2010-07-30

ICT integration task.

Description of teaching episode

On prac I will be looking at teaching the students about Australia which will include looking at where the states and territories are. What is the capital of each state or territory? What are the states emblem, flower and flag? The way in which the students will be learning these topics is by using the Interactive White Board (IWB), the internet using programs like World Atlas, Google Earth and Wikipedia.
The lessons will be planned in accordance with the Essential Learning Achievement (ELA’S) and by integrating ICT into the lesson plan’s I will be able to provide the tools and environment for an inclusive classroom. The time frame for the lessons is to be planed over an eight week period.

Learning outcomes

Using “ELA 21 - understands about Australia and Australians” (Every Chance to Learn – Curriculum Framework for ACT Schools, 2009. Page 15) upon completion of this unit the students will be able

• Identify and locate the different states and territories in Australia

• Identify and locate where the Capital City of each state and territory is on a map of Australia

• Identify and critique who chose the state or territories flower, emblem and flag

• Communicate their ideas in a group environment

• Present an informative speech to the class about their chosen state or territory

• gaining skills in using the internet for research purposes


Reference list

ACT Government (2009) Every Chance to Learn. Retrieved 28, July 2010, from http://activated.act.edu.au/ectl/framework.htm


Choice of ICT plus justification for using it

During the lessons as the teacher I will be using the IWB for a number of activities. With the topic of Australia I will be able to access Google Earth during lessons via the IWB which will show the students the different geographical elements of each state like the Desert, the Great Barrier Reef and the Harbour Bridge. The IWB will also be used to brainstorm and record discussions. At the end of the episode the IWB will be used for the assessment task where the students will be asked to name the states and territories and place the emblems, flag and flowers on the appropriate state or territory. Research will be done using the internet using sites such as the World Atlas, Government web sites and Wikipedia. Students will be taught how to locate scholar information and how to use the information in their own work.

Madeleine M discusses some of the benefits of using the IWB as a tool during a lesson as encouraging students to not only review and reflect on their learning but help critique and prioritise their ideas. IWB also encourages the students to discuss and share their ideas as well as enabling the students to visualise their thinking (2008, Slide 2). Using the IWB in week one will be very beneficial as we will be brainstorming what students already know about Australia and What would they like to learn about Australia. We will be able to write and record any ideas and suggestions and re-visit them at a later stage in the term. Madeleine M confirms that using the IWB allows the teacher to do things that they have never been able to do before like creating mind maps and returning to them accessing other programs like Google Earth which enables a visual look at the geography of the area and it enables the teacher and students to revisit sites which in return encourages and motivates students learning (2008, Slide 5).

Reference list

Daniel, Madeline M. (2008) Snapshots from the classroom. Retrieved July 29, 2010, from http://epotential.education.vic.gov.au/showcase/resource.php?res_id=595

Teaching and learning activities

Week 1 will be about introducing the topic of Australia and finding out what the students know and don’t know about the country. This will be done using the IWB and recording brainstorming sessions as well as re-collating the information and using it to focus on areas that need scaffolding. For example if the students were unsure of what the names of the states and territories where and were they belonged this would be a focus for a lesson.

Week 2 will be about using the information from the previous discussions and then giving research questions. I will split the class into eight groups selecting students with different skills to help one another and each group will study a selected state or territory. The groups will need to research their delegated state or territory and report back to the whole class on the following, The state name, location and size (population), the capital, the flag, flower and emblem. The group will then each in turn present a 2 min presentation on their delegated task to the class and in weeks 8 – 9 and then do an assessment involving collating the learnt information using the IWB by placing states and territories in the appropriate places as well as the flower, flag and emblem (Capperalon. W, 2010).

Reference list

Capperalon, W. (2010). Interview held on 28 July 2010. Kippax Holt (verbal conversation recorded using notes).

Teaching and learning methods or strategies

The way in which I will integrate ICT will be through cooperative learning and inquiry learning using the IWB and the internet. Cartelli describes cooperative learning as small groups of students at different levels of ability use a variety of learning exercises to improve their understanding of the task set out, the students each have a role in the exercise and at the end it is all brought together.

Computers play a central role in the exercise as well as the IWB in this example (2006, page 187). As a group we will have a lot of time to discuss our progress and report to the class about the individual findings in having one week to research a question like the state emblem and then the next week being a presentation of their findings. The students may do the presentation using a report style and reading it out or a poster or even use the activity on the IWB.

Reference list

Cartelli, A. (2006) Teaching in the knowledge society. United States of America, British Cataloguing in Publishing.

Assessment tasks

1. Class presentation

2. Group participation/ teamwork

3. Successfuly completing the quiz on where the state and territory are and what flower, emblem and flag belongs where as well as size and the draw card (eg. Great Barrier Reef, QLD)

2010-07-27

Final Summary - Behaviour Management

Routines are very important when it comes to behaviour management in a classroom. Teacher talk, routine and scripts are going to be very important when it comes to managing your class. Barnes (2006) makes it clear that teacher-talk is vital and can take over your everyday life. What is teacher-talk? Teacher-talk is a loud consistent voice that does not change despite circumstances. “Teacher-talk includes phrases beginning with ‘I need you to....’, You can when.....’, ‘When I tell you....’ or ‘when I can see all eyes...’,” (2006, P. 27). Teacher-talk is so important especially when you are just starting out as a teacher. When you do your internship you attend once the routine has been achieved in the first couple of weeks and thus making so important to know strategies for behaviour management. These phrases will be helpful to get the class back on track.

Hands up is a very common problem in a classroom where students will just call out an answer to a question. The strategy to this problem according to Olsen (1997) is body language. Hold your hand out towards the student like a stop sign and then look for another student who has their hand up and ask for that student who is displaying the correct behaviour to answer the question. You should also thank the student for putting up their hand to reinforce the correct behaviour (1997, P. 28-29).

Barnes (2006) goes into mentioning that with teacher-talk it is a great tool to use phrases like “When.....Then” an example ‘when you have finished packing up you may go to lunch’ the main focus of using teacher-talk is to mean what you say and take control of the class.

Routines are very important and Barnes makes the point that if you’re teaching a lesson and it lacks pace, structure or is too easy you can invite poor behaviour.

Mendler, Curwin and Mendler discuss little things that really matter; for example greeting each student as they enter the classroom makes the student feel welcomed and a part of that community. “School is for kids, including those we find unattractive, those who misbehave, and those who don’t give their best. It is our professional duty to welcome and teach each student with enthusiasm, care, and courage. To do less diminishes us and all of society” (2008, P.53). This is a very powerful statement and really is what I believe teaching to be about and a simple but very effective way to show all students that you have integrity and lead by example. It is equally as important to use positive phrases like ‘thank you’, ‘I like how you’ this encourages traits that we are looking for.

There are many different strategies for classroom and behaviour management these include positive reinforcement, time out, acknowledging your students and making them feel apart of the community, listening and being consistent with your disciplinary actions are also very important. Reinforcement strategies are used to increase desired behaviours.

