Today's theme was revision, and we were finally going to sit our exam!
My mind has been preoccupied over the last week with other issues, so I have not had the time to revise or prepare for this exam, but I went through a few of the issues I have been having with Google Sheets, as this was the area I felt like I needed to focus on if I were to pass.
We quickly went over Google Classroom today; I had been using this programme for a while so was quite used to its features, which helped me in the exam. I am considering creating a workspace on Hapara, but had been put off by the format, which I didn't quite understand.
We then started our exams, I tried to move quickly through the sections, double-checking each set of instructions to be sure I followed them accurately. I managed to finish with over an hour to go, which I was pleased about, and passed.
Wednesday 13 November 2019
Wednesday 6 November 2019
Eighth Day of DFI
This week we were focussed on Computational Thinking. We have been preparing for this in our curriculum for the last 6 months or so; the original talk and definitions seemed to be limiting computational thinking to coding only, but the recent talk has been about any sort of formulaic thinking, such as a recipe, or structure of thinking to problem-solve. This is much more like what we do in the Social Sciences, and it will mean that we are much more likely to be able to match what we already do to the new curriculum.
At lunchtime we had the chance to experiment with some of the tools which students are using for story-telling. I made a quick movie with a stop motion camera, this allowed me to see how it could be simply set up in class to tell stories by students which relate to the topics we study. In the afternoon we were asked to tell a story using one of the digital tools which we had experienced earlier in the day. I chose to use the dash robot tool; I thought of topics which I am currently teaching and learning about, and the story behind chocolate leaped out as an idea.
I thought of a series of tasks and sounds which the robot could do in order to tell the 'back story' of chocolate. I was able to record myself about 10 times to add these voice recordings into the presentation at the right time. It was a bit basic, but hopefully it has told the story in a different and memorable way!
Using this tool to tell this story did not seem very authentic; I think if I had had the time, stop-motion movies would have been a better, less 'gimmicky' way to do this.
Below is a recording of the dash robot presentation:
At lunchtime we had the chance to experiment with some of the tools which students are using for story-telling. I made a quick movie with a stop motion camera, this allowed me to see how it could be simply set up in class to tell stories by students which relate to the topics we study. In the afternoon we were asked to tell a story using one of the digital tools which we had experienced earlier in the day. I chose to use the dash robot tool; I thought of topics which I am currently teaching and learning about, and the story behind chocolate leaped out as an idea.
I thought of a series of tasks and sounds which the robot could do in order to tell the 'back story' of chocolate. I was able to record myself about 10 times to add these voice recordings into the presentation at the right time. It was a bit basic, but hopefully it has told the story in a different and memorable way!
Using this tool to tell this story did not seem very authentic; I think if I had had the time, stop-motion movies would have been a better, less 'gimmicky' way to do this.
Below is a recording of the dash robot presentation:
Subscribe to:
Posts (Atom)