Wednesday, November 10, 2010

Voice Care for Teachers

Learning Exchange has a DVD available for teachers that focuses on tips on how teachers can protect their voice.

Voice Care for Teachers
includes useful strategies about managing noise, information about classroom acoustics. The DVD also looks at the many factors that can impact on the voice and teachers share stories of their own voice problems. Produced in 2007, it has been written and produced by speech pathologists Dr. Alison Russell (Adelaide), Dr. Jenni Oates (Melbourne) and Cecilia Pemberton (Sydney) who all have expertise in the prevention and management of voice problems.

The DVD is available for borrowing from Learning Exchange. Also the DVD is available for individual purchase from the Voice Care for Teachers website.

Web-based article

It's no joke if you croak
Published in The Times Educational Supplement on 7 May, 2010
By: Phyllida Furse.
Teachers use their voice more than actors do. Voice coach Phyllida Furse offers tips to newly qualified teachers on protecting this natural asset.

Ebscohost database article
The following article is an Ebscohost database article available via Staffnet. contact Learning Exchange on 9677 4344 for access to this article.
By: DeGroot, Joanna. Teaching Music, Nov2008, Vol. 16 Issue 3, p54-55, 2p,
This article offers information on
voice health problems, its symptoms and suggestions. According to Mary Lynn Doherty, assistant professor of music education at Northern Illinois University, the importance of vocal health is usually misunderstood by students and teachers though it has been a major point of concern. Doherty states that vocal health is vital for music teachers and they are more prone to these problems than general people. She also provides several tips related to voice problems.

Tuesday, October 19, 2010

Using iPads/iPods in classrooms with special needs students

MangoMon is a commerical organisation providing online tools for special needs students. They also have some good ideas on teaching and learning uses of online tools and technologies. For uses of iPods and iPads in classroom see this article. An interesting video on this page shows hearing impaired students learning via the use of an iPad. Scroll halfway down to see video.

Spectronics, another special education supplier also provides some good links to the use of iPads in education in their article "Educational Apps and resources for the iPad and iPhone".

CEO Parramatta also provides links to the use of Ipads in Special Education via the Learning and Teaching with Ipads blogspot. See the Special Needs Uses tab.

Friday, October 15, 2010

Team teaching - collaborative teaching

Learning Exchange has recently added an Ebook to our collection of resources on collaborative teaching.
Ebooks are available via our Staffnet - Resources - Ebooklibrary or for more information email

"TeamWork : Setting the Standard for Collaborative Teaching, Grades 5-9" is full of captivating stories and insightful conversations. "The teamers" provide an honest and richly detailed explanation of collaborative teaching in action. They deliver the straight scoop on teaming, offering insights on these and other key topics:how to shape a shared purpose for learning by mining the talents of students and colleagues;how to build strong partnerships with parents, principals, and other key people who influence the lives of young adolescents; how to deepen curriculum integration by "cutting the fluff.
Along with this the publishers Stenhouse have provided a downloadable study guide that complements the book. The study guide is available from their website. In addition this webpage provides access to podcasts on "what it takes to make a team successful" as well as articles like "Team teaching with careful planning it is not a luxury".
A list of the other resources we hold on this topic can be found at this previous post.

Thursday, August 19, 2010

Transmedia books

What is transmedia?

Wikipedia defines it thus: as storytelling across multiple forms of media with each element making distinctive contributions to a fan's understanding of the story world. By using different media formats, transmedia creates "entrypoints" through which consumers can become immersed in a story world.

According to Henry Jenkins, author of the book Convergence Culture, transmedia storytelling is a process where integral elements of a fiction get dispersed systematically across multiple delivery channels for the purpose of creating a unified and coordinated entertainment experience. Ideally, each medium makes it own unique contribution to the unfolding of the story.”

What is transmedia and is it different than crossplatform?
Jill Golick explains in her blog post on Transmedia her understanding of transmedia as being a subset of crossplatform. She believes all transmedia is crossplatform, but not all crossplatform is transmedia.

"When I use transmedia two conditions have to be met:
The story world must be expressed on at least three platforms. It can be more, many more, but three is the minimum.

The expression of the story world on each platform must be unique, not the same content repurposed on a different platform. So Harry Potter, in which the movies, video games and other elements are all retellings of the books that JK Rowling wrote? Not transmedia. Julia Child’s autobiography, My Life in France, Julie Powell’s blog The Julie/Julia Project and Nora Efron’s movie, Julie and Julia? Transmedia. (I have a post elaborating on this thought on the blog TransmediaTracker.)

Transmedia books to explore

1. Skeleton Creek

“Skeleton’s Creek – Ryan’s Journal” is the first book in a new series by author Patrick Carman. Carman has already experimented with New Media in his Atherton series and, once again, he returns to the format with this new book and series which is, ostensibly, a kind of ghost story – with a secret society thrown into the overall mystery. Taking into account that this book is aimed at adolescents, the results are almost entirely positive with Carman weaving a successfully creepy and suspenseful tale, while taking advantage of the internet to augment his story.


2. 39 clues

YA book series like The 39 Clues, which ask participants to read the book and investigate clues online.

39 Clues tells the story of two children, Amy and Dan Cahill, who are thrust into a global hunt for clues that will reveal the secret to the Cahill family’s power. The series is a cross between The Westing Game and The Amazing Race as the two children compete against members of four branches of the Cahill family to uncover the secret histories of famous Cahills including Benjamin Franklin, Anastasia Romanov, and Amelia Earhart. Although the series initially portrays their competition as cutthroat caricatures of their respective family houses, the series gradually reveals the complex motives of their fellow competitors.

