential Learnings) (Qld Studies Authority)

I have chosen "Engagement Theory" as the learning design that I feel would be most suitable for digital learning design. As outlined above the framework considers three components:

1. Relate - students work in a collaborative team and develop team skills using ICT including email; webconferencing; wiki's; chat rooms; to communicate ideas and thinking around a problem based project.




2. Create - students work to develop skills and find a solution to a problem through use of ICT, the students identify it as a purposeful activity and not merely a 'school activity'.




3. Donate - students make a valuable contribution to the team whilst learning, the problem must be one related to the 'real world' that the students can identify with outside the school, thus creating an authentic learning experience where skills learned can be 'adapted' to real life problems that assist students to make decisions in their daily lives.

The "Engagement Theory" also incorporates ideals found in other learning designs (Productive Pedagogies; Essential Learnings and Dimensions of Learning) which shows its adaptability to inclusion of ICT across the Learning Management stream and into the classroom through cross curricular activities in the curriculum.

Plus: It is an adaptable tool that can be used across the curriculum. It has focus of engagement on meaningful and real-world learning activities that students can relate to in their day to day living, which is consistent with the Essential Learnings and the proposals in the new Australian Curriculum And Reporting Authority (ACARA) from the MCEETYA Conference (Melbourne 2008). It also provides the opportunity for ICT skills developed in one KLA to be used or adapted for different purposes depending on the problem based project. It appears simple to implement and can be used in conjunction with other pedagogical framework already in place (eg Productive Pedagogies; Dimensions of Learning).

Minus: At this stage, I could not forsee any problems until I used the framework in a Unit Plan or lesson.

Improve Interesting Implement: I would use this framework on unit plans already in place to enhance the ICT content. It could be used across the curriculum on an problem based project. It encourages the students to discover, use, implement, expand, their knowledge through using hands on ICT whilst working in a group to problem solve. Obviously basic ICT skills would be required however it would also provide opportunity for effective feedback to students as they became more confident in its use.

What I think: I suspect that this is the framework that the current Managing E-Learning course is built around. I will definately be using this as part of my studies and in the classrooms. What do you think?

References:

Ministerial Council on Education, Employment, Training and Youth Affairs (2008) Melbourne Declaration on Educational Goals for Young Australians. Retrieved March 10, 2010 from: http://www.curriculum.edu.au/verve/_resources/National_Declaration_on_the_Educational_Goals_for_Young_Australians.pdf

Mishra, P. & Koehler, M (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Retrieved on 15/07/2010 from http://site.aace.org/pubs/sigs/sig-Mishra-Koehler-TCR.pdf

Marzano, R.J., Pickering, D.J., Arrendondo, D. E., Blackburn, G. J., Brandt, R. S., Moffett, C. A., et al.(1997). Dimensions of Learning teacher’s manual (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.

The State of Queensland – Department of Education and Training (2002). A Guide to Productive Pedagogies – Classroom reflection manual. Queensland, Australia. Curriculum Implementation Unit. Retrieved July 22nd, 2008 from http://education.qld.gov.au/corporate/newbasics/html/pedagogies/pedagog.html

Concept Mapping for Learning

Hello, here is my bubbl.us version of my mind map for Week One. The link to the website is: https://bubbl.us/beta . I think mind maps are fantastic and was first introduced to them two years ago at the start of study at CQU.

Plus: The mindmap is an excellent tool for learners of all learning styles as it can be visual, physical, done by a group, or a single person, it is adaptable to any task and it has immeasurable links and can always be expanded or made into another mindmap. It is also called a concept map. It is easy to read and follow.

Minus: I enjoy the physicality of writing things down and drawing arrows and making little notes beside what I have written. I can do this on paper on a mindmap but it is a challenge using the bubbl program.

Improve Interesting Implement: I think the program will only get better as time goes on, and it is only a digital version of what we can already do. It is interesting as it eliminates anomalies like a persons scribbly handwriting. It enlarges as you add things to the limbs. I would definately use this program with students as an extension of writing up the mindmap on the IWB or whiteboard. I would particularly use it for students who have difficulty writing stories and making sentences. This could be done with individuals or as a group or class exercise. The students could print out a copy and have it at their desk or online and refer to it when writing. Its uses are unlimited and this is just one example. In most of my LEP's so far, I use mindmaps as a way of establishing prior knowledge of my students.

Learning Style

This diagram is the result of an online questionaire from http://www.learning-styles-online.com/inventory/ where I answered some specific 'closed' questions to identify my learning style. Looking at the diagram, from my point of view, it indicates that I am strongest in my solitary and physical areas. This is interesting as I work as an Educational Interpreteur and use Auslan (Sign Language) as a form of communication. I also work one to one with the student and although we are part of a class, it is a solitary working experience. I also study (by flex) by myself. According to the website http://www.learning-styles-online.com/inventory/ the learning styles are defined as:

Physical (kinesthetic): You prefer using your body, hands and sense of touch.

Solitary (intrapersonal): You prefer to work alone and use self-study.

Interestingly when I first completed a similar test three years ago, my learning style indicated that I was a visual learner. Although it is still one of my strengths, it didn't record highly this time. My opinion is that I haven't changed my learning styles, I know that I am still a visual learner, however, my strengths in the physical and solitary have increased simply because of the style of work and study that I am now involved in. This would indicate then that although the graph indicates one thing, I am aware of the changes and differences in my life that have implicated the change. As an LM I would need to be aware of these considerations when teaching a class of students.

In a traditional classroom, I would look to use all these learning styles across the curriculum. I believe that exposure to different 'experiences' through different 'learning styles' would not only allow students to learn in their preferred way, but would also help to strengthen their other areas.

Examples of incorporating these learning styles using digital pedagogy include:

Visual: Interactive Whiteboard (IWB) for images, graphs, mindmaps, youtube, powerpoints.

Aural: Video clips, music, songs downloaded onto i-pods or mp3's.

Verbal: Recordings of notes on laptops or i-pod, Marvin program, scanning stories, storybook weaver.

Physical: Videoing or photographing projects or activities, claymation, cartooning, wii games, i-pod or i-pad, computer keyboard activities.

Logical: Games and activities using learning objects on TLF (The Learning Federation), interactive games specific to KLA.

Social: Group challenges or investigations using ICT rotation for research on computers, i-pods, IWB.

Solitary: Quiet area for access to review of class activities or undertake own challenge or self discovery. 100 question challenge using research on internet. Research information for homework. Access to teaching blog for submitting ideas or review of lesson. E-mail options for homework.

WHAT I THINK:

Plus: Teaching to individual learning styles in an 'effective teaching' strategy. To be an 'effective teacher' one must first recognise and understand these styles in their own learning and teaching before trying to program them for students.

Minus: In a large class it can be difficult at times to include all styles in all activities. It can be time consuming to prepare resources and activities to benefit all students all of the time. It also may take time to get to know individual students and what their particular strength is.

Interesting Improve Implement: As a beginner LM it may take time to gather 'resources' and to identify what is suitable for when and why. This would be when it would be effective to talk to other teachers who have taught the students beforehand and gain from their experience. Review of student portfolios and talking to and observing students whilst they are working may also help to quicken the understanding process for an LM. This is definately an Implement strategy that is a basic of teaching. To be an effective teacher, you must consider 'learning styles' if you want your students to succeed and learn. It is the 'yeast' of the teaching recipe.