Inside a dog

I was asked to speak at our March Cotlibs meeting. The agenda for the afternoon was on Library activities to promote reading. I gave a presentation on Insideadog. This online interactive literature website is a place for teen readers, it is all about books – by young people, for young people and the home of Inky, the reading wonder-dog. Inside a dog 1
How did I use it?
I worked with a Year 8 class in collaboration with their class teacher. All students registered for their own account, searched for good books on our library shelves, read book reviews on Insideadog and set up a book list.Inside a dog2

Students were encouraged to move books from Books I want to read across to Books I’ve read column and watch their list grow.
I set up a book club –Ms Cav’s Year 8 library blog and had students join the book club.
I trialed the forums – general discussion, section of the bookclub and the blogs section to see which was more useful and ran with the blogs section, interestingly the forum section has now been taken out of the bookclub home page
I posed questions such as “Which character could you see yourself becoming friends with and why?” “What characters could you see yourself not becoming friends with and why?” “What has been the best ending of a book you have read recently?” and students blogged their responses, to both my questions and towards the end began responding to each other’s responses.
Inside a dog 3 I encouraged students to keep abreast of Inky’s news and encouraged students to comment when something arose that interested them.

We regularly popped into the author of the month, however no amount of encouraging would see the girls blogging to the author. Inside a dog 4

Uploading book reviews to the site was extremely appealing and a quarter of the students did this of their own volition.
There are also competitions on the site however I don’t think students participated in these.
Inside a dog 5

Would I use it again?

Most certainly but would make the following changes:
Ask all students to do updates to their computers at regular intervals – IT issues did make the program problematic and discouraged a number of users. The verification process was long-winded because of these IT issues (verification failed to show up on laptops that updates had not been installed) but it is possible to work around this by having students sharing the laptops that are showing the verification code, for others to register on.I set the securities to private but would keep membership open until all students had signed up. This would also overcome the verification process issues. The major change I would make would be to our use of the author in residence section. We totally underutilized this valuable tool and in future I would link to it every time the class were undertaking our Insideadog activities.

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Digital Driver’s Licence

Digital Driver's License With the advent of BYOD in our school it is particularly important to ensure that we are doing all we can to encourage students to be responsible, respectful and safe online users. The Digital Driver’s Licence aims to engage students in the online space where they want to be. It is an online tool that takes students through a series of hypothetical, real-world scenarios related to digital literacy and safety. The tool has been designed to encourage independence and caution among digital learners, much the same way a driver’s ed course prepares drivers for the dangers of the road. This tool could be extremely useful for assessing the ICT general capabilities relating to applying personal safety protocols.

2014 Action Plan Goal 3

Develop a united, caring House Group (Marion 3), that reflects the strengths of a bonded group but also respects the individual within it.
Encourage Big Sister Little Sister activities, including Big Sister Little Sister lunch.
Mix up Friday days – members sit with another member other than someone from their own year level or sibling.
House Group outing once a term.
Attend the House Warming evening to meet parents.
Liaise with Head of House or parents when concerns or issues may arise.
Keep abreast of social and emotional issues concerning teenage girls via professional reading.

ATSIL standards this goal addresses:
Knowing our students and how they learn.

College priorities this goal addresses:
Develop a social and emotional understanding of teenage girls and their world.

Achievement
A happy and enthusiastic House Group that supports the individual within but encourages each other as a group.

2014 Action Plan Goal 2

Support teachers engaging in professional learning by developing and maintaining a well-resourced and diverse collection of relevant and timely resources, with a particular emphasis on Information and Communication Technologies

Undertake a wide range of professional reading and include relevant digital resources and links on myLibrary teachers blog.
Maintain contacts with professional bodies and networks such as ALIA Schools; SLAQ and Cotlibs, in order to keep informed about key news, resources and events.
Present to colleagues at a staff development meeting.

ATSIL standards this goal addresses
Know content and how to teach it.

College priorities this goal addresses:
Effective use of Information Communication & Technology (ICT) to extend and refine teaching, learning and assessment.

Achievement
A supportive and professional myLibrary Teachers blog that provides a wealth of ideas and activities for teachers, particularly in the area of Information and Communication Technology (ICT)

2014 Action Plan Goal 1

To develop a partnership in curriculum development.

Attend RE curriculum meetings and liaise with Head of Religion to assist in the development of the new Religious Education curriculum.
Keep abreast of, and purchase resources that are being developed for the Year 7 Australian Curriculum for Heads of KLA to peruse.
Once units are developed, investigate and purchase both online and print resources to support new units, both teacher resources and library resources for research.

ATSIL standards this goal addresses:
Plan for and implement effective teaching and learning
Engage professionally with colleagues.

College priorities this goal addresses:
Unit development and resourcing of Year 7 programs and Australian Curriculum areas utilising the Dimensions of Learning Framework.
Australian Curriculum Phase 1 subjects and Religious Education – unit reflection, evaluation and ongoing resource development.

Achievement
Well resourced units for the Australian Curriculum Phase 1 subjects and Religious Education, that support the work teachers undertake in the classroom.

Educlipper ; a pinterest for education

eduClipper is a new platform that allows teachers and students to explore, share and contribute to a library of educational content. In both function and design, it’s essentially a Pinterest for education. Designed by Adam Bellow (eduTeacher) eduCLipper enables educators and students to explore thousands of pieces of educational content, find lesson plans, resources and videos and search for the most popular content by subject or interest.

Pinterest for education