Walker and Shea concur that positive reinforcement is a strategy that assists in increasing desired behaviours. As a teacher you need to first identifying the desired behaviour and then use different reinforcements like a smile, sticker, free time, a pat on the back and positive phrases like.... “Kelly I like it when you put your hand up” (Walker. J., Shea. T., 1984). The most important element to remember when using positive reinforcement other than identifying the desired behaviour is the timing of your response. You must only acknowledge the student and behaviour once the desired behaviour has been displayed or executed. Another strategy for classroom management is negative reinforcement (1984, page 26 – 29).

Negative reinforcement is the removal of something the students don’t like or want. For example the teacher takes a pencil case from the student as they were consistently playing with it and not focusing on the task that the teacher set. When the teacher notices the student behaving in the desired manner the teacher gives back the pencil case. This in return enforces the desired behaviours’ required by the teacher (Walker. J, Shea. T, 1984). If positive and negative reinforcement are not successful the teacher may chose to use a form of punishment which may include losing lunch time or free time in class or even time out (1984, page 32) .
Punishment according to Walker and Shea punishment is not effective long term.

Punishment tends to suppress the undesirable behaviour rather than extinguish it and often the behaviour recurs when there is a different teacher. Examples of punishment can be taking away pleasurable items, time out, loss of recess time or having to hang out with the teacher during lunch time (1984, page 33). Tokens and charts can be a very useful tool when wanting to implement corrective behaviour management.

Tokens can be used and cashed in for rewards, the tokens are handed out when a desired behaviour is being displayed like putting up your hand before you speak, not running in the classroom, etc. Some suggestions for rewards can include getting free time (cost 20 tokens), reading a book of the student’s choice (15 tokens) and craft (10 tokens). Tokens can also be deducted for incorrect behaviour choices (Walker, Shea. 1984).

It is important as a teacher to create an environment that provides students with an equal right and opportunity to learn. Disruptive behaviour affects the other students learning rights to having time to learn and also to have time with the teacher. It is important to nip bad behaviour in the butt. When implementing clear classroom rules with clear consequences look at displaying them in the classroom and/or discussing them on a regular bases to remind the students what they are. Equally it is important to be consistent with your strategies and fair when dealing out consequence amongst students. This will help to provide an inclusive environment where all students can learn and grow and enjoy their time at school.

Reference List

Mendler, B. Curwin, R. and Mendler, A. (2008) Strategies for Successful Classroom Management Helping Students Succeed Without Losing Your Dignity or Sanity. California, Corwin Press.

Barnes, R. (2006). The Practical Guide to Primary Classroom Management. London,Paul Chapman Publishing.

Olsen, J. (1997). Managing Classroom Gambits. Australia, Goanna Pty.

Walker. J., Shea. T. (1984) Behavior Management a practical approach for educators. United States of America, Times Mirror/Mosby College Publishing.

Methods to increase behaviour

Walker and Shea discuss how the consequences of behaviour determiner of behaviour. People repeat behaviours that are in their perception praised or rewarded (1984, page 25).

Positive reinforcement is a strategy that assists in increasing desired behaviours. This is done by firstly identifying the desired behaviour and then to reinforce the behaviour once it has been displayed. The reinforcement can include a smile, sticker, free time, a pat on the back and positive phrases like.... “Kelly I like it when you put your hand up” (Walker. J., Shea. T., 1984).

Negative reinforcement is a difficult strategy to apply in a classroom environment. Negative reinforcement is the removal of something the students don’t like or want. For example you could have marks on the board that represent lost free time at the end of the day (this is because of miss-behaviour). When students then behave in the desired behaviour the teacher will erase a mark of the board therefore giving the students one more minute of free time. This strengthens the desired behaviours’ (Walker. J, Shea. T, 1984).

Punishment according to Walker and Shea punishment is not effective long term. Punishment tends to suppress the undesirable behaviour rather than extinguish it and often the behaviour recurs when there is a different teacher. Examples of punishment can be taking away pleasurable items, time out, loss of recess time or having to hang out with the teacher during lunch time (1984, page 33).

Reference list

Walker. J., Shea. T. (1984) Behavior Management a practical approach for educators. United States of America, Times Mirror/Mosby College Publishing.

Methods to decrease behaviour

As long as the behaviour is not causing harm to oneself or others a strategy to decrease can be to ignore the inappropriate behaviour. This needs to be consistent and you need to completely ignore the behaviour.

Time out is also an effective strategy to decrease behaviour. Walker and Shea discuss three different forms of time out these being 1. Observation: this could be “head-down on a desk”. 2. Exclusion is where the student is sent where they cannot participate in the activity it is not a place outside of the classroom. 3. Seclusion is where you use a time out room that involves the student leaving the room for a period of time (1984, page 102).

Students should know the classroom and school rules and the consequences of breaking the rules. Where possible the rules should be displayed or frequently discussed so that way children don’t forget the rules. Time out can be used for breaking rules but consideration must be made to consistency and also not over using time out where it starts to lose meaning and effectiveness. Walker and Shea mention that the time allocation on time out is important and that five minutes should be the maximum amount of time as to long or to brief a period can be in-effective.

Reference list

Walker. J., Shea. T. (1984) Behavior Management a practical approach for educators. United States of America, Times Mirror/Mosby College Publishing.

2010-07-26

Bulling and conflict

Preventing bullying can be done by:

Getting children to like each other; this can be done by acknowledging a student and as a reward the whole class gets an extra five minutes free time as a result of another good behaviour. Also make it a point not to thank me as the teacher but let’s thank the student who displayed the good behaviour.

Minimise individual students being acknowledged in public as other students can get annoyed with the individual student and can start feeling like they do the same thing but they never get recognised. This can lead to other students resenting the acknowledged student and therefore they start to call that students names and get aggressive towards them.

Integrate curriculum-based anti-bullying into the classroom.

Recognise who the bullies are and then start a programme where you can start to find out why they behave in this manner and start to implement some strategies or consequences if the behaviour continues.
It is equally important to work with the victim of student being bullied (Mendler, B. Curwin, R. and Mendler, A. page 136 – 147).

Reference List

Mendler, B. Curwin, R. and Mendler, A. (2008) Strategies for Successful Classroom Management Helping Students Succeed Without Losing Your Dignity or Sanity. California, Corwin Press.

2010-07-25

Strategies for classroom management

It is important to develop and sustain positive relationships with your students and teach that you effectively handle difficult times and you will deal with the attitudes and behaviours at calm times so that dignity for both the teacher and student are maintained. Welcoming your students and acknowledging your students as they enter your classroom with a smile will help to develop positive relationships. This is because students love to feel a sense of belonging. School is a place where students should feel a sense of security, respected and loved (Mendler, Curwin, and Mendler, 2008).

• Notice and build on students’ strengths
• Tell personal stories
• Call students by name
• Teach empathy
• Listen, listen and listen some more
• Have fun
• Teach with energy and enthusiasm
• Strong lesson planning
• Group work
• Create a class book
• Use games in lessons
• Value what is learned more than the grade
• Give choices
• Focus on the positives, esspecialy when it’s hard to find them
(Mendler, Curwin, and Mendler, 2008)

Reference List

Mendler, B. Curwin, R. and Mendler, A. (2008) Strategies for Successful Classroom Management Helping Students Succeed Without Losing Your Dignity or Sanity. California, Corwin Press.

