Using ICTs and SOLO Taxonomy
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=== Kahootz === | === Kahootz === | ||
− | + | [[File:Year 7 Kahootz Create the ending to a story.pdf|Year+7+Kahootz+Create+the+ending+to+a+story.pdf]] | |
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<br/><br/>'''<span style="font-size: 13.5pt;">Year 7 Create the ending to a story [using Kahootz]</span>''' | <br/><br/>'''<span style="font-size: 13.5pt;">Year 7 Create the ending to a story [using Kahootz]</span>''' | ||
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| style="border-top-style: solid; border-right-style: solid; border-bottom-style: solid; border-left-style: solid; border-top-color: rgb(221, 221, 221); border-right-color: rgb(221, 221, 221); border-bottom-color: rgb(221, 221, 221); border-left-color: rgb(221, 221, 221); vertical-align: top; min-width: 5px; min-height: 20px;" | | | style="border-top-style: solid; border-right-style: solid; border-bottom-style: solid; border-left-style: solid; border-top-color: rgb(221, 221, 221); border-right-color: rgb(221, 221, 221); border-bottom-color: rgb(221, 221, 221); border-left-color: rgb(221, 221, 221); vertical-align: top; min-width: 5px; min-height: 20px;" | | ||
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=== MS Word === | === MS Word === | ||
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+ | | style="border-top-style: solid; border-right-style: solid; border-bottom-style: solid; border-left-style: solid; border-top-color: rgb(221, 221, 221); border-right-color: rgb(221, 221, 221); border-bottom-color: rgb(221, 221, 221); border-left-color: rgb(221, 221, 221); vertical-align: top; min-width: 5px; min-height: 20px;" | <br/> | ||
| style="border-top-style: solid; border-right-style: solid; border-bottom-style: solid; border-left-style: solid; border-top-color: rgb(221, 221, 221); border-right-color: rgb(221, 221, 221); border-bottom-color: rgb(221, 221, 221); border-left-color: rgb(221, 221, 221); vertical-align: top; min-width: 5px; min-height: 20px;" | How to integrate ICTs to enhance the conditions for differentiated learning outcomes<br/> | | style="border-top-style: solid; border-right-style: solid; border-bottom-style: solid; border-left-style: solid; border-top-color: rgb(221, 221, 221); border-right-color: rgb(221, 221, 221); border-bottom-color: rgb(221, 221, 221); border-left-color: rgb(221, 221, 221); vertical-align: top; min-width: 5px; min-height: 20px;" | How to integrate ICTs to enhance the conditions for differentiated learning outcomes<br/> | ||
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| style="border-top-style: solid; border-right-style: solid; border-bottom-style: solid; border-left-style: solid; border-top-color: rgb(221, 221, 221); border-right-color: rgb(221, 221, 221); border-bottom-color: rgb(221, 221, 221); border-left-color: rgb(221, 221, 221); vertical-align: top; min-width: 5px; min-height: 20px;" | Create a research table for students to cut and paste their research into - first column open for categories (a tentative classification of topic) - second column for content text discovered - third column site url and date accessed- this allows students to better cite sources when creating references - to pick up conflicting ideas and to discover and refine the key word classification of their search in response to their initial question (also can use Excel for this with older kids)<br/> | | style="border-top-style: solid; border-right-style: solid; border-bottom-style: solid; border-left-style: solid; border-top-color: rgb(221, 221, 221); border-right-color: rgb(221, 221, 221); border-bottom-color: rgb(221, 221, 221); border-left-color: rgb(221, 221, 221); vertical-align: top; min-width: 5px; min-height: 20px;" | Create a research table for students to cut and paste their research into - first column open for categories (a tentative classification of topic) - second column for content text discovered - third column site url and date accessed- this allows students to better cite sources when creating references - to pick up conflicting ideas and to discover and refine the key word classification of their search in response to their initial question (also can use Excel for this with older kids)<br/> | ||