While the story is primarily told through the books, each novel serves as a launching pad for further exploration, as a number of clues are hidden within each book’s pages. For instance, in The Maze of Bones, a series of apparently misnumbered pages spells out a secret message that aids the reader in solving a puzzle on one of the six collectible cards that came with the book. By going to the 39 Clues website, the reader can complete a puzzle solving mission culminating in an online game that explains the message.

Scholastic assembled materials to help teachers using 39 Clues in the classroom, and libraries have organized 39 Clues discussion sessions “to attract a new crew of young patrons through their doors to meet, share, and sleuth to solve the fantasy adventure as a team.”

3. Level 26 books

Level and the Level 26 books combine to form a "digi-novel," a multi-platform experience that moves the reader from passages in the books to videos and interactive content right here on the Level 26 website.

Level and the Level 26 books combine to form a "digi-novel," a multi-platform experience that moves the reader from passages in the books to videos and interactive content right here on the Level 26 website.

How do I participate in the digi-novel?

Read the books, sign up for a profile, and enter codes to unlock the Cyber-bridges.

The first installment in the series "Level 26: Dark Origins," will be available in stores and online September 8th. As you read the book, you'll see calls-to-action that direct you to this website to sign up for a profile and enter codes to unlock Cyber-bridges. These cinematic Cyber-bridges take the experience to the next level, immersing you in the action and putting you inside the twisted mind of a serial killer.

4. Nubs

The book Nubs is a true story about a dog and a Marine in Iraq. The website includes facts about the story, a book trailer, photo gallery, and a review of the locations in the story. Use this book to start an exploration of animal and journey stories. Think about ways you could create your own multi-platform story.

5. Cathy's story

Written for a young adult audience, Cathy's Book, Cathy's Key and Cathy's Ring by Sean Stewart and Jordan Weisman includes an evidence packet along with a website for each book. A website is also available for fans who want to discuss the book. The fictional character has Facebook and Flickr accounts you can visit.


Other transmedia to explore

Metro2033 is a computer game. The premise is a post-apocalyptic Moscow where humanity has retreated to the subway Metro system. On the surface are mutants and desolation. Below is factional subterranean tribal states in the Metro tunnels.

Metro 2033 been getting rave reviews as a game but what’s interesting in the context of Transmedia is a) that its based on a novel and b) that the original novel was self-published online.

Murder on Beacon Hill app

Normally, viewers experience the story of the murder as they travel a mapped route around Boston’s Beacon Hill, watching sections from the video at eight different stops. At the film festival, though, audiences will stay firmly in their seats, watching all 33 parts of the video in continuous order. “We were just blown away at how watchable the story is in a theatrical setting,” BIFF director Patrick Jerome said in a statement. “It’s quick-paced, full of juicy details, and, to our knowledge, it’s the first location-based application to screen at a film festival.” Untravel Media, founder Epstein says the film’s acceptance at BIFF is a sign that the filmmaking community is gradually waking up to the possibilities of transmedia storytelling—in particular, storytelling that immerses viewers in a thoughtful way in real geography. “For a few years now we’ve been talking about doing more than your typical audio guides and walking tours,” Epstein says. “With the iPhone, apps can be fairly rich, so filmmakers know their stories won’t be reduced to little clips, but that the actual story can be expanded and become more engaging.”

Tuesday, August 10, 2010

RDA the new era in cataloguing

A new era in cataloguing is about to take place with the introduction of RDA. RDA: Resource Description and Access is the new descriptive cataloguing standard that will replace the Anglo American Cataloguing Rules2 (AACR2).

In CEO Parramatta the library system support staff will be working closely with our library software supplier SirsiDynix to integrate changes as need be as well as keeping our school libraries informed. The aim of this post is just to provide a bit of background information about RDA for all library staff.

The aim of RDA is that cataloguing rules be easy to use and interpret and be applicable to an online, networked environment. Additionally it aims to provide effective bibliographic control for all types of media, and encourage use beyond the library community.

An example of one change is to provide users with better data about content and carrier of the content. General material designations (GMDs) and specific material designations (SMDs) used in AACR2 will be replaced in RDA with new elements to describe content and carrier. The current GMDs are a mixture of terms designating both content and carrier. For example, the GMD “videorecording” can be used for both videocassettes and DVDs. OPAC displays based on the current AACRC2 rules do not always give the user a clear indication of the content of the resource and the type of carrier the content is contained in. Let us take the example of a user wanting to view a particular feature film, say “The Titanic,” on a specific type of player. What he or she really wants to know is that the content of the resource is a moving image, and that the carrier is either a videocassette or a DVD. The OPAC display should be able to make these characteristics explicit. (Ref: The Potential Impact of RDA on OPAC Displays by Philip Hider and Ann Huthwaite)

If you want to know more about RDA the National Library of Australia has a page of articles, links and presentations about RDA at their RDA webpage.
A slideshare presentation Tools of our trade by Ann Chapman of London Metropolitan University also neatly summarises the differences.

School vision

Available via Ebschost databases. If having access problems please contact

Partnerships for... inspiration.
Rossiter, Sue
Education Journal; Dec2008, Issue 113, p37-37, 1p
The article focuses on the importance and role of students in the process of building new schools and their strong association in new surroundings and school experience and expectations. It states that students are involved for the development of school vision and redevelopment of the construction of school. It also notes that the Centre for Excellence and Outcomes in Children and Young People's Services aims to transform outcomes for young people and their families.

What is vision & How do you get one?

Scoolis, James
Thrust for Educational Leadership; Nov/Dec98, Vol. 28 Issue 2, p20, 3p
Discusses the importance of vision in an educational organization. Definitions of vision; Ways to develop effective school visions; Details on the document entitled `The Walk,' an activity that asks participants to provide specific information that will be used in vision creation.

