Here is a powerpoint I did with my Year 12 ab initio (IB) class on the environment theme. The YouTube video was embedded into the powerpoint so it hasn’t worked here but it is easily found on the site. The song has some good themes but the music is a bit cheesy. The images worked well for discussion and helped the students practise their oral communication in preparation for the Individual Oral exam.
This post is addressed to me and it’s a way of framing some thoughts I’ve been having ever since I put my name on the TMSydney city wiki as a presenter. To me, this now seems like utter lunacy as the list of names on the wiki grows with some of my favourite and most respected tweeters in my PLN. I am asking myself what I have to offer in the way of new ideas, innovative techniques or interesting uses of technology in the midst of people from whom I gain inspiration daily?
I am excited by the way Sydney’s TeachMeets are growing after only recently the seeds were sown by Henrietta Miller and Matt Esterman. I follow many colleagues in the UK and have seen mention of these gatherings over the last couple of years and I believe in what they can do for teachers. To have a group of educators passionate enough to share their classroom practice with others teachers after a long school day is great.
My original worry has lead me to the conclusion that these TeachMeets must attract teachers who haven’t yet been won over by Twitter, who aren’t confident integrating technology and who are open to building a PLN. Otherwise we may be in danger of preaching to the converted and becoming nothing more than a cosy little club. This means we should all bring an ‘unconverted’ friend along. I know that I, for one, would feel a lot more comfortable that I put myself on that presenters list, because I would hope that something I said maybe new to them or might spark an idea. The beauty of a TeachMeet is that anyone can get up and present and I hope I’m not too intimidated by the amazing people there too.
Oops…It seems I’ve got a habit for going to TeachMeets – two in two weeks! This time it’s TeachMeet West and a lot closer to home. Here’s the Pecha Kucha I’ll be presenting – I whole new experience and one that’s sure to challenge me big time!
Just a quick post tonight after the excitement of my first proper TeachMeet today. It was a wonderful opportunity to meet new people, meet Twitter folk face to face and also to catch up with former colleagues. What a diverse bunch of people!
I put myself out there for a 2 minute presentation just because I could. That’s what so fantastic about the TeachMeet / Show and Tell format. Getting up in front of strangers and giving a mini presentation isn’t so bad in such a welcoming and relaxed atmosphere. I hope to attend and contribute to many more of these. I’d especially like to encourage members of staff at St Paul’s to attend and present. It’s worth it for the professional learning and network-building and of course for all the ideas!
So, as the title suggests, we continue this week with all those other exciting school events that make the life of a teacher never the same on two days. Tomorrow I will have a French breakfast with Year 12 ab initio, give an HSC French assessment, continue to teach Year 9 about the perfect tense; hopefully with a game of Battleships and after all that, speak lucidly with Year 7 parents until 8pm. In amongst it all I will be finalising marks with complicated Excel spreadsheets and formulae along with writing my last lot of report comments for Year 10.
But after all, this is what I signed up for and events like today’s just stoke up the passion to keep going.
Here’s a tutorial I’ve given to various year groups over the last two years on how to make inserting accented letters quick and easy when typing in Word. Unfortunately when using OneNote, it doesn’t work. Still, I think it’s a useful skill to learn and help to encourage students to use the accents instead of just ignoring their existence! Alternatively you can change the proofing language to French. This will pick up most missing accents and spelling errors but not all.
Meet Moshi, he’s my newest addition in Year 8 French. As you can see, he’s got an interesting face that some might call cute. This little squishy, furry and cute toy has recently helped me to make some important connections in my teaching.
I don’t think the idea is very new: someone asks a question in French and then throws a toy or ball to the person they want to answer. Only the person with the toy can speak. I have been using this questioning technique with my Year 8 class with success. They have a series of (or just one) questions relating to the current topic, this time it’s morning routines, and instead of the teacher asking all the questions, the students are taking on that role. This is one way the Moshi is being a welcome addition to the class.
What I didn’t realise was how the students would react to the toy. This has been the best bit. In a middle ability, co-ed class both the boys and girls love him and here is where I’ve made the connection. When they catch the toy and have to do something challenging and out of their normal comfort zone – speak French – they have an interesting reaction. They smile. I think catching the toy, liking it and having a ‘feel good’ moment and then doing the hard bit of speaking French is a great positive reinforcement. Wow!
I’ve decided to talk about this and other things at the Sydney TeachMeet in a micro 2-minute presentation. Looking forward to it! Here is my presentation slide.
I managed to follow my plan to have Year 9 French write and create their own animations using Domo. See one here.
Despite some initial hiccups in actually getting the site unblocked (during the lesson) by the IT crowd, they worked quickly to produce the animations. I continue to be amazed at how these guys can be shown minimal instructions on using the tool and then have it up and running within minutes. This was a really engaging task that encouraged collaboration and creativity. It was also based on traditional methods in learning the vocab and structures and then applying them in written French. I am adding each of the animations to a wiki I’ve set up so that each student can view and comment on the work done by their peers.
Now, what’s next for this week? Year 8 are learning all about daily routines and reflexive verbs – they are going to create a ToonDoo. More to come on that…