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− | | style="border-top-style: solid; border-right-style: solid; border-bottom-style: solid; border-left-style: solid; border-top-color: rgb(221, 221, 221); border-right-color: rgb(221, 221, 221); border-bottom-color: rgb(221, 221, 221); border-left-color: rgb(221, 221, 221); vertical-align: top; min-width: 5px; min-height: 20px;" | Taking linked ideas into another context<br/>SOLO Extended abstract<br/> | + | | style="border-top-style: solid; border-right-style: solid; border-bottom-style: solid; border-left-style: solid; border-top-color: rgb(221, 221, 221); border-right-color: rgb(221, 221, 221); border-bottom-color: rgb(221, 221, 221); border-left-color: rgb(221, 221, 221); vertical-align: top; min-width: 5px; min-height: 20px; color: rgb(0, 0, 0); font-family: arial, helvetica, sans-serif; line-height: 19px;" | Taking linked ideas into another context<br/>SOLO Extended abstract<br/> |
− | | style="border-top-style: solid; border-right-style: solid; border-bottom-style: solid; border-left-style: solid; border-top-color: rgb(221, 221, 221); border-right-color: rgb(221, 221, 221); border-bottom-color: rgb(221, 221, 221); border-left-color: rgb(221, 221, 221); vertical-align: top; min-width: 5px; min-height: 20px;" | <br/> | + | | style="border-top-style: solid; border-right-style: solid; border-bottom-style: solid; border-left-style: solid; border-top-color: rgb(221, 221, 221); border-right-color: rgb(221, 221, 221); border-bottom-color: rgb(221, 221, 221); border-left-color: rgb(221, 221, 221); vertical-align: top; min-width: 5px; min-height: 20px; color: rgb(0, 0, 0); font-family: arial, helvetica, sans-serif; line-height: 19px;" | <br/> |
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+ | | style="border-top-style: solid; border-right-style: solid; border-bottom-style: solid; border-left-style: solid; border-top-color: rgb(221, 221, 221); border-right-color: rgb(221, 221, 221); border-bottom-color: rgb(221, 221, 221); border-left-color: rgb(221, 221, 221); vertical-align: top; min-width: 5px; min-height: 20px;" | | ||
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| style="border-top-style: solid; border-right-style: solid; border-bottom-style: solid; border-left-style: solid; border-top-color: rgb(221, 221, 221); border-right-color: rgb(221, 221, 221); border-bottom-color: rgb(221, 221, 221); border-left-color: rgb(221, 221, 221); vertical-align: top; min-width: 5px; min-height: 20px;" | | | style="border-top-style: solid; border-right-style: solid; border-bottom-style: solid; border-left-style: solid; border-top-color: rgb(221, 221, 221); border-right-color: rgb(221, 221, 221); border-bottom-color: rgb(221, 221, 221); border-left-color: rgb(221, 221, 221); vertical-align: top; min-width: 5px; min-height: 20px;" | | ||
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| style="border-top-style: solid; border-right-style: solid; border-bottom-style: solid; border-left-style: solid; border-top-color: rgb(221, 221, 221); border-right-color: rgb(221, 221, 221); border-bottom-color: rgb(221, 221, 221); border-left-color: rgb(221, 221, 221); vertical-align: top; min-width: 5px; min-height: 20px;" | Taking linked ideas into another context<br/>SOLO Extended abstract<br/> | | style="border-top-style: solid; border-right-style: solid; border-bottom-style: solid; border-left-style: solid; border-top-color: rgb(221, 221, 221); border-right-color: rgb(221, 221, 221); border-bottom-color: rgb(221, 221, 221); border-left-color: rgb(221, 221, 221); vertical-align: top; min-width: 5px; min-height: 20px;" | Taking linked ideas into another context<br/>SOLO Extended abstract<br/> | ||
− | | style="border-top-style: solid; border-right-style: solid; border-bottom-style: solid; border-left-style: solid; border-top-color: rgb(221, 221, 221); border-right-color: rgb(221, 221, 221); border-bottom-color: rgb(221, 221, 221); border-left-color: rgb(221, 221, 221); vertical-align: top; min-width: 5px; min-height: 20px;" | Reflect on action to be taken - draw generalisations supported by statistically reliable data | + | | style="border-top-style: solid; border-right-style: solid; border-bottom-style: solid; border-left-style: solid; border-top-color: rgb(221, 221, 221); border-right-color: rgb(221, 221, 221); border-bottom-color: rgb(221, 221, 221); border-left-color: rgb(221, 221, 221); vertical-align: top; min-width: 5px; min-height: 20px;" | Reflect on action to be taken - draw generalisations supported by statistically reliable data profile |