2010-07-24

Medication/treatments for ADHD

Ritalin is the common drug administered for children diagnosed with ADHD it is taken twice a day and last between 4 to 6 hours. Ritalin only takes 30mins after being digested to see signs of it working these are.. improved attention behaviour and improved social behaviour as well as decreased impulsive responding among students with ADHD. Student’s impulse control and attention to task seem to improve with the regular use of stimulant medication these problem behaviours after being administered with Ritalin range amongst the same as students without the ADHD condition.
Many parents feel that not only is the behaviour of the child improved but the child’s relationships to everyone around them.
Dexedrine is also a medication that is used for treating ADHD. It is more concentrated and you only use about half the quantity as Ritalin.
Side effects of using Ritalin and Dexedrine is decreased appetite, weight loss, irritability, headaches, abdominal pain and increase in nervous tics.
Teachers role in medication treatments.
You must obtain a medication treatment plan.
• You must continue to assess the behaviour of the child and support the parents and child during this time.
• Implement educational interventions
• Monitor the efficacy of all interventions.

Bender, W. (1997). Understanding ADHD A Practical Guide for Teachers and Parents. United States, America, Prentice-Hall Inc. Page 109 – 115.

Managing ADHD behaviours.

Token Economy: Focus on students raising their hands before answering a question, tapping pencil on the desk or disrupting other students learning.

What you do is:

• Give a token when students behave in the desired behaviour.

• Take a token away when students become disengaged or display incorrect behaviour

• Tally up the tickets before recess and reward ten or more tickets with a sticker etc.

• Record students tickets

• Continue the token economy throughout the day
• End of the day have a reward for improved behaviour.


(I saw this being done by a relief teacher and it was very effective)

Bender, W. (1997). Understanding ADHD A Practical Guide for Teachers and Parents. United States, America, Prentice-Hall Inc. Page 163.

Classroom set up: Important factor to consider when teaching students with ADHD.

• Structured classrooms with minimal distractions by having closed doors etc.

• Classroom rules displayed to remind students.

• Role play and or discuss class rules as ADHD students can forget in fact all students.

• Seating ADHD students close to the teacher and not facing windows or distractions.
Notes

• It is very important to reward positive behaviour and to model these behaviours as well.

• Make sure that you provide an inclusive environment and that strategies can be implemented for the whole class.

• Think about the students feeling, confidence and that you play a big role in building self confidence and self efficacy.

Krause, K., Bochner, S., Duchesne, S., & McMaugh, A. (2010) Educational psychology for learning & teaching (3rd ed.). South Melbourne, Australia: Cengage Learning Australia

Final Summary - ADHD

ADHD is not an easy disability to diagnose. Not everyone who is overly hyperactive, inattentive, or impulsive has ADHD. There is a lot of testing and observations that need to be done in class and at home before a diagnosis can be made. Behavioural patterns are observed over a twenty four hour time frame and recorded and interviews are held between child, parent/career, teacher, specialists (paediatrician, child psychologist, child psychiatrist, paediatric neurologist, or social worker) this information is used to help diagnose the child. Teachers and educational professionals may also be required to give information on any learning or cognitive difficulties. All these observations and testing are done over a period of at least 6mths to make sure that the behaviour and trends are consistent and therefore the right diagnosis and treatment can be given.
It is so important that the diagnosis is made on the observations of behaviours and symptoms that occur in more than one setting. Often the diagnosis includes treatments of drugs and diagnosis in itself has an impact on the student and the immediate family.
Pierangelo and Giuliani agrees on the importance of a correct and thorough diagnosis as there has been a recent increase on children being diagnosed with ADHD duFe to an increase of public awareness. Pierangelo and Giuliani make it clear that the following must be true:
• “ there must be clear evidence of significant difficulty in two or more settings (e.g., at home, in school, with peers, or at work).
• Symptoms of inattention, hyperactivity or impulsivity must be present at least six months.
• Some of these symptoms have to cause problems before age seven.
• The symptoms have to be developmentally inappropriate.” (2008, P. 32).
They also go on to say that no laboratory test exists to determine if a child has this disorder. Nor can it be diagnosed by urinalysis, blood test, CAT scan or an MRI (2008, P. 34).
Once a student has been formally diagnosed the teacher then needs to start planning strategies for behaviour management, social skills, and cognitive techniques. A part of the planning may involve writing an Individual Learning Plan (ILP) for the student, this would be if in the case of a student who is not achieving to their potential in relation to the curriculum.
Bender, W discusses the role of the teacher when teaching social skill strategies that include students with ADHD working in groups, with a responsible role such as a group leader or even a teacher’s assistant. The teacher must model appropriate social behaviour, assist in developing friendships by pairing the student with other students who model the appropriate behaviour, reinforce positive behaviour and teach the student social interaction skills like appropriate manners, friendly and uplifting words (1997 P. 130). These strategies can be used both in the classroom and in the home/community. Bender, W encourages a parenting training program to be run over a ten week period where the parents who have children with ADHD are able to learn strategies to help implement behavioural management plans. These plans include positive parental attention to appropriate behaviours, timeout procedures and coping skills for both the child and the parent (1997, P. 131-133). Not only did the parents learn great strategies but they also benefit from being able to socialise with other parents going through the same thing.
Students with ADHD in a classroom environment can set inappropriate behaviour traits and teachers then have to spend extra time in dealing with the behaviour problem. Teachers must implement intervention strategies, which are effective if children with ADHD are to succeed in the classroom environment.
An example of behaviours from students with ADHD include blurting out answers before the teacher calls the students name, running around the classroom, getting loud and boisterous during class activities. The implications of this behaviour to the teacher is the disruption to the other students learning and being able to offer an equal learning environment for each student (Bender,1997). Bender discusses the ways of being able to manage this behaviour by using a “Hierarchical approach” strategy. Structuring the lesson is one way to manage students with ADHD by providing clear academic directions and task given to the class. Providing an outline of the lesson, as well as clear instructions to the whole class as the students with ADHD have short attention spans and having an outline will help students to follow the teacher’s instructions. Teach the students to recognising cues from the teacher for example when the teacher says “time to begin” would be a cue to get ready for the next activity (1997, page 154-155). Planning frequent breaks or strategies where the student can take time out when they feel themselves losing control, maybe in ways of excess energy or frustration. At Fraser Primary School they have a management plan where students place a photo of themselves on their desk if they have to go to the toilet, this way the teacher and other students know where they are and no accidents occur. This could also work with a student with ADHD and it can be used for the whole class so then no one is being discriminated against.
Information, Communications, Technology (ICT) is a “High-Interest” activity which is great to use with students with ADHD as the often lose interest and this is when they can start to become disruptive. The technologies that you could integrate into the classroom include computers, interactive white boards and audio (Bender, 1997).
The classroom set up is also an important factor to consider when teaching students with ADHD. Structured classroom provide ADHD students with less distractions and stability. A structured classroom has walls and a door to block out distractions in the corridor. Classroom rules are displayed as students with ADHD can refer to it and remind themselves before they act impulsively and the rules can be role played to ensure that all students understand them (Bender, 1997). Students with ADHD should be seated where they are either close to the teacher and or where they are not facing windows or distractions. There are also behaviour strategies that you should implement like token economy, time owing or being paid back and others.
A lot of the strategies used for behaviour and classroom management are very simular for what you would implement for student with no disability. This is great as it opens classrooms for inclusive learning environments and teaches all students important lessons on being active members of the community and not to judge. It is a privilege to work with students with disabilities and to have these students active members of your classroom. It has its challenges and with correct planning and strategies put in place it can be a positive and moving year for all those involved. It is also very important to keep communication open with the parents/carers and to be honest with the student as everyday will be different and present challenges.