Why change doesn't happen and how to make sure it does.
Schwahn, Charles Spady, William
Educational Leadership; Apr98, Vol. 55 Issue 7, p45, 3p, 1 Color Photograph
Looks at strategic alignment for achieving the schools vision and productive changes for children. How successful strategic alignment occurs; Five rule for productive change; How educational leaders in Yarmouth significantly more than 2,000 people in the strategic planning process.

• Literacy leadership : six strategies for peoplework McAndrew, Donald A. 2005
• The new principal's fieldbook : strategies for success Robbins, Pam 2004
• Heroic leadership : best practices from a 450-year-old company that changed the world Lowney, Chris. 2003
• Centering educational administration : cultivating meaning, community, responsibility Starratt, Robert J. 2003
• Primal leadership : realizing the power of emotional intelligence Goleman, Daniel. 2002
• Joel Barker's Leadershift [kit] : five lessons for leaders in the 21st century Barker, Joel Arthur. 1999
• The strategic human resource leader : how to prepare your organization for the six key trends shaping the future Rothwell, William J., 1951- 1998
• The Tao of personal leadership Dreher, Diane, 1946- 1996
• Focus your vision [kit] Jones, Dewitt 2005
• Transforming schools through powerful planning Psencik, Kay 2004

Available for browsing from EBook library. Purchase of any books available upon request from Ebook library. Contact LEX for more details.

• Generating Buy-In : Mastering the Language of Leadership Walton, Mark S.AMACOM 2003 9780814427668
• Rethinking Educational Leadership : Challenging the Conventions Bennett, N; Anderson, L SAGE Ltd. 2003 9781847876164
• Values for Educational Leadership Haydon, Graham SAGE Ltd .2007 9781848605015
• Passionate Leadership in Education Davies, Brent; Brighouse, Tim SAGE Ltd. 2008 9780857026958

School change

Available via Ebschost databases. If having access problems please contact

4 core strategies for implementing change.
Loesch, Paul C.
Leadership; May/Jun2010, Vol. 39 Issue 5, p28-31, 4p
The article focuses on core strategies suggested to be taken by schools in narrowing the achievement gap among students. It stresses that school districts should adopt to change in order to implement better means of improving student performance. It also states that identification of the problem and devising a plan are factors which contribute to a successful problem-solving in the field of education. Moreover, it emphasizes that schools should abide with definite goals.

Implementing school-wide behavior change: Lessons from the field.
George, Michael P. White, George P.
Schlaffer, Joseph J.
Psychology in the Schools; Jan2007, Vol. 44 Issue 1, p41-51, 11p, 1
In this article, we examine two schools that successfully adopted school-wide positive behavior interventions and highlight some of the common features that contributed to their success. As part of our analysis, we draw upon the theoretical literature on organizational change to discuss factors that supported these successful school-wide
reform efforts, including the contributions of administrators, teachers,
and school psychologists.


• The challenge of change : start school improvement now! Fullan, Michael. 2009
• Leading change in your school : how to conquer myths, build commitment, and get results Reeves, Douglas B., 1953- 2009
• What's worth fighting for in the principalship? Fullan, Michael. 2008
• Lead more, manage less : a five essential behaviour management insights for school leaders Richmond, Christine. 2007
• Activating the desire to learn Sullo, Robert A. 2007
• Leading schools in a data-rich world : harnessing data for school improvement Earl, Lorna M. (Lorna Maxine), 1948- 2006
• The principalship : a reflective practice perspective Sergiovanni, Thomas J. 2006
• Leading for results : transforming teaching, learning, and relationships in schools Sparks, Dennis. 2005
• Writing better : effective strategies for teaching students with learning difficulties Graham, Steven, 1950- 2005
• Teaching in the knowledge society : education in the age of insecurity Hargreaves, Andy. 2003
• Change forces with a vengeance Fullan, Michael. 2003

Available for browsing from EBook library. Purchase of any books available upon request from Ebook library. Contact LEX for more details.

• Building Leadership Capacity for School Improvement Harris, Alma; Lambert, Linda Open University Press 2007 9780335225699
• International Handbook of School Effectiveness and Improvement : Review, Reflection and Reframing Townsend, Tony Springer 2007 9781402057472
• Reframing Teacher Leadership to Improve Your School Reeves, Douglas B. ASCD 2008 9781416607670
• Leading Change in Your School : How to Conquer Myths, Build Commitment, and Get Results Reeves, Douglas B. ASCD 2009 9781416608929

Emotional intelligence and teaching


Available via our Ebschost databases. If having access problems please contact

Emotional Awareness and Emotional Intelligence in Leadership Teaching.
Ashkanasy, Neal M. Dasborough, Marie T.
Journal of Education for Business; Sep/Oct2003, Vol. 79 Issue 1, p18-22, 5p, 1 Chart
Recent research has highlighted the importance of emotional awareness and emotional intelligence in organizations, and these topics are attracting increasing attention. In this article, the authors present the results of a preliminary classroom study in which emotion concepts were incorporated into an undergraduate leadership course. In the study, students completed self-report and ability tests of emotional intelligence. The test results were compared with students' interest in emotions and their performance in the course assessment. Results showed that interest in and knowledge of emotional intelligence predicted team performance, whereas individual performance was related to emotional intelligence.

Emotional Intelligence and Education: A critical review.
Humphrey, Neil, Curran Andrew Morris Elisabeth, Farrell Peter, Woods Kevin
Educational Psychology; Apr2007, Vol. 27 Issue 2, p235-254, 20p, 1
In recent years there has been an increased interest in the role of emotional intelligence in both the academic success of students and their emotional adjustment in school. However, promotion of emotional intelligence in schools has proven a controversial pursuit, challenging as it does traditional "rationalist" views of education. Furthermore, research findings in this area have been inconsistent at best. In this article we discuss the following key questions relating to this important debate. What do we mean by emotional "intelligence"? What impact would improved emotional intelligence have on learners' emotional health and well-being, academic achievement, and other adaptive outcomes? Can emotional intelligence be taught? It is felt that these are the key issues for consideration in developing policy, practice, and further research in this area.

