Non- formal Education

Nonformal Education – beyond the classroom walls

Year 10 recently returned from three days in Canberra which was endorsing of a form of learning not always viewed as a priority. In academic circles it is known as nonformal education which is best defined as learning that happens outside the classroom. This is distinct from informal learning a student might pick up from a grandparent, siblings, friends or parents. 

 

In the developing world non formal education is a key to assist people gain employment as a pathway out of poverty.  This is evidence through strategies involving rural health programs, village literacy initiatives, rural development collaborations and specific programs for women in rural and urban areas. 

 

At Loreto nonformal education presents through experiences such as engagement in extracurricular activities, social justice initiatives, our Outreach FNQ program, community service such as at the Exodus Foundation, school leadership initiatives and subject excursions. These experiences also provide learning for future employment. 

 

The Canberra excursion for History and Integrated Learning provided nonformal learning by drawing on student’s emotional connections, by participating in activities in an authentic context and listening to real experts doing what they do for the Australian community. 

 

In speaking to veteran Sappers with their dogs or the laying of a wreath at the Australian War Memorial, students engaged with what they were learning at a more emotional level. Learning through this kind of experience usually enables greater retention and follow through. 

 

The knowledge of how the parliamentary system works and who is your local member takes a secondary role to witnessing articulate young women present cogent arguments for and against issues. The role play in parliament for a proposed Bill on free Wi-Fi on public transport was most interesting to watch. The Mock House of Representatives bill revealed genuine passion for issues, excellent ad lib public speaking and lessons about negotiating as a team, coming to a consensus decision and the presentation of a group position statement. 

 

We were fortunate to witness a constitutional sitting of the High Court concerning a present day refugee issue. The towering intellect of the female and male Justices on the bench was clearly revealed in their penetrating questions and impressive responses from the QC. 

 

What was the nonformal learning from these experiences? 

 

At the War Memorial the girls enhanced their learning by drawing on empathetic connections with those directly involved in issues in which they studied. The engagement with parliamentary procedures enabled learning which was contextually relevant in an active process. The High Court reinforced that learning can happen in silence, listening and appreciating being in the presence of tradition and experts. 

 

We heard several girls confirming they want to be an artist, barrister, get involved in politics or join the defence force. Others emerged from the experience with new skills to collaborate with others for a common goal. All these insights and skills can be picked up in the classroom though now and the learning can be very powerful beyond the classroom walls. 

 

AIS ICT Integration Conference 2015

AISITIC Conference Resources

Below are the links to the resources presenters provided at the AIS ICT Integration Conference

  1. Hash Tag for Twitter: #AISITIC15
  1. Conference Website and Program:
Keynote and Workshop Resources

Judy O’Connell

Rethinking Learning in the Age of Digital Fluency

http://www.slideshare.net/heyjudeonline/rethinking-learning-in-the-age-of-digital-fluency

Kelly Hobson

Beefing up Google Tools & Hapara

https://t.co/a0stpvt0Lj

Angela Thomas

Being a Pracademic

http://ssclearningframework.weebly.com/

Santa Sabina Learning Framework – resources and strategies

Nicky Ringland

Teaching Girls to Program

https://twitter.com/hogesonline/status/654092707082559488/photo/1

Session Doodle by Amanda Hogan

Nicky Ringland

Teaching Girls to Program

http://ncss.edu.au/girls-programming-network

Girls Programming network website

Nicky Ringland

Teaching Girls to Program

https://docs.google.com/presentation/d/1T6c63tjdl7XvluF8v70LftCASZ4jhOeTv_9KKQ0GifQ/edit

Girls in computing presentation

Melissa Carson

Making Learning visible

https://docs.google.com/presentation/d/1j1-2WqpnLT4tNQjkGevtCsYok5i3kvciuaVNlnMxKAo/edit

Using online environments for whole school pedagogical improvement.

Nathan Dumbleton

Concept Cube

http://t.co/KkPtjBHGXz

Malyn Mawby & Amanda Hogan

Our Vivid Experiences

https://www.youtube.com/channel/UCRsrT0uRbixCihJV22C-7CQ

Abbotsleigh IST video clips

Jackie Baxter

The Reggio Emilia Experience

https://dl.dropboxusercontent.com/u/23477727/Jackie%20Baxter%20-%20The%20Principles%20of%20Reggio%20Emilia.docx

Notes to support Table Session

Nicky Ringland

Python & Pygame Resources

http://rp-www.cs.usyd.edu.au/~nicky/aisict/

Tutorial: tinyurl.com/aisict-pygame Teacher notes: tinyurl.com/pygame-2015

Kelly Hobson

Beefing up Google Tools and Hapara

https://goo.gl/BKEj6Z

Tim Clark

Scratch4Arduino

https://drive.google.com/file/d/0B0oR8i_t-zjybkNQcC1mS0xGLTg/view?usp=sharing

Geraldine McNulty and Vanessa Petersen

SIC STEM

http://goo.gl/forms/LwQeYkCNLQ

Google Form for evaluation and feedback at the end of the workshop.