Reference list
Pierangelo, R. Giuliani, G. (2008) Classroom Management Techniques for Students with ADHD. United States, America, Corwin press.
Bender, W. (1997). Understanding ADHD A Practical Guide for Teachers and Parents. United States, America, Prentice-Hall Inc.
About Attention Deficit Hyperactivity Disorder (ADHD) Retrieved July 5, 2010, form http://www.livingwithadhd.com.au/about/default.aspx.

2010-07-23

ICT and learning.

Integrating ICT into the classroom is very beneficial students learning needs. It encourages higher order thinking, multi-tasking, cooperative learning, and provides a tool that covers all individual learning styles. Students develop linguistic skills both verbally and written, logical being mathematical and social skills by working in groups and sharing IT equipment. J. Blackmore, L. Hardcastle, et. Al. discuss students having increased motivation to want to learn through the tools being hands on and giving students more control and innovation to express themselves in responses (2003, page 20). J. Blackmore, L. Hardcastle, et. Al. confirm that “Collectively, these …skills and tools … align with effective teaching and
learning theories that focus on literacy in early years, autonomous learning in the
middle years and flexibility and self directed learning for post compulsory students” (2003, page 20).

ICT allows teachers to address a wide range of learning needs K. Ivers mentions ICT helping students learning by addressing “multiple intelligences, preferred ways of learning, and higher level thinking skills…. Intellectual, social and physical needs” (2003, page 53).

Reference list

Ivers, K. (2003), A Teacher’s Guide to using technology in the classroom. United States of America, Libraries unlimited.

Blackmore, J., Hardcastle, L., Bamblett, E., Ownens, J. (2003).
Effective Use of Information and Communication Technology (ICT) to Enhance Learning for Disadvantaged School Students. Deakin University, Retrieved July 11, 2010, from www.dest.gov.au/NR/rdonlyres/D63F92A3-6931.../ICTreport.pdf.

PROFFESIONAL DEVELOPMENT FOR TEACHERS

Integrating ICT into the classroom requires teachers to be competent in the use of ICT equipment. Clear instructions for both the lesson outcomes and also for the use of ICT is also an important skill for teachers to have. How do teachers not only obtain these skills but keep up with the speed of which technology is evolving? Professional development (PD) days play a key role in keeping teachers informed and feeling confident to use and teach information technology skills.

E. A. Ashburn and R. E. Floden, discuss the benefits of “professional development for meaningful learning using technology” and links key areas to running successful PD days (2006, page 2). The key areas include linking PD to student learning and performance, teaching strategies and inquiring into ICT. Allocating teachers leadership roles and building a culture of sustainable and professional learning. Developing specific skills and knowledge in technologies that support meaningful learning and strategies to implement and share with others (E. A. Ashburn and R. E. Floden, 2006, pg. 2).

E. A. Ashburn and R. E. Floden acknowledge the fact that technology is changing and advancing at a rapid rate and that there is still so much researching that needs to be done to find the full impacts and benefits to using IT in the classroom. Therefore if is so important to not only have full or half days dedicated to PD but also to have consistent time set aside to play and explore the skills being taught. This allows for teachers to feel confident in what they are presenting and gives a higher percentage of teachers who then go on to use ICT in the classroom. Teachers who do not have the time to practices using the tools that they have learnt in PD days will not integrate them into lesson plans as they have do not have the confidence due to not having enough time to plan and practise with the IT equipment (2006, page 161 – 177).

Reference list

Ashburn, E. A., Floden, R. E. (2006) Meaningful Learning Using Technology - what educators need to know and do. New York, Teachers College Press.

2010-07-18

Analysis 2 Podcasting

Podcasts are a video and audio display that is recorded and viewed via the web. Podcasts are a great tool to use when teaching as they allow the students to explore new ways of doing things. By this I mean in the students approach to responding to a project, it allows the student to be innovative, creative and learn social skills while building relationships and using team work. Podcasts can be costly to set up and maintain as well as time consuming but in the hands of a well trained and highly organised teacher the benefits out way the disadvantages and the student’s results speak for themselves.

The technology skills that the students learn include editing and formatting using cameras, microphones, lighting and computers. Campbell, G. confirms the technology skills gained through using Podcasting along with the right guidance and scaffolding the students can “create a powerful analytical and synthetic work” (2005, page 36). When using the equipment the students also pick up the IT language.

Using the Podcast as a classroom project allows the students to develop and understand not only the linguistic of ICT but they learn skills like Interviewing and researching as well as learning to work in a group. Campbell, G. makes it clear that not only do students learn to develop their multimedia languages but the students who come to class with a strong understanding of ICT disserve the right to be challenged and exposed to ICT tools and these students play a vital role in helping others students to build self confidence (2005, page 36-38).

When we look at students building up self confidence while using ICT as teachers we can look at the tasks we set for our students and the format in which we choose. Co-operative learning can play a big part in students being able to learn from each other and support one another. Krause, et. al., explains the benefits of students working in groups, the students who are not as confident or not understanding the task can look at others and ask questions and the students who are confident and who have been asked questions are challenged in their response and can take on a teacher role. Co-operative therefore supports the teacher as they are responsible for a large number of students which are all individuals and have different learning needs and levels. Also some students can be disruptive and/or time dependent on the teacher.

Disengaged students can benefit from teaching approaches such as Podcasting because Podcasts are a form of ICT and require many different jobs/roles or skills to be successfully produced. Students in a class have different skills not all academic often find Podcasting enjoyable and are better behaved as they have ownership, feel helpful and become an active member of the group. Campbell, G. mentions Podcasting as way for individuals to communicate about things they love and that it often comes from their hearts (2005, page 42), as a teacher this information is so important as it gives you the understanding to teach topics in a way to inspire and allow students to be creative and passionate. When looking at the benefits you must also look at the disadvantages which include funding and time spent resolving IT issues.

To plan a lesson or project which involves using Podcasting you must first have the equipment and access to computers, internet, digital cameras and editing programs. This can be difficult to access for a large number of students and can be very expensive. This is defiantly a disadvantage of planning to use Podcasting as an intergraded IT tool into a classroom. Another disadvantage can be problem shooting IT issues and teacher time spent on giving instructions repetitively. If you have a focussed teaching team I believe that you can help influence the funding towards IT and employee an IT technician or spend provide the teachers with adequate professional development time to gain the competency skills to pass onto students.

