Assessment help

Assessment help

How To Make An Easy Origami Shirt Card For Father's Day

SAMR - Steve - 20 April 2018 - Resource

Facebook of all things has a connection between Seesaw and the SAMR. I has a quick read and then forwarded this to the other teachers. It is especially relevant to our improvements in Seesaw.
https://www.facebook.com/groups/1390088457960727/permalink/1807362229566679/

Fraction Activities

Fraction Activities




Fraction Art

Introduction to Fractions for Kids

Paper Straw Tulip

ICT Skills - Blogging tips

Aren't they a good looking bunch!

Here are some pointers for blogging that will help you:

1. Always make one idea = 1 post. Then use labels effectively, this will ensure your blog is searchable and filterable in different ways.
2. You can create a link using a label category - click a label you want to link to, then notice the URL says /search/label/name of label in it
3. You can take this a step further by combining labels into a search, below...

<blog-URL>/search/?q=label:LABEL1+label:LABEL2

Inquiry into Practice - Going Deeper

How might we go deeper in order to investigate how our students can be better learners?

Process

1. Spend some time on the focussing stage - use whatever tools you wish - to go deeper into understanding the needs/problems/challenges of your students in writing. Make sure you identify if you have any limiting beliefs or preconceptions, the language you use either out loud, or in your head are key aspects to notice.
2. Decide on what is most important to work on and how. Brainstorm some strategies for how you might go about this.
3. Trial and test, play and explore. Reflect and record

Refer to p.34-35 of NZC as you do this. Record these as individual reflections at each stage, for each person.

References:
Blog post 1 - Craig/Rob
Blog post 2 - Judy-Anne
Blog post 3 - Steve

Great Resource - Science Unit Plans - Judy-Anne

Science Unit Planshttps://www.sciencelearn.org.nz/resources/2269-unit-plans-for-primary-teachers

TBCS - Craig - Voice Typing Trial - Something I Love

I decided to try to increase engagement in Writing by getting the students to write about a subject of their choice.

I asked the students to find a photo of something they loved and write me paragraph about why they loved it, using complete sentences.

The next writing period, I introduced them to voice typing to allow them to put more ideas down on screen and excite them about the process. 

The intent was to give them a tool to get their thoughts down quickly and completely and help reluctant writers to enjoy the process and to begin to allow their creativity to flow and not be hampered by the writing process.

It was a messy lesson and it ended up being about experimenting with microphones etc.

They were very impressed when I said full stop and it did!

Where to next.

Use this to cement the show where full stops live and to get the students to think and speak in sentences.

Try to engender excitement and engagement with Writing.

I will blogg results as time goes by...

• 4  Effectively incorporating digital media into the learning environment.
• 6  Use of relevant resources
• 6  Monitoring of ākonga learning during the implementation of a programme of learning, so that the programme can be adapted where needed to better achieve desired outcomes for ākonga.
• 6  Using appropriate pedagogies to accelerate progress of ākonga who are achieving below national expectations.

Learner Agency - Steve - 16 April 2018 - Reflection

Learner Agency: next step have this articulated by the students and look at different methods of presentation. Opening the learning up to their options? Could this be done by other groups of students? Options for video, audio etc?

Seesaw continue developing audio explanations.

SAMR

This example of learning shows the stage of augmentation.

The use of technology to show one example of a strategy that has two examples using different learning styles and then having a peer utilise that example and transfer it into another style of learning or strategy and then transfer that back to the original medium, while sharing between more than one person.
Next level would be video and or audio of the process and dialogue, using links to alternative options, or resetting the task without the parameters.

Great Resource - Research Northwest Tree Dwelling Octopus

This website is a spoof site which teaches the importance of checking the veracity of information online - it's brilliant. Suitable for older than about year 4

https://zapatopi.net/treeoctopus/

Great Resource - If Punctuation had Sounds

Click here

TBCS - Craig - Reflection - Start of Day 2 PLD

Yesterday

Yesterday went well. I got to try lots of things and feel more comfortable with the Blogg reflection process.

It was great spending time together and to encourage each other in our skills and thinking.

I was inspired to use pictures and captions to help get reluctant writers to get started using complete sentences as captions...

Knowing how to move files is really helpful.

Creating the Google form for using with the learning register was fantastic and will help us and especially Judy-Anne.

The talk and presentations around Learner Agency were helpful and it was great to be able to turn that into a blogg.

I was also helpful to know how to put a slide show onto blogger.