Emotionally Intelligent Interventions for Students with Reading Disabilities.
Pellitteri, John Dealy, Michael Fasano, Charles Kugler, John
Reading & Writing Quarterly; Apr-Jun2006, Vol. 22 Issue 2, p155-171,
The construct of emotional intelligence provides a framework for understanding emotional processes in students with reading disabilities. The components of emotional intelligence include the perception of emotions, emotional facilitation of thinking, emotional knowledge, and emotional regulation. This article examines underlying affective processes as they relate to cognition, motivation, and social functioning. Ecological and individual interventions for influencing learning and social adjustment are described. Consideration is given to the emotional factors in the school environment, the interpersonal interactions of peer groups, opportunities for facilitating emotional learning, and dynamic affective–aesthetic responses of the individual during the reading process.

Kaufhold, John A. Johnson, Lori R.
Education; Summer2005, Vol. 125 Issue 4, p615-626, 12p, 2 Charts, 3
The study's purpose was to examine emotional intelligence skills and potential problem areas of elementary educators. The study provided elementary educators with a self-assessment of emotional intelligence skills to utilize in the workplace and beyond. An improved understanding of personal skills and weaknesses may lessen educator's risk of psychological burnout. In addition, increased awareness of children's emotional intelligence skills offers educators an alternative means of student assessment. The study's research population consisted of a cluster sample of elementary educators. Each educator varied in regard to length of time in profession and level of education. Many variables were increasing the likelihood of psychological burnout for these educators. The significant findings of this study reveal that elementary educators do not perceive any personal, "enhanced" emotional intelligence skills. The comparison between Master's level and bachelor's level educator's perceptions of personal emotional intelligence skills were similar. Master's level teacher viewed themselves as having higher self-esteem, stress management, and anger management skills, while Bachelor's level teachers perceived themselves as having more enhanced assertion skills.


  • Emotional intelligence : why it can matter more than IQ Goleman, Daniel. 2005
  • Anger management : for middle school students Morris, Elizabeth. 2004
  • Assertiveness : for middle school students Morris, Elizabeth. 2004
  • The new leaders : transforming the art of leadership into the science of results Goleman, Daniel. 2003
  • Project leadership Lewis, James P., 1941- 2003
  • The Heart masters : a program for the promotion of emotional intelligence and resilience : managing the difficult emotions Bellhouse, Robert, 1956- 2003
  • Primal leadership : realizing the power of emotional intelligence Goleman, Daniel. 2002
  • The Heart masters : a program for the promotion of resilience and emotional intelligence for junior primary school students Johnston, Glenda. 2002
  • Emotional intelligence in everyday life : a scientific inquiry Ciarrochi, Joseph. 2001
  • The Heart masters : a program for the promotion of emotional intelligence and resilience in the middle to senior years of primary schools Fuller, Andrew. 2001
  • The Heart masters : a program for the promotion of emotional intelligence and resilience in the junior to middle years of secondary school Fuller, Andrew. 2001
  • Stop! think! choose! : building emotional intelligence in young people Mapes, Katta, 1949- 2000


Available for browsing from Ebook library via Staffnet. Purchase of any books available upon request from Ebook library. Contact LEX at for more details.

  • Emotional Intelligence In Action : Training and Coaching Activities for Leaders and Managers Hughes, Marcia M.; Patterson, L. Bonita; Terrell, James B. Pfeiffer 2005
  • Teaching With Emotional Intelligence : A Step-by-Step Guide for Higher and Further Education Professionals Mortiboys, Alan Routledge 2005
  • A Coach's Guide to Emotional Intelligence : Strategies for Developing Successful Leaders Terrell, James Bradford; Hughes, Marcia M. Pfeiffer 2008
  • Emotional Intelligence Coaching : Improving Performance for Leaders, Coaches and the Individual Neale, Stephen; Spencerarnell, Lisa; Wilson, LizKogan Page 2009

Thursday, August 5, 2010

Use of Interactive Whiteboards to support literacy

Do Interactive Whiteboards Improve the Motivation and Attitudes of Reluctant Readers?
The aim of this action research project was to investigate whether guided reading sessions could be enhanced through the use of an interactive whiteboard.

Interactive Whiteboards, Productive Pedagogies and Literacy Teaching in a Primary Context.
The classroom use of Interactive Whiteboards (IWBs) at Richardson Primary School (ACT) has
produced improvements in students’ Literacy. These improved outcomes have been evidenced
both with anecdotal observations of parents and teachers, as well as in formal standardised
testing results.

Our Ebscohost databases also have a range of good articles on Interactive Whiteboards and literacy. Staff have access to Ebscohost databases via our Staffnet intranet. For any help with accessing the following articles contact Learning Exchange.

Ebscohost articles (see above for) access details
The visual helps me understand the complicated things’: pupil views of teaching and learning with interactive whiteboards.
Wall, Kate,Higgins, Steve,Smith, Heather
British Journal of Educational Technology, 2005
This study is one element of a government-sponsored evaluation into the introduction of interactive whiteboards (IWBs) to Years 5 and 6 in English primary schools. This element of the research aimed to gather information regarding pupil views of IWBs and the impact these tools can have on teaching and learning. To extend current literature, the method targeted pupils’ views of how IWBs can impact on metacognition: thinking about learning.

