5. A person is a person because of other people. If you want to achieve what you want to achieve, help other people achieve what they want to achieve. A person is a person because of other people. If you want to achieve what you want to achieve, help other people achieve what they want to achieve.

6. Defining ICT "Information and communications technologies (ICT) are the computing and communications facilities and features that variously support teaching, learning and education a range of activities in education.

7. Wanted: Resilient, independent learners who have flexible skills and competencies; who can work well in teams and lead themselves and others to perform up to and beyond their potential. What do we as Educators want for the 21 st century learning school

8. “Unless individuals take a very active role in what it is that they are studying, unless they learned to ask questions, to do things hands on, the ideas just disappear” Howard Gardner

10. There are a wide range of thinking skills or processes. What are the range of thinking processes that can be defined? When asked about thinking skills generally, an audience might well come up with a fairly random range of skills, such as these:

12. PQ EQ IQ Conception – 14 months 14 months – 4 years 4 – 11 years

14. One way to categorise thinking skills is to use an existing framework. A framework which is still regarded as being helpful in this respect is that devised by Bloom (1952).

15. He produced a taxonomy [classification, categorisation] of knowledge handling skills where he used six categories:

16. Everyone in education has heard of Bloom’s Taxonomy. We all know that there are different levels of thinking and inquiry and that in an ideal classroom, we would help learners move up the ladder to higher-level thought.

17. But in the real world of teaching, we often can’t find the time or the resources to make that happen.

18. The Web — despite its reputation for providing information and nothing more — can help you push your learners to higher-level thinking.

19. think In the past few years, though, a considerable amount of attention has been given to learners’ ability to think critically critically about what they do.

20. business, medicine, and various other professions not critical thinkers Leaders in business, medicine, and various other professions have all announced their concern that schools are not preparing learners to be critical thinkers.

21. different levels Recognizing that there are different levels of thinking behaviours important to learning, classification system Benjamin Bloom and his colleagues developed a classification system which has served educators since 1956.

22. This system, known as Bloom’s Taxonomy, categorizing is a common structure for categorizing test questions and designing instruction.

23. In the 1950s, Bloom found that 95% of the test questions developed to assess learner learning required them only to think at the lowest level of learning, the recall of information.

24. Empower Pupils take control of learning Use ICT to research and manage own learning Empower Pupils take control of learning Use ICT to research and manage own learning ICT AND LEARNING Passive Active pupil engagement learning Deep Shallow Exchange Exchange OHPs for data projectors, using whiteboards as projection screens Exchange Exchange OHPs for data projectors, using whiteboards as projection screens Enrich whiteboards used interactively and with wider range of teaching resources and methodologies Enrich whiteboards used interactively and with wider range of teaching resources and methodologies Edutainment? Computer assisted learning? Content based software? Computer games? Edutainment? Computer assisted learning? Content based software? Computer games? ?? Extend Significantly alter the way that teaching and learning takes place using ICT Extend Significantly alter the way that teaching and learning takes place using ICT Enhance Deeper learning though the use of ICT based teaching and learning resources Enhance Deeper learning though the use of ICT based teaching and learning resources Knowledge Comprehension Application Analysis Synthesis Evaluation Where is embedded?

25. A Differentiated Classroom in Balance FLEXIBLEFLEXIBLE Sense Of Community Time Groups Resource Approaches to teaching and learning Concept- based Inviting Product Oriented Focused Safe Respect for individual Respect For Group Shared goals Shared responsibility Shared Vision On-going assessment to determine need Feedback and grading ZPD Target Tomlinson-oo Affirming Shared Challenge

26. Map Diagram Sculpture Discussion Demonstration Poem Profile Chart Play Dance Campaign Cassette Quiz Show Banner Brochure Debate Flow Chart Puppet Show Tour Lecture Editorial Painting Costume Placement Blueprint Catalogue Dialogue Newspaper Scrapbook Lecture Questionnaire Flag Scrapbook Graph Debate Museum Learning Center Advertisement Book List Calendar Coloring Book Game Research Project TV Show Song Dictionary Film Collection Trial Machine Book Mural Award Recipe Test Puzzle Model Timeline Toy Article Diary Poster Magazine Computer Program Photographs Terrarium Petition Drive Teaching Lesson Prototype Speech Club Cartoon Biography Review Invention

27. BLOOM’S REVISED TAXONOMY Creating (synthesis) Generating new ideas, products, or ways of viewing things Designing, constructing, planning, producing, inventing. Evaluating (evaluation) Justifying a decision or course of action Checking, hypothesising, critiquing, experimenting, judging Analysing (analysis) Breaking information into parts to explore understandings and relationships Comparing, organising, deconstructing, interrogating, finding Applying (application) Using information in another familiar situation Implementing, carrying out, using, executing Understanding (comprehension) Explaining ideas or concepts Interpreting, summarising, paraphrasing, classifying, explaining Remembering (knowledge) Recalling information Recognising, listing, describing, retrieving, naming, finding http://www.apa.org/ed/new_blooms.html Bloom’s Taxonomy (revised)

28. Visual learners Prefer to see rather than be told Quick to spot details Enjoy doodling, drawing and writing Can visualise what they are told Can quickly forget auditory information Auditory learners Follow verbal instructions quickly and easily Rely on memory rather than notes Oral skills are better than written Enjoy talking and explaining Kinaesthetic learners Enjoy practical ‘hands on’ activities Need to be active and can appear unsettled Prefer to try out rather than read the instructions Can be ‘turned off’ by purely visual or oral teaching Learning styles defined

29. Logical-mathematical intelligence ("number/reasoning smart") Multiple Intelligences Multiple intelligences explains how we learn best. We can use it to focus on our strengths or build on our weaknesses. Spatial intelligence ("picture smart") Bodily-Kinesthetic intelligence ("body smart" – physical experience) Musical intelligence ("music smart") Interpersonal intelligence ("people smart" – social experiences Intrapersonal intelligence ("self smart“) Linguistic intelligence ("word smart") Naturalist intelligence ("nature smart")

30. Most of us think of the Internet as a giant library…and not always a very good one. But the World Wide Web is more than just a warehouse for disorganized information.

31. For the creative teacher, it’s a vast opportunity to encourage learner inquiry at every level of Bloom’s Taxonomy, from knowledge to evaluation.

32.  Bloom’s Taxonomy and the World Wide Web are two pieces of a puzzle that forms a dynamic learning environment.  With them in place, the remaining two pieces, the teacher and the learner, will be changed.

33. balances ownership of their learning  In the long run, it means that the teacher balances methods of instruction by providing opportunities for the learners to take some ownership of their learning.

35. Quotes ‘I hear and I forget. I see and I remember. I do and I understand.’ Old Chinese proverb! “Children do not just passively take in information from the world around them and learn it; rather, they actively transform it into something that is unique and personally meaningful. They use their experience as the context for building new meanings and skills onto what they have already learnt.” Levin 1996:74 in Dau,E Child’s Play 2001:7

37. THANK YOU