Overall the benefits of integrating ICT in the form of Podcasting out way the disadvantages. ICT provides students with an inclusive environment where students learn at their own pace and are challenged through their thinking by learning skills to problem solving, researching, exploring and implementing new skills. This is achieved by having competent teachers who have the tools to be able to problem solve IT issues or have the procedure in place to call upon an IT guru. Teachers who are well trained and well equipped have little problems with ICT and find it enjoyable and rewarding using ICT in the classroom. Chan, A., Mark, J., Lee, W., agree that Podcasting is a great tool to use in the classroom as it allows for a flexible learning environment that is innovative and can allow students to overcome anxiety by pre reading class text or to be able to revisit class lectures via a podcast. They also discuss the mobile learning benefits of allowing students a hands free situation for multitasking.





Reference Lists

Campbell, G. (2005) There is something in the air podcasting in education. Educause review, November/December. Retrieved July 12, 2010, from soton.ac.uk


Chan, A., Mark, J., Lee, W. (2005) AN MP3 A DAY KEEPS THE WORRIES AWAY:
Exploring the use of podcasting to address preconceptions and
alleviate pre-class anxiety amongst undergraduate information
technology students. Charles Sturt University student experience conference 2005. Retrieved July 11, 2010, from http://citeseerx.ist.psu.edu/viewdoc/summary?doi=10.1.1.115.1023

Tynan, B., Colbran, S. (2006) Podcasting, student learning and expectations. Centre for teaching and learning University of New England. Retrived July 14, 2010, from
ascilite.org.au

Krause, K., Bochner, S., Duchesne, S., & McMaugh, A. (2010) Educational psychology for learning & teaching (3rd ed.). South Melbourne, Australia: Cengage Learning Australia.

2010-07-16

What is Podcasting?

Pod-casting is a way of publishing audio or video files on to the web. Pod-casts can be accessed from IPods, Phone's and computers via the Internet and you can follow Podcast via a Really Simple Syndication (RSS) feed. Pod-casting allows for flexible learning as students can download and either listen to or view in their own time. This includes while exercising or while sitting in front of a computer.

Campbell, G. Mentions that Pod-casting is flexible as it allows the person listening to the Podcast to have music playing in the background or the individual could be participating in another activity. On the flip-side of viewing Pod-casts, it can be very beneficial to produce a podcast. Skills required to produce a podcast include, script writing, interviewing, producing, IT skills and co-operative learning.

The use of Pod-casting during my degree has allowed me to have a flexible learning environment as I can listen to any missed lectures or if I miss information in a lecture I can review it at home through the University web site Moodle.


Reference list

Campbell, G. (2005) There is something in the air pod-casting in education. Educate review, November/December. Retrieved July 12, 2010, from soton.ac.uk

Disadvantages of podcasting

Disadvantages of using pod-casting in a classroom environment is spending time giving and repeating instructions and fixing IT issues. Any ICT activity also requires a lot of resources being the IT equipment, server issues and funding for maintenance, equipment and a technician. J.Blackmore, L. Hardcastle, et. Al. agrees that it is difficult to integrate ICT into the classroom as the teachers spend a lot of time giving instructions and problem shooting IT issues. The teachers also felt that because of the instructional time the students missed out on time to practice and develop the skills being taught (2003, page 203)

Tynan, and Colbran, agree that the overheads for implementing ICT is high and that there is a lack of visual link to overheads, power-points, writing on the board and face to face learning. They go on to say that the quality of Pod-casting can be lacking due to peripheral sound, delays in availability and download times (2006, page 831).

Reference list

Tynan, B., Colbran, S. (2006) Pod-casting, student learning and expectations. Centre for teaching and learning University of New England. Retrieved July 14, 2010, from
ascilite.org.au

Blackmore, J., Hardcastle, L., Bamblett, E., Ownens, J. (2003).
Effective Use of Information and Communication Technology (ICT) to Enhance Learning for Disadvantaged School Students. Deakin University, Retrieved July 11, 2010, from www.dest.gov.au/NR/rdonlyres/D63F92A3-6931.../ICTreport.pdf.

2010-07-15

Learning benefits between students and the teacher.

Teachers planning ICT into their lessons knowingly expose students to broaden their minds and use higher order thinking. The way in which teachers can do this is by planning co-operative learning into the lesson plan. Krause, et. al., defines co-operative learning as allocating a selected group of student’s assigned individual tasks and then collating all the information into a presentation or project format to share with others (2010, page ). If you find that you have a disruptive students the direction of co-operative or group learning using Pod-casting can help as it can provide students with an inclusive learning environment where the disruptive student might become engaged with an activity involving either, interviewing, script writing or even expressing themselves in the set design and producing side of the project.

Anxiety can play a big part of students being difficult or even as a barrier for students being able to learn. Chan, A., Mark, J., Lee, W. suggest that one way to eliminate the symptoms of anxiety is to have a blog or Wiki. This technology source is where the students can pre-read class text in the form of pod-casts, audio and visual. The benefit of using a Podcast is also great if students are absent for periods of time with either an illness or on vacation (2005, page 60).


Reference list

Krause, K., Bochner, S., Duchesne, S., & McMaugh, A. (2010) Educational psychology for learning & teaching (3rd ed.). South Melbourne, Australia: Cengage Learning Australia.

Chan, A., Mark, J., Lee, W. (2005) AN MP3 A DAY KEEPS THE WORRIES AWAY:
Exploring the use of podcasting to address preconceptions and
alleviate pre-class anxiety amongst undergraduate information
technology students. Charles Sturt University student experience conference 2005. Retrieved July 11, 2010, from http://citeseerx.ist.psu.edu/viewdoc/summary?doi=10.1.1.115.1023

Benefits of using Podcasting in the classroom! Entry 2

When looking at the benefits it is exciting to see the advantages that Podcasting can have on individual students like learning the technological linguistics, researching skills, interviewing skills and script writing. While the students are learning these skills it allows the teacher to use co-operative learning and group learning lesson planning. Which will allow students to help teach others and to challenge each other’s ideas and learning.

Many students come to school already possessing a enriched understanding of ITC in both different forms like IPods, the World Wide Web, I-Pones, Podcasting etc. but it is important to remember that in your classroom you will also have students that don’t have access to these IT equipment. This is where co-operative learning can be so useful as the students who may not be so confident in IT they may bring confidence in script writing or confidence in speaking an thus interviewing other people. This provides an environment in which if the group is selected to support these skills the students will do a lot of learning from each other.

Chan, A., Mark, J., Lee, W, confirm the above benefits and has done research on the area. They found that out of a class of “26 students 100 percent had access to an MP3 player and 2 students had access to IPod or Mobil phone. 13 students had access to PC and 11 students had access to both” (2005, page 60). This study confirms that in today’s classroom you really need to step up the approach of integrating ITC into the classroom to help stimulate and challenge the students. Podcasting defiantly provides an opportunity for inclusive learning.

Reference List

Chan, A., Mark, J., Lee, W. (2005) AN MP3 A DAY KEEPS THE WORRIES AWAY:
Exploring the use of podcasting to address preconceptions and
alleviate pre-class anxiety amongst undergraduate information
technology students. Charles Sturt University student experience conference 2005. Retrieved July 11, 2010, from

Benefits of using Podcasting in the classroom! Entry 1

Pod-casting provides students with the opportunity to learn many different skills like editing, recording and audio skills. Teaching in today’s classroom you are working with students who are familiar with pod-casting as it is compatible with IPods, MP3s, and computers which a lot of the students either own or see others use. Pod-casting provides a Mobil learning environment as you can down load and listen via any of the mentioned tools/equipment.