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− | | style="border-top-style: solid; border-right-style: solid; border-bottom-style: solid; border-left-style: solid; border-top-color: rgb(221, 221, 221); border-right-color: rgb(221, 221, 221); border-bottom-color: rgb(221, 221, 221); border-left-color: rgb(221, 221, 221); vertical-align: top; min-width: 5px; min-height: 20px;" | | + | | style="border-top-style: solid; border-right-style: solid; border-bottom-style: solid; border-left-style: solid; border-top-color: rgb(221, 221, 221); border-right-color: rgb(221, 221, 221); border-bottom-color: rgb(221, 221, 221); border-left-color: rgb(221, 221, 221); vertical-align: top; min-width: 5px; min-height: 20px; " | |
− | === MS PowerPoint === | + | === <span style="font-size: 1.1em; ">MS PowerPoint</span> === |
− | | style="border-top-style: solid; border-right-style: solid; border-bottom-style: solid; border-left-style: solid; border-top-color: rgb(221, 221, 221); border-right-color: rgb(221, 221, 221); border-bottom-color: rgb(221, 221, 221); border-left-color: rgb(221, 221, 221); vertical-align: top; min-width: 5px; min-height: 20px;" | How to integrate ICTs to enhance the conditions for differentiated learning outcomes<br/> | + | | style="border-top-style: solid; border-right-style: solid; border-bottom-style: solid; border-left-style: solid; border-top-color: rgb(221, 221, 221); border-right-color: rgb(221, 221, 221); border-bottom-color: rgb(221, 221, 221); border-left-color: rgb(221, 221, 221); vertical-align: top; min-width: 5px; min-height: 20px; " | How to integrate ICTs to enhance the conditions for differentiated learning outcomes<br/> |
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− | | style="border-top-style: solid; border-right-style: solid; border-bottom-style: solid; border-left-style: solid; border-top-color: rgb(221, 221, 221); border-right-color: rgb(221, 221, 221); border-bottom-color: rgb(221, 221, 221); border-left-color: rgb(221, 221, 221); vertical-align: top; min-width: 5px; min-height: 20px;" | No idea<br/>SOLO Prestructural<br/> | + | | style="border-top-style: solid; border-right-style: solid; border-bottom-style: solid; border-left-style: solid; border-top-color: rgb(221, 221, 221); border-right-color: rgb(221, 221, 221); border-bottom-color: rgb(221, 221, 221); border-left-color: rgb(221, 221, 221); vertical-align: top; min-width: 5px; min-height: 20px; " | No idea<br/>SOLO Prestructural<br/> |
− | | style="border-top-style: solid; border-right-style: solid; border-bottom-style: solid; border-left-style: solid; border-top-color: rgb(221, 221, 221); border-right-color: rgb(221, 221, 221); border-bottom-color: rgb(221, 221, 221); border-left-color: rgb(221, 221, 221); vertical-align: top; min-width: 5px; min-height: 20px;" | <br/> | + | | style="border-top-style: solid; border-right-style: solid; border-bottom-style: solid; border-left-style: solid; border-top-color: rgb(221, 221, 221); border-right-color: rgb(221, 221, 221); border-bottom-color: rgb(221, 221, 221); border-left-color: rgb(221, 221, 221); vertical-align: top; min-width: 5px; min-height: 20px; " | <br/> |
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− | | style="border-top-style: solid; border-right-style: solid; border-bottom-style: solid; border-left-style: solid; border-top-color: rgb(221, 221, 221); border-right-color: rgb(221, 221, 221); border-bottom-color: rgb(221, 221, 221); border-left-color: rgb(221, 221, 221); vertical-align: top; min-width: 5px; min-height: 20px;" | Bringing in Ideas<br/>SOLO Uni /multi structural<br/> | + | | style="border-top-style: solid; border-right-style: solid; border-bottom-style: solid; border-left-style: solid; border-top-color: rgb(221, 221, 221); border-right-color: rgb(221, 221, 221); border-bottom-color: rgb(221, 221, 221); border-left-color: rgb(221, 221, 221); vertical-align: top; min-width: 5px; min-height: 20px; " | Bringing in Ideas<br/>SOLO Uni /multi structural<br/> |
− | | style="border-top-style: solid; border-right-style: solid; border-bottom-style: solid; border-left-style: solid; border-top-color: rgb(221, 221, 221); border-right-color: rgb(221, 221, 221); border-bottom-color: rgb(221, 221, 221); border-left-color: rgb(221, 221, 221); vertical-align: top; min-width: 5px; min-height: 20px;" | Collect images/ quotes to introduce new topic or vocabulary<br/><br/>Running ‘computer & projector’ continually in your classroom.<br/><u>Can be used as a notice board or to inform the class of the terms topics, units or requirements, homework, class work … etc etc<br/>I use this system for everything. For example, instead of brainstorming on the board I brain storm on word through the projector and then any one who is away can access the power point a print the work off.<br/>The great thing about this is that I also use a wireless mouse and keyboard and can add to the power point from anywhere in the room. I don’t have to be at the front of the class room and can even be working with a small group!!