Where to today?

I want to know how to set up a class drive and individual drives when the letter to parents takes effect.

I want to know how to use Google Docs more effectively with my students to raise their Writing outcomes
including auto corrections etc.

Also how to know when using technology is making a true difference in my teaching.

Reflection - Rob

What's on top for me...
I thought you all did really well yesterday - it was a day of lots of new skills, quite 'heady thinking' around learner agency and looking at school systems. The biggest areas of progress from my perspective related to:

1. Learner Agency - you are doing some great work on deepening this.
2. Digital Skills - Google Forms, Sheets, Team Drives, Document formatting, Blogger (labelling, 
3. Introduction to the SAMR model - to help you decide the quality/depth of the learning outcomes students are producing.

I have a couple of questions in my head today:

1. How might you use the rubric for Learner Agency with your classes so they can delve into what it is, how to grow it, etc.?
2. How do you know the outcomes your students are producing are quality? 
3. How might you unpack what inquiry into practice is so that it is useful, relevant, manageable for your school?

Reflection Day One PLD - Steve - 17 April 2018

Hi points - interaction and sharing of ideas, processes , presentations and seeing how we all have different ways of achieving the same goal.
Functions I can use. Potential for using the blog, also tidied up labels to be clearer. Learner agency update as to not just students but our impact.
Positive way of including photos.
The Blog has way more impact by the simple adding of a picture. Keep this in mind for recording.
Teaching Standards: what works.
Teacher reflection

Reflection on Day 1 PLD April 17 - Judy-Anne

Felt as though my brain was mush by the end of yesterday. It was quite difficult to compartmentalise and things were going on with my family so I was also distracted. We covered a lot and I found that I had forgotten how to do some things that I used to know how to do.

It was good to be able to find my google photos on the laptop later in the day. I couldn't find them in the morning but discovered that putting a search in eg "April" brought them up. The blog looks so much better with photos!

I think we had some good discussions about stream lining some of our work. Teacher Meetings will hopefully be shorter with the new agenda we have and a system for all putting in our comments before we have our meeting.

Next steps:
I need to ensure I am scheduling time to practise skills.

It is wise for us to share our planning, good apps etc. Rob suggested having places named "Great Resources" and "Great Strategies" and has put those labels on the blog.

Ideas to motivate boys or reluctant writers

Here are some ideas from another one of my clients about motivating reluctant writers that might resonate with you ;-)

If you want to take these ideas and edit them as text, you can import this image into Keep and then convert the text.

 

Keeping Your Children Safe Online - John Parsons

Check out this great book by my friend and colleague John Parsons - would be great for your parent library.

Reflection - Learner Agency Room 1 - Judy-Anne

I set an activity for writing on seesaw, giving the children options of how they could tell me about their perfect day. Most chose to write about it, some chose to make a video and one drew and then put a caption on her drawing. They also chose to work in different places and no-one sat in a student chair at a desk, some were kneeling, some stood, some sat in comfortable chairs and swivelled.

One of the writers discovered the emoji button and they all discovered that spelling options came up underneath what they were writing so they didn't have to type every word. Most used lots of emojis, particularly when the appropriate picture came up with their word eg pizza, tv.


The writers spent about twice as much time as usual engaged in their writing and only stopped because it was break time.

Learner Agency was shown in the choices that they had available and also discovering learning for themselves. I had no idea that would happen with emojis so it was exciting learning for all of us.


Next steps: Use more activities on Seesaw rather than just posting to the journal each time.

SAMR Reflection

This learning fits in the Modification section of the SAMR model. The children were given what would normally be a 'writing' task and given the choice of how to tell about Their Perfect Day. This was then shared on Seesaw with their parents. Some parts would almost fit under Redefinition because we would not have had the ability to share videos with parents previously. (Could have shared the writing and drawing.)

Taking it further:
. Some of the children discovered the emojis and what they could do with those so it would be good for them to teach the others about them.
.  We could go further with learning about making quality videos
. One child already went further with putting captions on her drawing when a drawing was enough. We could also talk about the value of doing more than just the minimum required.
. Look into more of the Activities pre loaded on Seesaw
. Make more Activities for Room 1 on Seesaw
. Consider the success criteria for the learning- eg communicating clearly, using full sentences??

Tie-dyeing in Room 1, Judy-Anne

We took photos of our tie dyeing to send on seesaw. It was quite challenging to think about lighting, focus and framing. We explored good places to position ourselves and our tie-dyed product.