Campbell makes it clear that it is easy to publish a Podcast but it is challenging and innovative in producing a Podcast. This includes the students giving thought to there audience, writing a script, learning and developing skills to record the project. It is very important to have quality equipment to ensure the quality of the audio recording (2005, page 34). When publishing your Podcast Campbell recommends first setting up a blog as the blog almost always will generate an RSS feed which will help to have your podcast viewed and followed by the community and the rest of the world (2005, page 36).

Once you have decided to use a blog for publishing Pod-casts you can use this site for continuing learning where students can go to for a whole school term and also comment on other students pod-casts. Students can also access the blog at home and share their class projects with family and friends.

Reference Lists

Campbell, G. (2005) There is something in the air pod-casting in education. Educate review, November/December. Retrieved July 12, 2010, from soton.ac.uk

ICT and teaching and learning: Analysis 1.

There is so much pressure on teachers where they have to not only produce lesson plans for the whole class as well as Individual learning plans (ILP) but also to be able to solve IT problems as they occur. Anne McDougall and Anthony Jones confirms the importance of acknowledging the teachers’ ICT skills and the opportunity for personal development to build their confidence and therefore better integrated ICT into the lesson plans (2006, p 353 – 360).

With integrating ICT into your classroom you provide an environment for inclusive learning as well as reaching to all the different kinds of styles of learning being kinaesthetic, audio and visual. According to Diana Oblinger and Brian Hawkins “Learning requires a number of different elements motivation, opportunities, an active process, interaction with others, and the ability to transfer learning to a real-world situation” (2006, P 14-15).

Many students are motivated through different forms and opportunities. Technology is a great tool when motivation is required. Technology not only comprises of computers, interactive white boards (IWB), audio like the IPod and videos/digital cameras but also telephones for communication. Technology being used in the classroom offers flexibility allowing students to learn at their own pace and it can be used as a resource for a current class activity.

As Diana Oblinger and Brian Hawkins mention in their article interaction with others is a key element when it comes to students learning. ITC can offer two forms of interaction virtual where students make up a avatar to use on programs such as matheletics, club penguin etc, or in the real world where the students might have the opportunity to make a pod cast or interact using the IWB. Diana G. Oblinger and Brian L. Hawkins confirm the importance of interactions with other people like in group discussion, conversations which stimulate personal and professional growth (2006, P 14-15). ICT can help students to be innovative and inquisitive in their quest to solve and explore ideas by interaction and discussions with pears.
Students are often very experienced when it comes to using technology and often have at least one of the following if not all items:

Computer with Internet access

IPod or IPhone

Nintendo, play station or X-box

Nintendo DS, PSP

There are too many devices to list!!

What does all this mean? It means that as teachers we need to be able to provide many different forms of technology to enable the students the opportunity to problem solve, learn, and be active members of the community. If we are adding these different forms of technology into our classroom we must change pedagogy or the technology will not be effective.

Also the role of the student/teacher can change as often the students have more experience or have a short cut that you may not have know about. Also the teacher can feel that they have lost control of a class or that some students are being left out as they don't have an understanding of the activity. This can be very scary for teachers and they need the support of the school and peers.

Some teachers say that because of technology students have become lazy and simply use the Internet to gain their answers and then simply cut and paste. The fear is that the students are not gaining the meaning or the understanding of the assessment task nor advancing in their academic achievements. Teachers need to reflect if this a regular occurrence on the types of questions they have set as well as revisiting the lessons plans and outcomes of what they were wanting the students to achieve. ICT is a very useful tool in a classroom and can assist with students learning, communication and can build better community members. ICT is a great extension for students learning as well as being a motivational tool. If teachers get the opportunities for professional development days, time to plan lessons and have the resource the future looks very bright, stimulating and fun.

Reference list:

Oblinger, D. G and Hawkins, B. L. (2006, November/December). The myth about no significant difference: “Using technology produces no significant difference”, Retrieved June 30, 2010, from www.educause.edu/...erm0667.asp

McDougall, A. And Jones, A. (2006, October). Theory and history, questions and methodology: current and future issues in research into ICT in education, retrieved July 2, 2010, from http://www.informaworld.com/smpp/title~db=all~content=t716100724

British Journal of Education Technology. (2002, December 16). Retrieved from http://www3.interscience.wiley.com/journal/117984068/home?CRETRY=1&SRETRY=0, Volume 31 Issue 4, pages 307 - 320

ADVANTAGES OF ICT

Keeping up with the world, being part of the community, ICT is imperative for inclusive teaching as well as a motivational tool. ICT plays a huge roe in teaching children with disabilities in forms of brail keyboards, special mouses, audio equipment for literacy and communication. ICT to be an advantage in a classroom can only work if the tools are integrated positively by a teacher who is confident in using the equipment as tools.

J. Blackmore, L. Hardcastle, et. Al. confirm in their case studies that ICT motivates the students encourages problem solving, analytical and higher order thinking (2003, page 41). Providing an inclusive environment where ICT is encouraged for students to access and use, develops individuals who have strong self efficacy and students who are innovative as well as providing a central tool to help each other. Cooperative learning is a very effective teaching strategy and when integrating ICT it makes for a very powerful learning environment.

A, Cartelli discusses the advantages of ICT and teaching strategies using cooperative learning where small groups of students at different levels of abilities, work together on a project and the use of the information technologies play a central role in the learning environment (2006, page 187-190). This strategy of incorporating cooperative learning and ICT allows students working together to not only learn from what is being taught but also learn by helping other students in their team. A Cartelli confirms that students in this environment are more engaged in the activity, that the students retention is higher and the students develop oral skills in oral communication while feeling satisfied with their own learning experience (2006, page 188).

Reference list.

Blackmore, J., Hardcastle, L., Bamblett, E., Ownens, J. (2003).
Effective Use of Information and Communication Technology (ICT) to Enhance Learning for Disadvantaged School Students. Deakin University, Retrieved July 11, 2010, from www.dest.gov.au/NR/rdonlyres/D63F92A3-6931.../ICTreport.pdf.

A, Cartelli. (2006) Teaching in the knowledge society new skills and instruments for Teachers. United States of America, Information Science Publishing

FUNDING TO SUPPORT ICT IN CLASSROOM'S

Funding that is needed to support ICT being integrated into the classroom needs to come from government, community and then delegated by the principle. Funding can be raised by the school through donations, fates, and fundraising activities or school fees. It is very important that the whole management team support ICT being integrated into the classroom as they delegate the funds to the appropriate lines on the profit and loss (P &L) journal.

The Deewr web site confirms that the government announced in the May 2010 budget that they have allocated $200 million for the years 2013-14 to provide ICT equipment for all secondary schools. The funding is provided to increasing the level of teaching, support and learning development of innovative projects and research analysis while integrating ICT (2010, retrieved 11 July 2010). This is performed by using the national curriculum and individual subjects like languages and rolled out by the school and individual teachers. The reasoning for the support of the government is the understanding of the digital revolution. Once the funding has been allocated it is then up to the management of the school to spend the funding according to policy and agreement of staffing.