<br/>Ideally the computer should be hooked up to the internet as well and the tool is hugely powerful for just about everything!!</u><br/> | + | | style="border-top-style: solid; border-right-style: solid; border-bottom-style: solid; border-left-style: solid; border-top-color: rgb(221, 221, 221); border-right-color: rgb(221, 221, 221); border-bottom-color: rgb(221, 221, 221); border-left-color: rgb(221, 221, 221); vertical-align: top; min-width: 5px; min-height: 20px; " | Collect images/ quotes to introduce new topic or vocabulary<br/><br/>Running ‘computer & projector’ continually in your classroom.<br/><u>Can be used as a notice board or to inform the class of the terms topics, units or requirements, homework, class work … etc etc<br/>I use this system for everything. For example, instead of brainstorming on the board I brain storm on word through the projector and then any one who is away can access the power point a print the work off.<br/>The great thing about this is that I also use a wireless mouse and keyboard and can add to the power point from anywhere in the room. I don’t have to be at the front of the class room and can even be working with a small group!!<br/>Ideally the computer should be hooked up to the internet as well and the tool is hugely powerful for just about everything!!</u><br/> |
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− | | style="border-top-style: solid; border-right-style: solid; border-bottom-style: solid; border-left-style: solid; border-top-color: rgb(221, 221, 221); border-right-color: rgb(221, 221, 221); border-bottom-color: rgb(221, 221, 221); border-left-color: rgb(221, 221, 221); vertical-align: top; min-width: 5px; min-height: 20px;" | Linking ideas<br/>SOLO Relational<br/> | + | | style="border-top-style: solid; border-right-style: solid; border-bottom-style: solid; border-left-style: solid; border-top-color: rgb(221, 221, 221); border-right-color: rgb(221, 221, 221); border-bottom-color: rgb(221, 221, 221); border-left-color: rgb(221, 221, 221); vertical-align: top; min-width: 5px; min-height: 20px; " | Linking ideas<br/>SOLO Relational<br/> |
− | | style="border-top-style: solid; border-right-style: solid; border-bottom-style: solid; border-left-style: solid; border-top-color: rgb(221, 221, 221); border-right-color: rgb(221, 221, 221); border-bottom-color: rgb(221, 221, 221); border-left-color: rgb(221, 221, 221); vertical-align: top; min-width: 5px; min-height: 20px;" | Action buttons with hyperlinks to alternative points of view<br/>Use insert charts for stepping out classification and sequence thinking<br/>Use motion path to animate objects to show steps in sequence - sports skills/ process in technology.<br/>Presentation of factual information; can be used for compare and contrast of ideas. Sound clips recorded and edited in Audacity (sound program) are easily inserted to give spoken information as support to visual.<br/>Animation paths for sequencing or classification<br/> | + | | style="border-top-style: solid; border-right-style: solid; border-bottom-style: solid; border-left-style: solid; border-top-color: rgb(221, 221, 221); border-right-color: rgb(221, 221, 221); border-bottom-color: rgb(221, 221, 221); border-left-color: rgb(221, 221, 221); vertical-align: top; min-width: 5px; min-height: 20px; " | Action buttons with hyperlinks to alternative points of view<br/>Use insert charts for stepping out classification and sequence thinking<br/>Use motion path to animate objects to show steps in sequence - sports skills/ process in technology.<br/>Presentation of factual information; can be used for compare and contrast of ideas. Sound clips recorded and edited in Audacity (sound program) are easily inserted to give spoken information as support to visual.<br/>Animation paths for sequencing or classification<br/> |
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− | | style="border-top-style: solid; border-right-style: solid; border-bottom-style: solid; border-left-style: solid; border-top-color: rgb(221, 221, 221); border-right-color: rgb(221, 221, 221); border-bottom-color: rgb(221, 221, 221); border-left-color: rgb(221, 221, 221); vertical-align: top; min-width: 5px; min-height: 20px;" | Taking linked ideas into another context<br/>SOLO Extended abstract<br/> | + | | style="border-top-style: solid; border-right-style: solid; border-bottom-style: solid; border-left-style: solid; border-top-color: rgb(221, 221, 221); border-right-color: rgb(221, 221, 221); border-bottom-color: rgb(221, 221, 221); border-left-color: rgb(221, 221, 221); vertical-align: top; min-width: 5px; min-height: 20px; " | Taking linked ideas into another context<br/>SOLO Extended abstract<br/> |
