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					Teaching and Learning
Outside the Classroom

     Ro Bairstow
   MAV 44th Annual
     Conference

  La Trobe University
       Bundoora
    December 2007
www.bairstow.co.nz
Supplement and enhance classroom work
  with a
selection of resources ranging from
  websites to
podcasts for delivery on both computers
  and iPod
type devices. These resources will include
drills, content and notes, explanations,
  quizzes
and assessments.

There will be a demonstration of some of
 the
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Vodcastin
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Session details for Ro Bairstow
     An Introduction to Casio
 B35
     Classpad 300
     Smartboards in the Junior
 C27
     Classroom

 D3    Mathematical Modelling

 E4    Digital Resources Making Sense

 F31   eLearning in Mathematics

     Podcasting and Vodcasting in
 G35
     Secondary Mathematics
             Companies
   Apple at www.apple.com.au
   Blackboard at www.blackboard.com
   Scholarnet at www.scholarnet.com.au *
   Explore Learning at
    www.explorelearning.com *
   Elluminate at www.elluminate.com.au *
   MathsReach at www.mathsreach.co.nz **
   Geogebra at www.geogebra.org **
   Building Houses at
    www.mathsnet.net/geometry/solid/house
    s.html **
 Teaching 35 years in New Zealand

 Both State and Independent Schools

 Written course materials in a range of media:

  Text books
  Computer programs
  Websites
  Powerpoints
  Podcasts
        King’s College,
           Auckland
   Independent school
   750 boys, Years 9-13
   200 girls, Years 12 and 13
   Multi-national staff
   Superb lunches
Why do we need learning
outside the classroom?
     Lots of people are
          doing it.
Homework
Distance learning
Industry training
Revision courses
Tertiary courses
   King’s College offers a dual
        qualification path:

  NCEA - National Certificate of
    Educational Achievement

  CIE - Cambridge International
           Examinations

Most of the girls arriving at King’s
 College to start the Cambridge
 courses have done NCEA at their
 The course consists of 11 weekly
             lessons.


 Expanding           Quadratic
  Brackets             graphs
 Factorising         Simultaneous
 Algebraic            Equations
  manipulation        Indices and
 Linear Equations     Surds
 Quadratic           Functions
  Equations           Trigonometry
 Algebraic
Each lesson consists of
    the following:
 Lesson Outline (a Word
  document)
 Lesson Details (a Powerpoint)
 Assessment (a Word document)



These files are sent to students
 via e-mail
   Other material can
       include:
 Content and Activities on
  ScholarNet
 Podcasts via Blackboard
 Gizmos via Explore Learning
 Tutorials via Elluminate
    What is a Podcast?
 A podcast is a digital file
  broadcast to people and played
  back on iPod, MP3-type player or
  computer.
 Podcasts can be just sound
  files.
 Enhanced podcasts can have
  sound, images and video.
       How to create an
      enhanced Podcast
         (using Apple)
   Create the Powerpoint
   Save it as JPEG images
   Import it into I-Photo
   Open GarageBand
   Create the soundtrack
   Synchronise the images
   Export as an M4A file
      About Podcasts
 Don’t lecture. Don’t read a script.
 Talk as if you were speaking with a
  student sitting right in front of you.
 Express your passion, enthusiasm and
  excitement for the content in your
  voice and tone.
 Be yourself, flaws and all. Listeners
  will tolerate a few “ums” or poorly
  executed sentences.
 Edit mistakes and extraneous
  material later.
        Random Student
          Comments
 “Downloading It was really good, I actually
  preferred it to normal classes!
 “I found it really great being able to work at
  my own pace, and everything was really self-
  explanatory.”
 “The biggest problems I encountered would
  have to be confusion over questions and
  skills, and being unable to talk it through with
  someone in person.”
 “I found the course was well-organised, it was
  good having it all on-line, which made it easy
  to contact you with problems and questions.”
     Student Problems
 Downloading assessments and
  lessons but I think it was our
  computer more than anything else.
 Trying to manage the extra work
  with exams and work.
 The emails with all of the
  attachments were really large and
  so took up most of the space on my
  email account.
 I found it difficult to type in some of
  my answers for assessments into the
  computer, because I had no idea how
  to use the equation editor program.
   Advice for Teachers
 Make sure you get clear e-mail
  addresses that students use
  regularly (preferably no hotmail
  addresses).
 Make passwords and usernames to
  websites clear and easy to
  remember.
 Encourage them to use Equation
  Editor and to format answers
  mathematically.
 Prepare model answers to save
  having to write too many
         To summarise
 There is a need to be digitally well-
  organised
 The work-load is high
 You have to cover all types of
  hardware/software
 Be aware of different levels of
  student ICT expertise
 It is easy for students to fall by the
  wayside
 It’s fun and a bit different and
  generally students seem to like it.

				
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