Geraldine McNulty and Vanessa Petersen

SIC STEM

https://www.blendspace.com/lessons/Nl03FQ0pv7w09w/

Link to a Blendspace that contains resources for the workshop

Emma Clemens

Digital Citizenship

https://sites.google.com/site/digitalcitizenshipforschool/home

 

Meridith Ebbs

Closing Keynote – Blending IT

https://docs.google.com/presentation/d/1yrz4tQg5EZ3fmp09JJyZBNkQrN1108S-UuE9zuNDtFw/edit?usp=sharing

Summary of a great conference.

Matt Burns

Flipping the K-12 Classroom

http://flippingmyprimaryclassroom.blogspot.com.au/

My blog – ‘Flipping My Primary Classroom’. Charts my journey over the past 3 years. Full of insights and lessons learnt…

Geoff Lancaster

Embedding Makerspace into the curriculum

https://docs.google.com/presentation/d/1TRiTmYFjyUz_wns2L7phlulD3Zw73-suD57ORL2_nmw/edit?usp=sharing

 

Angela Thomas

Being a Pracademic

https://drive.google.com/drive/u/0/folders/0ByFPlUegpHQGM3BaUWxhZEhqX00

Step Up University of Sydney

Here is an event Geography Teachers might like to attend.

The transition from High School to tertiary studies in geography and earth science is crucial in developing future geologists and geographers. I am inviting you, as a High School teacher responsible for these important subjects, to attend Step UP: High School to University Transition in Geography and Earth Science. Attendance is free and afternoon tea is provided. You will meet academic staff who teach first year students and talk with geography and/or geology students who have made the transition from high school to university. There will also be interesting and educational teaching demonstrations and displays of work by students.

The event will be held on Thursday September 10th from 4-6pm in the School of Geosciences Conference Room 449 in the Madsen Building. We are located near City Road on the main campus of the University of Sydney. The venue will be clearly signposted and people will guide you to the room if necessary. In preparation for Step UP, or if you cannot attend this event, we encourage you to visit our website at http://www.sydney.edu.au/science/geosciences/index.shtml and our Facebook Page at https://www.facebook.com/sydneyunigeo

Please respond to this invitation about your attendance at Step UP by emailing nikki.montenegro@sydney.edu.au by Tuesday 8th September. I look forward to seeing you at this event.

Planning and preparing for Assessments and Yearly Examinations

Planning and preparing for Assessments and Yearly Examinations

There are 5 Pillars to help you with your learning: planning, relaxation, concentration, mindfulness and reflection.
Today we would like to focus on planning. We have discussed and provided a template to you plan for your assessment tasks this semester and in the past have talked about strategies for being organised in terms of day to day living, digital organisation of the laptop and the necessary files and folders and being organised in your thinking. To elaborate here are some question to think about:
1. Day to day living: In your day to day living have you mapped out your casual job commitments, the extra- curricular activities in which you participate, community service you might be doing, family events and time for yourself?
2. Digital organisation: In relation to your digital organisation have you backed up your work, placed your files into their relevant folders, removed duplicated files, created an archive folder to partition off draft work file and folder no longer in use?
3. Organised thinking: Do you logically think through your approach to revision with a step by step note taking process? Do you prioitise subjects based on deadlines. Do you set an end point to move on to the next task?
Mr Pluss

Planning and preparing for Assessments and Yearly Examinations

Planning and preparing for Assessments and Yearly Examinations

There are 5 Pillars to help you with your learning: planning, relaxation, concentration, mindfulness and reflection.
Today we would like to focus on planning. We have discussed and provided a template to you plan for your assessment tasks this semester and in the past have talked about strategies for being organised in terms of day to day living, digital organisation of the laptop and the necessary files and folders and being organised in your thinking. To elaborate here are some question to think about:
1. Day to day living: In your day to day living have you mapped out your casual job commitments, the extra- curricular activities in which you participate, community service you might be doing, family events and time for yourself?
2. Digital organisation: In relation to your digital organisation have you backed up your work, placed your files into their relevant folders, removed duplicated files, created an archive folder to partition off draft work file and folder no longer in use?
3. Organised thinking: Do you logically think through your approach to revision with a step by step note taking process? Do you prioitise subjects based on deadlines. Do you set an end point to move on to the next task?
Mr Pluss