− | | style="border-top-style: solid; border-right-style: solid; border-bottom-style: solid; border-left-style: solid; border-top-color: rgb(221, 221, 221); border-right-color: rgb(221, 221, 221); border-bottom-color: rgb(221, 221, 221); border-left-color: rgb(221, 221, 221); vertical-align: top; min-width: 5px; min-height: 20px;" | Performance for understanding | + | | style="border-top-style: solid; border-right-style: solid; border-bottom-style: solid; border-left-style: solid; border-top-color: rgb(221, 221, 221); border-right-color: rgb(221, 221, 221); border-bottom-color: rgb(221, 221, 221); border-left-color: rgb(221, 221, 221); vertical-align: top; min-width: 5px; min-height: 20px; " | Performance for understanding |
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Latest revision as of 15:34, 24 January 2012
How an ICT application can be used to enhance differentiated learning outcomes (SOLO)
ICT Applications
File:HOT ICT SOLO.pdf
Planning learning experiences against differentiated learning outcomes (SOLO coded) using ICT interventions
Contents |
Scratch (MIT)
HOT SOLO GEOMETRY: ANGLE with SCRATCH Rubrics
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[[File:|43x65px|external image clip_image006.gif]] |
Prestructural |
Unistructural |
Multistructural |
Relational |
Extended abstract |
I need help to identify clockwise and anticlockwise turns |
I can identify clockwise and anticlockwise turns and a simple angle (e.g. right angle) |
I can identify clockwise and anticlockwise turns and angles (e.g right angle, acute, obtuse, straight angle, reflex angle, full turn – or 90, 180, 30, 45, 60) |
I can identify clockwise and anticlockwise turns and simple angles (e.g. right angle, acute, obtuse, straight angle, reflex angle, full turn – or 90, 180, 30, 45, 60) AND measure, order and compare angleswith for example right angles to create reflection, rotation and translation. |
I can identify clockwise and anticlockwise turns and simple angles (right angle, acute, obtuse, straight angle, reflex angle, full turn – or 90, 180, 30, 45, 60) measure, order and compare angles with right angles AND estimate and predict angles in a triangle, angles around a point, vertically opposed angles . |
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I can create an animation in Scratch where the avatar turns clockwise and anticlockwise and has a motion path that makes a right angle turn. |
I can create an animation in Scratch where the avatar turns clockwise and anticlockwise and has a motion path that makes a right angle turn, acute, obtuse, straight angle, reflex angle, and full turn – or 90, 180, 30, 45, 60. |
I can create an animation in Scratch where the avatar turns clockwise and anticlockwise and has a motion path that makes a right angle turn, acute, obtuse, straight angle, reflex angle, and full turn – or 90, 180, 30, 45, 60. AND measure, order and or compare angles with for example right angles to create motion paths for reflection, rotation and translation. |
I can create an animation in Scratch where the avatar turns clockwise and anticlockwise and has a motion path that makes a right angle turn, acute, obtuse, straight angle, reflex angle, and full turn – or 90, 180, 30, 45, 60. AND measure, order and or compare angles with for example right angles to create motion paths for reflection, rotation and translation. AND estimate and predict angles or a sequence of angles to create animation special effects |
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Student Exemplar:(insert link to student Scratch project here) |
Student Exemplar: (insert link to student Scratch project here) |
Student Exemplar: (insert link to student Scratch project here) |
Student Exemplar: (insert link to student Scratch project here) |
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I can identify the clockwise and anticlockwise turns and the right angle used in the Scratch animation motion path and describe the movement of the avatar in terms of rotation.. |
I can identify the angles used in the Scratch animation path and describe the movement of the avatar in terms of reflection, rotation and translation. |
I can explain using the appropriate language of angle names, degrees, measurement, order and comparison why the angles were chosen to create the Scratch animation effect used for reflection, rotation and translation. |