TBCS - Craig - Learner Agency Examples Room 3

These were my examples of learner agency in Room 3 

They showed students going beyond what was expected, students helping one another, Students teaching each other aspects about devotions using the whiteboard (at break time), setting a goals and choosing to do it while everyone enjoyed Sumdog.

Where to next...

Put it up on Seesaw to share with parents.

There are other things on the rubric which can be added.

Share it with the rest of the class.

Loop it on T.V as an example.

Add video and get students to articulate what they are doing and learning, and where they are going.

• 6  Using appropriate pedagogies to accelerate progress of ākonga who are achieving below national expectations.
• 6  Having high expectations for all ākonga and sharing these expectations with ākonga and whānau.
• 6  Undertaking a detailed evaluation of learning programmes and their impact on all ākonga, that takes into account ākonga feedback.
• 5  Structuring learning tasks so that all ākonga experience a degree of success, but also ensuring that they are required to stretch themselves to fully succeed.
• 4  Discussing my practice with colleagues and being open to new ideas.
• 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. 

Reflection - Steve - Plans

PLANS

I had a process in mind after our pld and teacher meetings.
So much I wanted to achieve. So little accomplished.
Not actually true but seems like it.
Things I wanted, not yet achieved.
1. ERO reading for meeting, prep for student achievement.
2. Observe Reliever to get a feel for application for position.
3. Appraisal system we are starting to share with staff not just teachers.
4. Ensure communication options are taken up by parents.
5. Go through procedures from the Student Achievement Policy from School Docs.
6. Writing Plan consistency.

Achieved
It was good to spend time not just observing the reliever but getting to 'pop' in to the classrooms, getting a feel for the atmosphere, attitudes etc.
Have a BOT member contacted all families to help them have Seesaw and School Loop.
Procedures checked.
Very 'pleasing' to see the outcomes of JA & C working together to have a confident approach to problems solutions, working together and being comfortable with where they are going (reading), and to see it in action in the classroom, great.

 Outcome: a realisation that my staff are competent, working towards the same outcomes I am. We are a better team than I had thought. My need to achieve/accomplish PLD, procedures, appraisals is more collaboration than me doing. I am not indispensable. Hope I can keep to this.

End of Term 1 Reflection - Judy-Anne

This term seems to have flown by which is quite amazing since in reality it was a long term. I found running Preschool Play dates to be quite challenging as being on show to large groups is outside my comfort zone. It is one of our ways to promote the school though so needs to be done. They seem to have gone well and I think we have a relatively easy 'formula' programme to follow now.

We have used see-saw quite a lot. The children were initially reluctant to post their work without me checking it but are generally happy to do so now. We have good buy in from the parents and often the feedback is really fast. I have made one activity for them to follow and that was really successful. A number of the girls spent about 40 minutes writing that day - they found that they got words underneath their writing so they didn't need to know how to spell everything plus they got pictures to add as well. Some of the boys chose to record their work and made a great job of coming up with good sentence structure and relatively good sound quality.

My big challenge is figuring out how to make ICT an integrated part rather than an end in itself.

Next steps:We need to look at improving the quality of our audio in videos so need to look at what better quality means and then find a way to be recording for our subjects- maybe it will be writing.

TBCS - Craig - Reflection of Term 1 2018

This term has gone really well and there have been lots of positives. Most students have progressed really well in Reading and Math, and Bible has progressed well with the students learning Genesis well and being challenged about how the Word of God impacts their every day lives.

One area that has been a challenge has been writing. I have tried lots of different means of getting the students to write and it has had mixed results. The term goal was about sentences. That still remains a challenge.

We have started using ICT to improve writing outcomes, but this is still in the learning, messy stage. The kids are excited, but our school goal has not seen improvement yet using this media.

I have seen improvement in the students that struggle, but most of the problems are ones of attitude and head space, not so much in ability. I have worked tirelessly to point out strengths and abilities and to create empathy for others. Once they can look outside themselves, they will more quickly see the impact their actions and words.

The students wrote some great reflections of their learning which showed the progress each of them had made. It was really encouraging for me.

• 2  Reflection on how aspects of PLD have been enacted and the impact on ākonga learning.
• 3  Participating fully in school/syndicate/faculty/department meetings and be an active member of the team. Share ideas with others.
• 4  Discussing my practice with colleagues and being open to new ideas.
• Promotion of positive and appropriate relationships with and between ākonga.

