Digital Fluency Intensive Reflection-Week 5

Digital Fluency Intensive Reflection -Week 5

Visible Learning

What did I learn that increased my understanding of Manaiakalani kaupapa and pedagogy?

Blogging opens up learning!          Sites turbocharge the learning!    

Manaiakalani's evidence shows that utilising digital technologies to create visible learning and teaching has a two-pronged effect; effective teaching and accelerated learning.

Hook learners in to engage with the learning by having the learning visible on a Google site.

Why visible?

• It is about communicating with a real audience and purpose in mind
• It gathers feedback and comment
• It challenges and stimulates thinking
• It engages the learners
• It extends and deepens learning

What is visible?

• planning
• process
• outcomes
• assessment
• teachers' own inquiries

Who is it visible to?

• students
• parents
• senior managers
• teachers at school
• teachers in global community
• students around the world
• the global community

Site content needs to be...

• accessible
• available 
• (in) advance...and...with no surprises

It needs to consider...

• the role of the teacher (highly effective teaching)
• the nature of the assigned tasks (SAMR)
• the nature of the sites accessed (rich multimodal opportunities)
• the degree of student choice and collaboration (options/choices (multimodal) for creation and presentation)        -Rebecca Jensen Woolf Fisher Research AU 2014 report

Students like a head start, to preview the whole unit or week's learning. 

What did I learn that increased my confidence, capability and workflow as a  professional?

Danni Stone presented "Creating a Multi-Modal site".
It was interesting to learn, for the first time, how to use Google Drawings and Google Sites to create a Site for class lessons. I learned how to format the contents of the site. We created our own "Garden with Science"  site  with links to video file, audio file, written activity, sheet, URL to web links (see link below). Students would choose what and when they would learn from the site, thus creating a differentiated, inclusive style of learning. I like the way that "rewindable learning" can be integrated into the site so that students have a point of reference for prior learning. I also liked the way other subjects can be integrated on the same site page.

Handy guidelines for site content include communicating the learning intention, the task and the direction that the class is heading. It is reassuring to hear from others  that it takes time to build resources and planning a site creation gets faster  the more you do it. 

https://sites.google.com/s/1GoFdkrQGLnqZXWOB22gf9GKRJMlaJz3I/p/1ZBf3cFGv3xH_edqQUs8xpwt-vt_sR-KE/edit

What did I learn that could be used with my learners?

Everything I learnt today applies to my students. The presentation of planning and learning as a site is really succinct and definitely a step up from units of work typed with links! Learning will be deeper because of the variety of links and content that can be included as well as a range of responses that factor in higher order thinking.

I like the idea of an immersion assembly where students share a performance about their inquiry for the term. A goal setting page on the site is a good idea for students. Linking reading and writing to the inquiry makes sense as it is best practice. It's wise to keep plans fluid and flexible, as often not all content is covered in a week. Add another page to the site for work to be covered.

What did I learn that could increase my confidence, capability and workflow in my personal life? 

I am not sure how sites might apply to my personal life other than reduce the tonnes of paperwork accumulated each year.

Connected Learners Share      A reflection on blogging.

 Simon Scott writes about the impact that students sharing their learning had on his delivery of writing.

Simon uses a 3-step guide for students to write a quality blog. 

He explains that surface features such as punctuation improved greatly and these needed less teaching time. His literacy teaching shifted away from worksheets that focussed on surface features to students reading other people's blogs and commenting or asking them questions about what they wrote. 

What will I trial with my students?

My very young students mostly read at a very basic level so their ability to read other blogs may be limited to start with. I think that blog posts they create could be very visual with images, video links, or slides they have created. In this way they will be able to engage and comment in their own simple way. 

What support would I need from the outreach facilitator?

As I am new to this type of programme I would need on-going assistance to not only set up my site and student blogs but also see exemplars of what other junior teachers have done with ipads. 

