Using Taggalaxy

Taggalaxy.de/ is an excellent online resource that offers opportunity for a practitioner to catch the attention of students . Beginning a discussion on a subject by using this software offers visual reminders when implementing a presentation. The website firstly asks for a subject tag in order to compile images however if possible it will produce other options show visually using planets. These planets can work as excellent visual aids in order to produce a flow of contributions towards a specific discussion on a topic however if the system is unable to collect data in order to produce tags then an apologetic note appears. It is therefore important that a user tests the subject first. The negative about the website is that the practitioner is unable to choose the pictures that are chosen by the system and therefore not all of the images might be relevant to the subject being taught. A student may use this website as a resource to remind themselves of recent areas of a topic studied or in it could be used in order to consider ideas before beginning a piece of writing. Use of a Flickr account with images could well prove useful when using this website.

Childs view of importance regarding the Foundation Phase (F.P.) and a diagram of important areas within F.P.

This Voki describes the view of a child regarding what is considered important to the child within the learning process. The child considers what is important during the Foundation Phase education.

The Voki.com offers an excellent piece of free software that can be used both to encourage the  education of children in the area of I.T as well as encourage development in language skills at the same time. The product is easy to use and can be implemented within active learning environments such as Foundation Phase choice sessions. Children can use the product on their own or within a group by taking turns and helping each other. It offers an opportunity to use role play using technology which will help them to understand animation a lot better when they practice it in Key Stage 2 using Ipads. It not only supports child-initiated learning but can also offer a practitioner an innovative way to teach a class new skills. The animation is both eye catching and entertaining. A learner could also use this software as an entertaining way of learning important information by rote. The image of characters might act as a "trigger" for memory within the brain. The negative aspect of this software is that there is little choice in character appearance for the non paying user. Also, the recording time available to a free user is only 1 minute.

Please click on the diagram above to view.



Ideas for the Foundation Phase Topic on light.

The Foundation Phase centres on learning through play. It is therefore paramount that planning for teaching about light involves resources in order to allow children to explore many areas in order to grasp a good understanding of the science of it and way in which it is used throughout the world. It is an excellent subject to be discussed within groups of children from the Foundation Phase through to Year 3, 4, 5 and 6 whether it be the science, nature or world facts that are explored, light offers a dynamic choice within education.

Reflections on the use of light in visual imaging.

Ramesh Raskar reflects and communicates about the action of light. He explains its effect on the visualisation of people and then brings forward ideas regarding how scientists can use light. He considers the importance of thinking about the next step in imaging.

After reflection on the teaching by Ramesh Raskar, I decided to consider his idea of light dispersion. The following 7 photos depict how light dispersion possibly affects different sensors, depending on where they are positioned and which direction the light molecules might be spanning out. Of course the technicalities of the lamps might be designed in order to react to a timer rather than the direction that light molecules move. Light bouncing off reflective or white surfaces might also cause lights to turn off at different time intervals. The first photograph was taken at 8:10 AM on the 24th November 2013. There is a ten minute interval between each photograph.

7 Photographs on ways of Communication

A Glog focused on reflective practice designed on www.glogster.com

Here is a Mindmap regarding some of the outcomes of reflecting on practice.

Some dynamics of Reflection

The importance of reflection
within professional practice.

An introduction to what reflection is.

Reflection is the thinking process that breaks down aspects of experience or information in order to develop, implement and continue a progressive route towards learning. Boud, D Rosemary, K and Walker, D (1995 p.52) mention that reflection can be fostered through written format while Thompson, N and Thompson, S (2008 p.55) note that contexts such as personal reflective space, dyadic reflective space and group learning space broaden opportunity for personal development. Reflection is paramount to effective teaching, and Jeff Nixon notes that teachers should review areas of education and methods of teaching every so often Cole, M (2003, p.120). Successful and continuous professional development increases proficiency when monitoring of actions and metacognitive activity takes place through reflection according to  Fogavty, R (1994). Reflection gives opportunity for response towards positive and negative experiences. It provides assurance that learners are equipped by practitioners for attainment within education because
reflection-in-action and reflection-on-action causes teachers to pay more attention to what they say and do Burnaford, G, Hobson, D and Joseph, F (2009 p.9). Many terms used relating to reflective practise within education convey its importance for both the learner and practitioner Harvard, G and Hodkinson, P (1994, p.120).

 

References

Boud, D, Rosemary, K and Walker, D (1995) Reflection: Turning experience into learning, USA, Nichols Publishing Company.

Burnaford, G, Hobson, D and Joseph, F (2009) Teachers Doing Research, Oxon, Routledge.

Cole, M (2003) Professional Values and Practice for Teachers and Student Teachers, London, David Fulton Publishers Ltd.

Fogavty, R (1994) Teaching for Metacognitive Reflection, United States of America, IRI/SkyLight Training and Publishing, Inc.

Harvard, G and Hodkinson, P (1994) Action and Reflection in Teacher Education, New Jersey, Albex Publishing Corporation.

Thompson, N and Thompson, S (2008), The Critically Reflective Practitioner, New York, Palgrave Macmillan.