Teaching for scientific literacy with an interactive whiteboard.
Murcia, Karen
Teaching Science - the Journal of the Australian Science Teachers Association 2008
Developing scientific literacy drove the teaching and learning experiences provided to pre-service primary education teachers. Interactive whiteboard (IWB) pedagogy was used to engage and motivate these students' to explore science's role in making sense of our world and to understand key scientific concepts. Active science learning connected to social contexts was facilitated in workshops by the use of the technology. Using the IWB as a convergence tool facilitated the development of creative teaching resources that linked internet sites and on-line activities with hands on science investigations. It enabled fluid access to real life science contexts and supported a range of learning styles.

The use of the interactive whiteboard for creative teaching and learning in literacy and mathematics: a case study.
Wood, Ruth,Ashfield, Jean
British Journal of Educational Technology 2008
This paper considers the ways in which the interactive whiteboard may support and enhance pedagogic practice through whole-class teaching within literacy and numeracy. Data collected from observations of whole-class lessons, alongside individual interviews and focus group discussions with class teachers and Initial Teacher Education students, has provided opportunities to consider the potential of such technology to facilitate a more creative approach to whole-class teaching. The data suggests that, in the first instance, the special features of information and communications technology such as interactivity, ‘provisionality,’ speed, capacity and range enhance the delivery and pace of the session.

Books available from Learning Exchange

The Interactive Whiteboard Revolution: teaching with IWBs, Chris Betcher and Mal Lee, Acer Press, 2009.

Wednesday, August 4, 2010

QR Codes - implications for teaching and learning

What is a QR code and how can we use it in teaching and learning?
A QR Code is a matrix barcode (or two-dimensional code), readable by QR scanners, mobiles phones with camera, and smartphones.
The code consists of black modules arranged in a square pattern on white background. The information encoded can be text, URL or other data. QR stands for Quick Response.
Although initially used for tracking parts in vehicle manufacturing, QR Codes are now being used in a much broader context.

What are the implications for teaching and learning
Educause explains: 'QR codes link the physical world with the virtual by providing on-the-spot access to descriptive language and online resources for objects and locations. In this way the codes support experiential learning. They offer expanded pedagogical value in exercises that draw students into creating and contributing content. In history projects, students might research information about local sites, write up what they have learned generate QR code for their content, post the codes at key destinations, and tour the sites where a network of information from other students has been posted'
Educause also see the potential of QR codes to move students away from keyboards as input devices in learning environment. Instead they scan QR codes to locate, interpret, review evaluate and create content.
ref: 7 things you should know about QR codes'

Uses of QR codes in Teaching and Learning:
  • The potential of QR codes in Education

eg: Half Hollow Hills Community Library uses datamatrix codes on end stacks to lead patrons to subject guides on the web.
Through the magic of QR codes, Ubimark has published an edition of Jules Verne's Around The World in 80 Days which allows you to 'click through' to more information using your phone.
eg: Novels – add scan codes for sidebar stories about the characters or author commentary. Recipe Book – scan the code to see the “how to” video.

Generate your own QR code
Try Kaywa QR code generator:

Reading QR codes

You need a mobile phone with a camera and a suitable QR scanning app. Try ScanMee for iphones or use Google to locate other QR code readers for other suitable apps. Most smartphones on a Telstra plan come with an inbuilt QR scanner.

See the QR codes we made earlier at the top of this post. Try scanning them to see where it takes you.

Sunday, August 1, 2010

Learning and Teaching with ipads

Currently 15 of our schools are evaluating the use of iPads in supporting teaching and learning.
The evaluation, discussion and learnings from this pilot are available to view on the Learning and Teaching with iPads blog.
Along with this there are links to a range of resources, apps and teaching ideas on iPads in teaching and learning.

Thursday, July 22, 2010

Inclusion and Diversity

Resources held by Learning Exchange

  • Inclusion in action Foreman, Phil. 2008
  • Education for inclusion and diversity Elkins, John. 2008
  • Special teaching for special children? : pedagogies for inclusion Lewis, Ann, 1950- 2005
  • The inclusion toolkit. Book B, Troubleshooting Thorburn, Jan. 2004
  • The inclusion toolkit. Book A, Planning Thorburn, Jan. 2004
  • Quick-guides to inclusion. 3 : ideas for educating students with disabilities Giangreco, Michael F. 2002
  • Adolescents and inclusion : transforming secondary schools Bauer, Anne M. 2001
  • The inclusion handbook. Book B, Troubleshooting : practical guidelines for teachers with special needs students Thorburn, Jan. 1999
  • Restructuring high schools for all students : taking inclusion to the next level Jorgensen, Cheryl M. 1998
  • Cooperative learning and strategies for inclusion : celebrating diversity in the classroom Putnam, JoAnne W. 1998
  • Quick-guides to inclusion. 2 : ideas for educating students with disabilities Giangreco, Michael F. 1998
  • Restructuring high schools for all students : taking inclusion to the next level Jorgensen, Cheryl M. 1998
  • Quick-guides to inclusion : ideas for educating students with disabilities Giangreco, Michael F. 1997
  • The integration/inclusion feasibility study McRae, David. 1996
  • Integration & inclusion in action Foreman, Phil. 1996
  • Inclusion : a guide for educators Stainback, Susan. 1996
  • The illusion of full inclusion : a comprehensive critique of a current special education bandwagon Kauffman, James M. 1995
  • Making school inclusion work : a guide to everyday practice Blenk, Katie, 1954- 1995
  • Cooperative learning and strategies for inclusion : celebrating diversity in the classroom Putnam, JoAnne W. 1993
Image by Tuchodi. Creative Commons Licence Attribution - Share Alike

Tuesday, June 1, 2010

Transition Resources: a collection of teaching resources to assist students with special needs

The resources listed have been identified by the Learning Exchange as valuable tools to assist teachers in facilitating activities for students with special needs and to achieve successful student participation in transition from school to work.