Digital Fluency Intensive Reflection- Week 4

Digital Fluency Intensive Reflection- Week 4

I attended the Primary Teacher's Strike Day and therefore missed the bulk of the content that was presented.I read through the agenda and looked at all instructional slides etc. I read others' blog posts about the day and commented on them. These gave me some understanding of the content.

What did I learn that increased my understanding of Manaiakalani kaupapa and pedagogy?

I continue to be fascinated with the potential of student blog posts to share their learning. The background learning behind each post is rich as students learn, research, create, organise their information into a presentation and put it together as a shared readable post. The sharing of fellow teachers in the same is also interesting. For both teacher and learner a blog tracks learning that can be shared to a wide, global audience as well as providing quality slide shows etc for a variety of audiences close to home.

What did I learn that could increase my confidence, capability or workflow as a professional?

Google Forms: These can be set up for assessment, surveys, story telling, and quizzes. The type of responses range from multi choice to number scales, from short to paragraph answers. There is much versatility in the class programme. We are only just getting our ipads set up so we will have to wait for that before using these forms. 

I created a simple form, as part of my SENCO role,  that will survey teachers about the role of the teacher-aide in their class, aligning it to the job descriptions. I then asked the principal what she thought of it and she suggested also using a similar form as a self assessment for teacher-aides. The two forms would gather different perspectives.  

I then created a form that would gather student voice from my 6 year olds. There had been bothers over the small amount of sport gear in our class and how we were sharing it. The form would allow them and me to evaluate how things were going in that area and present ideas for organising the gear better. Here is the link.
https://docs.google.com/forms/d/e/1FAIpQLSdyZHomrYL58X1VbU9iKU6_qzqrJ0sQjsPYwrhD-kifEHvVjw/viewform?usp=pp_url

Pick a path stories: I  created a pick a path story outline template. I started using Forms, however I was blocked from continuing as one command was not working for the 'Match the answer to the section'. PS This was found in the lower 3 dots of a section. Thanks Donna Yates!
https://docs.google.com/drawings/d/1TXqZsj5mJggVtRN7WozD6H2QaGxgmQPTTO2W69Bo-P4/edit?usp=sharing

Google Maps: I worked my way through the tutorial about how to layer a map, use the information from a sheet, add markers, change the colour of markers, draw a line to measure distance. I like the way we can embed a link of a map into correspondence. Here is my link to my map I created.

Google Sheets: I have worked with various sheets, collating data across the school in a specific area, sorting and compiling charts from the data and embedding these into reports to the principal and BOT.  I have found these valuable for identifying trends in the data, identifying areas of strength and weakness and forming recommendations accordingly. Student confidentiality is paramount when sharing data and I am reluctant to share some on this post for that reason. My sheets learning has caused me to rethink how I collect SENCO data and through this learning I am designing new Google sheet workbooks that can be charted for my reports to the BOT and principal.

What did I learn that could be used with my learners or workflow in my personal life?

I could use maps to create a local map of where students live, where they went on holiday, how they travel to school, and create a treasure map! Sheets is a useful app. for constructing charts/graphs with even young students as part of statistics learning.  Forms have a wide number of possibilities both at school and in community groups. 

Maths Professional Learning Observation by Ian 15.5.17

Ian (Maths consultant) observed me teaching my Alim "Rising Stars" group along with Donna (Alim teacher and AP). 
Duration: 15 minutes

Ian's feedback is as follows...

General: Fantastic, positive, encouraging 

Things to think about.

1.  Each student needs their own materials
2. When sequencing , place the numeral cards in 4 different ways e.g., 1234 ...4321..vertical up and back
3.  Other activities with cards...

• Show me/hold up number before 13, number after 15
• Draw with finger on table number 17
• Draw on whiteboard number before 14
• Show me using 10's frames, number after 13
• Randomly select 5 numbers and put them in order
• Make links and connect cards, writing number, tens frames, numberline, write with finger on desk, in book etc

Questions:
How much maths can each child do in this time? Pack in as much as possible. The more the better! Quick fire, fast, lots and lots, focused on one objective.