I can predict using the appropriate language of angle names, degrees, measurement, order and comparison how to use angles to create a special Scratch animation effects showing reflection, rotation, translation. |
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Student Exemplar:(insert link to student Scratch project reflection here) |
Student Exemplar: (insert link to student Scratch project reflection here) |
Student Exemplar: (insert link to student Scratch project reflection here) |
Student Exemplar: (insert link to student Scratch project reflection here) |
Kahootz
File:Year 7 Kahootz Create the ending to a story.pdf
Year 7 Create the ending to a story [using Kahootz]
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Prestructural |
Unistructural |
Multistructural |
Relational |
Extended Abstract |
Ideas |
I need help to develop a central idea/theme for my story animation |
I have an idea for my story animation. |
I have a central idea/theme for my story animation and I have several ideas to develop this. |
I have a central idea/theme for my story animation, several ideas to develop this and I can explain how these ideas will develop the central idea |
I have a central idea/theme for my story animation, several ideas to develop this and I can explain how these ideas will develop the central idea. I have created key events, characters and settings in my story to develop a logical story with a clear central idea/theme. |
World/s and Objects |
I need help to use world/s and objects in my story |
I use simple world/s or objects in my story |
I use simple world/s AND objects in my story. I use scenes and resize objects to add interest. |
I animate a variety of world/s and objects and can explain why this develops my central idea. I use animation and key points that play automatically to make my story interesting to watch |
I animate variety of worlds and objects, can explain why and evaluate how effective this has been in developing my central idea. My story ‘shows’ the reader what is happening, rather than just ‘telling’ them. |
Structure |
I need help to organise my ideas into a sequence. I need help to use structures/effects to make my story interesting to view. |
I have started to organise my story ideas, but my sequencing needs more work. I use one structure/effect to make my story interesting to view |
My story ideas are ordered into a beginning, middle and end. I use several structure/effect to make my story interesting to view |
My story ideas are ordered and linked and I can explain how these links make my story animation flow in a logical way. I use a variety of structures/effects to make my story animation interesting to view. I can explain why I have chosen them. |
My story ideas are ordered are linked and I can explain how these links make my story animation flow in a logical way. My sequence of ideas is balanced and well-paced. I use a variety of structures/effects to make my story animation interesting to view. I can explain why I have chosen them and evaluate the impact they give to my story animation. |
Accuracy |
I need help to proofread the elements in my storyboard |
My storyboard has a number of errors |
My storyboard has some errors to correct. |
My storyboard is mostly accurate but I can identify a few errors and explain why they need to be corrected. |
My storyboard is accurate. I have corrected all the errors so that it is easy to view. |
MS Word
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How to integrate ICTs to enhance the conditions for differentiated learning outcomes |
No idea SOLO Prestructural |
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Bringing in Ideas SOLO Uni /multi structural |
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Linking ideas SOLO Relational |
Create a research table for students to cut and paste their research into - first column open for categories (a tentative classification of topic) - second column for content text discovered - third column site url and date accessed- this allows students to better cite sources when creating references - to pick up conflicting ideas and to discover and refine the key word classification of their search in response to their initial question (also can use Excel for this with older kids) |
Taking linked ideas into another context SOLO Extended abstract |
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MS Excel |
How to integrate ICTs to enhance the conditions for differentiated learning outcomes |
No idea SOLO Prestructural |
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Bringing in Ideas SOLO Uni /multi structural |
