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Thread:Activity 1: Team Collaboration - CreativityPost:RE: Activity 1: Team Collaboration - CreativityAuthor:

Posted Date: 11 September 2015 09:05Status: Published

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Molly, Gavin & Conce,

As is with previous weeks, your literature research is very good and providesmany different aspects of the topic. You have consistently provided myself witha range of references to utilise in my own learning and it seems your group usecritical thinking to it's full extent when gathering your information. If you arelooking for ways you have contributed to others learning, your arguments overthe last three weeks are a prime example, and I thank you for that.

You mention, as did Sarah, Darren and Thomas, that creativity and innovationis something our students cannot go without in their future endeavours and itseems to be a theme in all our groups work. I particularly liked the followingreference:

Creativity is not bound to particular subjects, but is essential to all domains oflearning and human activity (Cremin & Barnes, 2010).

I assess this as making sure we are not teaching creativity in isolation to say maths.Instead we are saying that in order to be creative to a maths task, students canintegrate art or history or literacy or ITC etc etc. Creativity can be something in theclassroom that isn't academic, like an new idea on how to achieve an everyday task.

Cheers,

Ben

Ben Dykman

Thread:Activity 1: Team Collaboration - CreativityPost:

Posted Date: 10 September 2015 21:33Status: Published

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RE: Activity 1: Team Collaboration - CreativityAuthor:

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Hello Sarah, Darren and Thomas,

First off I would like to say that your magic trick lesson sounds like it would bevery fun and humerous. It really has the potential to spawn creativity and buildconfidence in students.

I think the following statemtn really resonated with me.

"Creativity needs to be cultivated and promoted in a classroomenvironment that allows freedom of expression.(Bharti, 2014) andthe confidence to try without the fear of failure".

Students need to be able to freely express their individuality, and yes they needto do so without fear of failure. This comes from us fostering a nuturingenvironment, enabling every student to observe and practice success in theirlearning, and being provided constructive feedback on all academic pursuits.

I also agree with your repeated references to future proofing our students forsuccess in a digital and competitive age. Where certain technological skills wereonce a niche, now they are common ground. Innovation and creativity is thepath to success through the crowd.

Well done guys

Ben Dykman

Thread:Activity: Team Collaboration - CommunicationPost:Letters & Numbers Team Collaboration -CommunicationAuthor:

Posted Date: 06 September 2015 22:36Edited Date: 06 September 2015 22:36Status: Published

Hi everyone,

Here is our collaboration on communication for week 8.

Regards,

Ben, Marilyn & Pip

Ben Dykman





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Letters & Numbers_Teaching in the Digital Age Week 8 Communication.docx

Thread: Activity: Team CollaborationPost:RE: Gollytina Team Collaboration ActivityAuthor:

Posted Date: 27 August 2015 21:41Edited Date: 27 August 2015 21:41Status: Published

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Hello Molly, Conce & Gavin,

Well done on activity guys, I really enjoyed reading through your ideas andinterpretations. I liked the choice of Twiddla and its apparent ease of use andcollaborative potential. Unfortunately work is blocking the link so I am only ableto go on your decription and exampled use. It is also useful that it does notrequire a login and therefore eliminates much of an online presence, which issomethiong to consider in the digital age for the privacy and safety of students.

I see that you are quite fond of the google apps available for collaboration. Iremember seeing teachers utilise google drive and google docs for lessonplanning collaboration. Quite a useful suite of software for any profession.

Ben Dykman

Thread: Activity 2: Angelica's storyPost: Late response Gavin & MarghiAuthor:

Posted Date: 15 August 2015 13:55Status: Published

Gavin,

Sorry I didn't initally see this comment back in week 2. Firstly, thankyouu foryour thoughtful reply.

I understand comepletely what you are saying Gavin and share your thoughts. Ithink it would be counterproductive to go against the grain and quite a selfishagenda. Passing on ones own opinion also does not tie in with a critical thinkingapproach.