Key point to take away is to follow the scaffolding progression...
With full support......a little support....no support....under pressure/confidence/mastery

Professional Learning in Maths with Ian Stevens Term 3

Professional Learning in Maths with Ian Stevens  Term 3

"To be numerate is to have the ability and inclination to use Maths effectively-at home, at work and in the community" -NZC

Using and developing Maths

1. Understandings of the big picture
2. Task master, to know skills and strategies.
3. Attitudes: Competencies and mindsets

We need to design specific tasks that develop knowledge and attitudes. This model helps us design a flexible, sustainable repertoire of practice.

Professional questions to ask myself:
Is the Maths activity memory based or explaining based?
What is my students' diet of Maths?
What do I need to do more of or less of from the following cycle?

Think and think deeper: How much do we get kids to think deeply?  Boaler=Mindsets
Stages:

1. Existing knowledge
2. I see it, I get it
3. I can describe and show it to others
4. Shortcuts used

The "not yet" state indicates I need more

• time
• information
• guidance

Problem solving activities must have an element of figuring out what to do then is supported with practice exercises. We need to hear other people explain their figuring out. Students need to figure out how to figure it out.

Next steps for me as teacher:

1. Fully develop group teaching so that all students have the opportunity to explain their thinking.
2. Develop problem solving and other Maths activities that require a level of thinking deeper.

Number 3 The Digest: How school and teachers can use data to inform teaching in ways that lead to improvements in student achievement-ACER

Number 3 The Digest: How school and teachers can use data to inform teaching in ways that lead to improvements in student achievement-ACER

Key points that I take from this article are...

• A characteristic of good data is its potential to help teachers make good decisions about children's learning. Data tell a story... The two questions uppermost in a teacher's mind should be: What does it all mean and; how can we use it to improve children's achievements?
• Teachers need to be explicit about how they are going to teach differently to improve achievement.
• Teachers need to look closely to see if their teaching matches the needs of the students in THIS year's class.
• To go back to identifying the "hot spots" in subject data e.g., Numeracy hotspots for Place Value
• At pupil level effective assessment...informs individual targets, highlights weaknesses for individuals and groups, provides evidence that supports decisions and focus resources and teaching and informs setting and grouping of students.
• 
  

Professional Learning with Professor Bridie Raban: Neuroscience & Education: Directions that could lead us astray. T3'17

Professional Learning with Professor Bridie Raban: 
Neuroscience & Education: Directions that could lead us astray.       Term 3 2017
At Copthorne, Waitangi     From her article of the same title.

Ten key things about the brain:

1.  More information doesn't mean more learning. Connections need to be made. Too much prompting is confusing. Demonstrations are needed. Eliminate all unnecessary talk.
2. The brain is a highly dynamic organism. Encourage it to move from slow to fast processing.
3. Emotion influences the ability to learn. Text: How children Succeed". Emotions are the organisers of information. If children experience failure, children will wait for the teacher to tell them the answer.
4. Mistakes are an essential part of learning. Allow for multiple tries. Concentrate on HOW to do it effectively. Don't focus on mistakes. "You do it like this".
5. The brain needs novelty: This generates dopomine, the feel good hormone. We must have challenge and positive experiences in literacy. Use a variety of materials and modes.
6. There are no learning styles: We need a variety of learning opportunities. More senses need to be involved.
7. Use it or lose it principle: Information not used is lost. Life long learning is important.
8. Learning is social: Peer collaboration and genuine conversations ties to activities are needed. Emotional interactedness leads to great learning.
9. Learning is best when innate abilities are capitalised on. Detection of patterns and meaningful contexts are needed.
10. Learning changes the structure of the brain. Independence thrives. Learning is not just cognitive.

Next steps for me as teacher:

1. Factor into lessons, the realisation that emotion influences learning. Pleasant yet stimulating learning opportunities will ensure that information is stored well and can be retrieved well.
2. Novelty: Go all out to offer a variety of materials and modes to add the novelty factor. Youtube tutorials have provided a different "novelty" factor to the teaching and learning of Maths etc.