2.13+Training+Day+3+all+AIM+Teachers

=**SMART GOALS 2012**=

(Direct teaching of these skills completed during library lessons.) (Year 6) Como- By the end of Term 3, all students will be able to use advanced search modifiers to locate specific information. (Direct teaching of these skills completed during library lessons.) (Year 5) OLMC - By the end of Term 3 all of students will be able to effectively create an ebook. (Year 3) || Como - by the end of term 4 students will be able to identify main ideas in research texts, and use effective ways to record information in their own words. (Different strategies will be modelled and explored, e.g. mind mapping, note taking, key word lists, concept mapping, visual flow charts) (Year 5) Como - by end of term 4 students will be able to successfully compare information using a venn diagram. (Year 4) Como - by the end of term 4 students will be able to identify main ideas in research texts, and use effective ways to record information in their own words. (Year 4) OLMC - By the end of Term 3 all students will be able to locate, select, organise and present information on one archive picture. (Year 3) || OLMC- By the end of Term 4 80% of students will be able to identify learning goals that they will work towards and complete the learning reflection log (Year 3) ||
 * TECHNOLOGY SMART GOALS ||
 * Como- By the end of Term 3, all students will be able to use advanced search modifiers to locate specific information.
 * INFORMATION LITERACY SKILLS GOALS ||
 * Stanmore- Elena and Jed By the end of Term 3, 70% of students will have developed effective research skills and information literacy, being able to identify key words and key points off the internet.
 * SELF-EFFICACY OR META-COGNITIVE GOALS ||
 * Como - By early Term 4, all students will be able to identify learning goals that they will work towards. E.g. goals around organisation, information literacy skills and product presentation.
 * PERSONAL GOALS ||

Why do AIM units?
 * RESPONSES FROM PRAYER REFLECTION

* Children were always enthusiastic to complete AIM Tasks  *It was nice to see students excel, especially those who are usually quiet and go under the radar. *They enjoyed and appreciated differences - different work * Student statements - "I love being like a teacher"  "It was heaps of fun...." "I learnt so much..." "They were engaged and learnt new things that they didn't know before"  "I thought I'd be too shame. to do that, but that was fun." (Student statement)  "Can we please do our projects" (student statement)   "I feel good (about myself) that other people are interested in my work." (student statement)  "Mrs O'D are we doing our experiments today"   "Oh your experiment is really good"   "But you haven't shown us yet??" "You get to choose how you like to do things"  "I enjoy doing this task because you don't tell me what to do!!! "   "We get free choice" "Free range"   "Sharing Information"   "I just realised..." "These are my goals for today..." "I think I will find the keywords first..." ||

being effective in the task that has been set self monitoring of learning confidence in own ability to complete tasks at their personal best believing you can achieve is of primary importance to achieve and this will determine how much effort the child puts into the task and how long that effort will be sustained for. ||
 * Group Reflection from Training Day 2 - 2012 ||
 * 1. What is self-efficacy?Is the belief
 * 2. What strategies have you utilised to enhance self-efficacy of students?

*Allowing positive and constructive feedback. Always beginning with a positive... ‘ I love how you did this, could you now look at this...

* Providing student with a ‘success criteria’ before they begin their unit so they are aware of the expectations.

* Group students in ‘like ability’ groups to enhance their ‘competitive drive’.

*Encourage the use of the students to use their reflective log to express concerns, successes and issues.

* Provide scaffolding for low achievers.

Individual conferencing

individual conferencing, peer conferencing, setting goals and scaffolding to achieve greater level of work.

Students sharing their work with class and grade. || Knowing about knowing. Cognition: is the mental process of acquiring knowledge and understanding through thought. Meta: Beyond self. One’s own knowledge about one’s own cognitive processes. The children being able to talk about their own learning, evaluate learning processes: eg what worked for them and what didn’t, analyse and apply changes to their own learning. Thinking about your own thinking Thinking skills being aware of how you think and learn knowledge and control of your thinking, problem solving and learning activities || Providing them with a choice (basing choices on std’s metacognitive strengths) - why did you choose that? ‘Thinking Keys’ - the way they like to learn - plays on their strengths etc || Using the VOKI where children showed understandings of positive and negative effects that change has on the environment. This was after an input lesson using the picture book “window” and creating a table or mindmap in groups of changes on the environment. Children then individually wrote a script to be used on their own VOKI.Used the next lesson to show children the SKILL of how to use and create a VOKI. Did this as a whole class and then asked children to create their own using the script previously written. A great reflection for us as teachers was monitoring the way children used the VOKI - some children did not move from the experimental stage of creating the avatar etc. Teaching students how to use images from google that are allowed to be used/shared/modified via advanced search settings and how to reference these
 * 3. What is metacognition?
 * 4. What strategies have you utilised to develop metacognitive skills in students?
 * Sharing Page on the Wikispace - ideas and new/better Web2.0 tools
 * Discussion Page - students assist other students’ queries
 * Reflective comments on other students’ pages
 * Time to reflect on their learning log and view peers’ wikipages
 * demonstration of samples from previous year
 * 5. Briefly outline one ‘skills based’ lesson that you have used this year.

teaching students how to be savvy when it comes to reputable websites - teaching them in particular that wikipedia allows anyone to add information correct or incorrect - looking for “edu” in urls

Tikatok, prezi - yr 5 Graphing( data). Chn entered info into an excel spreadsheet and then created a graph - yr 3 ||
 * 6. Reflect on the readings from the first training day.

How does this relate to AIM curriculum units? vygotsky and the zone of proximal development - using pre tests, kwl charts to build on what students already know(compulsory tasks) and where they want to go from here(choice tasks)

How can you incorporate this pedagogy to support student learning in your classroom? see previous response ||

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