Digital Technology Resource for Year 3 Students

Teacher Introduction

The Digital Technology unit plan been designed for Year 3  students, in accordance with the Digital Technologies Key Ideas from the Australian Curriculum.

The Digital Technology resource will use Content Descriptions of Knowledge and Understanding (ACTDIK007) with the Processes and Production Skills (ACTDIP013).

The English component addressed in this unit plan, includes Language, Literature, and Literacy.

The General Capabilities of Ethical Understanding, Personal and Social Capability and Critical and Creative thinking, are in accordance with expectations of General Capabilities.
 Inclusive strategies are clearly documented throughout the unit plan.
Additional resource for the Digital Technologies unit plan
Advertisements

Design and Technology Resource for Year 3 – 4 Students

IMG_0567 by illum, on Flickr

Task 

Students will investigate the components of a flashlight and create a flashlight of their own, using recycled materials.

Teacher Introduction
The Design and Technology unit plan has been designed for Year 3 students, in accordance with  Technologies Key Ideas,
from the Australian Curriculum.
The Design and Technologies resource will use Content  Descriptions of Knowledge and Understanding (ACTDEK013) and the Processes and Production Skills (ACTDEP017).
The General Capabilities of Personal and Social Capability and Critical  and Creative Thinking, are in accordance with the expectations of Australian Curriculum.

A list of resources and links for learning difficulties in literacy

Literacy wall 2 by LindaH, on Flickr
Literacy wall 2” (CC BY 2.0) by  LindaH

Reading is a multifaceted process, which has gathered many theories and methods of teaching (Todd, 2016). Lenses on reading, second edition: an introduction to theories and models by Morrow & Tracey, 2012; is an excellent book to explicate key components of many theories of education and suggestions of how to apply them to literacy lessons; Chapter 8 in particular.

Tier 1 instruction in reading should be direct, explicit, systematic and focused on developing decoding skills, word recognition and comprehension (Todd, 2016). A balanced approach to teaching literacy involves many aural and oral language enrichment activities.

Electronic apps for sight words and phonics are 21st-century tools that engage learners quickly, to develop familiarity with language patterns and foster children’s interest in reading.

Identifying learning difficulties in a student ensures their learning is targeted to at their ability level. Interventions for learners with difficulties in literacy requires a balanced approach that meets the needs of the student.

References

Todd, N. (2016). Learning difficulties in literacy. Retrieved March 23, 2016,                                                     from http://usqstudydesk.usq.edu.au/m2/course/view.php?id=8574

Tracey, D.H. & Morrow, L.m. (2012). Lenses on reading: An introduction to theories and models                       (2nd Ed.). Guildford Publications. Chapter 8.

CD players may be dated but still useful technology

@urbandubph ’s Esoteric x Marshall | Fou by eeskaatt, on Flickr
Creative Commons Creative Commons Attribution-Share Alike 2.0 Generic License   by  eeskaatt 

Like Aaron, music was a success. We didn’t use the IWB, we used the CD player. The students had  6 picture symbols to choose from and were able to decide which music they would like to play their instruments too. Pop music, Australian Indigenous, African Indigenous, Instrumental, Classical and Rob’s music (their music therapist on CD). The students had made digeridoos, clackers and pasta drums in previous classes. Along with these and a variety of other instruments they would choose their song and their instrument. At times we sat, other times we wiggled and other times we marched around the room. The really enjoyed themselves. While the IWB may have been a good source of digital technology, the good old CD player did the trick.

Unfortunately, I have two catch up days ahead, so prac isn’t quite finished yet.

Pedagogies do change

The Daube by Bods, on Flickr
Creative Commons Creative Commons Attribution-Share Alike 2.0 Generic License   by  Bods 
L’espace internet du musée de la Communi by dalbera, on Flickr
Creative Commons Creative Commons Attribution 2.0 Generic License   by  dalbera 

Like all of you, I have another subject on the go. I’m sure many of you have two or three other subjects on the go at this time. What I am really looking forward to doing is the Functional Assessment required of my other subject, as part of my assignment. The ICTs are interesting to incorporate, but looking at the function of behaviours are equally interesting. Today, the child I intend to focus the functional assessment on has been wonderful. I used the Yes/No button app, during the maths lesson and it went down a treat.

Like Erin, I have been intrigued by the new Pedagogies. I was surprised how easily something can move from being a strategy to a pedagogy, to suit the situation. Of course, its not as simple as ABC, but it is interesting how things can fit depending on the way it is used or the approach to it.

Here’s to week 3

Iluka Nature Reserve 2011

I have been trying to think outside the square with ICTs, how to really make it my pedagogical approach? I find it is such an engaging approach to teaching and learning, so how else can I use it? I found a yes/no app. I have downloaded it onto my mobile phone and will use it when asking “Do you want a turn?” The child can tap either yes or no and the app will say the word for the child. I only wanted it to say either yes or no, not all of the alternatives to yes or no. I discovered, that when you go into settings I could change the setting to suit what I wanted. Will try it out tomorrow.

Like, Erin, I have found ICTs are best implemented as a whole group. Even the example I am using, the students will be sitting as a group, although, they will answer individually.

Warm and Cool Feedback very helpful

 

This may be the pedagogical approach to teaching and learning at the moment but I much prefer seeing children engaging in small groups, in/outdoors learning.

I found some free ebooks and a comic ebook you can create. I was hoping to find something I can add photos too, for the preppies, at this stage I haven’t. It does seem to be a good resource to have up one’s sleeve though.

Like S.Croft, I find feedback invaluable. I really appreciate the approach some mentors are taking i.e. a couple of points for warm and cool feedback. I find I need the encouragement as well as the cool feedback. For me, something that has come through in the last couple of pracs and is still coming through, is improving my behaviour management skills. I really see the importance of being able to manage a class well, to create a safe and educational learning environment, and really, at my age, I thought I’d have it down pat, I sure do in the home:). So, just quietly, that is the goal I have given myself to really work on. Aiming, to hear consistent warm feedback in this area before my times up.