Reflection on the term - Rob

I've had a great term. I've really enjoyed working with you all and am excited to see your progress and where we can go to next.

I've also had some exciting learning that I've been doing during the term, with the highlight being going to Sydney to train to become a Gallup certified Strengths Coach. This is a coaching framework which takes the philosophy of 'what if we only focussed on what people are naturally good at, rather than what they aren't good at?'.

This is something I'm super excited about and I am applying this to the work I do with school leaders, leadership teams as well as collaborative teams. I've done the youth version with Isabella, my 11-year-old and it has also given me a new 'language' to use with her as her Dad.

My team has grown in my business, with Tabitha Leonard who is based out of Auckland and has specialist skills at inquiry into practice and design thinking/SOLO taxonomy, as well as two new people to help in the background of the business.

In terms of the progress for Tasman Bay Christian School, it's great to see how attempting new things is challenging each of you and the mixture of skills, confidence, and pedagogy coming together as you learn to more naturally integrate technology into the learning process.

Reflection-Steve-Term 1 2018

The most noticeable item for me has been the reminder that when learning I need to be more open to accepting the learning opportunities that are outside what I had previously thought where the main ones. i.e. not reading, writing, maths for Nat'l Standards, nor that writing is restricted to pen and paper. The use of audio is an appropriate format for conveying meaning - I guess that is literacy.

Developing our school goals as collaborative has started. Making our practise more streamlined, i.e.
using the blog for our appraisal process, with the Teacher criteria, with the school goals, PD, reflections etc.




This crosses over into so many other areas of my practise. I will focus on this one and hopefully become more open to seeing other opportunities.

Relationships: the mixes we have in school have altered or maybe I have.  The teachers have strengths and abilities that I have drawn on but maybe not helped to develop. I am becoming more aware with help from others, that I have certain mindsets that may be worth modifying? How do I do this?


The change from Teacher which has it's own set of dynamics to Principal which have a whole other variety of similar but different requirements. i.e. the way I run the classroom is not how I am managing my role on the BOT.
Again how do I change this?

Teacher Only Day Planning

As far as next week goes here are my thoughts thus far:

• please be prepared to share 5 examples of student learning each (Steve you can do a minimum of 3) that shows: digital learning with writing or English in some shape or form. If you've not done a lot of digital learning in writing, then just digital learning is fine. We need a number of examples as part of what we will do will be analysing these together...
• goals of the two days include: continue lifting confidence/skill at using digital tools, looking at student learning data with a view to designing teacher inquiries (these will feed into your appraisal process), unpacking and expanding on your definition of learner agency and how this can influence planning programmes for T2.
• Would you each please take a series of photos during this week that depict different things about learner agency in your class or in the school? If you can have 3-5 each that would be ideal.
• I reckon we will work from 9-4pm each day

Remember when posting to the blog to put your name as the label also - you'll see links at the top to your posts now, plus a section we'll populate for Inquiry into Practice.

Please help relabel labels for ease of access on blog. Steve
Check e-mail shortcuts i.e. year groups etc. Steve
Google for room 4, docs etc.

Craig wants to know how to set up a room drive, because his teacher didn't use a pencil and Steve asked him how to do it...

Craig wants to know how to set the mistake levels for writing on Room 3 because at the moment it doesn't help at all.

Examples:
Seesaw- Journal
Seesaw- Activities
Lexia
Sunshine Online
Pobble 365
Learning for fun
Sunshine Classics
Photos with ipads
Reading Plus
Epic
Typing
Maths Buddy
Sumdog- Reading and maths
Room 3 drive- writing
ANZAC discovery kit

Writing - TBCS - Rm 4 Target

Writing
In the use of seesaw, Craig shared what he was doing, using another mode of communication than text, he was using audio. I thought about the use of audio in seesaw instead of text for my class. Communication has been differentiated by me in the past, I didn't really use audio as a means of communication with parents. I can see how audio is and should be part of literacy. To that end.

Action
I promoted the use of audio for explaining our last posts in lieu of the normal written explanations.
Responses have been varied, some continue to only 'like' while others have made their responses using audio as well.
A positive is only 3 families are not on seesaw, I am hoping that the children have recognised that their posts aren't being seen at home. I know this was one reason for signing up.

Reflection/next steps
Continue to monitor what Craig is developing and look into extending my posts, maybe even drafting a script? Looking at developing the 'writing' for the audio?