Parent Learning Hui

OUR AIM - to make some simple statements which will support our learning community to be good digital citizens in all environments - everybody present - teachers, parents and children will be included in this process.

PURPOSE: to experience an example of SOLO learning


PROCESS:


  1. Share aim and purpose.

  2. SOLO rubric - how to drive a car

  3. Parents make own rubric for - how to make a meal

  4. Rubric for digital citizenship - go to the News Blog to get the links to sites which will give information.

  5. Work in groups to record information.

  6. Categorise, summarise and prioritise the information.

  7. Relate to our St Joseph’s Learning Community - each group come up with some simple guiding statements for digital citizenship.

  8. Reflect - what do we want to do next with these statements?   What was it like working in the group?  What was it like using the SOLO taxonomy.  NB: children don’t naturally know how to do these things they need to be taught a range of specific skills in order to participate usefully in groups and thinking skills for using SOLO - such as categorising, summarising and prioritising.


Self-Assessment Rubric using SOLO Taxonomy - how to drive a car

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Prestructural

I am ready to learn

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Unistructural

I know one thing

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Multistructural

I know several relevant things


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Relational

I can combine my new knowledge and relate it to other things so I can do something new.


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Extended Abstract

I can transfer my new skill and use it in a different way in a new situation.  I’m able to teach it to others.


No idea - never been behind the wheel of a car.

I have driven around a paddock.  I have figured out how to steer - I haven’t figured out how to stop yet.


I can start the car,

put it in gear,

steer,

and brake.


But when I have to concentrate and if I have to brake I’ll forget about steering.

I can do all the things in multistructural and now they are one process.  They gel together and I can automatically combine steering, changing gear, and braking. I can drive the car.

I can transfer my new knowledge into lots of different situations -

I can drive in heavy traffic, in rain, on narrow streets.  I think about adjusting to suit a variety of driving conditions, I don’t have to think about the driving process.


If I get into another vehicle I can apply my knowledge to drive it, e.g. tractor-although I may need to assimilate new learning and drop back down to multistructural for a time?



One for you to fill in - how to make a meal - you can add to the shared Google Doc, or put it on paper - or a mixture of both.

Google Doc for shared SOLO



In the classroom I am able to copy this too all children into their own folders

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Prestructural

I am ready to learn

ScreenHunter_399 Oct. 13 20.11.jpg

Unistructural

I know one thing

ScreenHunter_400 Oct. 13 20.11.jpg

Multistructural

I know several relevant things

ScreenHunter_401 Oct. 13 20.11.jpg

Relational

I can combine my new knowledge and relate it to other things so I can do something new.

ScreenHunter_402 Oct. 13 20.11.jpg

Extended Abstract

I can transfer my new skill and use it in a different way in a new situation.  I’m able to teach it to others.


















OUR AIM - to make some simple statements which will support our learning community to be good digital citizens in all environments.



SOLO rubric for making sense of Digital Citizenship

See below for links for your reading for this.

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Prestructural

I am ready to learn

ScreenHunter_399 Oct. 13 20.11.jpg

Unistructural

I know one thing

ScreenHunter_400 Oct. 13 20.11.jpg

Multistructural

I know several relevant things

ScreenHunter_401 Oct. 13 20.11.jpg

Relational

I can combine my new knowledge and relate it to other things so I can do something new.

ScreenHunter_402 Oct. 13 20.11.jpg

Extended Abstract

I can transfer my new skill and use it in a different way in a new situation.  I’m able to teach it to others.

What is digital citizenship?

I know what digital citizenship is (and how it is different from cybersafety)

I have gathered information from the websites listed on the News Blog.

Go to St Joseph’ Oamaru website, learning menu and choose the News Blog

I have worked with a group to:

- categorise the information,

- make summary statements for each category

- prioritise the information




I can evaluate the information on digital citizenship in the St Joseph’s context and make statements which suit our aims - Reach for the Stars as Lifelong Learners in the Catholic Faith and our values: Respect, Reverence, Resilience and Relationships


How are you going to present/share this?

What do you want us to do with it?


Leave the statements on the table and go and look at others, or look at other comments on the shared doc and come back and add to or change your statements.



http://www.netsafe.org.nz/wp-content/uploads/Staying-Safe-Online-NZ.pdf

contains clear and practical tips from some of the internet’s most popular digital platforms


http://www.netsafe.org.nz/owls/

protecting privacy


http://hectorsworld.netsafe.org.nz/parents/

Netsafe information and interactives for children aged 2-9


http://www.ikeepsafe.org/parents/


https://sites.google.com/a/tamaki.ac.nz/scooby-says/home

Cybersmarts at Tamaki College


DIGITAL CITIZENSHIP- GENERAL rule of thumb agreements


·       The internet is like a big classroom.  The rules of the classroom apply to the internet.


·       If you’d be happy for your teacher or parent to read what you’ve written its probably OK.  What you put out there is for ever.


·       Remember there’s no body language so be careful how you communicate because people might not get the right idea – they might think humour is serious.


·       Use only your first name – don’t give your second name, address or phone numbers.



·       If you see something wrong close the screen and tell a trusted adult immediately.






REFLECTION

This was not a hands on learning session - if it was really in a classroom we probably would have done some cooking, or related it to something we've actually done like our morning tea project in term 1.  This would be an information literacy session involving reading and writing.  For National Standards we integrate reading and writing across the curriculum and this would be an example of that.  This session didn't contain specific teaching on aspects of reading or writing for improvement - but that is also taught.

As you worked through this evening reflect on:

How much time you spent on each type of thing - collaborating, screentime, reading, writing, pen and paper.  What do you think of that balance?

This is what the balance looks like in an average school day:



Superficial skills would involve indiscriminately cutting and pasting ideas from various sources and creating probably a flashy-looking Powerpoint presentation with slide animations.  This is what children were doing 4-5 years ago with their online learning.

Now they are using deeper skills which have to be specifically and systematically taught and they are vital skills.  Which of these did you use? (We won't ask you to do the "Knowing Me Knowing You" game for this one).

  • being able to do a quick skim of all sources to decide which are the most useful,
  • being able to scan through a source to make further decisions about it,
  • a more in-depth comparison of sources to decide which are useful to the purpose, 
  • considering whether there's any bias in the source, 
  • making notes in your own words of the aspects you want to include,
  • referencing where these ideas came from,
  • categorising the information,
  • making summary statements for each category,
  • evaluating and adjusting the summary statements to fit our needs.

In our literacy learning we do this online and with books.  Imagine we only used books for this exercise - what would it have been like?

When can you see these skills being useful beyond school?

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