The following print or journal resources are available through the Learning Exchange. You can request access to these items by visiting the Learning Exchange or contacting us via email to A pdf version of this resource booklet can be downloaded from the Learning Exchange website.

The Web based resources below are hyperlinked for instant access.

The resources listed have been split into sub-headings of Transition.

Life Skills
Life skills: 225 ready-to-use health activities for success and well-being (Grades 6-12).
Section 4 covers life skills whilst section 6 covers nutrition.

Life skills activities for secondary students with special needs.
This resource has 190 ready to use lessons with reproducible worksheets ranging from Interpersonal, communication, money management, timetables nutrition & problem solving skills.

Life skills activities for special children: including 145 ready to use lessons
Includes nutrition, time-telling, hygiene, using public transport, telephone usage etc.

Life skills practice.
This manual has worksheets to help transition from school to the workplace with an understanding of common job skills, being part of a team, understanding money, using manners, making phone calls, etc.

Steps for the future.
This Macintosh software program conveys a positive message, as players follow the story of a young man overcoming a disability. It also addresses issues including bullying, peer pressure and binge drinking, as well as difficulties in finding a balance between work, study and life.

The straight talk manual : a self-esteem and life skills workbook for young people aged 9-14.
Some topics covered are friendships, healthy body, waste management.

You can do it! (Kit) VHS + Activity handouts
This kit provides activity worksheets on self assessment of life skills used.

You can do it too! (Kit) 2 x VHS + Activity handouts
This kit allows the student to be motivated through activities involving effort, goal setting, time management, persistence etc.

Social Skills

Social skills activities for special children: including 142 ready-to-use lessons with reproducible activity sheets.

Section 3 ‘Developing positive social skills’ will benefit the student in body language usage and voice tone amongst other important skills needed for effective communication.

Social skills lessons and activities for grades 7-12.
This workbook will aide the student into starting a conversation through role-play and assist in many other social aspects needed in their transition to the workplace.

The social skills handbook: practical activities for social communication.
Covers appearance, using the telephone, etc. This resource gives ideas for a teaching approach to life skills needed in the workplace using video, realia and ephemera materials as props.

Time/Time Management

Lets tell the time to the half and quarter hour.

This picture/text boardbook is in 3 parts; a clock, digital time and text time. The student has to match the correct 3 parts.

Lets tell the time to the hour.
This picture/text boardbook is in 3 parts; a clock, digital time and text time. The student has to match the correct 3 parts.

Maths activities using time clocks: for lower secondary students.
Usable worksheets for instruction on Train timetables, 24 hour clock, yearly calendar and digital and analogue clock exercises.

Tell the time: mathematics
This workbook has worksheets for telling the time in digital and analogue with action story problems, in telling the time using addition, subtraction, multiplication and division.

Tell the time: support materials.
There are team games, calendar Bingo, explanation of the seasons, days of the week and 5 x table to name a few examples.

This workbook has reprintable worksheets discussing digital and analogue clocks, bus timetables, counting time in 5’s, etc.

Money/Maney Handling

Life skills: picture maths.

These worksheets will benefit students with visual learning through clear illustrations for adding, subtracting, multiplying and dividing.

Money: level 3.
This workbook has illustrations of the Australian currency, shopping lists with illustrations including fresh fruit and vegetables.

Money and finance: mathematics activities on a financial theme for lower secondary students.
This workbook has examples of the Australian currency. There is an explanation of how to use EFTPOS and ATM machines.

Survival maths: food shopping.
This workbook has mathematical money problems with illustrations of food items and text.

Survival maths: money.
This workbook will assist the student to identify change to be given, adding money and rounding off.

Money skills: for Macintosh and Windows. Ages 4 –7.
Can be used with an interactive whiteboard with five activities teaching counting, adding money and making change with over 50 difficulty levels in Australian currency.

Health and Nutrition

Health: developing awareness of health and personal development (Level 7).

This workbook includes time management, communication, advertising and healthy eating.

Personal awareness: years 7-10 teaching kit.
This workbook has activity sheets and ideas for discussion on topics of self-esteem, effective communication, individual differences, managing stress and goal setting.

Teacher Resources

Connecting with others; lessons for teaching social and emotional competence, Grades 9-12.

Some areas covered in this manual are communication, cooperation, personal growth and preparing for adulthood, through games, quizzes and worksheets.

Images: a you can do it! Education resource
Reproducible illustrations for communicating a culture of achievement and social well being (Year 7-12).

You can do it! : program achieves grades 9-10.
This workbook is divided up into lesson plans for the following units; getting started, confidence, persistence, organisation & getting along.

You can do it! : program achieves grades 11-12.
This workbook is divided up into lesson plans for the following units; getting started, confidence, persistence, organisation & getting along.

Web-based Resources - Retail

Junk food ads aimed at children (Author unknown)

Shows the student how powerful the psychological persuasion is of advertising towards children, using graphics that aren’t reality.
4:05 mins.

What’s in the shopping bag? PBS kids Go!
A colourful webpage with illustrations of a retail product where the student has to answer interactively what is in the advertised box. The answers are revealed by hitting the ‘send’ button.

Psychology of supermarkets. (student – Author unknown)
Shows an adolescent walking into the supermarket with a list of 6 items and his food choices walking the aisles.
4:17 mins.

Supermarket psychology: entrances, layout & shelving. Food Investigators Series, SBS.
Takes a tour around our Australian supermarket layout giving explanation why products are placed at a certain place on the shelves.
3:05 mins.

Web-based Resources - Customer Service

Customer service video. (Students-Author unknown)
This video is an ideal communication tool to show students how to approach the customer and what NOT to do.
6:40 mins.

