Kristen+P

During my S&E lesson on Ancient Egypt I used a powerpoint presentation, that was full of pictures, information and a video for the students to see on the big screen.



There is so much more we can do to make our lessons more interesting and interactive, but we usually stick to what we already know and we think is easy like word processor.

ICT can fit into all learning when discussing new topics and creating brainstorms using popplet. Reread and edit [|text] for spelling, sentence-boundary punctuation and [|text structure] [|(ACELY1672)] In literacy: type up their good copies of their stories, and then go back, re read and edit work using spellcheck. Or using the dictionary/thesaurus on word or on the internet to find the meaning and a synonym for a particular word.

AITSL: [|OP00034 - Using and adapting resources - (Graduate teachers)] Here, the graduate teacher reflects on her use and adaptation of a professional learning resource for teaching a grid reference system in mathematics, when preparing for, and reflecting on her teaching of students at St Aloysius' School. She outlines those aspects of the resource she finds particularly beneficial. These include: standards for graduate teachers to meet, planning... Professional Engagement | Standard 6 | Focus area 6.1   [|IOP00256 - The particle model - (Graduate teachers)] Two graduate teachers collaboratively teach a lesson on the interaction of particles in solids, liquids and gases. They encourage students to take on leadership roles in class through a role-play activity to demonstrate their understanding of the particle model. Following this, students develop presentations using information and communication technology (ICT) to demonstrate the... Professional Knowledge | Standard 2 | Focus area 2.6

 <span style="font-family: Arial,Helvetica,sans-serif;">[|IOP00264 - Maths Rotations - (Graduate teachers)] <span style="font-family: Arial,Helvetica,sans-serif;">In a mathematics lesson on multiplication and place value, a graduate teacher rotates students through a number of workstations as a means of engaging students and reinforcing core concepts. Prior to commencing the rotation through the workstations, the teacher explicitly revises how to use place value when multiplying large numbers. Digital curriculum resources, such as those... <span style="font-family: Arial,Helvetica,sans-serif;">Professional Practice | Standard 3 | Focus area 3.4 <span style="font-family: Arial,Helvetica,sans-serif;">[|IOP00043 - Sharing our Indigenous nation - (Graduate teachers)] <span style="font-family: Arial,Helvetica,sans-serif;">Here a graduate teacher aims to use a variety of digital tools and resources to engage students and enrich their experience in attempting to answer the question ‘Who are Indigenous Australians?’ The teacher explores how a range of digital tools and resources can be used to collaboratively build students’ knowledge of Indigenous cultures and histories in Australia... <span style="font-family: Arial,Helvetica,sans-serif;">Professional Knowledge | Standard 2 | Focus area 2.6