I think as long as we allow students to explore something for themselves, itwould benefit their learning. I do think that a certain amount of trust should be

Ben Dykman

https://ilearn.swin.edu.au/courses/1/2015-SO2-EDU80010-208814/db/_7575100_1/embedded/Letters%20%26%20Numbers_Teaching%20in%20the%20Digital%20Age%20-%20Week%208%20Communication.docx





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placed into peer reviewed scientific research, although often there is as muchcredit to opposing views. As is the case with the information age and criticalthinking, we must consider things such as bias, agenda, position before makingan informed decision about something. I think that skepticism can go to far incertain areas, agree with you there.

Marghi, you are also spot on there. In the classroom we must be above all parts,and be impartial to debated issues.

Thankyou both for your input and sorry for the late response

Thread:Activity 1: Higher Order ThinkingPost: RE: Credit to MollyAuthor:


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Thanks Marghi, apprecdiate the feedback. I really enjoyed the critical thinkinginterview reading this week. I was able to reflect and think about my futureteaching practive differently as a result. One example was the question around achild's curiosity and how teachers often respond with a "glib" answer in order tofend off the question. I would look forward to exploring questions collaborativelywith my students and seeking an answer together. I am not really concerned if Icome accross unknowledgable in some areas. You only know what you know. Ireally look forward to putting this into practice in my practicum units.

Also, the transparency concept was largely in repsonse and aggreeance to Molly'sresearch and initial response. Credit to Molly on that little gem.

Ben Dykman

Thread: Activity 1: CreativityPost: Great adaption Molly!Author:


Thanks Molly. I think you are spot on with the adjustments to lower year levels.Perhaps even pictures could spark their imagination, and yes maybe just towrite short sentences or a paragraph at a time. I appreciate your feedback.

Ben Dykman





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Thread:Activity 1: Higher Order ThinkingPost:RE: Activity 1: Higher Order ThinkingAuthor:


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1. Is the use of Padlet an example of ‘teaching above the line’? Give reasons for youranswer, using the terminology in the SAMR model in your response.

The use of the Padlet is utilising modification of a task with technology toenhance digital learning. The technology allowed for collaboration than wouldn’texist if we were merely using pdf editing software to substitute a pen and papermethod. Because collaboration and communication of ideas has the ability toextend beyond the classroom walls, it creates more opportunity for feedbackwithin the school and broader community.

Although one might argue if the collaboration was enhanced on this particulartask through the use of the technology. It seems a group class exercise andwritten as well as vocal communication of ideas may have given a similareducational outcome. I think Padlet was useful, but the collaboration felt a bitisolated, and the feedback was not as live and immediate as say google docs is.

2. Is the ‘deciding among options’ proforma a useful tool for critical thinking? Justify yourresponse, using characteristics of critical thinking in your response.

Yes, the proforma was useful for critical thinking. It allowed to think about aproblem and then justify our response. We weighed up multiple sides of anargument before making a more informed response. We essentially thoughtabout our own thinking on why we would live in a particular neighbouringcountry. I think as Molly said earlier, the public display of our proforma preventsbenefits the critical thinking process. I see it as preventing asserted claims frombeing made and the transparency makes us/students more accountable for ourreasoning of ideas.

Ben Dykman

Thread: Activity 1: Creativity Posted Date: 09 August 2015 18:43




Post:RE: MidWeek Creativity (great idea)Author:

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I think that is a really cool idea Gavin. I wonder if something like this is beingutilised somewhere. This could form the basis of a lesson, in having thestudents explore and research the processes and thinking associated with theobject. They could present their findings to the principal, to make one of theseplaques so their work is forver cemented into the school community.

Ben Dykman

Thread: Activity 1: CreativityPost: Creativity through imaginationAuthor:

Posted Date: 09 August 2015 18:39Edited Date: 09 August 2015 18:39Status: Published

I remember in my Primary Schooling, I felt most creative when I was writingshort stories. My grade 2 teacher introduced us to story writing and how wecould use any idea or topic to create something unique. When I think of creativepeople today, I am often in awe of writers such as J.K. Rowling, George R.R.Martin, Rohald Dahl, Dr Seuss etc. I think the telling of a story is something thatis intensely difficult, but is a fun challenge because it sparks creativity,imagination, intrigue and a whole host of other skills and emotions.