Mr. Bean – Bad customer service. Official Mr. Bean.
Shows a cartoon caricature of Mr. Bean in a china shop whilst assistant is on the phone….a NOT what to do video.
2:48 mins.

Web-based Resources - Telephone skills/Communication

Telephone etiquettes and manners. Let’s talk.
This video instructs the student how to answer and make a personal call, or business call.
Slideshow/voice presentation with adolescent images.
4:49 mins.

Web-based Resources - Safety in the Workplace

Captain Safety—Episode 4, Avoid workplace hazards. (Author unknown)
This cartooned clip is lighthearted but straight to the point on eliminating workplace injuries due to day to day hazards.
2:56 mins.

Captain Safety—Episode 7, Preventing back injury. (Author unknown)
This cartooned clip is lighthearted but straight to the point on eliminating injuries to the back in the workplace and at home.
4:50 mins.

Manual Handling back to basics. Safety media.
This instructional video highlights lifting procedures in a PowerPoint sequence using line drawings.
3:12 mins.

Web-based Resources - Personal Hygiene

Smell check (Author unknown)
This video has a cartoon character showing how to groom himself before he enters the public. Very comical and adolescent jargon. Aimed at male hygiene.
4:36 mins.

Food Safety Music– you’d better wash your hands—Animation (Author unknown)
A parody of The Beatles ‘I wanna hold your hand’. Gets the point across through song and animation.
2:19 mins.

Web-based Resources - eBooks and Journals

eBook Titles

Food choices: the ultimate teen guide. 2010
This guide provides teens with a new look at food and eating, guiding teens into a greater knowledge of food and healthy eating discussing numerous topics related to food and eating.

Helping kids and teen with ADHD in school: a workbook for classroom support and managing transitions. 2009
This fully photocopiable workbook will help you to work collaboratively with young people to learn, test strategies, set goals and develop comprehensive support plans around individual needs.

Life skills activities for secondary students with special needs. 2nd ed. 2010.
Ready-to-use lessons for teaching basic life skills to adolescents with special need. This book offers teachers a unique collection of more than 200 worksheets to help adolescents build the life skills they need to achieve independence and succeed in every day life.

Journal Titles

Teaching exceptional children. 2001 to current.
Feature full-text articles dealing with practical methods and materials for classroom use aimed at teachers of children with disabilities and children who are gifted; an official journal of the Council for Exceptional Children, Arlington, U.K.

Tuesday, May 25, 2010

Collaborative teaching

The following articles are available fulltext via our Ebscohost database. You can request access to these articles by contacting Learning Exchange or you can access the Ebscohost databases via Staffnet-Resources-Library-eResources.

A Collaborative Conversation.
By: Staenberg, Linda; Vanneman, Susan. School Library Monthly, Dec2009, Vol. 26 Issue 4, p15-17, 3p, 1 Black and White Photograph
Abstract: An interview with school librarian Susan Vanneman and classroom teacher Linda Staenberg is presented. When asked about their perceptions of collaborative teaching, they refer to the limited cooperation and coordination among librarians and educators. Vanneman reveals that the team became a Professional Learning Community that focuses on lesson design, strategies, and extension activities. Staenberg suggests to share a vision through open communication to effectively collaborate on projects.

Building Guided Inquiry Teams for 21st-Century Learners.
By: Kuhlthau, Carol C.; Maniotes, Leslie K.. School Library Monthly, Jan2010, Vol. 26 Issue 5, p18-21, 4p, 5 Charts
Abstract: The article tackles on how to design a teaching team that uses a guide inquiry approach in meeting the needs of 21st-century learners. It outlines the five kinds of learning in the inquiry process which are curriculum content, information literacy, learning how to learn, literacy competence and social skills. It discusses the use of core and extended teams in implementing the guided-inquiry learning, and illustrates its application in primary, middle and high school levels.

Co-Instructing at the Secondary Level.
By: Rice, Nancy; Drame, Elizabeth; Owen, Laura; Frattura, Elise M.. Teaching Exceptional Children, Jul/Aug2007, Vol. 39 Issue 6, p12-18, 7p
Abstract: The authors discuss strategies for successful collaborative teaching at the secondary level. Some tips for success include understanding your partner's teaching style, determining that all involved parties have a willingness to co-teach, and scheduling shared planning time. The United States Individuals With Disabilities Education Improvement Act of 2004 (IDEA 2004) along with the United States No Child Left Behind Act (NCLB) mandate that special education instruction must be closely tied to the general education curriculum, making successful collaborative teaching all the more important. It is noted that a study conducted with general educators revealed that some of the most relevant qualities for a special education instructor include professionalism and content knowledge.

Collaborative School Communities that Support Teaching and Learning.
By: Irwin, Judith W.; Farr, William. Reading & Writing Quarterly, Oct-Dec2004, Vol. 20 Issue 4, p343-363, 21p
Abstract: After reviewing the literature on the power of collaborative community in schools, the authors describe interview data collected from educators involved in collaborative change projects related to literacy. First, the authors interviewed a teacher from a middle school team that had changed their literacy instruction toward a more inclusive and authentic pedagogy. Second, the authors interviewed participants from a similar one-year collaborative change program in one elementary school. The data describe experiences of teacher decision-making within communities that are characterized by respect for differences, mutual caring and support, and inclusive decision-making processes. The subsequent loss of a sense of collaborative community in the school study is partially explained by factors that intervened in the ensuing years and was accompanied by a shift away from authentic literacy experiences and back to the use of worksheets and standardized programs.

