Thinking+and+Learning

Here is a photo essay of my progess in **Using wikis.** Helen finding about having to use wikis.

I took it in my usual stride and didn't over react. I gave it some thought once I had returned to normal duties and considered who could help. Giving due thought to the wiki dilemma.

Whilst giving respectful consideration and seeking assistance from Anne (to open my wiki) I heard my dear colleague (and IT wizard) Ange espousing affectionately about putting photos on his wiki. I begged and the everhelpful soul showed me how to do it. Progress at last! With camera in hand I was snap happy. I downloaded the artistic gems and what did I get - giant size photos. More problems! Note to self - seek advice again from Anne. Sought out Anne - set in the right direction (again!) on how to resize through use of Fireworks (an old friend!). Job done on photo number one - PROGRESS at last. Photo Number two in place as well. Now to up the ante. Time to reflect on other goals.

  **Working with Drew Crilly** on VCE History- I have had a couple of meetings with Drew who has kindly agreed to help me with the appropriate depth of delivery of the Year 11 History curriculum. We discussed and shared resources - dvds, videos, texts etc and have agreed to meet in the next few weeks regarding Unit 2. He has been extremely helpful and very generous with his time and experise and has allowed me to be more confident in what I am doing with the class. So now towards the end of Semester I have encouraged the Year 11 class to review my performance to date. Read their comments in the following Photostory.

media type="file" key="History review.wmv"

Relief they don't think I'm a total moron so looks like it's been a step in the right direction with this goal. Nothing has been done on **podcasting** as yet - but l'm sure there will be something at the HTAV conference.


 * Engaging junior students** in humanities PD's will hopefully be at the end of year HTAV and GTAV conferences as I've come across little so far.

 I wasn't surprised to note the spread of A's B's amongst the students across the Domains. There were very few A's but realistically how many students are 12 months ahead of the norm? If there were large numbers then that should be the the norm surely! It is a near impossibility to achieve this in Humanities as the concepts and content are very different at alevel 5 and 6 so you can't be teaching presecribed Ancient Civilisations and be able to assess for Medievel History progression points. Enough of this.
 * Reflection on semester 1 2008 Reports**

__Term 4__ The History Teachers' Annual Conference is this term and I have got into my preferences of Teaching Australian History to Years 9 & 10 which is meant to give innovative ideas about making history more engaging at these levels- so I am setting high hopes for some good ideas to put into practice. Another exciting workshop that I'm in is about using Blogs and podcasts in Year 9 History. I thought the techno savvy year 9's might enjoy this so I'm keen to hear practical applications alreaady trialled in the classroom. Both of these workshops are related to my goals in Pd. for the year so I'm looking forward to what they can offer.
 * Semester 2 2008 Reflection**



__Post Conference Reflection__ Well it seems I'm already doing the engaging strategies but for Years 9 & 10 try to keep the material as visual. So the strategies used at Strathcona was showing a lot of film eg 'Gallipoli' the Mel Gibson one whereas I use the Turkish directed one ( that shows documentary evidence - 'Gallipoli: the Frontline experience' which is not full of fiction and the hero garbage). 'Rabbit Proof Fence' was suggested as a good starting point for the stolen generation and other issues to do with civil rights of the indigenous popuation also covered in Year 9. 'Women of the Sun' quite an old production was also acclaimed as good visual material to look at tradtional indigenous life before european contact. So I will endeavour to track down 'Women of the Sun' and I'm still thinking about 'Gallipoli' but I'm not convinced it is the best option as film is a huge time commitment and the school that ran the workshop ran history for 4 periods a week all year so they had much more time to explore topics than I do.



One idea I was interested in not raised during the history workshop but by one of the Keynote speakers - Jo Kay - was Voice thread. I thought this might be useful for junior classes and Year 9. It would lend itself well to oral history work or Geography Powerpoints with added voice/text so their presentation would be a complete package. A this stage I'm contemplating it for use when the Year9's look at the civil right s issues around the 1967 referendum and and the stolen generation. it maybe possible to use it here. Something I'd like to do if I had time.............. is do oral histories of life on the homefront with year 10 students (world war 11) and local residents before they disappear and their stories with them. Having their voice recorded would make the stories come to life more and be an excellent resource for future students and families.


 * [[image:Gallipoli-DVDcoverart_altered.jpg width="206" height="171"]] || [[image:rabbit_proof_fence_altered.jpg]] || [[image:women_of_the_sun.jpg]] ||

Well the Podcasts and Vodcasts (which i'm still unsure of what they are) workshop was a bit of a dead loss as far as the practicalities of using podcasts and how to go about it. The teacher from Korowa CEGGS used podcasts during a local history elective and her workshop focused on the venues she visited rather how she went about using the technology. So I'm not any the wiser to using them.

I have continued to work with Drew Crilly and I feel quite confident about approaching year 11 History a second time round in 2009 with a small band of students once again. However, the pressure to take Year 12 still hangs over me like a lead weight.

The wiki has developed, I have encouraged the classes to add photos and reflections to their wikis but the 9's and 10's do not think of them kindly. I have my own class agendas to encourage and ensure are mastered that i have to report on and it is a matter of balance.