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Linking ideas SOLO Relational |
See table for research in Word above Graphs:Use to plot changes over time in science Maths: collect statistical information and draw conclusions |
Taking linked ideas into another context SOLO Extended abstract |
Reflect on action to be taken - draw generalisations supported by statistically reliable data profile |
MS PowerPoint |
How to integrate ICTs to enhance the conditions for differentiated learning outcomes |
No idea SOLO Prestructural |
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Bringing in Ideas SOLO Uni /multi structural |
Collect images/ quotes to introduce new topic or vocabulary Running ‘computer & projector’ continually in your classroom. Can be used as a notice board or to inform the class of the terms topics, units or requirements, homework, class work … etc etc I use this system for everything. For example, instead of brainstorming on the board I brain storm on word through the projector and then any one who is away can access the power point a print the work off. The great thing about this is that I also use a wireless mouse and keyboard and can add to the power point from anywhere in the room. I don’t have to be at the front of the class room and can even be working with a small group!! Ideally the computer should be hooked up to the internet as well and the tool is hugely powerful for just about everything!! |
Linking ideas SOLO Relational |
Action buttons with hyperlinks to alternative points of view Use insert charts for stepping out classification and sequence thinking Use motion path to animate objects to show steps in sequence - sports skills/ process in technology. Presentation of factual information; can be used for compare and contrast of ideas. Sound clips recorded and edited in Audacity (sound program) are easily inserted to give spoken information as support to visual. Animation paths for sequencing or classification |
Taking linked ideas into another context SOLO Extended abstract |
Performance for understanding |
Inspiration Mapping |
How to integrate ICTs to enhance the conditions for differentiated learning outcomes |
No idea SOLO Prestructural |
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Bringing in Ideas SOLO Uni /multi structural |
Brainstorm ideas (rapid fire tool) |
Linking ideas SOLO Relational |
Record P4C class discussion and initial individual student contributions View the brainstormed ideas and reorganise them - by moving or colouring or changing links - group classify View the discussion transcript and categorise themes/ ethical positions taken. Use double bubble thinking map to deepen thinking-show similarities, differences/comparisons |
Taking linked ideas into another context SOLO Extended abstract |
Reflect on what you find- draw inferences; ask further questions |
Kidspiration Mapping |
How to integrate ICTs to enhance the conditions for differentiated learning outcomes |
No idea SOLO Prestructural |
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Bringing in Ideas SOLO Uni /multi structural |
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Linking ideas SOLO Relational |
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Taking linked ideas into another context SOLO Extended abstract |
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MS Photostory3 |
How to integrate ICTs to enhance the conditions for differentiated learning outcomes |
No idea SOLO Prestructural |
Take photos Download photos from camera to resources. Save photos Find photos on intranet Import photos Select multiple images Arrange photos on timeline |
Bringing in Ideas SOLO Uni /multi structural |
Collect images/ quotes to introduce new topic or vocabulary. Retell events. Use photostory to bring in new visual and text ideas. Collect new ideas. Eg. Native birds labelled Trip photos labelled |
Linking ideas SOLO Relational |
Can be used to analyse events/connections in visual form. This can be used to reflect visually, orally (recorded). Text can also be applied. Sequence images or ideas eg. Technological process Classify/group images related to topic Compare/contras Capture questions for interviewing different people/situations. Take pictures of whole and the important parts and text contributing to how this contributed to the whole, eg. Photo of the school and then pictures of important people Eg. Photo of event or situation or work of art then look at different parts or show different peoples perspectives eg. Animal + close ups of features and explain adaptations Visual links Cause – give children a photo of a situation and ask children to go and take photos that cause this, eg, chaos at the school gate, what causes this? Photo of actual image, role play. |