J. Blackmore, L. Hardcastle, et. Al. (2003 page 213-214) goes into discussing the time spent on raising funds to buy equipment and to maintain the networks and computers. “This can take time away from innovation in pedagogy and curriculum” (J. Blackmore, L. Hardcastle, et. Al. 2003 page 214)

Reference list

Department of education employment and working relations. Retrieved July 11, 2010, from www.deewr.gov.au/.

Blackmore, J., Hardcastle, L., Bamblett, E., Ownens, J. (2003).
Effective Use of Information and Communication Technology (ICT) to Enhance Learning for Disadvantaged School Students. Deakin University, Retrieved July 11, 2010, from www.dest.gov.au/NR/rdonlyres/D63F92A3-6931.../ICTreport.pdf

2010-07-12

Disadvantages of ICT in the classroom

Low income, English as a second language, access to computers and the teacher capabilities to be able to teach technology are all issues to integrating technology into the classroom.
Low income families can be disadvantage due not access to computers at home or at school. According to J. Blackmore, L. Hardcastle, et. Al. low income families who do have access to computers is of poor quality in regards to equipment and programs. Internet access is slow and unreliable. There is also corrorelation between school learning and home learning and understanding the importance of children learning the basics at home gives the children the confidence to use the computers at schools (J. Blackmore, L. Hardcastle, et. Al. 2003, Page 42) the disadvantages of home learning can also be influenced by language barriers.

Not all families use English as their first language neither do they fluently speak it in the home environment. J. Blackmore, L. Hardcastle, et. Al. confirms that Students who English is not their first language have found ICT difficult as there is a strong assumption about the English skills and level required to use basic programs and to be able to navigate around the internet. (J. Blackmore, L. Hardcastle, et. Al. 2003 page 42-43). The disadvantage of the language barrier also effects the development of computer skills, their attitude and dispositions that are necessary to effectively use the computer (J. Blackmore, L. Hardcastle, et. Al. 2003 page 47-48). School can have a positive impact on these students’ lives as they help to break down the barriers and can access great programs to help enhance and build on the language skills in both reading and writing. The difficulty lies in the accessibility and time that the students have at the school and at home.

Access to computers in schools can be in the form of computer labs where the teacher needs to book a time and or one to two computers in a classroom. Both situations make it difficult for teachers whether it is the computer lab fitting into lesson plans and it being enough time for working and not just for getting computer problems solved. J. Blackmore, L. Hardcastle, et. Al. discusses that teachers felt it difficult to fully integrate computers into lessons and the teachers had to give up too much time to instructional and not being able to allow students enough time to practise and gain experience with skills being taught. Lack of technical support meant that teachers lost confidence in the equipment and software due to frequent failures and failure to complete lessons in the allocated time. School have found that it is vital to effectively integrate technology into the classroom that an on-site technical assistant be recruited to assist teachers when needed (J. Blackmore, L. Hardcastle, et. Al. 2003 page 203). It is very important that along with tech support for teaching technology the teacher must also be competent in teaching IT. This includes the school providing time for the teacher to have professional development days and time for lesson planning.

In regards to teachers capabilities to teaching using IT J. Blackmore, L. Hardcastle, et. Al. discusses the importance of the teacher’s attitude as this has a significant impact on the students use of ICT and also on the students learning abilities.

Low professional development and low levels of ICT and internet skills will tend to restrict the range of internet and computer use in their lesson planning and focus on basic ITC skills like internet searching, basic Microsoft word usage. ICT will not be a tool to help scaffold students work and learning on individual projects. (J. Blackmore, L. Hardcastle, et. Al. 2003 Page 06)

Reference list

Blackmore, J., Hardcastle, L., Bamblett, E., Ownens, J. (2003).
Effective Use of Information and Communication Technology (ICT) to Enhance Learning for Disadvantaged School Students. Deakin University, Retrieved July 11, 2010, from www.dest.gov.au/NR/rdonlyres/D63F92A3-6931.../ICTreport.pdf

2010-07-08

writing a good journal entry

www.ascilite.org.au.

A journal for Australian journal educational technology. Good to use for scholarly writing.

600- 800 words this is 6 to 8 para.
1 = intro has four moves
2 = benefits a, problem solving skills
3 = benefits b, strategic thinking
4 = problem a, teacher pd
5 = problem b, teacher understanding
6 = conclusion

paragraphs need to be unified = one topic in that paragraph.
coherent. have to relate logical to each other (paragraphs)
Developed.
EACH PARAGRAPH IS ONLY ABOUT ONE THING. each paragraph should also have a smooth transition. e.g, benefit a, end another way that paragraphing is good is by blah, blah. next paragraph.

Behaviour Management

Routines are very important when it comes to behaviour management in a classroom. Teacher talk, routine and scripts are going to be very important when it comes to managing your class. Barnes (2006) makes it clear that teacher-talk is vital and can take over your everyday life. What is teacher-talk? Teacher-talk is a loud consistent voice that does not change despite circumstances. “Teacher-talk includes phrases beginning with ‘I need you to....’, You can when.....’, ‘When I tell you....’ or ‘when I can see all eyes...’,” (2006, P. 27). Teacher-talk is so important especially when you are just starting out as a teacher. When you do your internship you attend once the routine has been achieved in the first couple of weeks and thus making so important to know strategies for behaviour management. These phrases will be helpful to get the class back on track.

Hands up is a very common problem in a classroom where students will just call out an answer to a question. The strategy to this problem according to Olsen (1997) is body language. Hold your hand out towards the student like a stop sign and then look for another student who has their hand up and ask for that student who is displaying the correct behaviour to answer the question. You should also thank the student for putting up their hand to reinforce the correct behaviour (1997, P. 28-29).

Barnes (2006) goes into mentioning that with teacher-talk it is a great tool to use phrases like “When.....Then” an example ‘when you have finished packing up you may go to lunch’ the main focus of using teacher-talk is to mean what you say and take control of the class.

Routines are very important and Barnes makes the point that if you’re teaching a lesson and it lacks pace, structure or is too easy you can invite poor behaviour.
Mendler, Curwin and Mendler discuss little things that really matter; for example greeting each student as they enter the classroom makes the student feel welcomed and a part of that community. “School is for kids, including those we find unattractive, those who misbehave, and those who don’t give their best. It is our professional duty to welcome and teach each student with enthusiasm, care, and courage. To do less diminishes us and all of society” (2008, P.53). This is a very powerful statement and really is what I believe teaching to be about and a simple but very effective way to show all students that you have integrity and lead by example. It is equally as important to use positive phrases like ‘thank you’, ‘I like how you’ this encourages traits that we are looking for.

Reference List

Mendler, B. Curwin, R. and Mendler, A. (2008) Strategies for Successful Classroom Management Helping Students Succeed Without Losing Your Dignity or Sanity. California, Corwin Press.

Barnes, R. (2006). The Practical Guide to Primary Classroom Management. London,Paul Chapman Publishing.

