1. Interactive Boards & Interactive Resources

2.  E-learning and learning styles  Practical session: Interactive resources Learning Objects Interactive Boards Today’s Session

3. Multiple Intelligences I want my children to understand the world, but not just because the world is fascinating and the human mind is curious. I want them to understand it so that they will be positioned to make it a better place. Knowledge is not the same as morality, but we need to understand if we are to avoid past mistakes and move in productive directions. An important part of that understanding is knowing who we are and what we can do... Ultimately, we must synthesize our understandings for ourselves. The performance of understanding that try matters are the ones we carry out as human beings in an imperfect world which we can affect for good or for ill. The performance of understanding that try matters are the ones we carry out as human beings in an imperfect world which we can affect for good or for ill. (Howard Gardner 1999: 180-181)

4. Test – class activity

5. What MI are you?  Class activity

7. Blooms Taxonomy Asking students to think at higher levels, beyond simple recall, is an excellent way to stimulate students' thought processes. Different types of questions require us to use different kinds or levels of thinking. According to Bloom’s Taxonomy, human thinking skills can be broken down into the following six categories.  Knowledge: remembering or recalling appropriate, previously learned information to draw out factual (usually right or wrong) answers. Use words and phrases such as: how many, when, where, list, define, tell, describe, identify, etc., to draw out factual answers, testing students' recall and recognition.  Comprehension: grasping or understanding the meaning of informational materials. Use words such as: describe, explain, estimate, predict, identify, differentiate, etc., to encourage students to translate, interpret, and extrapolate.  Application: applying previously learned information (or knowledge) to new and unfamiliar situations. Use words such as: demonstrate, apply, illustrate, show, solve, examine, classify, experiment, etc., to encourage students to apply knowledge to situations that are new and unfamiliar.  Analysis: breaking down information into parts, or examining (and trying to understand the organizational structure of) information. Use words and phrases such as: what are the differences, analyze, explain, compare, separate, classify, arrange, etc., to encourage students to break information down into parts.  Synthesis: applying prior knowledge and skills to combine elements into a pattern not clearly there before. Use words and phrases such as: combine, rearrange, substitute, create, design, invent, what if, etc., to encourage students to combine elements into a pattern that's new.  Evaluation: judging or deciding according to some set of criteria, without real right or wrong answers. Use words such as: assess, decide, measure, select, explain, conclude, compare, summarize, etc., to encourage students to make judgements according to a set of criteria.

8. Revised Taxonomy

9. Checking up on our planning… Intrapersonal MusicalLinguisticLogical mathematical NaturalistSpatialBody kinesthetic Interpersonal Remembering Understanding Applying Analyzing Evaluating Creating

10. Interactive Boards http://iwbtools.wikispaces.com/

11. Let’s have a play…  Hayden is going to work with groups of 5-8 people with a hands on session of the whiteboard

12. Software for Learning http://softwareforlearning.tki.org.nz/

13. This area of Te Kete Ipurangi has been developed to inform and support teachers and educators when identifying and integrating software as part of a rich learning environment. Find out about a range of quality software available for use in New Zealand educational settings at reduced prices. The software has been reviewed by teachers and identified as supporting New Zealand schools and early childhood programmes. http://www.tki.org.nz/r/ict/software/ http://www.tki.org.nz/r/ict/software/ Software for Learning

14. Learning Objects http://www.tki.org.nz/r/digistore/

15. Learning Objects  Ad campaign: TV show: level 2 Ad campaign: TV show: level 2 Ad campaign: TV show: level 2  Identity Create: Street Icons Identity Create: Street Icons Identity Create: Street Icons  Selling biscuits Selling biscuits Selling biscuits  Endocrine System Endocrine System Endocrine System  Capacitors Capacitors  Found art: beach Found art: beach Found art: beach  Chemical reactions Chemical reactions Chemical reactions  Code breaker [Japanese] Code breaker [Japanese] Code breaker [Japanese]

16. Where can Learning Objects be Used? Learning objects can be used to introduce a new unit, idea or skill Learning Objects can be used to practice and reinforce new learning Learning Objects can be used by whole class, groups and individually

17. nzmaths http://www.nzmaths.co.nz/Learning Objects/

18. College wiki This wiki is new and has links to lots of websites and online interactive activities. http://e- learningotago.wikispaces.com/ http://e- learningotago.wikispaces.com/

19. Other Learning Object sites Do a google search and you will be pleasantly surprised Use your subject area as a keyword and add – online games, interactive games, interactive activities or k-12 in search eg chemistry interactive games k12 Digistore Learning Objects - http://www.tki.org.nz/r/digistore/ BBC - http://www.bbc.co.uk/schools/websites/11_16/index.shtm l Topmarks - http://www.topmarks.co.uk/Default.aspx BBC Maths - http://www.bbc.co.uk/schools/gcsebitesize/maths/activitie s/index.shtml Kent NGFL - http://www.kented.org.uk/ngfl/ict/IWB/general_resources.htm#second I.W.B - http://www.iwb.org.uk/ SMART technology -http://education.smarttech.com/ste/en- GB/Ed+Resource/Classroom+resources/Secondary/ skoool.co.uk - http://kent.skoool.co.uk/index.aspx edna - http://www.edna.edu.au/edna/go/schooled/school_theme _pages/pid/544 http://www.tki.org.nz/r/digistore/ http://www.bbc.co.uk/schools/websites/11_16/index.shtm lhttp://www.topmarks.co.uk/Default.aspx http://www.bbc.co.uk/schools/gcsebitesize/maths/activitie s/index.shtml http://www.kented.org.uk/ngfl/ict/IWB/general_resources.htm#secondhttp://www.iwb.org.uk/http://education.smarttech.com/ste/en- GB/Ed+Resource/Classroom+resources/Secondary/http://kent.skoool.co.uk/index.aspx http://www.edna.edu.au/edna/go/schooled/school_theme _pages/pid/544http://www.tki.org.nz/r/digistore/ http://www.bbc.co.uk/schools/websites/11_16/index.shtm lhttp://www.topmarks.co.uk/Default.aspx http://www.bbc.co.uk/schools/gcsebitesize/maths/activitie s/index.shtml http://www.kented.org.uk/ngfl/ict/IWB/general_resources.htm#secondhttp://www.iwb.org.uk/http://education.smarttech.com/ste/en- GB/Ed+Resource/Classroom+resources/Secondary/http://kent.skoool.co.uk/index.aspx http://www.edna.edu.au/edna/go/schooled/school_theme _pages/pid/544

20. Learning Objects Task Individually or with a partner look through the sites suggested for interactive activities within your subject area. Create a resource in PowerPoint using hyperlinks to these objects. Group Sharing – ¼ hour before end of class we will get into groups of 4 and share one interactive activity from our resource … briefly discussing:  Curriculum links – what subjects could you use it in?  What MI or level of Blooms will this use?  Level – what year/age group of students would it suit?  Learning activities – what follow up activities could you do? how you would use this with students?