Taking linked ideas into another context SOLO Extended abstract |
Performance for understanding Create something new to show your understanding. Create a future, what would happen next? Personal reflection, include new creation with what you found hard. Poetic writing – one line of text with each image, present their poetic writing. |
Kidpix Colour Magic |
How to integrate ICTs to enhance the conditions for differentiated learning outcomes |
No idea SOLO Prestructural |
Learn the basic mechanics of the school network and relevant programmes in a given context.(applicable to any basic software) Draw picture/basic text/save/retrieving/print. Include as portfolio sample. |
Bringing in Ideas SOLO Uni /multi structural |
Use ICT skills to retell, recall, identify, ideas as pictures, related to current learning context e.g richtask, literacy and P4C. More advanced drawing/editing/text. E.G. Draw a character from a reader, add a speech bubble |
Linking ideas SOLO Relational |
Animated storytelling Sequence events Add photos Record points of view |
Taking linked ideas into another context SOLO Extended abstract |
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Comic Life |
How to integrate ICTs to enhance the conditions for differentiated learning outcomes |
No idea SOLO Prestructural |
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Bringing in Ideas SOLO Uni /multi structural |
Retelling a story/ Following an algorithm |
Linking ideas SOLO Relational |
Sequencing events Ranking - sorting most appropriate images taken on a school trip to communicate idea like Costa'sHabit of Mind or Key Competency Managing Self Annotating the images of others to elaborate an idea Other points of view - fill in text boxes from the perspective of the land owner or the conservationist and then compare the strips |
Taking linked ideas into another context SOLO Extended abstract |
Reflection on Science Fair inclusive of photos Create own narrative What if imaginings |
MS FrontPage |
How to integrate ICTs to enhance the conditions for differentiated learning outcomes |
No idea SOLO Prestructural |
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Bringing in Ideas SOLO Uni /multi structural |
Recalling ideas |
Linking ideas SOLO Relational |
Classification (architecture of web page linking) to design site to best/ logically communicate ideas Hyperlinking to other websites with related websites. Linking pages Quizzes and questions linked to relevant page Create two sides others points of view. |
Taking linked ideas into another context SOLO Extended abstract |
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I can animate(stop frame animation) |
How to integrate ICTs to enhance the conditions for differentiated learning outcomes |
No idea SOLO Prestructural |
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Bringing in Ideas SOLO Uni /multi structural |
Isolating what is important |
Linking ideas SOLO Relational |
Great for group collaborative skills Sequencing-undertsand storyboarding |
Taking linked ideas into another context SOLO Extended abstract |
Purpose of message-nothing extraneous - abstraction/ generalisation/ essential ideas Great for Persistence Habit of mind and attention to detail. Can be imported into iMovie and edited further. |
iMovie |
How to integrate ICTs to enhance the conditions for differentiated learning outcomes |
No idea SOLO Prestructural |
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Bringing in Ideas SOLO Uni /multi structural |
Define message and footage or still photos needed |
Linking ideas SOLO Relational |
Writing/Visual lang: merging poetry with images-integrated with topic (Chn type poems using scrolling block over image; use special effects) |
Taking linked ideas into another context SOLO Extended abstract |
Use to inform/persuade an audience (ENPS Walking Maps/Buses) Use to isolate controversies and insights (ENPS Childhood/ Natural Disasters/Marine Units) |
Your application |
How to integrate ICTs to enhance the conditions for differentiated learning outcomes |
No idea SOLO Prestructural |
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Bringing in Ideas SOLO Uni /multi structural |
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Linking ideas SOLO Relational |
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Taking linked ideas into another context SOLO Extended abstract |
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