TBCS - Steve - Milanote - research students

I have 7 students a who are reading above fluent, completing their reading in less than the 35 minutes (usually 10-15 min) allocated. To extend them I was looking for alternative options, and saw milanote.


I have issued access to this app on the basis of creating a presentation on a topic of their choice using this app.
Next I'll need to put a time factor on it. At the moment they are seeing what they can do in this app.

TBCS-Steve-Standards 4&5-June 2108

Teaching Standards No 4  & 5 Learning Focused Culture & Design for Learning

• Observations in my classroom that focus on the learning environment.
• Observing other teachers practices and approaches in the establishment of an inclusive and supportive learning environment.
• Effectively incorporating digital media into the learning environment.

• 4: Understanding and using a range of innovative, co-operative and inquiry learning approaches.
• 4: Effectively incorporating digital media into the learning environment.
• 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.
• 5: Personalising learning and making it meaningful for individual ākonga.

See PLD, 

Observations:
Mathematics: our students have individualised lessons based on their pre-testing in each area of the maths curriculum. The complete a standard 'diagnostic', work through the lessons that they did not master. This sets the 'enquiry'. Recording said lessons dates and scores on their printed diagnostic. Upon completion they recheck (swat) any areas they found difficult and then with the teachers approval they compete a comprehensive diagnostic.
Students may be set lessons from any level including lower i.e. a yr 6 may go to year 5 subtraction  using 7 digits, to master this strategy before returning to the lessons in year 6. This is not uncommon.
This allows students to have control over their learning (to a degree). They are able to use the video training on line (visual and audio), the teacher and their peers for assistance.

Outcome and Actions:

Students us a range of approaches to lessons.

Teachers support this process and track to ensure they understand.
The digital confidence is in their use of said programmes, recording their achievements on their 'Google Drive'.

TBCS - Having a go - Judy-Anne

I have been wanting to develop a list of songs for assembly with appropriate links for a wee while and finally had a go at organising it tonight.

I tried setting up a google doc and the first song went in easily but I couldn't do the next one without putting it in a word document and then uploading the file. That seemed like a very inefficient way so I searched the different google tools and google sites seemed appropriate.

I now have two songs on a google site, saved in the Room 4 shared drive (because they are in charge of assembly.)

I think there are still improvements to be made because I am not sure that we should have to open the songs in another wind but I am still quite proud of myself for giving it a go and getting something worked out for myself.

So next problem is how to get the videos to insert into a blog properly!

TBCS-PLD-May 2018-Photos

Students learning how to use and share photos through the google photos app. Loading the app, from the choices and putting it at the top of their options when opening the folder. Once open trying the shared commenting ability. Major discussions coming re care and appropriate comments. This environment is a little new and the correlation between physical and cloud access is not clear.
This brought about thoughts on cyber safety, especially as we have turned on their e-mail accounts.

Here is Miss Reid learning along side the students. Learning is not restricted.
Next Steps: Have more students share how to and then create learning steps for others to refer to when lost, reducing the need for the specialist to be on hand. Entering these into our shared documents.

TBCS-Steve-PLD-Rm4- May 2018

Rob had entered the class to share how to learn about Spreadsheets. He had a student (with 2 others observing) create and share 'Sheets". They worked on data validation and conditional formatting as a tool to track who had learnt the new skill of Google photos.
https://docs.google.com/spreadsheets/d/1lKAY27fkoUQZB7jcM__JSy3KnCEodt0peY83HQ83Orw/edit#gid=1662425891
We had been looking at how to share photos and make comments in a shared environment.
A very good example to me of how to develop learner agency, they are in control, I have to stand back and watch the learning.
Mindset changes coming. They way I perceive learning, as in why? Literacy is not the tools!!!!
What is the outcome?
Share this with the staff, Learner Agency, Independence, Control, how do we allow our students to grow outside of our direct control?
Part of this is our own learning style, goals, ideals, and yes pedagogy.

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.