Reflections on TOD - Day 2 - 27 Jan 2018 - Judy- Anne

1. Slow down. We don’t need to try and do everything at once. In fact it may be better to pick one thing and do it well before adding something else. It is very tempting to just get on with all the fun stuff though.

2. I need a system to ensure I put time aside to learn how to use ‘g suite.’ There are so many apps I am getting a bit muddled about which to use for what.

3. What is the best place to put the Learner Support Register? Teacher meeting minutes?

TBCS - Craig - Reflection - Day 1 - January 18

What is standing out?

• How many tools there are!
• What a lot I have to learn.
• How much time could be taken trying to learn each one.

Where to from here?

• Get e-mail links to parents sorted.
• Understand how to use see saw
• become more confident with what we have covered today.
• find some practical things I can start with my students.

• 2  Undertaking PLD and further professional reading.
• 2  Engaging with school-wide inquiry approaches as expected.
• 2  Ongoing active involvement in a school/community of schools or other professional learning communities (PLC).
• 2  Attending and contributing to PLD opportunities within and beyond my school.
• 3  Participation in professional development (PLD), both in school and through outside agencies. Working with colleagues to enact the new learning. 

Reflections on TOD 26 January - Judy-Anne

1. What might be standing out?
2. What are my priorities to learn next?

Standing out: so much to learn and do but I feel more comfortable because I have learnt a little more over the years so don't feel so far out of my depth and comfort zone.

Priorities: develop a system for adding to the blog regularly, commit to a system so I will use some of the different software in G Suite to increase my familiarity with it, develop a playlist in you tube, develop some templates in Forms, Develop a system for storing photos- with labels

ICT Skills - learning to use search properly

I think that search is a fundamental skills for using the cloud effectively. This blog post shows you how to search for anything inside your Google Drive.

No more wasted time looking for files!

ICT Skills - ways to collaborate inside G Suite

This blog post deals with a number of the ways in which we can interact inside G Suite.

As you learn more about how this environment works, you'll find there are a variety of ways we can interact.

ICT Skills - How to manage multiple Google accounts

This tip is to help you learn how to easily switch between multiple Google accounts using the Chrome web browser.

Click on this blog post on learningarchitects.com to watch the video and set this up.

TBCS - Craig - Reflection on Learner Agency

Although I do not understand the word, agency as it is used in Learner agency, I expect from discussions that it refers to you being in control of what and how you learn.

What might the teacher do to develop it?

• Foster a desire to learn and grow, develop excitement about all things new.
• Show where each subject is relevant for now or the future.
• Goal setting.
• choice of themes or activities.
• Wait time.
• Questions that encourage self reflection, How did you go? What went well? what didn't work so well? How can you improve?... etc.
• Success criteria.
• Develop high expectations.
• Foster an environment that encourages risk taking and allows for failure.
• Model different ways to learn.

What might the teacher not do in order to develop it?

• Allow the students to have no imput into what they get to learn.
• Do things the same every time without reflection and and feedback to shape where to go next or next time.
• Teach without giving the 'why' so students don't get the big picture and can't see the value of learning what ever it is.
• Teach to get it taught and over with, with no passion or enthusiasm.
• Get upset when students get it wrong.
• Give no time to think or process.
• Don't allow the students to reflect on what they have learned.
• etc...

• 2  Undertaking PLD and further professional reading.
• 2  Engaging with school-wide inquiry approaches as expected.
• 2  Ongoing active involvement in a school/community of schools or other professional learning communities (PLC).
• 2  Reflection on how aspects of PLD have been enacted and the impact on ākonga learning.
• 2  Attending and contributing to PLD opportunities within and beyond my school.
• 3  Participating fully in school/syndicate/faculty/department meetings and be an active member of the team. Share ideas with others.
• 3  Participation in professional development (PLD), both in school and through outside agencies. Working with colleagues to enact the new learning. 
• 4  Involvement in appropriate PLD.

Reflection on Learner Agency - Steve

What do I think it is?
It is the ability to identify and choose how to learn a skill not mastered previously.
It has a goal and next steps involved in the process.

What might I do or not do to get it?
Model it with examples.
Structure the environment to allow risk taking to help learn how to identify gaps in the skill base for a particular goal?
Encourage questioning to enable students to discover the next steps, try them and report on the outcome.
Guide them to develop another strategy form the results.

What might the teacher do to develop it?

• Model what it looks like
• Attitude
• Environment 
• Encourage risk taking to identify areas in need
• Improvement is the goal
• Goal setting for targets
• Encourage self reflection
• Success Criteria
• Co-construct goals
• Feedback - Feedforward

What might the teacher not do in order to develop it?

• Constantly set goals for them
• Have unwarranted goals
• Predetermined expectations without consultation. 
• Closed questions
• Give answers only.

What might be standing out?

1. The whole range of possibilities to meet our needs even the ones we didn't know about.
2. The Blog for developing our notes, has a good potential especially for appraisals.
3. Shared Notes for our staff meetings.
4. Amazed at the Google Forms, can't wait to try for our Sexuality Consultation.

What are my priorities to learn next?

1. Stop think focus on one area to work through.
2. Discuss our Blog especially if we are to use it for our appraisals, then see how we share it with all staff for theirs.
3. Change bookmarks, no words for ones I know.

Reflection on Learner Agency - Judy-Anne

We discussed learner agency during lunch and felt that it is about the learner having some control over what they are learning, why and how they are learning it. It could involve being able to access help to improve and sometimes  may even mean choosing not to improve on what they currently know.

The teacher can help in a number of ways for different learners and purposes. It may be necessary to tell why something is being learnt, and to show learners that there are different ways of learning and to help them discover the best way for them. They may need to discover for themselves that they learn different things in different ways. The teacher can model that they are a learner too. Also there needs to be an environment where risk taking and making mistakes is valued.

• Foster a desire to learn and grow, develop excitement about all things new.
• Show how each subject necessary in life.
• Goal setting.
• choice of themes or activities.
• Wait time.
• Questions that encourage self reflection, How did you go? What went well? What do you need to do next time? How can you improve?... etc.
•  Learning Intentions and Success criteria.
• Model different ways to learn
• Model making mistakes
• "Talk alouds" for your thinking and processing
• Foster an environment that encourages mistakes and risk taking