Collaborative Teaching to Increase ELL Student Learning: A Three-Year Urban Elementary Case Study.
By: York-Barr, Jennifer; Ghere, Gail; Sommerness, Jennifer. Journal of Education for Students Placed at Risk, Jul2007, Vol. 12 Issue 3, p301-335, 35p, 2 Diagrams, 2 Charts Abstract: Urban schools, noted for their diverse student populations and variety of instructional resources and personnel, often are challenged in providing a coherent and differentiated instructional program for the wide array of learners served. In this article, we describe coteaching instructional models to support ELL students in elementary general education classrooms. ELL and general education teachers collaborated in planning, teaching, and reflecting on their instruction. Despite an expedited timeline for implementation and decreased personnel resources in the 2nd year of the study, collaborative teaching relationships were productive and rewarding. Of greatest importance, ELL student achievement increased substantially. Implications for practice include building the knowledge that supports collaboration, strategically allocating instructional personnel, and providing ongoing opportunities for collaborative learning and development.

Coteaching Revisited: Redrawing the Blueprint. By: Kloo, Amanda; Zigmond, Naomi. Preventing School Failure, Winter2008, Vol. 52 Issue 2, p12-20, 9p, 3 Charts Abstract: Coteaching involves 2 certified teachers: 1 general educator and 1 special educator. They share responsibility for planning, delivering, and evaluating instruction for a diverse group of students, some of whom are students with disabilities. In this article, the authors review models of coteaching and the research base for coteaching and describe coteaching as it is currently practiced. After arguing that educators have not yet realized the potential of coteaching, the authors propose a new framework for looking at coteaching and a blueprint to guide its implementation differently in different instructional environments.

Learning About Mason: A Collaborative Lesson With a Struggling Reader.
By: Compton-Lilly, Catherine. Reading Teacher, May2010, Vol. 63 Issue 8, p698-700, 3p, 1 Black and White Photograph
Abstract: This article describes a collaborative lesson that a first-grade teacher created with her teaching colleagues to help her identify and address the reading challenges that one of her students experienced. She had been working with the student for several months, but had made little progress. The collaboration involved a small group of educators who worked with the student using the Reading Recovery program. Reading Recovery can be used with groups of students or individuals. The article explains how a collaborative lesson works and provides details of the particular plan for the student in question.

'Working Smarter By Working Together'.
By: Honawar, Vaishali. Education Digest, Oct2008, Vol. 74 Issue 2, p17-21, 5p Abstract: The article presents an exploration into the use of collaborative teaching methods as a mean to improve the impact of education in the United States. An overview of the philosophy and practicality of the teacher-collaboration model is given, highlighting its distinction from traditional ideas of the individual-teacher to individual-student paradigm. Comments are offered warning against the challenges of the method, citing the need to avoid intra-teacher conflict. The importance of applying collaborative teaching as a paradigm for specific needs rather than a formulaic method is also asserted.

Books and multimedia resources available from Learning Exchange

Collaborative teaching in elementary schools: making the co-teaching marriage work! Murawski, Wendy W. 2010
Collaborative teaching in secondary schools : making the co-teaching marriage work! Murawski, Wendy W. 2009
Purposeful co-teaching: real cases and effective strategies,Conderman, Greg, 2009
A guide to co-teaching: practical tips for facilitating student learning, Villa, Richard A.,2008

Thursday, April 29, 2010

Integration of technology to support learning

Tech Tales: Marco Torres on Empowering Students Through Multimedia
Marco Torres, a social studies teacher and technology director at San Fernando High School, explores how the creation of multimedia projects empowers his students, as well as those who participate in the San Fernando Education Technology Team (SFETT).

Marco Torres: Challenge based learning in action (video)
St Agnes Catholic High School, 2009

Hawaiian students use sophisticated tools to learn and to learn to solve problems
Before Tamlyn and Quinn did their descriptive writing, they created storyboards about the action they wanted to represent in an assignment on "expanding the moment" -- making the story more intense by describing a fleeting instant in great detail. From their storyboards, they each created a computer animation of the action. Frame by frame, the animation in turn sparked their imaginations and helped them create word pictures. "It gives you ideas about what you see," says Quinn. HyperStudio and Kid Pix were among the computer programs they used.

Technology and Academic Achievement
Les Foltos, New Horizons for Learning
Recently, a growing number of researchers have published studies that provide substantial evidence that technology can play a positive role in academic achievement. Several organizations like Edutopia, the North Central Educational Lab (NCREL) and the Center for Applied Research in Educational Technology (CARET) are documenting research studies that link technology to increases in academic achievement. Two studies are reflective of the growing body of research on technology's role in academic achievement.
Two research studies offer clear direction for educators who are trying to answer the questions raised by Secretary Paige. Both studies argue that improvements in student learning occur when technology is paired with instructional strategies like project-based instruction, which actively involves students in intellectually complex work that demands higher-order thinking and problem-solving skills. Henry Becker's research adds further weight to the argument that technology is a particularly strong tool for supporting active, inquiry-based learning. Becker argues that the kind of active learning necessary to master principles and concepts and explain student work is easier to implement in a technology-rich environment where "students have a rich array of information to work with (rather than only preselected, quality filtered textbook content), when communications structures enable students to pose relevant questions to appropriate individuals…and when technology-based tools such as databases, analytic software, and composition software help them to extract understanding from information" (Becker, 2000).

Critical Issue: Using Technology to Enhance Engaged Learning for At-Risk Students
North Central Regional Educational Laboratory
An increasing number of educators are calling for high standards and challenging learning activities for at-risk students. New technologies can provide meaningful learning experiences for all children, especially those at risk of educational failure. Schools that capitalize on the relationship between technology and education reform will help students to develop higher order skills and to function effectively in the world beyond the classroom. Achieving such fundamental change, however, requires a transformation of not only the underlying pedagogy (basic assumptions about the teaching and learning process) but also the kinds of technology applications typically used in classrooms serving at-risk students.