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The purpose of the eTime practicums is for teachers to focus on pedagogical understanding of e-learning and thinking skills, and application of ideas in classroom planning and practice. =====

 - students to become successful digital citizens.
==== - teachers to integrate e-learning effectively into their practice creating an innovative and exciting learning environment for all students. ====

= = =SOLO Taxonomy = T he  S tructure of  O bserved  L earning  O utcomes

//The task is not attacked appropriately; the student hasn’t really understood the point and uses too simple a way of going about it. //
 * <span style="font-family: Arial,Helvetica,sans-serif;">Pre-structural **

<span style="color: #808080; font-family: Arial,Helvetica,sans-serif;">Define - Identify - Do simple procedure //<span style="color: #808080; font-family: Arial,Helvetica,sans-serif;">The student's response only focuses on one relevant aspect. //
 * <span style="font-family: Arial,Helvetica,sans-serif;">Unistructural **

It has students identifying objects in their school that start with the letters of the alphabet. They work from A-Z. media type="custom" key="8180506" || media type="custom" key="8184722" Teaching as Inquiry example for Identifying shapes using Wallwisher.
 * **Example 1:** This Voicethread is made by a grade 1 class in the states.
 * **Example 2:** This wallwisher is an example of how it can be used for identifying shapes in Numeracy. ||

=Click on the SOLO Taxonomy symbol to visit examples at the other levels=

**Multistructural** <span style="color: #808080; font-family: Arial,Helvetica,sans-serif;">Define - Describe - List - Do algorithm - Combine //<span style="color: #808080; font-family: Arial,Helvetica,sans-serif;">The student's response focuses on several relevant aspects but they are treated independently and additively. Assessment of this level is primarily quantitative. //

<span class="wiki_link">**Relational**

<span style="color: #808080; font-family: Arial,Helvetica,sans-serif;">Compare/Contrast - Explain causes - Sequence - Classify - Analyse - Part/Whole - Relate - Analogy - Apply - Formulate questions //<span style="color: #808080; font-family: Arial,Helvetica,sans-serif;">The different aspects have become integrated into a coherent whole. This level is what is normally meant by an adequate understanding of some topic. //

**Extended Abstract** <span style="color: #808080; font-family: Arial,Helvetica,sans-serif;">Evaluate - Theorise - Generalise - Predict - Create - Imagine - Hypothesise - Reflect //<span style="color: #808080; font-family: Arial,Helvetica,sans-serif;">The previous integrated whole may be conceptualised at a higher level of abstraction and generalised to a new topic or area. //



<span style="font-family: 'Arial Black',Gadget,sans-serif;">Practicum Notes

 * [[file:VoiceThread Notes.pdf]] || [[file:Voicethread_getting_started_in_the_classroom.pdf]] || [[file:Voicethread_PrimaryEducatorQuickStartGuide.pdf]] || [[file:Wallwisher .pdf]] ||

<span style="font-family: 'Arial Black',Gadget,sans-serif;">Teaching As Inquiry Template
<span style="font-family: 'Arial Black',Gadget,sans-serif;">

<span style="font-family: 'Arial Black',Gadget,sans-serif;">Back to 2011 Practicum Overview