Student generated lists
Many lists that teachers create as part of their unit planning process can be generated by students instead. Students work either by themselves, in small groups or as a class to list questions that they are interested in, vocabulary words to learn, or steps to solve a complex problem. This gives them more ownership of their learning.
ICT templates
Make sure you are logged into your Microsoft (new window) or Google (new window) account before accessing these templates. For more support refer to Getting started with technology (new window).
How to use with ICT
Students can access a shared document to contribute items to the list and later refer to the list as the unit of work progresses. Teachers can lock documents to prevent further editing once the list has been established and agreed upon, and individual edits can be undone if necessary. For projects, the initial list can serve as the skeleton for a wiki or other collaborative website.
Single computer
Project the template and collect student responses when generating lists. Provide time regularly for students to access the list and input information as the unit progresses. When complete, print out copies of the list for each student.
ICT tools
External resources
| Title | Link | Description |
|---|---|---|
| Student-generated study guides by Karla Rempe | Student-generated study guides (new window) | An example of asking students to generate the questions that they will answer over the course of a unit of work. |
| Student-generated vocabulary by Cécile Lainé | Student-generated vocabulary (new window) | An example of how to use student-generated lists to encourage mastery of vocabulary in high school French. |
Disclaimer
Links to third-party websites:
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The department accepts no responsibility for content on third-party websites.
Personalised learning
Disability, Learning and Support
When planning to use technology in the classroom it is important to consider the diversity of your learners. Universal Design for Learning (UDL) is a framework to guide the design of learning environments that are accessible and effective for all. For UDL guidelines, information and additional materials, visit the CAST website.
Many students require technology as an adjustment to support their access to learning. Adjustments (NESA) are actions taken that enable a student with disability and additional learning needs to access syllabus outcomes and content on the same basis as their peers. Enrol in the Personalised learning with technology online course to help you make more informed decisions regarding technology.
For a range of simple, how-to videos visit the Assistive Technology page on the Disability, Learning and Support website. Resources are organised into four sections; Literacy and Learning, Vision, Hearing, Physical and Motor Skills.
High potential and gifted learning and support
When planning to use technology in the classroom it is important to consider the full range of abilities of all learners. High potential and gifted learners may require additional adjustments and deliberate talent development. These strategies include differentiation, grouping, enrichment and advanced learning pathways so students can be engaged, grow and achieve their personal best.
Assessing and identifying high potential and gifted learners will help teachers decide which students may benefit from extension and additional challenge. Effective strategies and contributors to achievement for high potential and gifted learners helps teachers to identify and target areas for growth and improvement.
For further support and advice about how to tailor learning for high potential and gifted students from all backgrounds, visit the High Potential and Gifted Education web section, High Potential and Gifted Education Policy or attend one of the professional learning courses on offer.