My concept to develop students creativity is a universal one, which could beused at any year level. I will use the year four literature curriculum sub strand,and take two content descriptors from creating literature.

Create literary texts that explore students’ own experiences and imagining (ACELT1607)

Create literary texts by developing storylines, characters and settings (ACELT1794)

During the lesson, I would have students discuss different story themes andchoose one or more for their story. I would start with a few key words and havestudents begin to write a story, including these key words. Every 5 minutes I canwrite a new word or have a student come up with a new word, which will bewoven into the students stories. Dr Seuss is an author in particular that doesn't

Ben Dykman



http://www.australiancurriculum.edu.au/glossary/popup?a=E&t=create

http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACELT1607

http://www.australiancurriculum.edu.au/glossary/popup?a=E&t=create

http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACELT1794



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necessarily use real words, but creates nonsense words that are used in place ofcommon words. Students shouldn't feel restricted to utilise common Englishwords, but create new words with new meanings that are woven into their story.

When reading each other's stories, Students can identify firsthand how the samewords can be used to create a whole range of different ideas, themes, charactersand events.

Thread: Q&APost: RE: Weebly and TrelloAuthor:

Posted Date: 17 July 2015 08:45Status: Published

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Music to my ears. Thankyou Marghi

Ben Dykman

Thread: Q&APost: RE: Q&AAuthor:


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Marghi,

How much will you be looking at weebly in the first week? I have blocked accessto the site so may only be able to go as far as setting it up and being able toupload Trello URL. After Monday I will be able to spend some time on thedesign and layout.

Ben Dykman

Thread:Activity 1: What is critical thinking?Post:RE: Activity 1: What is critical thinking?Author:


Ben Dykman






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Molly, I appreciate your reply. Filtering of sources would define studentsremoving information that does not hold alot of credibility and offers opinionsrather than facts. If students are led to believe everything they hear, this couldcontradict what we are trying to teach and confound their learning frustrations.

I do see your point however that we as teachers should allow students to explorediffering references with contrasting opinions and positions. I also like that youhave mentioned that students need to remove themselves from their comfortzones to really challenge themselves and explore all the possibilities.

Our challenge through all this needs to be open discussion with the whole classon why contrasting information exists and what it means in the context of thetopic they are learning.

Thanks again, Molly.

Thread: Recording LinkPost: RE: Recording LinkAuthor:


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Marghi,

In last semesters unit, these were available as a downloadable video file. Is thisstill able to be done, as I cannot access the collaborate launcher.

Ben Dykman

Thread: Activity 2: Angelica's storyPost: RE: Activity 2: Angelica's storyAuthor:


What was your initial response to Angelica’s story?

I thought that the story hits home the truth of an ever evolving world where wemust adapt to what is need required of tomorrows world if our children aregoing to thrive in the society of their time. I do think that various assumptionsare made that may be farfetched and to the extreme. For example, families will

Ben Dykman





continue to play an important role in our lives, and this image of beingdisconnected to the ones we love will surely only reflect the minority.

Do you know what to teach five year olds (or ten year olds for that matter) of thefuture? Do you know what they need to learn? And do you know how to teachthem?

What we teach our children has changed very little from generation togeneration, with the exception of necessary additions with updates in scientificdiscovery and technology. I think the political climate will adjust what isimportant in learning of our society and our relationship with our world, but thefundamental knowledge will still be taught, just in a different way. For example,already we are adapting technologies to aid the way we teach, not replace whatis being taught. Yes we will need to teach our children how to safely use thistechnology, but this is no different than our parents adapting to calculators, ortechnology that was emerging in their schooling.

How confident are you that you can design a curriculum which will equip Angelica (andher peers) to live in the world?