Olsen, J. (1997). Managing Classroom Gambits. Australia, Goanna Pty.

Summary

ADHD is not an easy disability to diagnose. Not everyone who is overly hyperactive, inattentive, or impulsive has ADHD. There is a lot of testing, observations in class and at home for behavioural issues, as well as interviews between child, parent/career, teacher, specialists (paediatrician, child psychologist, child psychiatrist, paediatric neurologist, or social worker) and also any learning or cognitive difficulties.

It is so important that the diagnosis is made on the observations of behaviours and symptoms that occur in more than one setting. Often the diagnosis includes treatments of drugs and has a huge impact on the student and the intermediate family.
Pierangelo and Giuliani agrees on the importance of a correct and thorough diagnosis as there has been a recent increase on children being diagnosed with ADHD due to an increase of public awareness. Pierangelo and Giuliani make it clear that the following must be true:

• “ there must be clear evidence of significant difficulty in two or more settings (e.g., at home, in school, with peers, or at work).
• Symptoms of inattention, hyperactivity or impulsivity must be present at least six months.
• Some of these symptoms have to cause problems before age seven.
• The symptoms have to be developmentally inappropriate.” (2008, P. 32).

They also go on to say that no laboratory test exists to determine if a child has this disorder. Nor can it be diagnosed by urinalysis, blood test, CAT scan or an MRI (2008, P. 34).

Once a student has been formally diagnosed the teacher then needs to start planning strategies for behaviour management, social skills, cognitive techniques, writing an Individual Learning Plan (ILP) and using positive teaching techniques to support, grow and educate the student.

Bender, W discusses the role of the teacher when teaching social skill strategies that include students with ADHD working in groups, with a responsible role such as a group leader or even a teacher assistant. The teacher must model appropriate social behaviour, assist in developing friendships by pairing the student with other students who model the appropriate behaviour, reinforce positive behaviour and teach the student social interaction skills like appropriate manners, friendly and uplifting words (1997 P. 130). These strategies can be used both in the classroom and in the home/community. Bender, W encourages a parenting training program to be run over a ten week period where the parents who have children with ADHD are able to learn strategies to help implement behavioural management plans. These plans include positive parental attention to appropriate behaviours, timeout procedures and coping skills for both the child and the parent (1997, P. 131-133). Not only did the parents learn great strategies but they also benefit from being able to socialise with other parents going through the same thing.

For the first part of my research I am so confronted as to how hard it is to diagnoses a student and how difficult it is for the student. The student does not want to be having outbreaks and does not understand why they are unable to concentrate as there are so many things that are going on in their head. It also must be difficult as a teacher to manage students with ADHD as you want was is best for all your students. I am looking forward to learning about strategies for the classroom in regards to what you can do or offer the student to help them to be an active participant in the classroom and to be able to offer an inclusive environment.

I often thought to myself that, that child really needs a good smack and what are the parents doing to discipline that child? I enjoyed looking at the website living with ADHD especially the following quote “Attention Deficit Hyperactivity Disorder - or ADHD - is a real, and manageable, medical condition that affects millions of children and adolescents. ADHD is not a discipline problem - and definitely not a myth” (Retrieved July 05 2010). This is defiantly how I now feel.

Reference list

Pierangelo, R. Giuliani, G. (2008) Classroom Management Techniques for Students with ADHD. United States, America, Corwin press.
Bender, W. (1997). Understanding ADHD A Practical Guide for Teachers and Parents. United States, America, Prentice-Hall Inc.
About Attention Deficit Hyperactivity Disorder (ADHD) Retrieved July 5, 2010, form http://www.livingwithadhd.com.au/about/default.aspx.

What is ADHD? Dr. Matthew H.Erdelyi Ph.D.

2010-07-07

ADHD- Genetic or Environment?

ADHD is a genetic condition, although professionals acknowledge that the child’s environment helps determine specific behaviours and a lot of research is still needed to be carried out.


Certain chemicals in the brain-called neurotransmitters help brain cells communicate with each other. According to Bender, W. the neurotransmitters mostly involved with ADHD are called dopamine (2008, P. 27-38). The genetic connection is to the dopamine that exists in some individuals with ADHD. Bender, W. also talks about a genetic connection of 20%-32% of parents with children who have ADHD also have the disorder. Bender continues to discuss that recent studies have demonstrated that mothers, fathers, and other biological relatives of children with ADHD are significantly more likely to have a history of childhood ADHD (2008, P. 24-38).


Pierangelo and Giuliani discuss that scientists have found coloration between the use of cigarettes and alcohol during pregnancy resulting in their offspring of that pregnancy being diagnosed with ADHD (2008, P. 4-5). High levels of lead in the bodies of young children due to lead paint or plumbing found in older buildings, has been linked to ADHD and according to Pierangelo and Giuliani lead is no longer allowed to be used in paint thus exposure to toxic levels common as it once was (2008, P. 4-5).


Diet restrictions have not been proven too help with ADHD specifically; it has helped young children who have food allergies and react to sugar or preservatives but not necessarily linked to ADHD.


Both Bender and Pierangelo and Giuliani state that more research needs to be done as there are so many variable factors like genetic, environment, neurological and consumption of the mother when pregnant. It is agreed however that there is strong evidence for a genetic factor and in these cases; it is presumed that the underlying cause is neurological in nature (Bender 1997, P.37).

Behaviours associated with ADHD

Inattention
Impulsivity and hyperactivity
Classroom disturbances
Impatience
Inattentive/withdrawn
Need closeness to teachers
Social skills
Depression
Attention problems
Anxious/depression

Hyperactivity
Temper outburst/disruptive behavior

Overreactions to minor events
Tendency to ignore peers' questions
Poor eye contact and motor regulation
Thought problems
Reading Problems
Cognitive deficts
Daydreaming
Aggressive behaviour

Attention Deficit Hyperactivity Disorder (ADHD) was originally thought of as children/adults who displayed a disorder in attention, by behaving in the mannerisms mentioned above. Pierangelo and Giuliani describe ADHD as a...


Neurological condition that involves problems with inattention and hyperactivity-impulsivity that are developmentally inconsistent with the age of the child. And is a function of developmental failure in the brain circuitry that monitors inhibition and self-control. This loss of self-regulation impairs other important brain functions crucial for maintaining attention, including the ability to defer immediate rewards for later gain.” (Pierangelo, R and Giuliani, G. 2008, P.1)


This statement shows the importance of proper testing as ADHD is a neurological condition and not just a behavioural problem. There are far too many behaviours to list and often are categorised Bender, W has used the following different groups Inattention, Hyperactivity/impulsivity, Social and behavioural these categories are consistent amongst my readings. When being tested or if you are concerned about a student you would notice the student behaving in at least 6 of the listed behaviours as well as there being cognitive and learning difficulties or delays.

2010-06-25

LTW- Learning outcomes

By the end of this unit you should be able to:

1. Identify and explain the process of plant germination.
2. Use specific theories to explain evolution.
3. Complete the experiment of growing and cross pollinating peas and discuss and reflect on the results.
4. Illustrate using a table predicting flower colours when crossing dominate and recessive genes.