Graham

Notes: I will need to map out dates for 2010. Use Term 4 as an intro/teaser for a 2010 start which will pave the way for delivery. This course is delivered in over 40 countries, with over 15,000 teachers trained in Australia. Intel's involvement is a philantrophic exercise. With the National Curriculum coming out in mid-2010, this course will assist in the changeover from SACSA to the National Curriculum using these frameworks as a planning tool. The course delivery is a minimum 24 hours (6 modules) but you can do other combinations totalling up to 40 hours. Once the course is started it should be delivered within a four month timeframe. []
 * Day One - Intel Teaching With Technology.**
 * A quick look at the Intel Tools:**
 * Visual Ranking Tool.** Creates a list on an identified unit of study where students use the tool to rank and justify their rnkings. (What does this do that can't be done effectively without technology?) It allows for easy compartison of lists which automatically compile and allows most time to focussed on student discussion, not the manual manipulation of lists.
 * Seeing Reason Tool.** This is more connective than most mind map tools. This would be effective to save at the beginning of a unit of work, the re-do and compare at a later time like after a key aspect or the conclusion.


 * **Sharing Project Ideas For Your Unit** || **Activity 4** ||
 * What real world connections are you considering? || The unit is about Growth & Development looking at physical and emotional changes associated with puberty. The most obvious real world connection is the students themselves and also, the media images that influence their choices and behaviour in this stage of their life. ||
 * What would be the role of your students? || I am still contemplating this as I usually work on most units of work in a co-planning scenario or with my tandem teaching partner. A lot of our decisions regarding the role of students and scenarios are drawn out in planning conversation - so I will try and touch base with them on my way home because I don't want to burn time planning something that will not be used in the very near future. It is a real challenge to apply this sort of planning and thinking to something that is an obvious Growth & Development unit. I'm sure that these tools and the use of technology are crucial but dialogue with my immediate colleagues is how I operate these days. ||
 * What project scenario are you considering? || I'll keep you posted. ||

My blog post reflecting on [|Day One].

FRIDAY 14/8/09 Reflection I met online with my colleagues on Wednesday evening where they let me off the hook with the above mentioned unit and I am now working on a unit to support the final inquiry question of "Does Music Make The World Go Round?" I'm not convinced that this question is right but I've spent a fair bit of time poring over the SACSA outcomes, trying to get the gist of what the essential elements to focus on are. The planner is similar to the UbD planner we use at my school so it is the questions (similar to the essential understandings) that need to be right before the unit will fall into place. I'll upload where I'm up to at the end of the day.

MONDAY 17/8/09 Reflection I actually like the Intel tools - they are simple and the bells and whistles don't distract from the thinking that needs to take place in order for the task to be achieved. I have successfully refined my Seeing Reason activity and altered the main question from "What changes has been made to music over time?" to "What changes to the world has music caused over time?" This occurred because after I showed my original diagram, I got some feedback that created conjecture instead of dialogue, getting bogged down in musical opinion rather than looking at broad issues. So, by changing the question I will get the broader dialogue and look at the cultural impact of music on the world which will get to the core of what the unit's outcomes.