That fact that we are all participating in a form of study that is completelydifferent to the way we learnt in our first degree, shows that the teachers oftomorrow are adequately adapting to curriculum ideas Angelica touches upon. Iam confident that we as educators can adapt and change the curriculum toaccommodate what is best for the current and future climate

What questions does this story raise for you?

What will the role of a teacher be in the future? Will this future allow us toconnect and nurture development of our students as is the case today?

What might ideas like this mean for your teaching? Choose one of the pointsAngelica makes and discuss its implications for you as a teacher.

This example passage has also struck a chord with me as it presents the humaninduced climate change debate. Without going into too much detail on why andwhy not, my stance is that yes the climate is forever changing, but no, humanexistence is not having as big an impact as the media would have us believe.Now as an Earth scientist, I know my own beliefs are somewhat biased, orperhaps just more informed. As a teacher, I am tasked with following acurriculum that may at times contradict my own belief. It makes me questionthe stance I will take with future curriculum priorities and how I approach ormaybe even manipulate my passing of knowledge. This is a dilemma that could


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have implications for my teaching.

What critical thinking skills are you using when responding to these questions?

I think reflection of one’s own beliefs, and identifying the relevance of thearguments put forth are used when formulating responses to these questions. Ido see how it is difficult to set aside my motives and prejudices whenformulating a critical though out response.

Thread:Activity 1: What is critical thinking?Post:RE: How to approach the readingAuthor:


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It may be a little bogus that critical thinking is being defined by the Foundationof critical thinking. In a way, this could be seen as being grounded in selfishmotives.

Ben Dykman

Thread:Activity 1: What is critical thinking?Post:RE: Activity 1: What is critical thinking?Author:


Critical thinking is important in today's schools who learn in the digital agebecause of the vast amount of information which is at a student’s fingertips. It isan active time consuming concept that enables the student to manage time to agreater degree by filtering the information they must seek in order to obtain themost relevant sources for their task.

It benefits the student’s professional development as it allows them to seekother people’s viewpoints, thus expanding upon their own ideas and beliefs.This strengthens their reasoning skills and empathy towards others which growsupon not only their intellect, but their emotional intellect which is important in

Ben Dykman





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today’s society. To think critically in the digital age, the filtering process is moreimportant, as knowledge can be in the form of fact, disposition or belief, and sothe knowledge creation may not be reputable in the majority of sources(Starkey, 2012)

As a teacher, critical thinking allows you to obtain the most relevant material inwhich to teach the class with. It also allows open discussion and creates activelearning in the student, as the teacher must also allow the class to critically thinkand provide their own reasoning or alternatives to the learning process. It isevident that the teacher can have a profoundly negative impact on thedevelopment of a student by close minded and traditional teaching methods. Bynot exemplifying creativity and new ways of doing things (learning with thestudents), a student may develop a thought process which is behind that of hisbroader peers in future endeavours.

Starkey, L. (2012). Teaching and learning in the digital age. Oxon. Routledge

Thread: Activity 1: IntroductionsPost: RE: Welcome Ben!Author:

Posted Date: 11 July 2015 13:52Edited Date: 11 July 2015 13:52Status: Published Ben Dykman




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Thread: Activity 1: IntroductionsPost: RE: Activity 1: IntroductionsAuthor:

Posted Date: 10 July 2015 17:09Edited Date: 10 July 2015 17:09Status: Published

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PIC_8S.JPG

Ben Dykman

Thread: Activity 1: IntroductionsPost: RE: Activity 1: IntroductionsAuthor:

Posted Date: 10 July 2015 17:07Edited Date: 10 July 2015 17:07Status: Published

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Hi everyone,

Here is my picture, and although it does not represent my life, it is quiteuniquely special to me.

Family Holland

This is an image of my father and his siblings, taken in his home town ofFriesland in northern Holland. It was found recently among a pile of abandonedcd's that may have been thrown out and lost forever. The cd also containedmany travel documents, citizenship documents and birth certificates.

I did not know alot from my fathers childhood in Holland and before last monthhad never seen many photos, so these have become quite a treasure to me asthey give insight into a part of my family I know little about.

Ben

Ben Dykman

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