Causes of WWII mind map (graphic organiser)

This mind map also known as a graphic organiser, allows students to visualise the causes of World War Two in a clear and concise manner. This style of learning caters towards the visual/ spatial learners. This ICT could be implemented in the classroom as a cognitive tool for learning because it allows students to view the information in a simplified manner and draw links with prior learning.

How to add audio

Inserting audio clip into the posts
Place this code in the edit html page of your post
You may vary the height and width to suit your posts
You can place this code at any postion of the post content ..just move this code around.,.and see where it fits best
The advantage is..the audio clip plays in the same window ..ie.. does not open another annoying pop-up window

Global Warming Game

This is a complex interactive game involving global warming. It gets students aware about the concerns of global warming (catering towards naturalistic intelligence) and its impact on the environment. Whilst students are participating in this game, it gets them reflecting on the key issues, (intrapersonal intelligence) through: moderate graphics (visual intelligence), sound files (musical intelligence) and statistics and charts (logical/mathematical intelligence). Finally the last intelligence this game caters to is linguistic intelligence. Throughout the game, information frequently appears with deatailed specifics of the impacts of global warming. This game could be implemented as a cognitive tool for learning as it engages students in problem analysis and the development of suitable solutions. Due to the complexity I cant actually post it on my blog so therefore I have provided the hyperlink.

http://www.globalwarminginteractive.com/simulation/sdev/CO2Fx_main.html

Global Warming

Multiple Intelligences

How to add video into your blog

http://bloggerstatusforrealbeta.blogspot.com/2007/01/editing-template-in-new-blogger-blog.html

BOS Course Performance Indicators

'Course performance descriptors have been developed for each Stage 5 Board Developed course.'

'The descriptors describe the main features of a typical student's performance at each grade measured against the syllabus objectives and outcomes for the course. In applying these descriptors, teachers should interpret them in terms of standards that can be achieved by School Certificate students within the bounds of the course.'

'Teachers should use their professional judgement in applying the course performance descriptors. It is not intended that the course performance descriptors represent a checklist, or provide a comprehensive description of student performance at each grade level.

The descriptor that provides the best overall description of the student’s achievement will determine the grade awarded.'

http://arc.boardofstudies.nsw.edu.au/go/sc/sc-grading/cpds/

BOS Assesment Support for the New HSC

Specimen papers endorsed and developed by TheBoard of studies for the new HSC. 'provide teachers and students with a guide to what to expect in the first
examinations for the New HSC '

'The principles provide a common framework for aspects of examination design such as coverage of syllabus content, level of difficulty of the paper, paper format and length and question structure and language. '

'Exams will allow demonstation performance across all levels of the performance scales.'

'All papers are to have a standardised format and layout, consistent language and instructions: the layout of the examination papers will assist students in working through the paper. '

'Optional choices are to have a similar degree of dificulty and are to marked using the same criteria for core questions. '

'Definitions of instructions such as describe, analyse, synthesise and evaluate will be used consistently and appropriately in order to assist students in understanding what is required.'

And Finally

'Marking guidelines are to incorporate the generic rubric: The guidelines provide an indication to the candidate of what is required in answering a question.'

http://www.boardofstudies.nsw.edu.au/syllabus_hsc/pdf_doc/setting_exam_papers.pdf

BOS Assesment Standards Referenced Approcah

A Standards Referenced Approach is based on the Outcomes Based Education model present in Australia and most western countries. In this approach, students must succesfully complete or achieve a set of standards or outcomes in order to pass their respective subjects. The standards or outcomes students are expected to achieve are presented in a rubric matrix within the syllabuses so that the teacher and the student knows what is expected.

Downes mentioned that as we approach the new millenium there is an increasing immergence of the new digital generation known as Digital Natives. These digital natives :"operate at "twitch speed," expect instant responses and feedback, prefer random "on-demand" access to media, and likely to create their own media (or download someone else's) as to purchase a book or a CD". I found it interesting that Downes stated that Learning is characterized not only by greater autonomy for the learner, but also a greater emphasis on active learning, with creation, communication and participation playing key roles, and on changing roles for the teacher.

Thinking about Downes' presentation, ( http://www.slideshare.net/Downes/slideshows ) what are the issues for you? What Qs do you have? Does any information in this presentation connect you with what you already know?