Stage 6 DER – What are you doing to prepare?

My task is to create a list of ways in which teachers can incorporate ICT into their programs to enhance learning outcomes and student engagement. I believe that these netbooks can significantly both as well as ensuring students are achieving personal best, being organised, completing all assessments on time and having lessons, activities and assessments differentiated to suit individual learning styles and competencies.

I just have to create the list. So, how are YOU going to be integrating technology (netbooks, IWBs, hand-held devices, connected classrooms, internet, web 2.0 apps) to enhance engagement and learning outcomes for your Year 11 and 12 students? Please leave a comment with suggestions for DER leaders and teachers.

(Note: A longer reflection can be found here)

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8 thoughts on “Stage 6 DER – What are you doing to prepare?

  1. I’m only new at much of this but have been experimenting with students creating instructional videos of concepts that can be uploaded to the students mp3 players. I’m hoping that will make revision much easier for visual learners.
    My plan is to also have students podcasting revision notes via podomatic or something similar to share with each other. Each student had responsibility for sections of the syllabus so we will hopefull cover it all.
    I hope that’s useful

    • They are wonderful, creative suggestions! I wonder how I could sell those to my staff though – quite ambitious but so effective! I will check out the podcast app you suggested. I think the key to ‘selling’ DER in Stage 6 to teachers is to focus on planning, organisation and revision. These are very concrete aspects of Stage 6 teachers can grasp on to!
      Thanks for your comment!

  2. Oh where do I start?

    There is so so much one can do. I know you have asked for stage 6 ideas, but many of the following I use in stages 4-6. (We are a 1:1 laptop school – and I do feel lucky).

    Notetaking/summarizing via inspiration or bubbl.us
    Short film making on various topics
    Create animated films to explore issues hard to capture in real action
    Powerpoints (rarely)
    Podcasts for and by students
    Group writing
    Creative Writing Web via web 2.0 (okay that one I am talking about at ETA- lots of details to share).
    Collating resources by students (inc TED talks)
    Docos by students (yes, more short films)
    Forums for discussions
    Reading and creating comic books and/or graphic novels
    Representations (posters, websites, blogs etc)
    Reflections via blogs
    Student built Interactive stories via wikis (eg choose your own adventure stories)
    Researching and creating newspapers
    Online radio
    Celtx for script writing – tv, drama and film
    Create visual poetry (short film of the verse, with appropriate music and visuals to suit poem – great for year 7)
    Computer gaming
    Game creation – exploring narrative (via Scratch)
    Extension subject matter via open courses (eg Yale Uni on iTunes)

    I think I will stop there. Happy to expand on any of those as to where they fit in our programs – but we are happily exploring those things, and many more.

    It really has changed the way my department and I teach. Most of the above means the students are creating. Teachers take a back seat to most of it. My hardest job is convincing teachers it is okay not to ‘know’ an application before letting students loose on it.

    I just realised I haven’t even referred to our LMS or iPads.

    But that is enough for now…

    • Do you guys use the ‘Tight Loose Tight’ structure? A lot of what you’ve mentioned above look like ways in which learning of content is consolidated are demonstrated – does this mean you’re teachers ‘stand and deliver’ at the start of a unit and then move from front to side?

      • I would suggest that we do – or at least I do (never really thought about the term though). My teachers are all individuals, and thus approach it differently – but as I program the course I know there will be engagement with the technology which usually increases engagement with the concepts and texts under study.

  3. The 1:1 learning opportunity presented by DER is incredible. We’ve created the first games based learning platform for Maths: http://www.mangahigh.com. Our games are loved by students and the platform is fast gaining traction with DER teachers and leaders. The product is both engaging and educational. The Basic package is FREE!

    Teachers can set homework on games, while students compete voraciously for medals and for a place on the leader board. Learning is more efficient as they are focused on doing Maths in order to escape the monster or defend the earth. It is quite common to see students completing their homework 5 times over. For more information on Mangahigh in Australia, pleavse visit: mangahigh.com/go/posterau

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